Behavioural Science for Pedagogical Change in South Africa

• In Event: Applying Behavioral Science to Improve Teacher Uptake of Pedagogical Best Practices for Foundational Literacy and Numeracy in Sub-Saharan Africa and India

Proposal

Funda Wande’s goal is for all children in South Africa to be able to read for meaning and calculate with confidence by the age of 10 by 2030. Our teacher training, as well as our student- and teacher-facing materials, are written in native languages and are freely available for anyone to download and use. Our programmes and materials are all evidence-based, independently evaluated, policy-aligned, and cost-effective.

Funda Wande is effective in shifting FLN learner outcomes. Nevertheless, there is considerable variability in programme fidelity and concerns remain around the extent of teacher pedagogical change; these challenges prevent students from learning as much as they could be.

The research project we will present at CIES focused on applying behavioural science to increase the consistent use of the Funda Wande Teacher Guide (TG), both as a planning tool before lessons and as a reference guide during lessons. To get teachers to consistently and fully implement the lessons in the Funda Wande TG, the project aimed to increase teachers’ motivation to use the guide by demonstrating improved learner outcomes and creating accountability to prepare for lessons outlined in the guide.

In collaboration with SALDRU and J-PAL Africa at the University of Cape Town, we are currently conducting a three-arm randomized controlled trial in 120 schools in which (1) 40 schools are being treated with the standard Funda Wande instructional coaching model, (2) 40 schools are receiving the same instructional coaching model plus a behavioural component, and (3) 40 schools are serving as the control group. This design will allow us to identify the additional impact of the behavioural component by comparing outcomes across the two treatment arms. Teachers in both treatment arms receive intervention onboarding, learning and teaching support materials, training, and ongoing support from a Funda Wande coach. In addition to this, teachers in the treatment arm with the behavioral component receive supplementary coaching and support in the form of afternoon sessions.

Results from the midline evaluation will be available in November 2024. We will present these results at CIES.

Authors

• Zameka Lubelwana, Funda Wande

• Nwabisa Makaluza, Funda Wande