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Using Impact Evaluation for Education Policy Innovations: the Case of Early Grade Literacy in South Africa Using Impact Evaluation for Education Policy Innovations: the Case of Early Grade Literacy in South Africa

Despite considerable government efforts, learning outcomes remain low in South Africa and little is known about the effectiveness of particular  policies and programs designed to improve learning. Where evidence is available it is often self-reported, focused on inputs, anecdotal or part of a larger initiative where the effect of specific efforts is difficult to isolate. This motivates for an agenda of impact  evaluation to inform policy-making  going forward.

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Version 2015
Category Case studies
Author Nompumelelo Mohohlwane, Stephen Taylor