Non-formal learning programs in Nigeria and their potential to close reading gaps for out-of-school children
Keywords:non-formal learning, out of school children, Africa, Nigeria, literacy, early grade reading, mainstreaming into formal schooling
In this study, we examine the association between attending a Non-Formal Learning Center (NLFC) in Sokoto and Bauchi states for at least nine months and reading outcomes for out-of-school children (OOSC) who are mainstreamed into formal schooling by grade 4 (P4). We use Hierarchical Linear Modeling with data from 1,116 pupil Early Grade Reading Assessments (EGRA) and pupil surveys collected by the NEI Plus program. Overall, NFLC-mainstreamed pupils read at the same low levels as their peers who have received formal schooling, despite having had disruptions to their education. Given this evidence, policymakers should consider maintaining the NFLCs to jumpstart OOSC into school.
Copyright (c) 2023 Carla D. Paredes, Adrienne Barnes-Story, Stephanie S. Zuilkowski, Bodunrin Akinrinmade
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