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Are Short-Term Gains in Learning Outcomes Possible ? Evidence from the Malawi Education Sector Improvement Project
This paper presents evidence of the impact of a five-year package of interconnected interventions intended to improve learning environments in eight disadvantaged districts in Malawi. The intervention, which was implemented over five years, provided additional finance to schools to support the hiring of additional teachers and construction of learning shelters to improve class sizes in lower primary, along with constructing classrooms and providing results-based finance to reward improvements in staffing. The interventions were targeted to eight districts with longstanding disadvantages in staffing, learning environments, and learning outcomes, particularly for girls. Employing administrative data and data from a nationally representative independent sample of public primary schools, the analysis finds that these investments closed the gap in learning outcomes between the targeted districts and the rest of Malawi. There is also suggestive evidence that the program reduced learning gaps between girls and boys. The findings suggest that even in a low-income environment with significant constraints, targeted efforts to reduce class sizes can close district-level gaps in learning.
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