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¿Están aprendiendo los niños en Mozambique? Parte II

No tardamos mucho en localizar el primer hogar que formaba parte de nuestra muestra. A medida que el sol de la mañana seguía ascendiendo en el cielo, el anciano de la aldea de Nathepo, el Sr. Vahocha, nos condujo desde el edificio de la escuela vacío a través de uno de los muchos caminos de tierra hacia el grupo disperso de casas con muros de ladrillos de barro y pulcros techos de hierba seca.

PAL Network participa en el grupo de trabajo sobre discapacidad de la iniciativa de investigación para la igualdad en materia de educación

Presentada en marzo de 2016, la iniciativa de investigación para la igualdad en materia de educación tiene como objetivo generar información en la que puedan basarse las políticas y las programaciones destinadas a garantizar métodos efectivos que permitan el fortalecimiento de la igualdad dentro de los sistemas educativos.

¿Están aprendiendo los niños en Mozambique? Parte I

El sol de la mañana entró impaciente a través de la ventana, al mismo tiempo que la alarma del despertador indicaba que había llegado el amanecer. Nos levantamos a la misma hora que los pájaros cantores para prepararnos para un viaje de 30 km hasta la aldea de Nathepo, situada en el distrito de Rapale, en el norte de Mozambique.

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:

Friday Note: Making the Movement for Accountability and Learning

In his three-minute TED Talk, Derek Sivers tells us that a movement is made not by charismatic leaders but rather by the first followers. It is the people who are alert to a new idea, who are inspired to leave their comfortable routine, and who adopt and adapt an innovation—these are the movement makers.

VIDEO: Measuring the learning progress of all children – Panel discussion

As a new set of education goals are drafted, improving quality and learning is likely to be more central to the post-2015 global development agenda. One important question to ask is – how can we measure the learning progress of all children? Ten years ago, citizens in India started using basic reading and arithmetic tools at home to systematically assess for themselves what their children are able to do.

Between RTE and ‘Make in India’: A Gap

There is a strange gap in India — a gap for young people between the ages of 14 and 18. The Right to Education (RTE) Act guarantees free and compulsory education up to the age of 14. The Juvenile Justice Act, 2000 for the care and protection of children (Section 26) prohibits the employment of children below the age of 18. Rough calculations suggest that today, the 14-18 population is close to 100 million. So, how are we as a country dealing with those who are over 14 but still below 18? What do we expect of them?

Involving Citizens in the Provision of Good Quality Education

In January, I was honored to be present as the Pratham family celebrated the 10th anniversary of its Annual Status of Education Report (ASER). I learned that ASER means impact in Hindi. Having followed its progress closely over the years, I can only confirm that ASER is fulfilling the vision and promise of its name.

Working for quality education in Pakistan, an LMTF Learning Champion

The global community has failed dismally in meeting the challenge of providing all children with a quality education. This education failure is tragically apparent in Pakistan, the world’s sixth most populous country. This failure of learning is evident both in the results of public sector examinations and private sector citizen-led household-based assessments like ASER Pakistan.