Understanding What Works in Oral Reading Assessments, a new e-book from the UNESCO Institute for Statistics (UIS), Global Partnership for Education (GPE) and the William and Flora Hewlett Foundation, draws on the first-hand experiences of donors, implementers and practitioners across 60 developing countries.
1 st pilot of testing tools (Day 1) in EPC school of village Nacurare, district Murrupla, Nampula, Mozambique
Today is the 1st day of the 1st pilot of the testing tools. We are going to a couple of schools in a neighbouring district of Murrupula.
The People’s Action for Learning Network (PAL Network) upends the usual mechanisms for learning assessments: bringing together nine countries, it assesses basic reading and numeracy competencies of all children, in their homes, through annual citizen-led assessments.
“So, now close your eyes and imagine we have arrived at the year 2030. What does Africa’s education now look like?” invited our facilitator, Dzingai Mutumbuka. My imagination wanders, and I see Africa’s children running around the school, happy, and fulfilled.
Despite marked progress in increasing access to education across Kenya in recent years, Kenya has not fully met its commitments under the Education for All Goals. And the improved national average figures conceal stark contrasts between the different regions of Kenya.
This paper reviews the evidence on the impact of learning assessments on education policy and teaching practice across East Africa. The study focuses principally on Uganda, and then considers the experience in Tanzania, Kenya and Rwanda to highlight common issues and suggest examples of best practice.
Several months before I joined Twaweza East Africa, I wrote an academic paper on “schooling without learning: an analysis of the long-term implications of free primary education for income and welfare inequalities in Kenya.” I needed data to meet my objectives.
The countdown towards ensuring all children are learning by 2030 has begun. This is just one aspect of an ambitious set of education targets that world leaders have signed up to as part of the sustainable development goals, but is vital as a first step on the ladder to others.
Meet Aditi. Aditi is 11 years old. Aditi lives with her mother and younger sister Didi, who is 7 years old. They live on the outskirts of Mumbai, in a waste-picking community. Aditi and Didi have lived here ever since they were born. Every morning, their mother leaves very early to collect used plastic to sell.
Problem: From 2004 to 2014, ASER has provided the country with a report card on children’s enrollment and learning levels for every rural district in the country.