Among children in Standard 7, many are unable to complete Standard 2 work. Among Standard 7 pupils, four out of ten (44%) are unable to read a Standard 2 level story in English, two out of ten (16%) are unable to read a Standard 2 level story in Kiswahili, and two out of ten (23%) are unable to complete Standard 2 level multiplication.
With the Eurozone in turmoil and sluggish economic growth in the US and elsewhere, investors may well see sub-Saharan Africa – still one of the fastest growing regional economies on earth – as the new frontier.
Tanzania is the first country on the agenda as RISE launches its international research programme to find ways of improving learning on a large scale throughout the developing world.
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.
According to a review undertaken by Charlotte Waters at the Australian Council for Educational Research (ACER), the citizen-led approach being used in India, Mali, Senegal, Kenya, Tanzania and Uganda is yielding reliable information about children’s basic learning levels, measuring change in these levels and raising awareness of local issues.
Late in 2015 I jointly posted with Dr. Abhijeet Singh of the Young Lives team in Oxford: Getting learning assessments right when money depends on it about a novel, national scale experiment that directly links financial aid for education to improvements in student learning outcomes.
Meet Naisiae. Naisiae is about 28 years old, although she is not sure because, in her community, they do not celebrate birthdays on a calendar. Naisiae lives in a small manyatta (hut made from sticks, cow dung, and grass) on the border of Kenya and Tanzania, with her four children
It is not every day that people from 17 countries come together to learn, share and think about how to broaden the scope and reach of citizen-led efforts like the ASER survey. Since its inception, ASER has inspired parallel efforts in 12 countries.
Despite marked progress in increasing access to education in recent years, Uganda has not fully met its commitments under the Education for All Goals. And the improved national average figures conceal stark contrasts between the different districts and wealth classes of Uganda.
Somewhere in a village in Nigeria, a young girl is sitting in school today, just like she does every day, packed onto a crowded wooden bench in a faded school uniform.