- Social Impact Bond
- Education
- South America
None
4 mins
Programa Primero Lee
Last updated: 1 Aug 2024
Programa Primero Lee helps children develop literacy skills and builds teaching capacity in vulnerable schools located in Mejillones and Valparaiso, Chile.
Project Location
Aligned SDGs
INDIGO Key facts and figures
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INDIGO project
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Commissioner
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Intermediary
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Provider
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Launch date
April 2019
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Start of service provision
March 2019
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Duration
2 years
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Capital raised (minimum)
EUR 270.40k
(USD 319.17k)
Target population
Participants must meet the following criteria: (1) children enrolled in NT2, 1st or 2nd grade (primary school), (2) have a score of 70% or more in the School Vulnerability Index (IVE), (3) have a score below "adequate level" according to the Quality of Education Agency, based on the results of the language SIMCE Test.
The problem
In Chile, more than 50% of adults have a “low ability to understand and respond appropriately to written texts” (Mustakis, 2021, p.49). This pervasive issue highlights significant disparities in the development of reading and writing skills among children from different socio-economic backgrounds. Without intervention, children from lower-income families face a higher risk of falling behind their peers, leading to long-term consequences in their academic and professional lives. The COVID-19 pandemic has further exacerbated these issues, significantly widening the learning gap among students and underscoring the urgent need for effective educational measures (UNESCO, 2023).
The solution
In response, the Programa Primero Lee was launched in 2019, targeting this critical issue by implementing a comprehensive literacy program in vulnerable schools located in Mejillones and Valparaiso. These areas were chosen due to their high poverty rates and historically low educational outcomes, identified through vulnerability index scores and academic achievement levels in fourth-grade language tests (Ultramar, 2021, p.133; Social Finance, n.d.). Launched in March 2019, the programme was designed to enhance the ability to read and write among children in kindergarten through second grade (Social Finance, n.d.).
The programme's implementation included:
- Comprehensive Literacy Curriculum: Focused on developing reading comprehension, reading aloud, and writing skills among children.
- Teacher and Leadership Training: Ensuring high-quality implementation through activity checklists and standardised tests to measure teacher and headmaster performance.
- Classroom Support: Continuous evaluation, observation, and formative feedback for teachers to improve teaching and learning outcomes.
- Community Engagement: Collaboration with local stakeholders, including Fundación San Carlos de Maipo and Social Finance, to ensure the programme's success.
Funded through a Social Impact Bond (SIB) with up-front capital provided by a consortium of five investors via the impact investment platform Doble Impacto (Elsby et al, 2022, p17), the programme received 85% of its funding at the start (Fundacion Mustakis, 2022, p49). Payments to social investors were contingent on achieving predefined outcomes, ensuring accountability and alignment with the programme's educational goals.
The impact
Outcomes framework
The outcomes for Programa Primero Lee were measured across several key metrics:
- Teacher Fidelity Standard Test: Measuring the quality of programme implementation by teachers.
- Headmaster Profile Test: Assessing the leadership team's adherence to the programme's standards.
- Children's Skill Levels: Evaluating reading comprehension, reading aloud, and writing skills through standardised tests.
These metrics ensured that the programme's impact on both educators and students was rigorously monitored and evaluated.
Results
Teacher and Leadership Performance
The programme's implementation saw significant improvements in the quality of teaching and school leadership:
- Quality Implementation: Observations and feedback sessions indicated that over 70% of teachers achieved the desired level of programme implementation.
- Leadership Involvement: School leadership teams actively participated in the programme, meeting targets for performance in the Headmaster Profile Test.
Student Literacy Skills
The programme's focus on enhancing literacy skills yielded positive results among the participating children:
- Reading and writing skills: In second grade, 65% of students were levelled in reading and writing, effectively closing the gap created by the pandemic.
- Verbal language and mathematical thinking: At NT1 and NT2 levels, there was a 70% achievement rate in verbal language, mathematical thinking, and social development skills.
(Cuenta,2023)
These outcomes demonstrated the programme's success in improving literacy skills and overall academic performance among children in vulnerable schools.
Project insights
Tailored intervention for vulnerable populations
Programa Primero Lee's success can be attributed to its tailored approach, focusing specifically on the needs of children in vulnerable contexts. By selecting schools based on their vulnerability index scores and academic achievements, the programme ensured that resources were directed to where they were most needed. This targeted approach helped maximize the impact of the intervention, providing intensive support to children who were most at risk of falling behind.
Emphasis on teacher and leadership capacity building
A key component of the programme was the emphasis on building the capacity of teachers and school leadership teams. By providing comprehensive training and continuous support, the programme ensured that educators were well-equipped to deliver high-quality literacy instruction. This focus on professional development created a sustainable model, with lasting benefits beyond the duration of the programme. Teachers and leaders developed skills and practices that would continue to benefit students in the future.
Flexibility and responsiveness to challenges
The early termination of the SIB contract due to the pandemic posed a major challenge, but the programme's design allowed for adjustments to continue supporting students. The ability to adapt to changing circumstances ensured that the programme could still achieve its core objectives, even under difficult conditions. This adaptability highlights the importance of designing interventions that can respond to unforeseen challenges.
Leveraging local partnerships and expertise
The involvement of partners such as Fundación San Carlos de Maipo and Social Finance was instrumental in the programme's success. These organisations brought valuable expertise and resources, facilitating a smooth implementation process. Their commitment to the initiative helped build trust and engagement among local stakeholders, including educators, parents, and community leaders. This collaborative approach ensured that the programme was well-integrated into the local context, enhancing its effectiveness and sustainability.
Conclusion
Programa Primero Lee in Chile demonstrates the transformative potential of outcomes-based financing in early childhood education. By aligning funding with measurable outcomes, the programme ensures accountability, transparency, and a focus on long-term educational success for young children. Despite the challenges posed by the pandemic, the programme achieved significant improvements in literacy skills and educational outcomes among children in vulnerable schools.
The programme's success also serves as a model for other communities facing similar challenges. By leveraging the power of outcomes-based financing and building strong community partnerships, other regions can improve access to quality early education and set children on a path to long-term success.
This case study was developed in partnership with the Education Outcomes Fund (EOF), a UNICEF hosted fund, and with the support of the LEGO Foundation. The statements in this study are the views of the authors and do not necessarily reflect the policies or the views of EOF, UNICEF or the LEGO Foundation.