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.
50 militants innovateurs du domaine de l’education issus de 15 pays du Sud, se sont réunis la semaine dernière sur les rives scintillantes de la ville balnéaire de Saly sur la Petite Côte du Sénégal, afin d’examiner la prochaine étape cruciale de leur parcours d’apprentissage, lors de la 4ème réunion annuelle du Réseau PAL.
On the sparkling shores of the seaside town of Saly on the Petite Côte of Senegal, 50 ambitious education activists and innovators from 15 Global South countries convened last week to explore the next crucial stage of their learning journey at the 4th Annual PAL Network meeting.
For around four days last week, members of the People’s Action for Learning (PAL) Network took part in the 4th annual family meeting in Saly, Senegal. PAL draws its membership from organizations undertaking citizen-led assessments (CLA) in nine countries.
With a per capita income of less than USD 1,500 and a population of 1.25 billion, India runs arguably the largest citizen-led assessment in the world. This year, the Annual Status of Education Report (ASER) celebrates its 10-year anniversary.
There are now various assessments to measure learning levels, and much debate around what learning indicators to use at different stages of schooling. In this article, Wilima Wadhwa, Director of ASER Centre, contends that there is a lot to learn from the different approaches to assessment and the New Education Policy provides an opportunity to re-examine and unify them.
The 17 Sustainable Development Goals(SDGs) are a set of all-encompassing goals promising to strive for a world that is equitable and inclusive, thereby to benefit ALL children and future generations without the discrimination to age, sex, disability, culture, race, ethnicity, origin, migratory status, religion, economic or other status. The SDGs and framework are indeed ambitious, and for education carry a sector wide approach and underscore the importance of the Right to Education…
One often hears that the education community failed 15 years ago to recognise the scale of the learning problem; and, instead, focused on enrolment only. Let us ensure that we do not look back in 15 years’ time and realise that although we recognised a learning crisis, we did not change our approach to addressing it.
Monitoring progress on the new Global Goal for access to education will require research to capture data on the most disadvantaged children, particularly those excluded from formal schooling. In today’s blog, Ben Alcott and Pauline Rose argue that better data makes better policy. For educational access, this means gathering more data, over longer time periods, and working to integrate it with existing administrative data to produce richer evidence-bases for policymakers.
I was born January 1, 1961 to a working class family in a small town in the U.S. Midwest—a New Year’s baby. My parents weren’t concerned about whether I would finish high school, let alone the risk that I would graduate unable to read or do math well enough to participate fully in society. But UNESCO’s 2015 EFA Global Monitoring Report tells a different story for many children and their parents, even today.