Giving Kids a Head Start: The Impact of Early Commitment of Financial Aid on Poor Students in Rural China Read more about Giving Kids a Head Start: The Impact of Early Commitment of Financial Aid on Poor Students in Rural China Poor junior high students in the People’s Republic of China drop out of junior high or fail to matriculate into high school due to financial constraints. Introducing the early commitment for financial aid strategy may reduce dropout and increase high school matriculation among poor junior high students.
A Quasi-Experiment on the Effect of e-Learning on Students’ Mathematics Scores and Attitudes in Sri Lanka Read more about A Quasi-Experiment on the Effect of e-Learning on Students’ Mathematics Scores and Attitudes in Sri Lanka The predominant approach in teaching mathematics in Sri Lanka involves traditional methods. This presentation shares results of a quasi-experiment carried out to test the effect of e-learning systems on educational progress, and improvement in mathematics achievement and cognitive ability of eighth-grade students in the country.
Computer-Assisted Learning in China’s Poor Rural/Migrant/Minority Communities Read more about Computer-Assisted Learning in China’s Poor Rural/Migrant/Minority Communities A large heterogeneity exists among the studies that investigate whether computer technology improves education and what students benefit most from it. This presentation shares results of a study that assessed the effectiveness of computing technologies to positively raise educational performance and non-cognitive outcomes, and identifies what program components are most effective.
The Impact of Mobile Technologies on Education in Low- and Middle-Income Countries: A Mixed-Methods Systematic Review Read more about The Impact of Mobile Technologies on Education in Low- and Middle-Income Countries: A Mixed-Methods Systematic Review This presentation reports the findings of a mixed-methods systematic review of mobile technology’s impact on education in low- and middle-income countries. It further presents an innovative approach to adapt systematic review in the context of international development—the concept of mixed methods research synthesis.
Ruth Stewart Keywords University of London multi-disciplinary participatory training in evidence-informed decision-making Read more about Ruth Stewart Experienced academic, knowledge translator and public servant with a demonstrated history of working across public policy to ensure that research evidence is both useful and used. Leads the Africa Centre for Evidence and chairs the Africa Evidence Network. Holds a Doctor of Philosophy (PhD) focused on multi-disciplinary, participatory training in evidence-informed decision-making from the University of London.
Impact Evaluation of BRAC Community-Based Education for Marginalized Girls in Afghanistan: Lessons from the Baseline Study Read more about Impact Evaluation of BRAC Community-Based Education for Marginalized Girls in Afghanistan: Lessons from the Baseline Study Long-standing political instability, war, insecurity, and unfriendly socio-cultural norms and practices are the causes of girls’ lower access to education in Afghanistan. A project called Community-Based Education for Marginalized Girls in Afghanistan is being operated by BRAC since 2013 to address the barriers to girls’ education in the country.
Can Bureaucrats be Paid Like CEOs? School Principal Incentives for Anemia Reduction in Rural China Read more about Can Bureaucrats be Paid Like CEOs? School Principal Incentives for Anemia Reduction in Rural China This presentation shares findings of a study on performance incentives for school administrators and how their responses to incentives vary with the amount of resources under their control. The study focuses specifically on the implementation of new, school-based programs to reduce childhood anemia in rural People’s Republic of China.
Scott Rozelle Keywords RDFS Forum RDFS Forum 2022 rdfs tg food security rural development agricultural value chains agriculture and natural resources smart agriculture Stanford University Read more about Scott Rozelle Scott Rozelle is professor and senior fellow in the Freeman Spogli Institute of International Studies in Stanford University. He codirects the Stanford Center on China's Economy and Institutions. His work focuses mostly on many aspects of rural China's economy. He has received many awards from China's government and is an adjunct professor and 10 different Chinese universities.