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Alumnos escolarizados que no aprenden

Según un informe de Naciones Unidas, 6 de cada 10 niños a nivel mundial no alcanzan los niveles básicos en materia de aprendizaje. La ONU describe estas cifras como “sorprendentes” e indicativas de una “crisis en materia de aprendizaje”.

¿Están aprendiendo los niños en Mozambique? Parte II

No tardamos mucho en localizar el primer hogar que formaba parte de nuestra muestra. A medida que el sol de la mañana seguía ascendiendo en el cielo, el anciano de la aldea de Nathepo, el Sr. Vahocha, nos condujo desde el edificio de la escuela vacío a través de uno de los muchos caminos de tierra hacia el grupo disperso de casas con muros de ladrillos de barro y pulcros techos de hierba seca.

PAL Network participa en el grupo de trabajo sobre discapacidad de la iniciativa de investigación para la igualdad en materia de educación

Presentada en marzo de 2016, la iniciativa de investigación para la igualdad en materia de educación tiene como objetivo generar información en la que puedan basarse las políticas y las programaciones destinadas a garantizar métodos efectivos que permitan el fortalecimiento de la igualdad dentro de los sistemas educativos.

¿Están aprendiendo los niños en Mozambique? Parte I

El sol de la mañana entró impaciente a través de la ventana, al mismo tiempo que la alarma del despertador indicaba que había llegado el amanecer. Nos levantamos a la misma hora que los pájaros cantores para prepararnos para un viaje de 30 km hasta la aldea de Nathepo, situada en el distrito de Rapale, en el norte de Mozambique.

A stepping-stones approach to leaving no one behind in learning

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?

Continuing the Conversation about ‘The Role of Citizen-led Assessments in Shifting the Education Agenda’

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

Building a Movement – Assessment to Action

The recent publication of a report evaluating the family of citizen led assessments has led to a number of blogs that are looking closely at the learnings from these efforts and trying to understand the implications of what has been achieved and what has not

What role for Citizen Led Learning Assessments? – Moving beyond Measurement

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.

Why Citizen-Led Assessments of Educational Outcomes Matter for the Transparency and Open Data Communities

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

Inaugural Nigeria Education Summit: LEARNigeria is launched

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.