The PAL Network Case: Citizen-led Assessments to Improve Learning

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.

Preparations for TPC – Mozambique : A Citizen Led Assessment Facilitated by FACILIDADE Part II

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.

People’s Action for Learning Network (PAL Network): from assessment to action

The People’s Action for Learning Network (PAL Network) upends the usual mechanisms for learning assessments: bringing together nine countries[1], it assesses basic reading and numeracy competencies of all children, in their homes, through annual citizen-led assessments.

Welcoming two new initiatives to accelerate quality teaching and learning in Africa MORE

“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.

Are our children learning? A review of the Education For All Goals

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.

The impact of assessment results on education policy and practice in East Africa

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.

Generating Evidence of a Different Kind of Rigor

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.

Tracking progress towards learning for all by 2030 in Pakistan

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.

Through Aditi’s Eyes: The Importance of Early Grade Assessment in Tracking Children’s Learning

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.

The Lakhon mein Ek Journey – Pratham’s Campaign for Assessment to Action: Taking stock – February 2016

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.