EdTech

2020 EDTECH ECOSYSTEM: GHANA AND CÔTE D’IVOIRE

Auteur: TRECC – Chrysalis Advisors Africa – Jacobs Foundation
Année: 2021

“This report unveils the challenges faced by those committed to fulfilling the promise of education as a key element for the development of their country, while also highlighting the investment opportunities that exist.”

Whether as a fellow investor or an ecosystem builder who have an interest in the West African education space, this report will give you a good overview of the education start up ecosystems in Ghana and Côte d’Ivoire.

Investing in Early Childhood Development and Education for socioeconomic development in Côte d’Ivoire : an analysis with the iSDG model

Auteur: Millenium Institute – Ministère du Plan et du Développement – TRECC
Année: 2020

Ce rapport analyse la pertinence des investissements en faveur du développement de la petite enfance et de l’éducation de qualité pour la réalisation des Objectifs de développement durable (ODD) et pour les autres indicateurs socio-économiques déclinés dans l’Étude Nationale Prospective « Côte d’Ivoire 2040 » (ENP), notamment les indicateurs de santé, d’éducation et économiques. L’ENP, élaborée en 2015, vise à transformer la Côte d’Ivoire en une puissance industrielle à l’horizon 2040.

Full report – Qualitative research on key early childhood behaviors in Côte d’Ivoire

Auteur: Busara and Johns Hopkins Center for Communication Programs Année: 2020

Parenting programs aim to equip parents with the right information and skills so they can provide optimal care to foster their children’s development, within their own means.

Busara and John Hopkins Center for Communication Programs conducted a new study whose insights allow to finetune existing Parenting programs in Cote d’Ivoire to make them more impactful. Download the comprehensive report.

Arm-Wrestling in the Classroom: The Non-Monotonic Effects of Monitoring Teachers

Auteur: Guilherme Lichand and Sharon Wolf  Année: 2020

This research paper analyses the results of the impact evaluation conducted by Innovations for Poverty Action on Eduq+ intervention

Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate
those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes.

This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly and to mobilize parents –, we find that in schools where either parents or teachers are nudged, student dropouts decrease by nearly 50%. In contrast, in schools where both are nudged, there is no effect on dropouts.

Full report – Qualitative research on key early childhood behaviors in Côte d’Ivoire

Auteur: Busara et Johns Hopkins Center for Communication Programs Année: 2020

Parenting programs aim to equip parents with the right information and skills so they can provide optimal care to foster their children’s development, within their own means.

Busara and John Hopkins Center for Communication Programs conducted a new study whose insights allow to finetune existing Parenting programs in Cote d’Ivoire to make them more impactful. Download the comprehensive report.

Top 10 recommendations – Qualitative research on key early childhood behaviors in Côte D’ivoire

Auteur: Busara et Johns Hopkins Center for Communication Programs Année: 2020

Parenting programs aim to equip parents with the right information and skills so they can provide optimal care to foster their children’s development, within their own means.

Busara and John Hopkins Center for Communication Programs conducted a new study whose insights allow to finetune existing Parenting programs in Cote d’Ivoire to make them more impactful. Download the top 10 recommendations.

Teaching at the Right Level (PEC 2) Formal schools_Endline Report

Author: Innovations for Poverty Action Year: 2020

Through TRECC Grant Matching Mechanism round 2 (GMM2), 13 pilots-to-scale projects have been co-funded with 12 cocoa companies and implemented by 14 implementing organizations in the sectors of Early Childhood Development, Primary Education and Vocational Training.

The role of Innovations for Poverty Action (IPA) is to provide technical support to the companies and implementing agencies to design and implement sound monitoring systems to closely monitor and learn from these pilots. IPA also conducts its own independent and complementary data collection to evaluate the pilot projects.

This report contains IPA’s analysis and recommendations on the potential scale-up of the Company Partner pilot.

IPA evaluation report 1_PEC

Teaching at the Right Level (PEC 1) Formal schools_Endline Report

Author: Innovations for Poverty Action Year: 2020

Through TRECC Grant Matching Mechanism round 2 (GMM2), 13 pilots-to-scale projects have been co-funded with 12 cocoa companies and implemented by 14 implementing organizations in the sectors of Early Childhood Development, Primary Education and Vocational Training.

The role of Innovations for Poverty Action (IPA) is to provide technical support to the companies and implementing agencies to design and implement sound monitoring systems to closely monitor and learn from these pilots. IPA also conducts its own independent and complementary data collection to evaluate the pilot projects.

This report contains IPA’s analysis and recommendations on the potential scale-up of the Company Partner pilot.

Real-Time scaling lab

Millions Learning Real-time Scaling Labs: Emerging findings and key insights

Author: Jenny Perlman Robinson, Molly Curtiss and Patrick Hannahan – CUE at Brookings Year: 2020

The brief provides a synthesis of emerging insights and learning from the Real-time Scaling Labs to date (June 2018-June 2020).  The Real-time Scaling Labs are an initiative launched by the Center for Universal Education (CUE) at Brookings, in collaboration with local institutions in 5 countries including in Côte d’Ivoire, to generate more evidence and provide practical recommendations around the process of scaling impact in education.