Language of instruction in schools in low- and middle-income countries: A systematic review.

Based on the theory of change, we gather, organize, and synthesize the evidence on the impact of three language of instruction (LOI) choices (teaching in mother tongue [MT] with later transition, teaching in a non-MT language, or teaching in two or more languages at one time) on literacy and biliteracy outcomes. We focus on quantitative and qualitative studies of LOI interventions in low- and middle-income countries (LMICs) and consider languages that are commonly spoken in the developing world. As such, we include studies that examine transfers from local languages to English, but not those evaluating transfers from local languages to languages that are less spoken in LMICs (e.

Cash for Women's Empowerment? A Mixed-Methods Evaluation of the Government of Zambia's Child Grant Program.

The empowerment of women, broadly defined, is an often-cited objective and benefit of social cash transfer programs in developing countries. Despite the promise and potential of cash transfers to empower women, the evidence supporting this outcome is mixed. In addition, there is little evidence from programs at scale in sub-Saharan Africa.