Value added measures in Uganda: assessing progress and not just results

Information about school performance can be powerful. Governments can use it to drive an accountability system, and schools can use data to identify areas for self-improvement. However, to be useful, the data need to provide fair and accurate information about school quality. In the UK, Ark’s chain of academy schools is at the forefront of… Read more




Lessons learned from introducing value added performance measures in Uganda: DFID think piece

A school’s success in promoting learning is often measured in terms of the examination results of the students. Value added measures are designed to account for the ability of a school’s intake to provide a fairer and more accurate indication of performance. They are being increasingly used to provide more accurate data about the quality… Read more




Approaches to promoting educational inclusion, participation and learning achievement among Roma children

This report summarises available evidence on approaches to promoting inclusion, participation and achievement in education for Roma children. The purpose of this report was to inform programme development for Roma education in Eastern Europe and the Middle East, and to support policy dialogue with governments, sub-national authorities and others. However, examples and evidence from the… Read more




Birte Snilstveit on improving learning outcomes and access to education

Birte Snilstveit, 3ie’s Evaluation Specialist, presented findings on 14th April 2016 from 3ie’s systematic review on education effectiveness, Interventions for improving learning outcomes and access to education in low- and middle-income countries: a systematic review. The Sustainable Development Goals (SDGs) on education aim to ensure inclusive and equitable quality education and promote lifelong learning. In… Read more




Urban health reading pack C: interventions and pro-poor service provision

Introduction to the topic This is the third in the series of urban health reading packs. It builds on the urban heath reading pack A on the data and evidence available on urban health, and on the experiences and challenges of inter-sectoral responses outlined in reading pack B. This pack focuses on service provision within… Read more




Urban health reading pack B: improving population health – strategies for inter-sectoral action

Introduction to the topic The multi-dimensional nature of the factors affecting urban health is highlighted in the reading pack on data and evidence. Urban infrastructure such as housing, water and sanitation, green space, crime and security, transport and traffic planning, social welfare schemes, and health and education services have direct and indirect impacts on health…. Read more




Muriel Dunbar on defining skills

Muriel Dunbar, Senior Skills Adviser at Cambridge Education, provides a definition of skills and looks at how widely this extends in terms of educational backgrounds, types of skill, range of ages and range of sectors. She defines skills as: ‘the combination of technical, cognitive and behavioural competences which enable a worker to acquire and retain… Read more




Integrated early childhood development (ECD) as a framework for research, policy and service development

Brief introduction to the topic Integrated early childhood development (ECD) is a comprehensive starting point for research, policy and service development. As the HEART Early Childhood Development Topic Guide (Woodhead et. al., 2014) points out, ECD spans the period from conception through to eight years and covers a range of sectors including early learning and… Read more




Early childhood development (ECD) and children with disabilities

Introduction to the topic This reading pack briefly highlights some of the research and programme work that are showing positive benefits for young children with disabilities in low-resource settings. The international evidence that high quality early childhood development (ECD) programmes benefit all children’s development, life experiences, and life chances is overwhelming. The evidence comes from… Read more




Simon McGrath on transforming skills development

Simon McGrath, Professor of International Education and Development, University of Nottingham, talks about transforming skills development in relation to two key opportunities – the introduction of the Sustainable Development Goals (SDGs) in 2015 and the new UNESCO technical and vocational training (TVET) strategy. Although TVET and youth employment is mentioned specifically in the SDGs, Simon… Read more




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