Knowing and doing vocational education and training reform: Evidence, learning and the policy process

This paper is primarily concerned with raising a higher level question about the nature of knowledge and evidence used in planning, implementing and evaluating skills reforms. The paper notes the very high level of official optimism about the benefits of the governance reform process but the real lack of hard evidence across the region for… Read more




The impact and implementation of national qualifications frameworks: a comparison of 16 countries

This paper notes the very limited evidence that exists for national qualification frameworks (NQFs) having had successful impact, yet also acknowledges the continued faith in them as an answer to failing skills systems. The author notes that there has been relative success but that it has to do with good initial starting conditions. Thus, Scotland,… Read more




Can stronger skills markets contribute to sustainable and decent work for all?

This document includes three papers. The first ‘Sector Skills Councils: Can they enhance employer engagement in skills development systems?’ reviews the case of sector skills councils (SSCs).  The authors review the argument that a productive approach to linking skills supply and demand requires a focus on generating and sustaining a high skills equilibrium, a situation… Read more




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




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