Best Bets: Emerging Innovations in Global Development

Group Submission Type: Formal Panel Session

Proposal

Since the early 2000s, the global development community has taken an increasing interest in using rigorous evidence to help address global economic inequality, reduce suffering, and increase the dignity and well-being of vulnerable populations around the globe. Yet the number of evidence-based programs that are operating at scale is still relatively small. Designing, implementing, and scaling evidence-based policies and programs can better support children’s holistic development and learning, reduce learning disparities across the globe, and bring about more just and inclusive futures. Scaling evidence-based interventions that seek to improve learning outcomes can lead to the development of members of society that are more civically and socially engaged, and can better equip them to develop more just and equitable societies.

A research and policy NGO has identified nearly 50 evidence-based interventions at different levels along the path-to-scale that are poised to alter the development landscape and improve lives. We conducted a review of the impact and potential scalability of interventions, looking at the quality and amount of evidence along with the cost and other scalability factors.

We will be releasing a report this year tentatively titled Best Bets: Emerging Opportunities for Impact at Scale. The report will highlight 14 interventions across 10 sectors (including early childhood development, crime and violence, women’s economic empowerment, edutainment and more) classified as having substantial rigorous evidence behind them, yet which need additional investment in scale-up research, policy work, and coalition-building to get to scale.

In this panel, we will share the findings from the report and feature panelists working to scale two education-focused interventions. The panelists will reflect on their successes and challenges in scaling their programs, and what investments are needed to take them to the next level.

Teacher Coaching to Improve Student Learning

Expanding access to primary education has not translated to better learning outcomes in many low- and middle-income countries. In fact, many countries are experiencing a learning crisis with large percentages of students not meeting grade-level expectations in reading and math. Teaching coaches are dedicated educational professionals who provide key inputs such as training, advice, and feedback to in-service teachers at their school. Evidence suggests coaches are most effective when they are equipped with structured tools (e.g. observation guides) and not spread thinly across too many schools.

Studies have shown that coaching can improve the quality of teaching and student learning. A large body of research in the U.S. has found that coaching can have positive effects on teacher pedagogy and student outcomes across both preprimary and primary education, but also that the amount and type of activities that coaches perform can vary widely. The time coaches spend with teachers, for example, is often correlated with outcomes. A growing body of research in LMICs suggests that coaching can improve student learning. A key concern is the coaches themselves: recruiting, training, and maintaining an effective coaching workforce is a critical challenge for education systems. Given that time spent with teachers is correlated with positive outcomes, school systems’ ability to hire enough coaches will be a concern for some countries.

More broadly, the dosage, duration, and focus of coaching should be further investigated to determine the most effective approaches for different systems. Coaching may present a more cost-effective approach than traditional, centralized teacher professional development and training. Studies have also started to look into ways in which various technologies could make virtual coaching a cost-effective possibility, but results are mixed. More research is needed on if and how technology can be leveraged to deliver coaching in a more affordable way.

During this presentation, we will discuss the research that has been done to date to support teacher coaching interventions, program cost-effectiveness, why teacher coaching programs have the potential for impact at scale, and the main questions that remain when considering scale.

Psychosocial stimulation and responsive care to promote early childhood development

Parenting programs include a range of different interventions that target parents with children of various ages, but a growing evidence base has highlighted the effectiveness of programs focused on parents of children ages 0-3. These interventions aim to promote optimal early childhood development by improving the knowledge, attitudes, and behavior of parents and other caregivers either through home visits or group sessions. The programs provide information on children’s health and development, as well as activities that parents can do to support children’s early learning and a positive parent-child relationship.

Studies have shown that parenting programs can improve children’s cognitive and social-emotional development. Across different LMICS, diverse populations, settings, and implementation modalities, these interventions have improved children’s cognitive, social-emotional, language, and other skills (Aboud & Yousafzai, 2015). A meta-analysis of parenting interventions for children up to age three concluded that interventions that explicitly promote responsive caregiving—prompt, consistent, and developmentally appropriate caregiver-child interactions that respond to a child’s cues and needs—can be particularly effective (Jeong et al., 2021). Additionally, programs that support parents to provide young children with psychosocial stimulation—enabling children to explore their environment, manipulate objects, solve problems, and experience positive social interaction—can be effective as well (Britto et al, 2017).

One key consideration for these programs is whether they should be delivered through home visits or through group sessions. There are outstanding questions, including how costs and effectiveness are affected by variations in dosage, duration, and intensity, as well as possible spillover effects (Araujo, Rubio-Codina & Schady, 2021). The scaling process involves various trade-offs, such as between scaling quickly and scaling with quality. Another potential tradeoff concerns the choice between a program focused exclusively on promoting child development through play and one that includes other components such as nutrition or intrafamily violence (Araujo, Rubio-Codina & Schady, 2021). Investigating these issues across contexts will be important.

During this presentation, we will discuss the research that has been done to date to support parenting programs, program cost-effectiveness, the potential for impact at scale, and the main questions that remain when considering scale.

Sub Unit

• Educational Improvement SIG

Organizer

• Shahana Hirji, Innovations for Poverty Action

Chair

• Bethany Park, Innovations For Poverty Action

Individual Presentations

• Teacher Coaching to Improve Student Learning - Vianney Mbonigaba, Innovations for Poverty Action

• Best Bets: Emerging Innovations in Global Development - Shahana Hirji, Innovations for Poverty Action

Discussant

• Sarah Kabay, Innovations For Poverty Action