Improving Congolese Children's Early Math and Reading Ability: Preliminary Results from a Cluster Randomized Trial in the Democratic Republic of the Congo

Autor/inn/en	Starkey, Leighann; Aber, J. Lawrence; Johnston, Brian M.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Improving Congolese Children's Early Math and Reading Ability: Preliminary Results from a Cluster Randomized Trial in the Democratic Republic of the Congo
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Mathematics Skills; Reading Skills; Randomized Controlled Trials; Literacy; Numeracy; Elementary School Students; Skill Development; Developing Nations; Low Income Groups; Program Effectiveness; Equal Education; Educational Quality; Grade 2; Grade 3; Grade 4; Program Evaluation; Academic Achievement; Social Development; Emotional Development; Curriculum; Faculty Development; Congo Republic + Suchen Sie Ihr Suchwort? Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Developing country; Developing countries; Entwicklungsland; Quality of education; Bildungsqualität; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Programme evaluation; Programmevaluation; Schulleistung; Soziale Entwicklung; Gefühlsbildung; Curricula; Lehrplan; Rahmenplan
Abstract	Mastering basic numeracy and literacy skills is one of the most fundamental goals of education. However, it is estimated that 250 million primary-school-age children lack basic reading, writing and math skills (UN, 2013). Children living in war and poverty stricken countries are among the least likely to attain those basic goals. The United States Agency for International Development (USAID) has set out to improve basic literacy--and to a lesser extent, basic numeracy--skills for 100 million children in low-income countries by 2015. USAID hopes to accomplish this through the development of innovative teaching techniques and learning materials, maximizing time spent on instruction, and strengthening household, community, and school partnerships. The present study is part of an impact evaluation of one such effort in the Democratic Republic of the Congo (DRC). The purpose of the study is to describe and discuss results from a cluster randomized trial of the "Opportunities for Equitable Access to Quality Basic Education" (OPEQ) program, using a sample of 8,879 second-, third-, and fourth-grade students in the province of Katanga. OPEQ was developed by the International Rescue Committee (IRC) with funding from USAID, to better the quality of teaching and learning processes and enhance children and youth's academic and socio-emotional outcomes in the DRC. Three tables are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01