Cairneagle: Impact, Feasibility and Transferability

An overview of deploying the NewGlobe Methodology to drive up  school performance at scale in low infrastructure economies by Cairneagle associates.

 

NewGlobe has built a strong reputation with governments in Africa, India and China working in partnership with teachers and communities to help build capacity and capability in government school systems and enabling significant improvements in school attainment levels in underserved, low income communities in regions with low infrastructure and limited participation.

 

Unique to the NewGlobe methodology is their collaborative approach, working with existing government teachers and government schools to drive up attainment levels. NewGlobe operates as a technical partner, providing training, materials and technology to support existing teachers improve their practice, underpinned by research and informed by a wealth of data and insight which has led to the development of an approach that meets local needs and delivers exceptional results at scale and at pace.

 

The NewGlobe approach sees existing government schools transformed into powerful public schools.  By targeting communities with the highest numbers of children, the NewGlobe approach maximises  impact at pace and at scale.

 

Cairneagle concludes that the NewGlobe Platform and Methodology:  

  • is unique and proprietary and drives exceptional educational outcomes in some of the most  marginalised communities and regions.
  • delivers significant learning outcomes in low socio-economic communities. 
  • works successfully inside of existing government schools with existing government teachers  and structures.
  • delivers at the scale and speed to drive momentum in school improvement and impact  children today.
  • successfully operates in low infrastructure environments.
  • delivers learning gains in environments with low levels of initial English fluency in teaching force.
  • works in communities with challenging levels of insecurity.
  • in particular increases enrolment and learning levels for girls

The general conclusion of the research is simple and unequivocal: improvements in the quality (as  opposed to the quantity) of schooling increases the cognitive ability of the labour force, which  directly translates to greater productivity and higher economic output for a province or country.  More specifically, the work correlates and quantifies both improvements in education outcomes  (on the ‘input’ side) and the corresponding increases in GDP growth (on the ‘output’ side).