OUR VISION

A world where all children acquire the foundational skills that allow them to thrive

OUR MISSION

To bring learning and measurement to the centre of educational policy and practice

What

We design basic assessments IN FOUNDATIONAL SKILLS INCLUDING READING AND SIMPLE ARITHMETIC BASED ON NATIONAL CURRICULA EXPECTATIONS

If children cannot read, they cannot move ahead—either in the school system or in life. We assess basic skills including reading and simple arithmetic.

WE ASSESS CHILDREN ONE-ON-ONE

Traditional pen-paper assessments don’t give a clear picture of children’s reading skills. We use oral one-on-one assessments, because it is the best way to determine whether a child can read.

Where

WE ASSESS AT SCALE

Traditional approaches do not promote a national conversation about learning. Conducting the assessment on a scale that is nationally and sub-nationally representative allows comparison within the country and sparks nationwide debate.

WE CONDUCT OUR ASSESSMENTS IN THE HOUSEHOLD

Children may be in or out of school; they may be in public or private schools; formal and non-formal learning centres. The best place to find a representative sample of all children is in the household.

When

WE ASSESS CHILDREN FREQUENTLY AT REGULAR INTERVALS

The problem of lack of learning has been invisible. Assessing children at regular intervals keeps the problem visible, allows comparison of data over time, and creates momentum.

WE RESPOND TO LOCAL DEMAND TO ADDRESS THE CRISIS IN LEARNING

Many approaches are conceived and suitable for different contexts. Our assessments are informed by, and respond to, the realities of the global south.

How

WE ENSURE THAT OUR DATA MEETS THE HIGHEST STANDARDS

Decisions at all levels from parents to policymakers have been made on the basis of bad data. Our assessments adhere to the highest standards to ensure that we collect accurate evidence about children’s learning.

WE MAKE OUR DATA OPEN AND ACCESSIBLE TO ALL

Closed datasets prohibit full exploration of the data. We believe data about our children’s learning is a global asset that should be open and accessible to the public. The data will only be made publicly available once report publications have been launched, and not before.

Who

WE INCLUDE AS MANY CITIZENS AS POSSIBLE BY USING SIMPLE TOOLS, COMMUNICATIONS AND ASSESSMENTS

Traditional assessment is the domain of experts and has traditionally excluded parents and community members. Citizens from all walks of life conduct these simple assessments to understand the problem first-hand.

WE COMMUNICATE ASSESSMENT RESULTS REGULARLY TO INFORM CITIZEN UNDERSTANDING AND INFLUENCE POLICY

Evidence does not speak for itself. We communicate our findings regularly to sustain a conversation over time and inform decision-making at all levels.