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
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.
Three years ago I was in rural India directly participating in one of these surveys in the almost unbearable heat of summer. I was with two Indian colleagues who were hard at work mapping a village in Uttar Pradesh under the direction of the village headman. We were squatting in the shade but there was no escaping the hot, humid air.
Historias del blog
- INDIA: EXPANSIÓN MASIVA EN LA ESCUELA, DEMASIADO POCO APRENDIZAJE , ¿Y AHORA QUÉ?
- Mis esperanzas y aspiraciones como Becaria de Investigación de la Red PAL 2018
- ¿En qué se diferencia ASER 2017 de las encuestas ASER anteriores? Un ensayo fotográfico
- El 12º Informe anual sobre el estado de la educación (ASER 2017: Más allá de lo básico)