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19 January 2022 - 19 January 2022

1:00PM - 2:00PM

Online seminar using Zoom

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Part of the School of Education Research Seminar Series.

Many educational interventions boost outcomes for girls in settings where girls face educational disadvantages, but which of those interventions are proven to function effectively at large scale? In contrast to earlier reviews, this review focuses on large-scale programs and policies—those that reach at least 10,000 students—and on final school outcomes such as completion and student learning rather than intermediate school outcomes such as enrollment and attendance. Programs and policies that have boosted school completion or learning at scale across multiple countries include school fee elimination, school meals, making schools more physically accessible, and improving the quality of pedagogy. Other interventions, such as providing better sanitation facilities or safe spaces for girls, show promising results but either have limited evidence across settings or focus on intermediate educational outcomes (such as enrollment) or post-educational outcomes (such as income earning) in their evaluations. These and other areas with limited or no evidence demonstrate many opportunities for education leaders, partners, and researchers to continue innovating and testing programs at scale. We discuss considerations for incorporating evidence-based solutions into local education policies—constraints to girls’ education, potential solutions, and program costs—as well as lessons for scaling programs effectively.

The seminar will present results from the review “Girls’ Education at Scale” and draw on the presenter’s other work on girls’ education, including “What We Learn about Girls’ Education from Interventions that Do Not Focus on Girls,” “Gender Gaps in Education: The Long View,” and “The Geography of Girls’ Education Research.”

 

Presenter's biography

David Evans is a senior fellow at the Center for Global Development, where he researches solutions in education, health, and social safety nets. Previously he was at the World Bank, where he co-authored the World Development Report 2018, Learning to Realize Education’s Promise, coordinated impact evaluation work for sub-Saharan Africa, and managed education projects in Brazil. Evans has evaluated education-related projects in Bangladesh, Brazil, the Gambia, Haiti, Kenya, Mexico, Sierra Leone, and Tanzania. Recent publications include “Teacher Professional Development around the World: The Gap between Evidence and Practice,” “Education in Africa: What Are We Learning?” and “School Uniforms, Short-Run Participation, and Long-Run Outcomes: Evidence from Kenya.” He received a PhD in Economics from Harvard University. You can read more of his research here.

This will be a virtual seminar using Zoom. Contact ed.research@durham.ac.uk for details about how to take part.

 

Pricing

Free