Education

Education is a key research area in TIME, with a large group of researchers working to understand underlying mechanisms and investment. Our projects range from gender violence studies in Mozambique to vocational training and support in Bolivia.

Gender-Based Violence in Schools in Mozambique

Researchers:	Sofia Amaral, Aixa Garcia-Ramos, Selim Gulesci, Alejandra Ramos, and Maria Micaela Sviatschi
Partners:	UNICEF Mozambique, GIZ Mozambique, Ministry of Education Mozambique, GRC Mozambique
Location:	Mozambique
Sample:	9,520 pupils in 6th-7th Grade attending 340 schools in the Sofala Province, Mozambique
Timeline:	2019-2021
Theme:	Gender-based violence at schools and education
Description:	In this project, we investigate whether providing information about what is gender-based violence and how to respond to it can reduce the prevalence of violence at schools and improve educational outcomes. To address this question, we implement a randomized control trial (RCT) where we provide the information to girls only, boys only, or both boys and girls. We disseminate the information on gender-based violence at schools through a short-animated video followed by a discussion session.

Improving Primary School Learning: Evidence from India

Researchers:	Martina Bjorkman Nyqvist and Andrea Guariso
Partners:	J-Pal, Pratham
Location:	India
Sample:	6,400 children from 200 villages
Timeline:	2018-2020
Theme:	Education
Description:	The dramatic improvements in enrolment rates that have been achieved in most developing countries over the past decade have not been matched by comparable improvements in learning outcomes. There is therefore an urgent need to move from more schooling to more learning. This project investigates two approaches to improve learning outcomes for primary school children in rural areas of India. The first approach is based on out-of-school study groups, managed by the local community, that provide children with time and space to study together. The second approach consists of an in-school pedagogical intervention, which aims at teaching children according to their level of knowledge rather than the grade they are in. We will implement a Randomized Controlled Trial with a cross-cutting design in order to evaluate the impact of the two approaches separately as well as their joint impact. The primary outcome of interest is children’s test scores. The trial has been registered with the AEA RCT Registry (AEARCTR-0002817)

Empowering Youth in Bolivia through Training

Researchers:	Manuela Puente Beccar (Bocconi), Selim Gulesci, Diego Ubfal (World Bank)
Partners:	Save the Children
Location:	Bolivia
Sample:	600 youth
Timeline:	2019-2020
Theme:	Training and Mentoring for Disadvantaged Youth
Description:	We are collaborating with Save the Children to evaluate a program that aims to help vulnerable youth aged 15-18 find a job, improve their working conditions and strengthen their income generation capacity. In order to achieve these goals, the program provides youth with soft-skills and vocational training, mentoring and support in finding a job or starting a business. The package the program offers includes courses on personal and economic empowerment, sexual and reproductive health, and training on vocational skills.

Rewarding Pedagogical Excellence: Evidence from a Voluntary Award Programme

Researchers:	Alejandra Ramos and Samuel Berlinski (Inter-American Development Bank)
Location:	Chile
Sample:	8,633 applicants to the program
Timeline:	2014-2018
Theme:	Teachers compensation and turnover
Description:	This project analyses the effects on teacher retention and between-school mobility of a program that rewards excellence in pedagogical practice in Chile. Teachers apply voluntarily for the program and those who succeed on a set of assessments receive a 6 percent annual wage increase for up to 10 years and an award that publicly recognizes the quality of their teaching. We use a regression discontinuity design to identify the causal effect of the incentive package. Our estimates indicate that the program does not alter transitions out of teaching. However, we observe an increase in awardees' mobility within the school system.