Les interventions éducatives de MIA

Le projet de Mesure indépendante de l’apprentissage ou Medición Independiente de Aprendizajes (MIA) fait parti du Réseau PAL et mène des évaluations citoyennes au Mexique.

Beyond Basics à Haryana

Après des années de travail, ASER Beyond Basics est maintenant prêt. Les outils sont finalisés, les partenariats réglés et les livrets d’enquête imprimés. Le bureau du Centre ASER à Delhi est presque vide.

De quelle valeur est l’achèvement de l’école primaire ?

Presque tous les enfants s’inscrivent désormais à la 1ère année du primaire et 80 pour cent atteignent la 5e année, qui représente la dernière année du cycle primaire. Lors de l’examen d’achèvement de l’enseignement primaire (Primary Education Completion Exam – PECE), un examen national obligatoire introduit en 2009, le tout dernier taux de réussite est de 98,5 pour cent. C’est une réussite qui ne peut être ignorée.

Continuing the Conversation about ‘The Role of Citizen-led Assessments in Shifting the Education Agenda’

In June, we shared findings from an evaluation of citizen-led assessments we commissioned from Results for Development. Since the report’s publication, which showed how engaging citizens in large scale, household-based assessments of children’s learning can help focus education debates on learning, a number of colleagues have shared their own perspectives on the evaluation

From Evidence to Action: How Nigeria is Beginning the Citizen-Led Assessment with the End in Mind

The anticipated inclusion of a goal addressing learning outcomes in the soon-to-be announced 2015 Sustainable Development Goals (SDGs) underscores a growing global awareness of the importance not only of ensuring that children are in school, but that they are learning.

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

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

Read India – When ‘scale’ met ‘system’

Pratham is one of India’s largest non-governmental organisations working in education. Annually since 2005, Pratham has been facilitating the ASER survey[1] that provides information on schooling and basic learning from all rural districts in India. Since inception ASER has been highlighting the poor levels of reading and arithmetic skills of children aged 5 to 16. To address this problem, in 2007 Pratham launched the Read India program to demonstrate what could be done to improve children’s basic learning on scale.

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.