{"id":13609,"date":"2017-10-30T00:00:00","date_gmt":"2017-10-30T00:00:00","guid":{"rendered":"https:\/\/cms.alj3.clients.lemonhq.io\/perspectives\/kids-classroom-improving-education-children-developing-economies\/"},"modified":"2026-03-19T12:31:12","modified_gmt":"2026-03-19T12:31:12","slug":"kids-classroom-improving-education-children-developing-economies","status":"publish","type":"perspectives","link":"https:\/\/cms.alj3.clients.lemonhq.io\/en\/perspectives\/kids-classroom-improving-education-children-developing-economies\/","title":{"rendered":"Kids in the classroom: Improving education for children in developing economies"},"content":{"rendered":"

New ways to potentially increase the number of children enrolled in and attending full-time education in low- and middle-income countries have been identified by a comprehensive new report published by the Abdul Latif Jameel Poverty Action Lab (J-PAL<\/a>), based at the Massachusetts Institute of Technology.<\/p>\n

The report \u2013 Roll Call: Getting Children into School <\/em><\/a>[1]<\/em><\/a> \u2013 drew lessons from 58 randomized trials across 28 low- and middle-income countries. \u00a0It aims to provide a framework for policymakers around the world as attempts are made to further increase the provision of education for children in every country.<\/p>\n

\"\"Rachel Glennerster, Executive Director of J-PAL, says[2]<\/a>:<\/p>\n

\u201cThis knowledge represents the state of the art in rigorous evidence on how to address the global schooling challenge.\u00a0 \u201cOf course, not every program found to be effective in one place should be implemented in another \u2013 but these broad insights, when considered alongside local data and contexts, can help inform the decisions of policymakers and others seeking to improve access to education and learning for all.\u201d<\/em><\/p><\/blockquote>\n

According to the United Nations\u2019 (UN) Millennium Development Goals Report, by 2015 91% of primary school age children (6-12 years old) in the world\u2019s developing regions were enrolled in education, up from 83% in 2000[1]<\/a>. \u00a0There was also a significant rise in the enrolment levels of children aged 12-16 \u2013 up to 65% in 2014, compared with 55% in 2000[2]<\/a>.<\/p>\n

However, 61 million primary school children were out of education in 2015, along with more than 202 million secondary school children[3]<\/a>. \u00a0Furthermore, enrolment is only one part of the issue. Even if children are enrolled, it does not mean that they will actually attend \u2013 and attendance figures remain challenging. \u00a0In India, for example, 29% of enrolled primary school students were absent during unannounced visits[4]<\/a>. \u00a0In Uganda, the figure was 35%[5]<\/a>.<\/p>\n

A Middle East School Report<\/strong><\/p>\n

Statistics around the Middle East and North Africa (MENA) region are also positive.<\/p>\n

The same UN report found that 99% of primary school age children in North Africa were enrolled in school in 2015. \u00a0In Western Asia, that figure fell slightly to 95% \u2013 but was still four percentage points high than the combined figures for the world\u2019s developing regions[5]<\/a>.<\/p>\n

Also, since 1960 the average level of schooling across the MENA region has quadrupled[6]<\/a> and illiteracy has halved since 1980. \u00a0However, whilst the overall trends are positive, there are still obstacles to overcome.<\/p>\n

Could Try Harder<\/strong><\/p>\n

According to the UN, there is a stark disparity between educational opportunities in developing regions based on household incomes, where \u201cchildren in the poorest households are four times as likely to be out of school as those in the richest households.\u201d<\/em>[7]<\/a><\/p>\n

Further, in 2015 a joint report by UNICEF and the UNESCO Institute for Statistics claimed that more than 21 million children across the MENA region were \u201ceither out of school or at risk of dropping out<\/em>\u201d.[8]<\/a><\/p>\n

According to its calculations, more than 12 million were already out of school, six million were at risk of dropping out, and three million were out of school due to the conflicts in Syria and Iraq. \u00a0It also claimed that girls living in the MENA region were 25% less likely to be in education than boys.<\/p>\n

Improving<\/strong> attendance<\/strong><\/p>\n

Against this backdrop, it is crucial for policymakers across the MENA region to look at ways to maximize the number of children enrolling in and attending school.<\/p>\n

The report produced by J-PAL determines that \u201cstudent participation is sensitive to the perceived costs and benefits of education<\/em>\u201d, so seeking ways to increase the benefits and reduce the costs is an obvious route forward. \u00a0This can be achieved, according to the report\u2019s authors, through several methods.<\/p>\n

\"\"<\/p>\n

1. Reducing the travel time to school<\/strong><\/p>\n

Travelling incurs costs in time and money, and in some areas also carries an exposure to unnecessary danger. \u00a0The J-PAL report assessed studies in Afghanistan and Pakistan into the impact of creating new schools closer to remote populations. Both studies found this led to significant increases in the number of children attending school. \u00a0In the Afghanistan research, introducing a school to a village where children previously had to travel an average of three miles, increased enrollment rates from 27% to 69%. \u00a0The impact was particularly helpful for girls, for whom the Afghanistan program increased enrollment rates by 17 percentage points more than it did for boys.<\/p>\n

Where it is not feasible to build new schools, the travel time can be reduced through other methods. \u00a0In India, a program to give bicycles to secondary school girls, so they could travel to and from school in reduced times, led to a 32% increase in girls\u2019 enrollment.<\/p>\n

2. Subsidies and in-kind transfers<\/strong><\/p>\n

Secondary school fees are found in 63% of low-income countries and 22% of middle-income countries. \u00a0In contrast, only 6% of high-income countries charge for secondary school education. \u00a0Those who can least afford to pay for education are most often the ones being charged for it. \u00a0A study in Ghana found a clear improvement in enrollment rates when both girls and boys received full secondary school scholarships.<\/p>\n

Other methods for reducing the costs of education include cash incentives (a cash transfer of just US$ 20 per year to students in Cambodia had a significant positive effect) and non-cash transfers, such as free uniforms or meals. \u00a0However, there was little or no clear result found from linking these awards to the condition of attending school.<\/p>\n

3. Improving children\u2019s health<\/strong><\/p>\n

Tackling large-scale public health issues is not an easy feat, but does bring significant increases in educational enrollment and attendance. \u00a0When children are not sick, and not sapped of energy as they battle against illness, they are much more likely to attend school. \u00a0In India, providing preschoolers with deworming medication lifted preschool participation rates by almost 6 percentage points. \u00a0In Kenya, primary school absenteeism was reduced by 30% after a program was introduced to treat intestinal worms.<\/p>\n

4. Increasing the quality of education
\n<\/strong>If you cannot see any tangible benefit in attending school, are you likely to persist? J-PAL\u2019s assessment of 16 studies found that improving the quality of education on offer can \u2013 although not always \u2013 increase student attendance. \u00a0However, it appears that third-party measurement is key to convincing sceptical \u00a0J-PAL\u2019s report states that \u201cmany of the programs that improved quality and increased student participation included an element of community monitoring or school-based management, which may have helped parents perceive the increases in quality.\u201d[9]<\/a><\/p>\n

5. Changing perceptions around the future impact of a good education<\/strong><\/p>\n

When eighth-grade boys in the Dominican Republic were questioned about their future earnings, almost half did not expect to earn more if they stayed in education for longer. \u00a0However, when researchers informed the boys of the reality \u2013 showing them the average wages of workers in their area based on education levels \u2013 there was a clear impact. \u00a0For every US$ 100 spent on this program, an extra 0.24 years of schooling was generated. \u00a0Researchers also believe the program could be made much more efficient, with the potential to achieve 2.6 additional years of schooling per US$ 100 spent.[10]<\/a><\/p>\n

6. Involving communities in the day-to-day management of schools<\/strong><\/p>\n

By increasing parents\u2019 access to school management, through community-based monitoring programs that can put pressure on a school to improve its quality, increases in school participation can be generated. \u00a0However, those increases are dependent on the community involvement being effective \u2013 something the J-PAL report admits is \u201cdifficult\u201d.<\/p>\n

Informing policy with research<\/strong><\/p>\n

\"GirlFollowing its assessment of 58 randomized trials, the J-PAL report provides a high-level view of the impact of a range of different activities on school enrollment and attendance.<\/p>\n

Some programs are much more cost-effective than others, while some carry more certainty of outcome than others.<\/p>\n

After considering the individual and collective merits of each program, J-PAL researchers outlined seven practical considerations for policymakers looking to increase school enrollment and attendance in low- and middle-income countries. These range from the effectiveness of conditional and unconditional cash transfers, to the viability of reducing costs or the impact of changing perceptions.<\/p>\n

The report concludes[11]<\/a>:<\/p>\n

\u201cWhich strategy is best to pursue will depend on local conditions and challenges. \u00a0In areas where there are few schools\u2026 finding ways to provide low-cost local school options is likely a priority.<\/em><\/p>\n

Similarly, in places with high parasitic worm load or very high rates of anaemia, programs that cheaply address these issues should be investigated for feasibility. \u00a0These are specific strategies that make sense where these specific needs are present.\u201d<\/em><\/p><\/blockquote>\n

\"JPAL<\/p>\n

While there are nuances to consider in each trial and activity, the J-PAL report ensures that policymakers do now have access to foundational information that could significantly enhance education provision in low- and middle-income countries across the globe.<\/p>\n

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Call: Getting Children Into School<\/a>, Abdul Latif Jameel Poverty Action Lab, August 2017\r\n<a href=\"#_ftnref2\" name=\"_ftn2\">[2]<\/a> <a href=\"https:\/\/www.one.org\/us\/2017\/08\/09\/girls-education-barriers\/\" target=\"_blank\" rel=\"noopener noreferrer\">4 common barriers to girls\u2019 schooling \u2013 and how to overcome them<\/a>, ONE, 9 August 2017\r\n<a href=\"#_ftnref3\" name=\"_ftn3\">[3]<\/a> <a href=\"http:\/\/www.un.org\/millenniumgoals\/2015_MDG_Report\/pdf\/MDG%202015%20rev%20(July%201).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Millennium Development Goals Report 2015<\/a>, United Nations, accessed October 2017\r\n<a href=\"#_ftnref4\" name=\"_ftn4\">[4]<\/a> <a href=\"https:\/\/data.worldbank.org\/indicator\/SE.SEC.NENR\" target=\"_blank\" rel=\"noopener noreferrer\">Net enrolment rate, secondary, both sexes (%)<\/a>, The World Bank, accessed October 2017\r\n<a href=\"#_ftnref5\" name=\"_ftn5\">[5]<\/a> <a href=\"http:\/\/www.un.org\/millenniumgoals\/2015_MDG_Report\/pdf\/MDG%202015%20rev%20(July%201).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Millennium Development Goals Report 2015<\/a>, United Nations, accessed October 2017\r\n<a href=\"#_ftnref6\" name=\"_ftn6\">[6]<\/a> <a href=\"http:\/\/www.worldbank.org\/en\/region\/mena\/brief\/education-in-mena\" target=\"_blank\" rel=\"noopener noreferrer\">Education in the Middle East and North Africa<\/a>, The World Bank, 27 January 2014\r\n<a href=\"#_ftnref7\" name=\"_ftn7\">[7]<\/a> <a href=\"http:\/\/www.un.org\/millenniumgoals\/2015_MDG_Report\/pdf\/MDG%202015%20rev%20(July%201).pdf\" target=\"_blank\" rel=\"noopener noreferrer\">The Millennium Development Goals Report 2015<\/a>, United Nations, accessed October 2017\r\n<a href=\"#_ftnref8\" name=\"_ftn8\">[8]<\/a> <a href=\"https:\/\/www.unicef.org\/media\/media_81564.html\" target=\"_blank\" rel=\"noopener noreferrer\">School enrolment rates up but 21 million children in the Middle East & North Africa risk missing out on an education<\/a>, UNICEF, 15 April 2015\r\n<a href=\"#_ftnref9\" name=\"_ftn9\">[9]<\/a> <a href=\"https:\/\/www.povertyactionlab.org\/sites\/default\/files\/publications\/roll-call-getting-children-into-school.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Roll Call: Getting Children Into School<\/a>, Abdul Latif Jameel Poverty Action Lab, August 2017\r\n<a href=\"#_ftnref10\" name=\"_ftn10\">[10]<\/a> <a href=\"https:\/\/www.povertyactionlab.org\/sites\/default\/files\/publications\/roll-call-getting-children-into-school.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Roll Call: Getting Children Into School<\/a>, Abdul Latif Jameel Poverty Action Lab, August 2017\r\n<a href=\"#_ftnref11\" name=\"_ftn11\">[11]<\/a> <a href=\"https:\/\/www.povertyactionlab.org\/sites\/default\/files\/publications\/roll-call-getting-children-into-school.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Roll Call: Getting Children Into School<\/a>, Abdul Latif Jameel Poverty Action Lab, August 2017"],"_business_sector":["field_66f6b5bcac8cb"],"business_sector":["Community Jameel"],"_content_series":["field_66fe3c439f8f6"],"content_series":[""],"_old_post_id":["field_66fe3fd59f8f7"],"old_post_id":["39976"],"_short_title":["field_60925d67125ef"],"short_title":[""],"_summary":["field_6019304103a20"],"summary":[""],"_mobile_featured_image":["field_66f6b4bee65f3"],"mobile_featured_image":["https:\/\/cms.alj3.clients.lemonhq.io\/wp-content\/themes\/alj\/assets\/images\/defaultmobilethumb.jpg"],"_push_notification":["field_66f6b47de65f1"],"push_notification":[""],"_publish_mobile":["field_66f6b491e65f2"],"publish_mobile":["0"],"_status":["field_652694983fe12"],"status":["publish"],"_thumbnail_id":["8030"],"_wpml_word_count":["{\"total\":1669,\"to_translate\":{\"ar\":1669,\"zh-hans\":1669,\"fr\":1669,\"ja\":1669,\"es\":1669,\"tr\":1669}}"],"_wpml_location_migration_done":["1"],"content":["<p>New ways to potentially increase the number of children enrolled in and attending full-time education in low- and middle-income countries have been identified by a comprehensive new report published by the Abdul Latif Jameel Poverty Action Lab (<a href=\"https:\/\/www.povertyactionlab.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">J-PAL<\/a>), based at the Massachusetts Institute of Technology.<\/p>"],"_content":[""],"_wp_old_date":["2019-06-24"],"_edit_lock":["1777640549:4"],"_edit_last":["22"],"_ame_cpe_post_policy":["{\"accessProtection\":{\"active\":\"replace\"}}"],"_wpml_media_duplicate":["1"],"_wpml_media_featured":["1"],"_yoast_wpseo_content_score":["30"],"_yoast_wpseo_estimated-reading-time-minutes":["7"]},"_links":{"self":[{"href":"https:\/\/cms.alj3.clients.lemonhq.io\/en\/wp-json\/wp\/v2\/perspectives\/13609","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cms.alj3.clients.lemonhq.io\/en\/wp-json\/wp\/v2\/perspectives"}],"about":[{"href":"https:\/\/cms.alj3.clients.lemonhq.io\/en\/wp-json\/wp\/v2\/types\/perspectives"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cms.alj3.clients.lemonhq.io\/en\/wp-json\/wp\/v2\/media\/8030"}],"wp:attachment":[{"href":"https:\/\/cms.alj3.clients.lemonhq.io\/en\/wp-json\/wp\/v2\/media?parent=13609"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}