Jukes, M.

Programs to promote social and emotional learning (SEL) risk making assumptions about the global relevance of core competences. Because scholarship is lacking about SEL in many parts of the world, new approaches are needed to contextualize the goals of SEL programs in a realistic time frame.

Several forces are at play in determining whether pedagogical approaches are optimally adapted to the culture of children’s behaviour and of teacher-child interaction in the classroom.

There is growing demand for policy based on rigorous evidence. Many consider the strongest evidence to come from studies that identify causality with high internal validity - such as RCTs - and systematic reviews of these studies.

The Ministry of Education and Higher Education (MOEHE) conducted the first EGRA assessment in the West Bank in March 2014 among a nationally representative sample of Grade 2 students, followed by a benchmarking exercise in September 2014.

CIES 2018 Presentation, given by Matthew Jukes. There is an increased demand for assessments of social and emotional competencies of young children in low- and middle-income countries. These competencies are increasingly seen as important for children’s development and for their education.

CIES 2018 Presentation, given by Matthew Jukes. Randomized controlled trials (RCTs) have been used increasingly in an effort to reduce uncertainty and improve rigour of impact estimates.

Article published in the International Journal of Education and Development, Volume 50. From Journal abstract: "Initial access to school is nearly universal in Kenya, but many children who enroll drop out before completing primary school.

Article published in Journal of Research on Educational Effectiveness.

Article published in the International Journal of Educational Development. Published abstract: "What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy?