Bringing learning to light: the role of citizen-led assessments in shifting the education agenda

As governments and donors focused on increasing access to education in the wake of the Millennium Development Goals, the issue of learning received comparatively little concerted attention. Some organisations working in countries where access was rapidly increasing took notice of the fact that, while rising enrollment rates were being celebrated, there was little evidence of… Read more


The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries

There is a global rise in the number of countries undertaking national learning assessments, as well as international and regional learning assessments. Much of this growth, especially in national learning assessments, has occurred in economically developing countries. However, little is known, on how these assessments affect education policy and practice in developing countries. This review… Read more


Improving early grade learning outcomes in Uganda

DFID Uganda is re-engaging in the education sector after several years. This is the final report on a process of identifying and appraising options for supporting improvements in early grade learning outcomes, conducted by a team of consultants under the direction of the DFID Uganda Education Adviser. The strategic case for intervening to improve learning… Read more


Primary education interventions in Malawi

This rapid review identified a number of resources on primary education interventions in Malawi. Section 2 highlights literacy interventions. The Early Grade Reading Project (EGRP), funded by USAID, aims to strengthen teaching methodologies, develop appropriate learning materials, increase parental and communal support for reading, and improve the policy environment for reading. Evaluation of this project… Read more


Pauline Rose on unequal learning in education

Pauline Rose is a professor of international education at the University of Cambridge and director of the Research for Equitable Access and Learning (REAL) Centre. In this video Pauline discusses findings from a HEART think piece: How can education systems become equitable by 2030?, written by herself and Ben Alcott. She speaks about inequalities in access to education… Read more


EQUIP-Tanzania Adaptive Programming Reflections: Mid-Term Review January 2016

A science of delivery underscores the importance of a data-driven and rigorous process to understand what works, under what conditions, why, and how. Too often in international development, conclusions are made without understanding counterfactuals and the assumption is that we can replicate success without understanding its constituent elements. Traditional development models capture knowledge when it… Read more


Simon McGrath on skills and Technical Vocation Education and Training (TVET)

In this video, Simon McGrath from University of Nottingham, discusses the importance of skills and Technical Vocation Education and Training (TVET). Simon was the expert adviser for the DFID commissioned Skills Topic Guide, which focused on skills immediately necessary for employment and increased productivity. The guide explores the role of TVET skills, which are concerned… Read more


The role and impact of philanthropic and religious schools in developing countries

This report summarises the findings of a rigorous review on the role and impact of philanthropic and religious schools in developing countries. A prior review initially sought to cover all types of non-state schools, but was subsequently separated into two parts. The first reviewed the role and impact of private schools in developing countries. The… Read more


Skills

This topic guide is focused on skills immediately necessary for employment and increased productivity. It focuses on technical and vocational education and training (TVET) skills, which are concerned with the acquisition of knowledge and skills for the world of work. The importance and value of obtaining basic skills is recognised as a pre-requisite for higher order skills development. This document was written between July and December 2015 and includes evidence that was available at this time.

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