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      "text": "The education impact evaluation evidence in Africa is shifting from simple tests of what works and what does not to what implementation design is most effective in a given context.",
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      "text": "These findings can help policymakers to update their existing beliefs as to the best starting points for discussions about education policy. Every place and time are different, and so synthesizing effective results is not intended to promote simple wholesale adoption of one program to another context. Achieving high-quality education in Africa will require a host of interventions at each education level – early child education, primary education, secondary education, etc. As a result, policymakers and the researchers who advise them can learn from successful interventions in two key ways. First, most simply, successful interventions in one context provide a starting point for discussions in another context (World Bank, 2018a).19 Would that work here? Why or why not? Second, we can examine the principles behind the success of interventions rather than focusing on specific point estimates (Muralidharan, 2017). Specifically, we can ask what the theory behind the program is, whether the required conditions in a new context hold for that theory to apply, whether the same behavior change would be expected in the new context, based on existing evidence, and whether the program could be well implemented (Bates and Glennerster, 2017). In some cases, a different program design may be more effective at achieving the same change in teacher or student behavior in a new country because of different contextual factors. Certain classes of programs that have been successful across several contexts—like structured pedagogy programs, school feeding programs, school fee elimination programs, or mother tongue instruction programs—may provide starting points for policy discussions in other areas. The education impact evaluation evidence in Africa is shifting from simple tests of what works and what does not to what implementation design is most effective in a given context. As Duflo (2017) writes, “our models give us very little theoretical guidance on what (and how) details will matter.” But the growing array of evidence can guide us in the path forward.",
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      "text": "our models give us very little theoretical guidance on what (and how) details will matter. — As Duflo (2017)",
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      "text": "19 Most immediately, evaluations can inform policy decisions in the same context, as demonstrated by the multifaceted use of evaluations by the Department of Basic Education in South Africa (Pophiwa et al., 2020). This is less relevant to the present synthesis of evidence from many countries.",
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