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
While Kenya and Nairobi were at a standstill preparing for the US President Barack Obama’s Airforce I to land on July 24 for the Global Entrepreneurship Summit, in another beautiful scenic setting, a global network on learning was born! The network will help hold countries accountable for ensuring their children are not just in school, but also learning. Committed to transparently conducting citizen-led household based assessments on learning, the network will increasingly enable communities to hold their leaders to account; it will support the call for lifelong learning for all – central to the new SDG on education.
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.
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.
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.
Last month, my colleague Dana Schmidt wrote a blog post about what the Hewlett Foundation and its grantees have learned about improving children’s early learning from the Quality Education in Developing Countries Initiative. Under this Initiative, our grantees implemented a variety of instructional models both within the school day and after school hours, with children enrolled and with those who were not.
Despite progress made since the start of the millennium to refocus efforts on education, progress in education has been slow and uneven with government commitments wavering. The current state of education is nothing short of a global crisis: 67 million children remain out of primary school and resource mobilization to reach the 2015 targets has fallen short by over $16 billion. Just as alarming, yet rarely discussed, are the hundreds of millions of children enrolled in school but not learning.
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)