Improving Student Learning through School and Community Collaboration
Lessons from “School for All” Project in Africa
Eiji Kozuka
Shiori Tokugawa
Japan International Cooperation Agency
March 15, 2017
ADEA 2017 Triennare
Dakar, Senegal
Outline of Presentation
Key features of “School for All” Project
Results of an impact evaluation
JICA’s School for All Project in Africa
Democratic election of school committee (COGES) members
Planning and implementation of School Action Plan though community participation
“Functional” School Committee
Increase enrollment
Improve the educational quality
Develop trust between school and community
Enhance community efforts in other sectors such as health and agriculture
Main Components Expected Outcomes
Review of results
Changes in average correct answer rates across all grades
Pretest
(Dec. 2014)
Intermediate test
(Feb. 2015)
Posttest
(Jun. 2015)
Result of Basic Skill Tests in Niger
Mathematic Workbook in Extra Classes in Niger
①Basic Skill Test ②Information Sharing with community
④Effective Workbooks ③Extra Classes supported by community
Field Experiment of School for All project in Niger
Group Number of the schools
Intervention
Grant and Financial Training
Training on Information sharing & Additional Class
1 Control Group 60
2 Grant Only Group 60 ✔
3 Grant plus Training Group
60 ✔ ✔
2012 2013 2014
10-12 1-3 4-6 7-9 10-12 1-3 4-6 7-9
Intervention
Data Collection
Baseline survey End-line survey Midline survey
Additional Activities of “Grant plus Training” Group
1. Student exam in Math and French
2. Community meeting to share the exam results, identify problems, and find solutions. To improve the planning, facilitators explain key factors to improve the quality of education: (1) study hours, (2) school infrastructure and learning materials, and (3) quality of teaching and learning.
3. School committee meeting to develop a school improvement plan
4. Community meeting to approve the plan
5. Implement the school improvement plan with school grant
6. Community meeting to review the activities
Impact of Grant and Training on Learning
Test Score before Intervention
Test Score after Intervention
1.5 Years Later
Impact on school activities
Percentage of school committee that helped school activities –data after intervention
0.42 0.49 0.51
0.90** 0.86**
0.57
0.91** 0.85** 0.82**
TEXTBOOK SCHOOL SUPPLY SUPPLEMENTARY CLASS
Control Grant only Grant + Training
Impact on student study
Mechanism for improving student learning
School Grant
Improved School Infrastructure
Increased remedial and night
class
Increased family support
Increased textbooks for students
Improved Student Leaning
Improved school action plan
Increased home study
Training for Commitee
Policy implication from evidence in Niger
When school grant is managed by community, additional support should be necessary, if most of the community members have little schooling and do not have enough knowledge on how to improve learning.
Encouraging family members to support children at home can be an effective intervention for improving learning. Information sharing with the community can be one way to promote parental support.
