The Cost-Effectiveness of an Accelerated Learning Program on the Literacy, Numeracy and Social-Emotional Learning Outcomes of Out-of-School Children in Northeast Nigeria: Evidence from a Mixed Methods Randomized Controlled Trial

Autor/inn/en	Diazgranados Ferráns, Silvia; Lee, Jeongmin; Ohanyido, Chinedu; Hoyer, Kayla; Miheretu, Adane
Titel	The Cost-Effectiveness of an Accelerated Learning Program on the Literacy, Numeracy and Social-Emotional Learning Outcomes of Out-of-School Children in Northeast Nigeria: Evidence from a Mixed Methods Randomized Controlled Trial
Quelle	In: Journal of Research on Educational Effectiveness, 15 (2022) 4, S.655-686 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2022.2037799
Schlagwörter	Foreign Countries; Out of School Youth; Children; Adolescents; Acceleration (Education); Literacy; Numeracy; Outcomes of Education; Cost Effectiveness; Program Costs; Social Emotional Learning; Experience; Educational Attainment; Educational Experience; Attitudes; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Acceleration; Beschleunigung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Lernleistung; Schulerfolg; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Erfahrung; Bildungsabschluss; Bildungsgut; Bildungserfahrung; Attitude; Einstellung; Verhalten
Abstract	Nigeria is home to more out-of-school (OOS) children than any other country on Earth. More than 10.2 million children match that description throughout Nigeria, a conflict-affected country that grapples with long-standing challenges of entrenched poverty and weak governance. We used a randomized control trial (RCT) with 1,723 out of school children, ages 9-14 (850 treatment and 873 control), to determine the impact of an accelerated learning program (ALP) on the literacy, numeracy and social-emotional learning (SEL) outcomes of OOS children in Northeast Nigeria and gathered qualitative and costing data to determine stakeholder's experiences with the program and the cost of implementation. Results show that at an average cost of £66 (2018 GBP) per child for 7 months of service, the program had positive, small to medium, and statistically significant effects on children's literacy and numeracy skills, but no effects on SEL outcomes. We include subgroup analysis to identify baseline equity gaps and the differential impact of the intervention by gender, displacement status and mother tongue language. We discuss limitations and policy and practices implications of these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01