PAL Network member, LEARNigeria is a citizen-led household survey of learning in Nigeria. An acronym for ‘Let’s Engage, Assess & Report Nigeria’, the programme is aimed at generating evidence on the foundational numeracy and literacy skills in Nigerian children.
In 2014, some colleagues and I sat down to analyze Nigeria’s learning outcomes. What we found was a trend that revealed a secondary-school leaving pass rate of 30%. That is, only 3 out of 10 students who sat for these final examinations passed.
Basic education in Nigeria is facing a broad range of challenges which have contributed to the nation’s failure to achieve the now-expired Millennium Development Goals for education, and will make it harder to achieve the education targets associated with the new Sustainable Development Goals.
I recently visited an educational establishment in Lagos to conduct some research. For ease of comprehension, I shall refer to this establishment as a school. I wanted to understand why parents were choosing to send their children to private schools of questionable quality when tuition-free public schools were available.
Citizen volunteer Amol Moghe sets out to conduct learning assessments in a remote village in western India. Upon arriving at the village of Pimpri in Maharashtra state’s Aurangabad district, he greets the villagers, explains why he’s there, and asks for permission from the village leader to conduct a learning assessment survey.
What a difference a year makes. Last week in Nairobi, when we woke to find a grey blanket of fog wrapped around our conference centre, it was hard to believe that only a year ago, the founding directors of our citizen-led assessment movement set up the People’s Action for Learning (PAL) Network.
The People’s Action for Learning Network (PAL Network) upends the usual mechanisms for learning assessments: bringing together nine countries, it assesses basic reading and numeracy competencies of all children, in their homes, through annual citizen-led assessments.
Using the Education for All (EFA) global movement as the setting, this book surveys the complex labyrinths of international education policy making, the design and implementation of system-wide educational reform, and the assessment of learning outcomes in the African context.
The Sustainable Development Goals (SDGs) adopted by 193 member countries of the United Nations General Assembly in September 2015 represent a renewed focus for inclusive, lifelong and equitable education.
Les Objectifs de développement durable (ODD) adoptées par 193 états membres de l’Assemblée générale des Nations Unies en Septembre 2015, expriment un intérêt renouvelé pour l’éducation inclusive, équitable et continue.