- To what extent have child-to-child approaches had an impact on
improving the quality of education? Have there been any studies
including randomised control trials that show the impact on learning
outcomes? We know that much of the work is at kindergarten or primary
level - are there any programmes that are successfully using
child-to-child in Junior High School and beyond? We do not want
summaries of the activity based learning (ABL) – but are keen to know
the impact of the component of ABL that involves children’s own
assessment and monitoring of their own, and other children’s learning.
Including whether this increases motivation – and how it impacts on
weaker learners or those who have long periods of absenteeism.
The literature on child-to-child (CtC) approaches in developing
countries is mostly related to health education. It was not always clear
which age group were being targeted. It was not possible to find details
of a randomised-control trial however, there are some relevant
evaluation findings in section 2 of the report, including examples from
Zambia, Kampala, Nepal and Kabale.
Evaluations of peer-learning approaches in developed countries are
presented in section 3. These provide information on secondary-and
higher-level education, and on more academic subjects.
Section 4 covers the wealth of literature on the benefits of
self-assessment. However, nothing specific was found in the context of
action-based learning. Section 5 includes information on activity-based
Bolton, L. Helpdesk Report: Child-to-Child Approaches in Education. HEART, UK (2012) 13 pp.