Posts

Does schooling automatically mean learning?

Leading academic and researcher, Dr. Rukmini Banerji, recently wrote a blog post, When Schooling Doesn’t Mean Learning, that was published in the Stanford Social Innovation Review. The post talks about ASER (Annual Status of Education Report), a citizen-led assessment that measures children’s learning levels, and how the assessment has challenged the idea that being in school guarantees an education.

Chess in the Classroom: Champions of Chiconquiaco

The first-grade classroom was tucked away in the back of the school. Thanks to the cold, the little children were dressed in bright blue track suits instead of the school uniform that the older children were wearing. It had been raining continuously from the morning. The children could not leave the classroom. They were peering through the windows curious about the visitors.

When Schooling Doesn’t Mean Learning

It was a hot summer afternoon in a village in central India. A man lay on a string cot in the shade of a mango tree while his two sons played marbles. We approached him with hesitation. “We are making a village report card of schooling and learning,” we said tentatively. “Can we ask your sons to read?”

Improving learning through simple teaching innovations

What would happen if children were taught by actual learning levels rather than by grade? Maryam Akmal looks at a recent RISE paper to see if this innovative technique made a difference.

EVIDENCE FOR ACTION Citizen-led learning assessments enable educators, parents and volunteers to close learning gaps in rural India

Citizen volunteer Amol Moghe sets out to conduct learning assessments in a remote village in western India. Upon arriving at the village of Pimpri in Maharashtra state’s Aurangabad district, he greets the villagers, explains why he’s there, and asks for permission from the village leader to conduct a learning assessment survey.

Achieving Education for All

Using the Education for All (EFA) global movement as the setting, this book surveys the complex labyrinths of international education policy making, the design and implementation of system-wide educational reform, and the assessment of learning outcomes in the African context.

‘Teaching at the right level’: Solutions for low learning levels in India

At least half of all children in India have not acquired basic literacy and arithmetic skills by the end of primary school.

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