Improving Education in Developing Countries

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Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery (2021, background): “Their review complemented a series of additional evidence reviews (Conn, 2017; Evans and Mendez Acosta, 2020; Evans and Popova, 2016; Friedman et al., 2016; Ganimian and Murnane, 2016; Glewwe and Muralidharan, 2016; Kremer et al., 2013; Snilstveit et al., 2015).”
Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania* (2018, unknown): “Overall, our results are consistent with and add to a large body of research that finds that merely increasing school resources rarely improves student learning outcomes in developing countries (including Glewwe et al. (2009) in Kenya, Blimpo et al.”
Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness (2018, background): “The TIPPS is a classroom observation tool for assessing classroom quality that focuses on the nature of teacher–child interactions; it was created for use in LMICs.”