The Result of Providing Mobile Hotline Assisted Instruction to Promote Playful Learning for Children: ASR Program in Ethiopia

• In Event: Showcasing the use of data and digital tools to improve quality and inclusive ECDE programs in emergency settings

Proposal

Background
The benefits of using digital technologies to influence teachers’ classroom instruction and enhance learning opportunities for children has been documented. However, there is little evidence on its feasibility and potential to promote ECDE quality, especially in emergency settings. The digital Ethiopia 2025 ICT policy asserts the Government’s keen interest in the exploitation and application of opportunities that digital technologies could provide in enhancing teaching and learning (MOE, 2020). Consistent with this, the ECDE Activity in Ethiopia provides mobile hotline assisted instruction in emergency affected areas to enhance Accelerated School Readiness program to support children's learning, as part of its broader objective of improving learning and holistic development outcomes. The Activity plans to reach children without access to quality preprimary education who are at risk of not reaching their full potential and may struggle in a structured classroom environment. The ASR program prepares children in school for readiness, success in classroom, retention and builds resilience following early exposure to adversity. With access to quality preprimary learning, children can successfully transition to and flourish in school.
In this context, this presentation describes the results of an Accelerated School Readiness (ASR) program facilitated by teachers who received hotline messages to enhance their early learning teaching practices. The hotline messages provide practical application tips to support teachers to demonstrate and make instructions more comprehensive and play based. The messages were delivered remotely reaching teachers by dialing in to access the information using their own mobile phones. The authors will share the results of a study which aimed to understand (1) the early learning and development trajectory of children attending the ASR program, and (2) to what extent is the ASR program associated with higher learning achievements in Grade 1.

Methodology
To address the above research questions, the study used a longitudinal design to measure learning outcomes among ASR cohorts in two phases. Accordingly, the first phase of the study adopts a pre-post study design which involves baseline and endline data collection aimed at measuring early learning and development skills among 650 children who attended the 8-weeks ASR program. The International Early Learning and Development Assessment (IDELA) was used to measure early literacy, numeracy, motor and socio-emotional development.
The second phase of the study, to be completed by the end of 2024, will track these cohorts of children into Grade 1. Using a quasi-experimental approach, the study will compare the learning achievements in Grade 1 for those children who attended the ASR program with that of children of the same age and similar education trajectory, but who did not participate in the ASR program.

Conclusion
The authors will discuss the study’s findings and implication of the results to inform accelerated or remedial programs that can mitigate learning losses for children in emergency settings. Finally, the evidence will advocate on importance of using technology to capacitate teachers to deliver quality ECDE program in emergency settings through ASR and other early learning programs.

Authors

• Jemal Abdulkadir

• Filipa de Castro, Save the Children