Supporting the most vulnerable children to achieve foundational learning: Lessons and evidence from accelerated learning programs

• In Event: Equity and Inclusion in Education: What Role for Remediation?

Proposal

The presenter will share and discuss evidence from a randomized controlled trial (RCT) conducted in Liberia, specifically focusing on the impact of the Luminos program on out-of-school children. Through sharing insights and discussing the findings, this presentation aims to inform practitioners about the potential of catch-up education programs to accelerate learning outcomes and facilitate the reintegration of marginalized children into mainstream education systems. These insights can be valuable in designing and implementing programs that improve educational access, quality, and equity in diverse global contexts.

The RCT involved the randomization of 100 communities (50 treatment, 50 control) at the community level during the 2022-23 school year. Within each community, a sample of 20 children was selected for baseline and endline assessments with the primary outcome of interest being student learning gains in literacy and numeracy. In addition to the treatment and control groups, there was a comparison group of 500 students enrolled in government schools within the sample. Learning gains for all groups were measured using the Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) tools.

In addition to assessing learning gains, the RCT evaluated the impact of the Luminos program on social-emotional skills, which are vital for a child’s successful transition to school. These skills were assessed using the International Social and Emotional Learning Assessment (ISELA).

Author

• James Earl Kiawoin, Luminos Fund