To ensure the rhetoric of leaving no one behind becomes a reality, the sustainable development goals give rise to an important practical question: how can we monitor progress to ensure we know if we have been successful?
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 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.
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.
There’s no question that the potential of the ‘data revolution’ first described in the U.N.’s “A World that Counts” report has captured the imagination of the international development community, especially data-wonks and donors concerned with how the Post-2015 Sustainable Development Goals will be measured. In the many discussions that have ensued, a consistent theme has been an aspiration to realize the potential of ‘non-traditional data sources.’
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
A new report examining independent learning assessments in developing countries shows that while they produce robust measures to date they have done little to improve the quality of learning. Growing awareness of the sorry state of education is necessary, but it is far from sufficient to spark change.
There is a strange gap in India — a gap for young people between the ages of 14 and 18. The Right to Education (RTE) Act guarantees free and compulsory education up to the age of 14. The Juvenile Justice Act, 2000 for the care and protection of children (Section 26) prohibits the employment of children below the age of 18. Rough calculations suggest that today, the 14-18 population is close to 100 million. So, how are we as a country dealing with those who are over 14 but still below 18? What do we expect of them?
In January, I was honored to be present as the Pratham family celebrated the 10th anniversary of its Annual Status of Education Report (ASER). I learned that ASER means impact in Hindi. Having followed its progress closely over the years, I can only confirm that ASER is fulfilling the vision and promise of its name.
As part of efforts to improve access to quality education in Nigeria, The Every Nigerian Child Project (ENCP) in partnership with The Education Partnership Centre (TEP Centre) hosted the inaugural edition of the Nigerian Education Summit. The summit held on Monday March 16, 2015 at the Protea Hotel, Ikoyi Westwood in Lagos, Nigeria.