Après avoir passé 10 ans à développer ma carrière dans différents secteurs de développement social, j’ai rejoint le Réseau d’action du peuple pour l’apprentissage (Réseau PAL) en tant que chercheur dans le programme de bourses de recherche 2018.
While Kenya and Nairobi were at a standstill preparing for the US President Barack Obama’s Airforce I to land on July 24 for the Global Entrepreneurship Summit, in another beautiful scenic setting, a global network on learning was born! The network will help hold countries accountable for ensuring their children are not just in school, but also learning. Committed to transparently conducting citizen-led household based assessments on learning, the network will increasingly enable communities to hold their leaders to account; it will support the call for lifelong learning for all – central to the new SDG on education.
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
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.
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.
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
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.
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.
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:
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