Which African country is making the most progress in teaching kids to read by the time they reach third grade? Which language-of-instruction policies are most effective in early literacy teaching? Which country is getting the most children to complete primary school equipped with basic literacy, numeracy, and critical thinking skills?
Achieving Learning for All Requires Measuring Basic Skills Early and Often; Proposed Changes to the SDG Indicators Would Make This Kind of Measurement Less Common
Proposed changes to the Sustainable Development Goals’ education indicators would shift the focus away from early mastery of basic skills. Learning in the early years is critical for achieving later learning—evidence is increasingly showing that children who fall behind in early primary school rarely catch up. To achieve SDG 4 of quality education for all, we must know what children are learning (or not) early in the primary cycle.
Among the exciting and interesting new research and findings presented at the 2019 RISE Annual Conference, a reminder kept popping up: how devastatingly low current learning levels are in so many developing countries.
A Review Essay—The Politics and Governance of Basic Education: A Tale of Two South African Provinces
The National Education Policy Framework launched under the government's 100-day plan calls for a number of changes to Pakistan’s educational system, such as a tech-based Smart Schools System, an Educational Volunteer Programme and an increase in the number of non-formal schools.
The RISE Vietnam Country Research Team is performing a qualitative video study that is collecting data in math and literature classes in 20 secondary schools in 10 provinces in Vietnam in order to understand teachers’ pedagogical practices and how they are related to both learning outcomes and learning competencies, a focus of the new reforms in Vietnam. The study includes:
RISE Working Paper 19/029 - Creative Destruction or Idiot Winds: Schumpeterian Theory Meets the Educational Sector in Developing Countries
This new volume of case studies on the politics of learning in developing countries makes three distinct and valuable contributions.
Thanks to more than a decade of ASER (Annual Status of Education Report) findings, the main headlines from the surveys are widely known.1 Even those who are not education experts or researchers can tell you that after five years of schooling, only half of all children in India can read at Grade 2 level. And that the results for basic arithmetic are even more worrying.