Los niños rohingya de Karachi

Areeba es una rohingya que pertenece a una familia de emigrantes de Myanmar. Sus ancestros escaparon de su tierra natal cuando se la conocía como Birmania. Huyeron debido a las purgas recurrentes que sufrían al ser un grupo minoritario.

Nuevos modelos de alfabetización en el Día Internacional de la Alfabetización 2017: códigos renovados para el s. XXI

Rahima es madre de cinco hijos y vive en la provincia de Khyber Pakhtunkhwa, en Pakistán. Su hijo más joven tiene 2 años y el mayor tiene 16. Tanto su marido como su hijo mayor suelen viajar entre Malakand, en Khyber Pakhtunkhwa, y Karachi, en Sindh, en busca de trabajo.

Building a Movement – Assessment to Action

The recent publication of a report evaluating the family of citizen led assessments has led to a number of blogs that are looking closely at the learnings from these efforts and trying to understand the implications of what has been achieved and what has not

¿Cómo cambiaron los ciudadanos la agenda de la educación?

La última medida del éxito en la educación no es si los jóvenes van a la escuela, sino si ellos aprenden. Y crear un sistema en el que se valora el aprendizaje requiere averiguar lo que los alumnos están aprendiendo y concienciar de ello. Fueron estos dos principios los que inspiraron a la organización Pratham en la India para movilizar y capacitar a voluntarios para llevar a cabo encuestas de aprendizaje en los hogares de los alumnos.

What role for Citizen Led Learning Assessments? – Moving beyond Measurement

The contribution of citizen led learning assessments (CLLA) in which community organisations conduct simple reading and/or math evaluations has rightly been celebrated. A new Results for Development Report(R4D) provides insight into their strengths, limitations and most importantly makes practical pointers on how they can be improved.

Why Citizen-Led Assessments of Educational Outcomes Matter for the Transparency and Open Data Communities

This week, Results for Development’s education team published a multi-year effort assessing the effectiveness and impact of citizen-led education assessments of student learning. The various initiatives and campaigns (“CLAs” for short) are part of a vanguard effort in the education and transparency communities to leverage volunteer-led testing

Schooling Ain’t Learning, and Learning Assessments (Alone) Ain’t Reform

A new report examining independent learning assessments in developing countries shows that while they produce robust measures to date they have done little to improve the quality of learning. Growing awareness of the sorry state of education is necessary, but it is far from sufficient to spark change.

How ordinary citizens transformed the education agenda

The ultimate measure of success in education is not whether or not children attend school, but whether they learn. And creating a system in which learning is valued requires finding out what children are learning and building broad awareness about it. It was these two principles that inspired the organization Pratham in India to mobilize and train volunteers to conduct household surveys of children’s learning.

Why are citizen led learning assessments not having an impact on home soil – and how can we change that?

Citizen-led learning assessments have been one of the most internationally influential educational initiatives of the decade. However, what of impact in their home countries? This blog is written on ASER India’s tenth birthday, prompting us to celebrate its success but also look to the future. ASER in India has been ground-breaking, inspiring participatory learning assessments across the globe:

Bringing Learning to Light: The Role of Citizen-led Assessments in Shifting the Education Agenda

The Hewlett Foundation supported Results for Development Institute in this evaluation of citizen-led assessments of learning. The Foundation’s Global Development and Population Program has funded citizen-led assessments as a central part of our Quality Education in Developing Countries Initiative and continues to do so as a way of measuring children’s basic reading and math abilities