Policies

LEARN Project

Context 

Improving learning outcomes, such as reading proficiency, has a greater impact on a country's economic development compared to mere school attendance metrics, such as years of schooling. Research by Hanushek and Woessmann (2009) found that a 10% increase in the proportion of students achieving basic literacy skills correlates with an annual growth rate of 0.3 percentage points higher for the respective country. Consequently, numerous international development efforts have shifted their objectives towards promoting school attendance retention and prioritizing effective learning experiences to ensure that children attend school and acquire essential skills there.

Solution 

The LEARN program encompasses three intervention packages aimed at fulfilling the USDA's dual strategic goals: (a) enhancing the literacy levels of school-age children through improved instructional quality and heightened student engagement and attendance and (b) promoting the adoption of healthier dietary habits and practices by boosting awareness of health and hygiene principles, upgrading sanitation infrastructure, and enhancing food safety and storage mechanisms.

Insights 

Improvements in literacy outcomes among readers compared with non-readers point to the heterogeneous impacts of the COVID-19 pandemic. For example, the percentage of words read accurately improved greatly from 10% at baseline to 51% at end-line, and average fluency (words read correctly per minute) doubled from 11 to 22.

Analysis

The program included multiple dimensions; such programs must adapt to comprehensive monitoring and evaluation mechanisms.