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.
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.
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
We know how to expand enrolments, and politicians have been quick to do so in response to massively increased demand from parents. But we still don’t know enough about how to improve learning, relevance and equity in education. Yet these topics are at the heart of the likely post-2015 education targets as recorded in the Muscat agreement. Not only do we not know enough about them, we also don’t know enough about how to sequence educational reforms, adopt innovations and improve accountability.
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)