VoxDev Development Economics podkast

S7 Ep53: Implementation science in education: Scaling what works

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Nearly every child in a low- or middle-income country now goes to school, but about 70% of 10-year-olds still cannot read or understand a simple text. Researchers have tested ways to fix the problem, and governments want them to work. So why has the needle not moved?

Noam Angrist (Oxford) and nine co-authors argue that the missing piece is the study of implementation itself. In this week's VoxDev Talk, Tim Phillips asks Noam about their framework, just published in Science, that sets out how small tightly controlled experiments can scale to large real-world trials, then into government policy and finally into classrooms. 

As Noam describes, it's not easy to convert good intentions and a clear need to real change. Listen to this week's episode to find out why.

The research behind this episode:

Angrist, Noam, Tahir Andrabi, Stefan Dercon, Sharnic Djaker, James Habyarimana, Michelle Kaffenberger, Clare Leaver, Akshay Mangla, Nompumelelo Mohohlwane, and Abhijeet Singh. 2026. "An Agenda for Implementation Science in Education." Science 393 (6816): 1084-87.

To cite this episode:

Phillips, Tim, and Noam Angrist. 2026. "Implementation science in education: Scaling what works." VoxDev Talks (podcast). 

About the guest

Noam Angrist is Academic Director of the What Works Hub for Global Education and a Senior Research Fellow at the Blavatnik School of Government, University of Oxford. He co-founded Youth Impact, an NGO headquartered in Botswana that scales and tests health and education programmes. His research spans the scale-up and implementation of education programmes, global learning data, and A/B testing in the social sector. He led key parts of the education pillar of the World Bank Human Capital Index.

Research cited in this episode

Learning poverty. A World Bank measure: the share of children who cannot read and understand a simple text by age 10. A 2022 report by the World Bank, UNESCO, UNICEF, FCDO, USAID and the Gates Foundation estimated it at about 70% in low- and middle-income countries, up from 57% before the pandemic. It is the gap between schooling and learning in a single number.

Structured pedagogy and teaching at the right level. Two of the approaches with the strongest evidence for improving learning cheaply. Structured pedagogy gives teachers detailed lesson plans, materials and coaching. Teaching at the right level groups children by what they can do, not by their age or grade. The Global Education Evidence Advisory Panel reviews this evidence for cost-effectiveness; Angrist led the research behind its first report.

The economist as plumber. Esther Duflo's 2017 Richard T. Ely Lecture to the American Economic Association. She argued that economists who help governments design policy must work on the details of implementation, tinkering and adjusting as plumbers do. Duflo, Esther. 2017. "The Economist as Plumber." American Economic Review 107 (5): 1-26.

The voltage effect. John List's term for the drop in impact when a programme that worked in a pilot is expanded. List, John A. 2022. The Voltage Effect: How to Make Good Ideas Great and Great Ideas Scale. New York: Currency.

The What Works Hub for Global Education. A research centre based at the Blavatnik School of Government, funded initially by the UK Foreign, Commonwealth and Development Office and the Gates Foundation. It studies how proven education programmes can be implemented and sustained at scale. More at wwhge.org.

Efficacy and effectiveness trials. Terms borrowed from health research. An efficacy trial asks whether something can work under controlled conditions. An effectiveness trial asks whether it works in the real world: at scale, delivered by government, at a cost governments can pay, and for different groups of children. Most education evidence today comes from efficacy trials.

Adaptive trials and A/B testing. Instead of one large, static experiment, researchers run many small randomised tests, change the programme between rounds, and test again. Angrist's shorthand is three Rs: rigorous, as in a standard randomised trial, but also rapid and regular. Using data already in government systems keeps the cost of each round low.

How research affects policy. An experiment with 2,150 Brazilian municipalities found that mayors will pay to learn research results, and that telling them about evidence on tax reminder letters made adoption of the policy more likely. Angrist cites it as an example of studying evidence uptake directly. Hjort, Jonas, Diana Moreira, Gautam Rao, and Juan Francisco Santini. 2021. "How Research Affects Policy: Experimental Evidence from 2,150 Brazilian Municipalities." American Economic Review 111 (5): 1442-80. Angrist also describes a forthcoming experiment in Bangladesh that showed policymakers different kinds of evidence; early results suggest global causal evidence carries more weight than many assume.

Second-best policy. If the best policy is politically impossible, a workable alternative that still improves learning may be the better target. Angrist credits Stefan Dercon and Lant Pritchett with making this case. Part of the problem is visibility; a new school is easy to point at, and learning is rarely measured clearly.

Outcomes funding. Funders pay providers for measured results, such as learning gains, rather than for inputs. The What Works Hub is studying two schemes: the Ghana Education Outcomes Project and the Sierra Leone Education Innovation Challenge, an $18 million programme across 325 schools from 2022 to 2025.

The policy-practice gap. During COVID-19, governments adopted radio, television and phone-based teaching. Angrist and Dercon matched government policy data to household surveys to see who received it. Angrist says nearly all governments adopted new distance education policies, but just over 20% of households in Sub-Saharan Africa and about half in the Middle East and North Africa received them. Latin America did far better. Angrist, Noam, and Stefan Dercon. 2024. "Mind the Gap between Education Policy and Practice." Nature Human Behaviour 8 (12): 2261-63.

Difference-in-differences at scale. Once a programme reaches every school, there is no control group for a randomised trial. Difference-in-differences compares changes over time between groups. Comparing districts or schools that did and did not get a programme does not work after a national rollout; comparing a cohort that received it with an earlier cohort that did not still does. Angrist says a recent review he worked on found more than 65% of such studies in education use the location design.

Tusome. Kenya's national literacy programme, a structured pedagogy approach scaled to every public primary school from 2015. It improved learning at scale, but its effects did not last as many hoped. Piper, Benjamin, et al. 2018. "Scaling Up Successfully: Lessons from Kenya's Tusome National Literacy Program." Journal of Educational Change 19 (3): 293-321.

Teaching at the right level in Uttar Pradesh. The approach, developed by the Indian NGO Pratham, was refined over years of randomised trials before government scale-up. Angrist says the Uttar Pradesh rollout reached more than five million children in over 100,000 schools, and that a new quasi-experimental evaluation finds it worked. The earlier scale-up trials: Banerjee, Abhijit, Rukmini Banerji, James Berry, Esther Duflo, Harini Kannan, Shobhini Mukerji, Marc Shotland, and Michael Walton. 2017. "From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application." Journal of Economic Perspectives 31 (4): 73-102.

More VoxDev Talks episodes

The gap between education policy and practice. Angrist's previous visit, on the COVID-19 data behind the policy-practice gap.

Schools are failing to deliver learning. Lant Pritchett on why schooling is not education, the conversation Tim refers to at the start of this episode.

Increasing learning at scale in Ghana. Adrienne Lucas on testing four learning programmes at scale with the Ghanaian government.

Related reading on VoxDev

Implementation matters: Measure it and account for it. Noam Angrist and Rafe Meager show that implementation explains most of the variation in the effects of targeted instruction across studies.

Educating children in emergencies: Global evidence from five randomised trials. Evidence on low-cost phone tutoring tested across five countries.

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