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Field
Abstract
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Before
Almost 1 billion adults worldwide are unable read or write in any language, with an estimated cost of US$ 5 billion annually to low-income countries (UNESCO 2020). This is of particular concern in West Africa, which has some of the lowest education indicators in the world. In Niger, the subject of our study, adult illiteracy rates are estimated at 70% (USAID 2023). Illiteracy is particularly striking in rural areas and among women. Niger’s ranking in terms of educational attainment is comparable to other Sahelian countries, namely Burkina Faso, Chad and Mali (UNDP 2017).
While policymakers and academics alike have focused on primary and secondary education programs, such programs will only have impacts in the medium to long-term. Adult education programs have the potential to bridge these gaps and yield more immediate returns, but are often “characterized by low attendance, high drop-out, limited skills attainment and rapid skills depreciation (Aker et al 2024). This is potentially due to high opportunity costs for adults, the irrelevancy of such skills in daily life, poorly-adapted pedagogical approaches and teacher absenteeism.
The growth of information technology has offered new opportunities to address some of these constraints, either by providing learners with greater flexibility during the learning process (Ksoll et al 2023, Angrist et al 2022), allowing students to practice outside of class or affecting the returns to education (Aker et al 2012).
Our solution is a mobile phone-based adult literacy program. It will build upon platform originally developed for native Spanish-speakers in the US (Cell-Ed). The platform uses voice, audio and SMS to deliver literacy lessons (micro-modules). Each micro-module has three components: 1) a short audio lesson on a particular concept (letters, syllables, words); 2) a SMS reinforcing the voice lesson; and 3) a SMS-based interactive quiz on the lesson. To activate the program, participants send a SMS to a pre-arranged phone number. Students can access the program 24 hours a day, 7 days a week, allowing them to learn when, where and how they wish.
This research will test the impact of this innovation in Niger, targeting low-literate adult men and women in the Dosso region. We will test the platform in Hausa, one of the primary indigenous languages in Niger. Across 105 villages, we will stratify by geographic area and randomly assign villages to have access to the platform (which involves training on how to use it, and access to a facilitator) or none. There be two types of treatments, described below. We will also cross-randomize motivation messages.
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After
Almost 1 billion adults worldwide are unable read or write in any language, with an estimated cost of US$ 5 billion annually to low-income countries (UNESCO 2020). This is of particular concern in West Africa, which has some of the lowest education indicators in the world. In Niger, the subject of our study, adult illiteracy rates are estimated at 70% (USAID 2023). Illiteracy is particularly striking in rural areas and among women. Niger’s ranking in terms of educational attainment is comparable to other Sahelian countries, namely Burkina Faso, Chad and Mali (UNDP 2017).
While policymakers and academics alike have focused on primary and secondary education programs, such programs will only have impacts in the medium to long-term. Adult education programs have the potential to bridge these gaps and yield more immediate returns, but are often “characterized by low attendance, high drop-out, limited skills attainment and rapid skills depreciation (Aker et al 2024). This is potentially due to high opportunity costs for adults, the irrelevancy of such skills in daily life, poorly-adapted pedagogical approaches and teacher absenteeism.
The growth of information technology has offered new opportunities to address some of these constraints, either by providing learners with greater flexibility during the learning process (Ksoll et al 2023, Angrist et al 2022), allowing students to practice outside of class or affecting the returns to education (Aker et al 2012).
Our solution is a mobile phone-based adult literacy program. It will build upon platform originally developed for native Spanish-speakers in the US (Cell-Ed). The platform uses voice, audio and SMS to deliver literacy lessons (micro-modules). Each micro-module has three components: 1) a short audio lesson on a particular concept (letters, syllables, words); 2) a SMS reinforcing the voice lesson; and 3) a SMS-based interactive quiz on the lesson. To activate the program, participants send a SMS to a pre-arranged phone number. Students can access the program 24 hours a day, 7 days a week, allowing them to learn when, where and how they wish.
This research will test the impact of this innovation in Niger, targeting low-literate adult men and women in the Dosso region. We will test the platform in Hausa, one of the primary indigenous languages in Niger. Across 105 villages, we will stratify by geographic area and randomly assign villages to have access to the platform (which involves training on how to use it, and access to a facilitator) or none. There be two types of treatments, described below. We will also cross-randomize individual motivation messages.
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Trial End Date
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Before
January 01, 2027
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After
June 01, 2027
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Last Published
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Before
April 29, 2026 11:18 AM
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After
July 27, 2026 08:00 AM
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Field
Intervention (Public)
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Before
The primary treatment is the introduction of the mobile phone-based Hausa literacy platform. Within treatment villages, the platform will be introduced, and targeted participants will be trained in how to use the system. In addition, after conducting a census of potential literate facilitators in each village, one facilitator will be identified and trained. The facilitators will answer questions about the platform and resolve issues for learners. We will also provide a small subsidy (of $US1 each month, in the form of airtime credit) in treatment villages to cover airtime costs.
As a separate intervention, we will also assign individuals to motivational messages about learning, and the link between their learning and children's schooling. This is independent of the platform.
Prior to the program, we will collect data on baseline literacy rates, willingness to pay for the platform, income and children’s schooling. Administrative data on usage will be monitored. We will conduct literacy tests six months after the introduction of the platform and a household survey one year later.
The approach is designed to assess participants’ demand for the system; the key barriers to usage, including liquidity and technology; the optimal periods for learning; and the impact on adults’ learning, as well as other welfare measures.
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After
The primary treatment is the introduction of the mobile phone-based Hausa literacy platform. Across all villages, we will identify potential literate facilitators in each village, train them on the platform and give them a series of tests. In treatment villages, one facilitator will be identified and hired. The facilitators will help to install the platform, answer questions about the platform and resolve issues for learners. A mobile phone will be provided to the facilitator after the rollout of the platform to assist with the courses.
On the learner side, we will also identify potential non-literate participants. If more than 16 non-literate beneficiaries are interested in the program, we will stratify by gender and randomly choose 8 men and 8 women. This will take place the platform will be introduced, and targeted participants will be trained in how to use the system. No mobile phones to learners will be provided.
We will also provide a small subsidy (of $US1 each month, in the form of airtime credit) in treatment villages to cover airtime costs.
As a separate intervention, we will also assign individuals to motivational messages about learning, and the link between their learning and children's schooling. This is independent of the platform.
Prior to the program, we will collect data on baseline literacy rates, willingness to pay for the platform, income and children’s schooling. Administrative data on usage will be monitored. We will conduct literacy tests six months after the introduction of the platform and a household survey one year later.
The approach is designed to assess participants’ demand for the system; the key barriers to usage, including liquidity and technology; the optimal periods for learning; and the impact on adults’ learning, as well as other welfare measures.
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Field
Primary Outcomes (End Points)
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Before
Adoption and usage of the platform, per day/month
Attendance at weekly meetings
Reading levels (based upon an in-person reading test)
Mobile phone knowledge and usage
Attitudes towards education
Children's enrollment and attendance in school
Self-esteem and self-efficacy
Household production, income-generating activities and ability to respond to shocks
WTP for the technology
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After
Adoption and usage of the platform, per day/month
Attendance at weekly meetings
Reading levels (based upon an in-person reading test)
Mobile phone knowledge and usage
Attitudes towards education
Children's enrollment and attendance in school
Self-esteem and self-efficacy
Household production, income-generating activities and ability to respond to shocks
WTP for the platform
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Field
Experimental Design (Public)
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Before
We will use a village-level cluster RCT, stratifying by sub-region and randomly assigning 105 villages to treatment or control. After stratifying by treatment status, villages will be randomly assigned to treatment (76 villages) or control (29 villages).
Within all villages, we will first identify eligible participants, defined as those who are illiterate. Amongst eligible participants, we will stratify by gender and randomly select 8 men and 8 women per village, which conforms with Ministry norms. We will also have a spillover sample of 4 participants per village.
For the motivational messages, we will stratify by village and gender and randomly assign the individual to a message or none.
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After
We will use a village-level cluster randomized control trial with a phase-in design, stratifying by sub-region and randomly assigning 105 villages to treatment or control. After stratifying by treatment status, villages will be randomly assigned to treatment (76 villages) or control (29 villages).
Within all villages, we will first identify eligible participants, defined as those who are illiterate. Amongst eligible participants, we will stratify by gender and randomly select 8 men and 8 women per village, which conforms with Ministry norms. We will also have a spillover sample of 4 participants per village.
For the motivational messages, we will stratify by village and gender and randomly assign the individual to a message or none.
The treatment will be provided in the treatment villages for a full year before being rolled out into control villages.
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Randomization Method
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Before
The primary RCT is a stratified, cluster-level RCT with randomized done in the office and by a computer.
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After
The primary RCT is a stratified, cluster-level RCT with a phase-in design, with randomization done in the office and by a computer.
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Field
Sample size (or number of clusters) by treatment arms
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Before
We will have 76 treatment villages (divided into two treatments) and 29 control villages
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After
We will have 76 treatment villages and 29 control villages
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