IDEAS home Printed from https://ideas.repec.org/a/eee/wodepe/v32y2023ics2452292923000589.html

Using evidence to improve and scale up development program in education: A case study from India

Author

Listed:
  • Maruyama, Takao

Abstract

While the number of impact evaluations has increased in international development, the use of evidence has remained an issue. This study investigates and conceptualizes how a development agency can use evidence to improve and expand its development programs, taking the case of the Indian NGO “Pratham.” In a series of experiments with researchers, Pratham developed and refined their learning agenda to search for a better strategy to improve children’s foundational learning. Pratham has also regularly conducted a nationwide survey on children’s foundational learning. Data from the nationwide survey demonstrated the problem in children’s foundational learning, and evidence from experiments showed an option for an effective strategy to address it. The search, learning, and communication cycle using data and evidence, conceptualized from the case of Pratham, would enhance the effectiveness of development agencies to better support educational development.

Suggested Citation

  • Maruyama, Takao, 2023. "Using evidence to improve and scale up development program in education: A case study from India," World Development Perspectives, Elsevier, vol. 32(C).
    • Handle: RePEc:eee:wodepe:v:32:y:2023:i:c:s2452292923000589
    DOI: 10.1016/j.wdp.2023.100542
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S2452292923000589
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.wdp.2023.100542?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to

    for a different version of it.

    References listed on IDEAS

    as
    1. Abhijit Banerjee & Rukmini Banerji & James Berry & Esther Duflo & Harini Kannan & Shobhini Mukerji & Marc Shotland & Michael Walton, 2017. "From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application," Journal of Economic Perspectives, American Economic Association, vol. 31(4), pages 73-102, Fall.
    2. Abhijit Banerjee & Rukmini Banerji & James Berry & Esther Duflo & Harini Kannan & Shobhini Mukherji & Marc Shotland & Michael Walton, 2016. "Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India," NBER Working Papers 22746, National Bureau of Economic Research, Inc.
    3. Rachel Glennerster & Kudzai Takavarasha, 2013. "Running Randomized Evaluations: A Practical Guide," Economics Books, Princeton University Press, edition 1, number 10085, December.
    4. Shayda Mae Sabet & Annette N. Brown, 2018. "Is impact evaluation still on the rise? The new trends in 2010–2015," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 10(3), pages 291-304, July.
    5. Esther Duflo, 2020. "Field Experiments and the Practice of Policy," American Economic Review, American Economic Association, vol. 110(7), pages 1952-1973, July.
    6. Abhijit Banerjee & Rukmini Banerji & Esther Duflo, 2016. "Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level†in India," Working Papers id:11419, eSocialSciences.
    7. Abhijit V. Banerjee & Rukmini Banerji & Esther Duflo & Rachel Glennerster & Stuti Khemani, 2010. "Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India," American Economic Journal: Economic Policy, American Economic Association, vol. 2(1), pages 1-30, February.
    8. Abhijit V. Banerjee & Shawn Cole & Esther Duflo & Leigh Linden, 2007. "Remedying Education: Evidence from Two Randomized Experiments in India," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 122(3), pages 1235-1264.
    9. Laurenz Langer & Ruth Stewart & Yvonne Erasmus & Thea de Wet, 2015. "Walking the last mile on the long road to evidence-informed development: building capacity to use research evidence," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 7(4), pages 462-470, December.
    10. Jörg Peters & Jörg Langbein & Gareth Roberts, 2018. "Generalization in the Tropics – Development Policy, Randomized Controlled Trials, and External Validity," The World Bank Research Observer, World Bank, vol. 33(1), pages 34-64.
    11. Kaushik Basu, 2014. "Randomisation, Causality and the Role of Reasoned Intuition," Oxford Development Studies, Taylor & Francis Journals, vol. 42(4), pages 455-472, December.
    12. Iqbal Dhaliwal & Caitlin Tulloch, 2012. "From research to policy: using evidence from impact evaluations to inform development policy," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 4(4), pages 515-536, December.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Annie Duflo & Jessica Kiessel & Adrienne Lucas, 2020. "Experimental Evidence on Alternative Policies to Increase Learning at Scale," NBER Working Papers 27298, National Bureau of Economic Research, Inc.
    2. Nobel Prize Committee, 2019. "Understanding development and poverty alleviation," Nobel Prize in Economics documents 2019-2, Nobel Prize Committee.
    3. Eduard Marinov, 2019. "The 2019 Nobel Prize in Economics," Economic Thought journal, Bulgarian Academy of Sciences - Economic Research Institute, issue 6, pages 78-116.
    4. repec:osf:osfxxx:nwp8k_v1 is not listed on IDEAS
    5. Masselus, Lise & Petrik, Christina & Ankel-Peters, Jörg, 2024. "Lost in the design space? Construct validity in the microfinance literature," Ruhr Economic Papers 1097, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
    6. Bharti, Nitin & Malik, Samreen & Mukhopadhyay, Abhiroop & Prakash, Nishith, 2026. "Science on the Move: How Experiential Pedagogy Shapes Human Capital," IZA Discussion Papers 18677, IZA Network @ LISER.
    7. Angrist, Noam & de Barros, Andreas & Bhula, Radhika & Chakera, Shiraz & Cummiskey, Chris & DeStefano, Joseph & Floretta, John & Kaffenberger, Michelle & Piper, Benjamin & Stern, Jonathan, 2021. "Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery," International Journal of Educational Development, Elsevier, vol. 84(C).
    8. Michael Walton, 2023. "Adaptive Evaluation: A Complexity-Based Approach to Systematic Learning for Innovation and Scaling in Development," CID Working Papers 428, Center for International Development at Harvard University.
    9. Susanti, Dewi & Anand, Gautam & Arifin, Firda Arianti, 2025. "Leveraging school principals to address learning loss in Indonesia through group and individual targeting," International Journal of Educational Development, Elsevier, vol. 112(C).
    10. Abhijit Banerjee & Rukmini Banerji & James Berry & Esther Duflo & Harini Kannan & Shobhini Mukerji & Marc Shotland & Michael Walton, 2017. "From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application," Journal of Economic Perspectives, American Economic Association, vol. 31(4), pages 73-102, Fall.
    11. Victor Lavy & Assaf Kott & Genia Rachkovski, 2022. "Does Remedial Education in Late Childhood Pay Off After All? Long-Run Consequences for University Schooling, Labor Market Outcomes, and Intergenerational Mobility," Journal of Labor Economics, University of Chicago Press, vol. 40(1), pages 239-282.
    12. Rose, Julian & Neubauer, Florian & Ankel-Peters, Jörg, 2024. "Long-Term Effects of the Targeting the Ultra-Poor Program - A Reproducibility and Replicability Assessment of Banerjee et al. (2021)," I4R Discussion Paper Series 142, The Institute for Replication (I4R).
    13. Orozco Olvera,Victor Hugo & Rascon Ramirez,Ericka G., 2023. "Improving Enrollment and Learning through Videos and Mobiles : Experimental Evidence fromNorthern Nigeria," Policy Research Working Paper Series 10413, The World Bank.
    14. Johnston, Jamie & Ksoll, Christopher, 2022. "Effectiveness of interactive satellite-transmitted instruction: Experimental evidence from Ghanaian primary schools," Economics of Education Review, Elsevier, vol. 91(C).
    15. Sawada Yasuyuki & Mahmud Minhaj & Seki Mai & Le An & Kawarazaki Hikaru, 2017. "Individualized Self-learning Program to Improve Primary Education: Evidence from a Randomized Field Experiment in Bangladesh," Working Papers 156, JICA Research Institute.
    16. Beam, Emily A. & Mukherjee, Priya & Navarro-Sola, Laia, 2022. "Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning," IZA Discussion Papers 15596, IZA Network @ LISER.
    17. Li, Haizheng & Liu, Zhiqiang & Yang, Fanzheng & Yu, Li, 2023. "The Impact of Computer-Assisted Instruction on Student Performance: Evidence from the Dual-Teacher Program," IZA Discussion Papers 15944, IZA Network @ LISER.
    18. Hikaru Kawarazaki & Minhaj Mahmud & Yasuyuki Sawada & Mai Seki, 2023. "Haste Makes No Waste: Positive Peer Effects of Classroom Speed Competition on Learning," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 85(4), pages 755-772, August.
    19. Noam Angrist & Peter Bergman & Moitshepi Matsheng, 2022. "Experimental evidence on learning using low-tech when school is out," Nature Human Behaviour, Nature, vol. 6(7), pages 941-950, July.
    20. Cameron, Lisa & Olivia, Susan & Shah, Manisha, 2019. "Scaling up sanitation: Evidence from an RCT in Indonesia," Journal of Development Economics, Elsevier, vol. 138(C), pages 1-16.
    21. Djaker, Sharnic & Ganimian, Alejandro J. & Sabarwal, Shwetlena, 2024. "Out of sight, out of mind? The gap between students’ test performance and teachers’ estimations in India and Bangladesh," Economics of Education Review, Elsevier, vol. 102(C).

    More about this item

    Keywords

    ;
    ;
    ;
    ;

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:wodepe:v:32:y:2023:i:c:s2452292923000589. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: https://www.journals.elsevier.com/world-development-perspectives .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.