Scaling structured pedagogy programs: A synthesis of evidence

• In Event: Core components of effective implementation: Unpacking successful educational interventions

Proposal

The persistent global learning crisis demands urgent, scalable solutions to improve educational outcomes in resource-constrained environments. Structured pedagogy programs have emerged as one of the most effective and cost-effective interventions for improving foundational learning outcomes in low- and middle-income countries (GEEAP, 2023; Glewwe & Muralidharan, 2016). While evidence that supports the efficacy of structured pedagogy is growing, questions remain around large-scale implementation and long-term sustainability (Piper & Dubeck, 2024). Through a synthesis of evidence from different bodies of research, this paper aims to contribute to building a deeper understanding of what makes structured pedagogy effective and how to effectively implement structured pedagogy programs at scale.
‘Structured pedagogy’ has been defined in several ways, and programs have taken on different forms in different contexts. Drawing on approaches from implementation science research (Damschroder et al., 2009), this paper employs an innovative synthesis approach that aims to unpack the black box of how effective approaches achieve their impact. It examines effective structured pedagogy interventions to identify the components that are essential to their success – their core components – and those that can be adapted or removed without impacting effectiveness. To complement the identification of core components, the paper draws insights from implementation experiences from successfully scaled programs that were undertaken within existing government structures.
This approach bridges academic research and implementation knowledge, yielding mid-level insights to inform the design, adaptation, and scaling of evidence-based programs in diverse contexts (Cartwright et al., 2020). Through this approach we identify five core components common across successful structured pedagogy interventions, as well as five key considerations for implementing these interventions at scale.
The analysis also explores key challenges encountered when scaling structured pedagogy programs, including balancing fidelity and flexibility, leveraging existing systems while introducing necessary changes, and maintaining program quality amid cost pressures. We describe how successful programs have navigated these challenges, translating implementation experiences into actionable insights for policymakers and practitioners.
The synthesis of evidence presented in this paper reinforces and contextualises the lessons learned from both the literature and practical experiences. It aligns with calls in the field to move beyond asking simply "what works" to understanding why interventions work and how to replicate their success. The findings have implications for addressing the learning crisis in low- and middle-income countries, offering a systematic and practically applicable framework for scaling effective educational interventions.

Authors

• Heather Leigh Kayton, What Works Hub for Global Education, Blavatnik School of Government, University of Oxford

• Yue-Yi Hwa, What Works Hub for Global Education, Blavatnik School of Government, University of Oxford

• Michelle Kaffenberger, What Works Hub for Global Education, University of Oxford