This blog is written by Dr. Belay Hagos Hailu, the director of Institute of Educational Research at Addis Ababa University and team lead of the Research on Improving Systems of Education (RISE) programme in Ethiopia. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development.
Incoherent in Translation? Why We Can Learn from—but Not Copy—Finland’s and Singapore’s Teacher Accountability Approaches
When translating, context matters. In Singapore, calling someone an ang moh does not necessarily mean that they have red hair, as in the literal meaning of the Hokkien term. Rather, ang moh can denote any white person, regardless of hair colour. In Finland, Joulupukki is not (or, at least, no longer) the “Christmas goat” but rather Santa Claus.
RISE Working Paper 19/033 - Measuring and Explaining Management in Schools: New Approaches Using Public Data
Twenty-two years ago, Uganda followed Malawi’s 1994 lead in rolling-out tuition-free primary education. Today, both countries are stuck in an inferior equilibrium of low-quality education with high grade repetition and early dropouts.
RISE Working Paper 19/031 - An Analysis of the Political Economy of Schooling in Rural Malawi: Interactions among Parents, Teachers, Students, Chiefs and Primary Education Advisors
Much has been written about the difference in education outcomes between public and public-private partnership (PPP) schools. According to a review by Ark, so far there is insufficient or modest evidence linking PPPs—including contract schools, subsidies, and vouchers—with better learning outcomes (as distinct from evidence about public versus private [non-PPP] schools).