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Targeting Foundational Skills at Scale: Skill Specificity and Transfer

Author

Listed:
  • Andreas de Barros
  • Theresa Lubozha

Abstract

Whether targeted foundational instruction yields broad, long-term human capital gains is central to education policy but largely untested. We provide causal evidence from Zambia's government-run foundational skills program in public primary schools. After two years, a randomized trial shows the program increases literacy by 0.10 and numeracy by 0.15 standard deviations. In mathematics, effects on targeted skills are 2.6 times larger than on comprehensive assessments, without detectable transfer to adjacent domains. Adding professional development doubles per-pupil costs without additional learning gains. Despite limited short-run transfer, event-study estimates show positive effects on grade-7 language and mathematics exam scores in early adolescence.

Suggested Citation

  • Andreas de Barros & Theresa Lubozha, 2026. "Targeting Foundational Skills at Scale: Skill Specificity and Transfer," CESifo Working Paper Series 12542, CESifo.
    • Handle: RePEc:ces:ceswps:_12542
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    JEL classification:

    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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