22 results · grouped by type
Escuela Nueva Activa (Fundación Escuela Nueva)Pedagogical model born in rural Colombia in the 1970s for multigrade schools: active and cooperative learning, self-directed learning guides, flexible promotion and student government. Adopted as national policy in the 1980s and sustained since 1987 by Fundación Escuela Nueva Volvamos a la Gente, which took it to more than 16 countries. Quantitative evaluations (Psacharopoulos et al. 1993; McEwan 1998) find higher achievement in mathematics and language and lower dropout compared with conventional rural schools.Ser Pilo PagaNational program of the Ministry of Education (2014-2018) of forgivable loan-scholarships so that low-income high school graduates with high scores on Saber 11 could study at accredited high-quality universities. Four cohorts, ~40,000 beneficiaries. The regression discontinuity evaluation (Londoño-Vélez, Rodríguez and Sánchez, AEJ 2020) found increases of 56.5-86.5% in immediate enrollment and a closing of the socioeconomic gap. It ended in 2018 and was replaced by Generación E.Secretos para ContarFoundation from Antioquia (2004) that creates, publishes and gives away books designed for peasant families and takes them door to door across the dispersed rural areas of Antioquia, with reading promotion workshops. In 20+ years it has delivered on the order of 6 to 8 million books to hundreds of thousands of families, with its own catalog of 31 titles.Proyecto Utopía (Universidad de La Salle, Yopal)University campus created in 2010 by Universidad de La Salle in Yopal (Casanare) that trains rural youth who are victims of the conflict or living in poverty, selected in their territories, as agronomic engineers with a full scholarship. Learning-by-doing and teaching-by-demonstrating methodology; in their final year students carry out productive projects in their communities. More than 700 young people from 30+ departments. National Solidarity Prize 2016.Teaching at the Right Level (TaRL) - PrathamPratham's pedagogical approach that groups children by actual learning level in reading and arithmetic, not by school grade. Evaluated in six RCTs across seven states by J-PAL (Banerjee, Duflo and team), with some of the largest effects in the literature (up to 0.70 SD in Uttar Pradesh). Scaled through state governments and replicated internationally through TaRL Africa. Pratham reports reaching 8 million children per year in 26 states and territories.Hole-in-the-Wall / Minimally Invasive Education (HiWEL)Experiment started in 1999 by Sugata Mitra (NIIT) in Kalkaji, New Delhi: freely accessible computers embedded in walls so that children could learn on their own (Minimally Invasive Education). It was institutionalized in 2001 as HiWEL, a NIIT + IFC joint venture, which reported ~300 learning stations and 300,000 children. Independent evidence documented sustainability failures (Arora 2010): Almora died from vandalism, Hawalbagh went inactive in 2007. The official site hole-in-the-wall.com is down; NIIT Foundation claims to maintain 200+ stations, a self-reported figure without independent verification.
Evidence 5
Technology and Social Inclusion: Rethinking the Digital DivideThe MIT Press · 2003 · theorydocumentRemedying Education: Evidence from Two Randomized Experiments in IndiaThe Quarterly Journal of Economics (Oxford University Press) · 2007 · paperdocumentThe Challenge of Education and Learning in the Developing WorldScience (AAAS), vol. 340, pp. 297-300 · 2013 · paperdocumentSocial justice, capabilities and the quality of education in low income countriesInternational Journal of Educational Development (Elsevier), vol. 31, pp. 3-14 · 2011 · paperdocumentChildren and the Internet: experiments with minimally invasive education in IndiaBritish Journal of Educational Technology (Wiley), vol. 32(2), pp. 221-232 · 2001 · paperdocument