Scaling up successfully: Lessons from Kenya's Tusome national literacy program
Scaling up successfully: Lessons from Kenya's Tusome national literacy program
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DOI：
10.1007/s10833-018-9325-4
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发表时间：
2018-08-01
影响因子：
2.8
通讯作者：
Ong'ele, Salome
中科院分区：
文献类型：
--
作者：
Piper, Benjamin;Destefano, Joseph;Ong'ele, Salome
许多成功的试点项目在扩大到国家层面时都失败了。肯尼亚长期以来在成功试点项目后执行效率特别低，图索姆全国扫盲计划（由美国国际开发署资助）是先前扫盲和算术计划在国家一级的推广。我们应用了一个扩展框架（Crouch 和 DeStefano 的《以不同方式进行改革：在实施和评估系统改革中结合严格性和实用性》）。国际发展小组工作文件第 2017-01 号，RTI International，北卡罗来纳州研究三角园，2017 年。 https://www.rti.org/publication-refor m-differentl y-combi ning-rigor - and-practicali实施和评估），以检查 Tusome 的实施方式是否能够使政府机构和官员有效地响应新计划。我们发现，Tusome 能够利用斯瓦希里语和英语学习成果的基准在全国范围内明确实施和成果的期望，并且这些期望一直传达到学校层面。我们注意到，全国范围内提供的基本计划投入相当一致。此外，我们的分析表明，肯尼亚制定了功能性（虽然简单）问责和反馈机制，以根据基准预期跟踪绩效。我们还确定，Tusome 反馈数据被用来鼓励肯尼亚县级结构内提供更高水平的教学支持，以提供教育质量支持。结果表明，成功扩大规模的几个关键要素已经到位。然而，我们还发现 Tusome 未能充分利用现有的课堂观察数据来更好地提供针对性的教学支持。在此扩展框架的背景下，Tusome 扫盲计划的外部评估结果显示，该计划对英语和斯瓦希里语学习成果的影响为 0.6-1.0 个标准差。该计划通过现有的政府系统实施了一个功能性的课堂观察反馈系统，尽管这些系统的使用在肯尼亚各地差异很大。课堂访问虽然仍达不到预期的速度，但更加频繁，重点关注教学质量，并包括对教师的基本反馈和建议。这些发现表明，面临质量问题的国家有能力通过政府系统大规模实施连贯的教学改革。
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program-which receives funding from the United States Agency for International Development-is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publicatio n/doing-refor m-diffe rentl y-combi ning-rigor - and-pract icali ty-imple menta tion-and-evalu ation) to examine whether Tusome's implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya's county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program's external evaluation results showed program impacts of 0.6-1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.