Providing parents with frequent and regular information about their children’s schooling is potentially a lost-cost way to improve learning outcomes. But what’s the most effective way to structure these information campaigns? How often does information need to be delivered in order for there to be real change in teacher behavior, school management and student learning? This evaluation will provide education experts with evidence on the effectiveness of providing information on how well schools are doing academically.
| Research area: | Education |
| Country: | Nigeria |
| Evaluation Sample: | 120 schools |
| Timeline: | Ongoing |
| Intervention: | Information campaign |
| Researchers: | Olatunde Adekola, World Bank; Marie-Helene Cloutier, World Bank; Robert Garlick, Duke University; M Abul Azad Alam, World Bank |
Context
Nigeria has launched key reforms in education, including a program making basic education compulsory. Despite that, enrollment rates, especially among the poorest families, are still insufficient in basic and secondary education, and the quality of schooling remains low. In 2006, as part of a new round of reforms, the government unveiled a 10-year plan to improve access, equity and quality in education. One initiative, aimed at high schools, will give parents information about the academic performance of their children’s school through meetings and other channels. The target population is senior secondary school students – in 10th through 12th grades -- in Ekiti State, Nigeria. Information will be delivered to parents using a combination of school meetings, flyers, text messages and phone calls. The academic performance of the school will be measured through results on state exams and special exercises.
2014 - 2018 |
2014 - 2018 |
