Effect of a holistic School and community intervention on school enrollment and learning outcomes: Evidence from Uganda.

• In Event: Education improvements: interventions and impacts

Proposal

The Sustainable Development Goal 4 advocates for an inclusive and equitable quality education that promotes lifelong learning opportunities for all (United Nations: 2015; UNESCO, 2017, 2020). Moreover, education is recognized globally as a fundamental human right (United Nations, 2001), and the global agenda on education for all children has resulted in commitments by nation-states to provide free or subsidized primary and secondary education (UNICEF, 2005). However, the high number of children left out of school, and the learning inequality within nations are significant concerns (Lu et al., 2020; Anand et al., 2022). Recent studies reveal a global learning crisis, with children from poor backgrounds notably at risk of dropping out of school (Kremer et al., 2013; Glewwe et al., 2017 & World Bank, 2018). This challenge is dire, especially in sub-Saharan Africa, with many out-of-school children and few learners attaining grade-level numeracy and literacy skills (Uwezo 2017, 2019; Piper, 2010). In Uganda, the learning crisis has been compounded by the extended school closures during the COVID-19 pandemic (USAID, 2020; Angrist., et al., 2021), creating an urgent need for further studies to address learning loss, low educational achievements, and high drop-out rates amongst primary schools in Uganda. Our research examines these critical issues by evaluating the effect of a school and community remediation program on school dropout, learning, and school management implemented by a Ugandan-American education non-governmental organization (NGO).
The research design entailed a three-arm randomized controlled trial study (RCT) in 112 primary schools in rural districts of Uganda. Data collection included assessing grade four students’ numeracy and literacy skills, conducting structured surveys, and focused group discussions with headteachers, teachers, community education volunteers, and implementing NGO program staff. This paper will share study findings on the effect of the intervention on school enrollments, learning outcomes, and community approaches to education and emphasize the what, how, and why aspects that explain variations in treatment effects. In doing so, we aim to highlight the significance of a holistic and local-driven approach in addressing complex and dynamic challenges to schooling and learning in under-resourced countries. The paper aligns with the CIES 2025 conference theme, Envisioning Education in a Digital Society. Our findings advance the debate and need for further inquiry on the effect of technology and real-time student data in aiding access, retention, improving learning outcomes, accountability, and efficiency in school management.

Authors

• Maurice Sikenyi, University of Notre Dame

• Wyatt James Brooks, Arizona State University