Jolly Phonics and Jolly Grammar: Impact evaluation in Namibia, 2025 report
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Genesis Analytics and University of Namibia
Abstract
This report presents the findings of an independent impact evaluation of the Jolly Phonics and Grammar programmes in Namibia, commissioned to assess the programme’s effectiveness in improving foundational English reading skills among early-grade learners. The evaluation focused on Grade 3 learners from the 2024 academic year, sampled from 100 schools equally divided between the Oshana region (which had been trained on Jolly Grammar 2 for Grade 3s) and the Oshikoto region (which had not received Jolly Grammar 2 training at the time of the survey). The study employed a Propensity Score Matching (PSM) approach to estimate average treatment effects on Early Grade Reading Assessment (EGRA) performance. Four primary models were employed, varying in their matching specifications to test the robustness of results. The evaluation also calls for improved monitoring and the incorporation of longitudinal study designs, including baseline assessments, to better track learner progress over time and attribute improvements to the Jolly programmes
Description
The study aimed to evaluate the impact of the programme by comparing reading outcomes between two groups of schools: those in the Oshana region, where Grade 2 and 3 teachers
had been trained in Jolly Grammar 1 and 2, and comparison schools in the Oshikoto region where teachers had had no prior exposure to Jolly Grammar 1 or 2
Keywords
Jolly Phonics, Jolly Grammar, Impact evaluation, Early grade literacy, EGRA, Word reading, Decoding skills, Propensity score matching, Teacher training, Multilingual context, Namibia, University of Namibia, Genesis