According to a review undertaken by Charlotte Waters at the Australian Council for Educational Research (ACER), the citizen-led approach being used in India, Mali, Senegal, Kenya, Tanzania and Uganda is yielding reliable information about children’s basic learning levels, measuring change in these levels and raising awareness of local issues.
I used to debate with my former Gates Foundation colleague Manami about the importance of #blacklivesmatter. Essentially, I took the Hilary Clinton stance: without specific policy proposals, it wouldn’t lead to real change.
On the sparkling shores of the seaside town of Saly on the Petite Côte of Senegal, 50 ambitious education activists and innovators from 15 Global South countries convened last week to explore the next crucial stage of their learning journey at the 4th Annual PAL Network meeting.
For around four days last week, members of the People’s Action for Learning (PAL) Network took part in the 4th annual family meeting in Saly, Senegal. PAL draws its membership from organizations undertaking citizen-led assessments (CLA) in nine countries.
The recently launched ASER Report 2015 is a testament to civil society evidence-based activism that has drawn irreversible attention to the crisis of learning, both locally and globally.
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.
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
The bell has rung. Civil society leaders from India, Pakistan, Senegal, Mali, Nigeria, Mexico, Uganda, Kenya, and Tanzania have come together, with optimism and conviction, asking others to join a movement to ensure that all children learn the fundamental, life-changing skills of reading and arithmetic.
Ten years ago, Pratham developed a revolutionary approach to assessing children’s reading and math achievement when it launched a nation-wide household survey called the Annual Status of Education Report (ASER). As we’ve reported elsewhere, every year ASER tests children on their ability to read simple second grade level text and compute simple arithmetic up to fourth grade level.