A Collection of Resources about Educate!’s Work and Impact to Date
Featured
Educate!’s distance learning model was highlighted in a case study published by USAID in partnership with the University of Auckland. The study details what tools, guidance, and evidence the education sector used to support learners during the COVID-19 pandemic.
This article spotlights the Comprehensive Assessment Management Information System (CA-MIS), a software application that enables teachers in Rwanda to track students’ progress and grades continuously, encouraging them to engage in critical thinking and become problem solvers.
J-PAL Africa highlights Educate! in its argument for investments in evidence-based interventions on the Global Partnership for Education (GPE) blog. The policy researchers highlight Educate!’s impact as an example of an approach demonstrating strong results for girls.
This brief examines the linkages between soft skills training and youth workforce development outcomes and features Educate! as one of the few organizations breaking ground in this important area of study.
After learning that our in-school model measurably impacts youth beyond the classroom, we wondered if governments could adopt and deliver it. In this article, Educate’s leaders position secondary school as the most natural and cost-efficient space for youth to build the skills they’ll need to succeed.
Markus Goldstein, Gender Innovation Lab lead at the World Bank, shares the results of the 3-week bootcamp we helped run in 2013, which became the foundation of our out-of-school youth model. Goldstein concludes, “Overall, this is a cool result – and one of the stronger I have seen for youth-oriented training.”
Educate! Evaluation Associate Jess Littman’s article highlights what our organization has learned over the past year in our efforts to better capture the perspectives of women and girls in our evaluations.
Educate! partnered with VVOB, Brookings, MSI, Pratham, and STiR to Develop an Education Scalability Checklist — a diagnostic tool to help determine the ease of scaling education initiatives.
This piece authored by Educate! leaders details our approach to program development during COVID-19 and the lessons we learned that may increase the equity of education systems in the longer term.
Educate!’s 4-year follow-up RCT of our model in Uganda was featured by Berkeley’s Center for Effective Global Action (CEGA), which provided funding to test Educate!’s impact on fertility and sexual-related behaviors.
This World Bank Solutions for Youth Unemployment (S4YE) publication about centering youth voices in youth employment programs features Educate! as a case study.
In this brief, the World Bank highlights different ways in which youth employment projects in S4YE’s Impact Portfolio, including Educate!, adapted their strategies and delivery models in response to COVID‒19.
This publication explores how young learners might be best supported while schools are closed. The piece draws on evidence that Educate! has collected through the evaluation of our distance learning model.
Innovations for Poverty Action (IPA)’s summary of the 4-year follow-on RCT results with researchers from the University of California-Berkeley, The World Bank, and IPA.
Educate!’s overview of the external RCT from researchers at Oregon State University, the World Bank, and Innovations for Poverty Action (IPA) and partners at the Rwanda Education Board (REB) and Akazi Kanoze Access to study the impact of the Educate! Exchange.
Laura Chioda and Paul Gertler's summary of the 4-year follow-on randomized controlled trial (RCT) of our model in Uganda, the Educate! Experience.
Mastercard Foundation’s 2020 report names Educate! as one of two innovative organizations leveraging government partnerships to strengthen workforce readiness and entrepreneurial skills among youth.
This piece details Educate!’s framework at the start of the pandemic, which allowed us to capitalize on our strengths through reorganization and carried us forward as we rethought education for youth in East Africa in the new normal.
Published on Brookings, this piece summarizes key insights from a diverse set of organizations designing effective responses to the health, economic, and social impacts of COVID-19.
Innovations for Poverty Action (IPA)’s summary of the follow-up to the randomized controlled trial conducted by researchers from the University of California-Berkeley, the World Bank, and IPA.
Educate!’s overview of the follow-up to the RCT conducted by researchers from the University of California-Berkeley, the World Bank, and Innovations for Poverty Action, which measured our impact on students four years after completing the Educate! Experience, our School Solution in Uganda.
Published by Brookings, this guest article details the results of Educate!’s randomized controlled trial (RCT) in Uganda and outlines key conclusions drawn from the evaluation.
Educate!’s work in Rwanda was featured in an article published by Le Monde, a French newspaper. The piece takes readers inside the classroom to experience Rwanda’s entrepreneurship curriculum and Student Business Clubs.
Educate!’s approach to tackling youth unemployment and strengthening education systems in East Africa was recently featured in an article by our partner, Imaginable Futures.
Written by Laura Chioda of the World Bank with contributions from Educate!’s Meghan Mahoney and Paul Gertler, Kat Blesie, and Lauren Russell of UC Berkeley, this article provides an overview of the 4-year follow-up RCT of Educate!'s model in Uganda.
Educate! was cited in a joint report by the World Bank, ILO, and UNESCO, which references Educate!’s model and highlights how a focus on foundational skills for self-employment can inform the field of Technical and Vocational Education and Training (TVET).