RISE Working Paper 18/021 - The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006-17
On 26th October 2017, representatives from the Ethiopian Ministry of Education and the Regional Educational Bureaus, as well as key donor organisations working in the education sector - including the World Bank, the UK Department for International Development (DFID) and the US Agency for International Development (USAID) - gathered in Addis Ababa, Ethiopia for the official launch of the RISE Ethiopia country research programme.
What Will it Take to Raise Learning Outcomes for all Children in Ethiopia? Translating Commitment Into Action Through Evidence
As the Education Sustainable Development Goal galvanises support towards achieving inclusive and equitable quality education for all, the world has much to learn from the experience of Ethiopia: a country which recognises education as a pathway to economic transformation.
As Caine Rolleston pointed out in a recent RISE blog, education is complicated and the existing body of research into how to improve things is very scant on evidence for educational interventions that have large and reliable improvements on outcomes. This makes it difficult for policymakers, donors, etc., to know how to make a difference and hard for the research community to be heard convincingly in the policy arena.
The global policy debate about education is in the midst of a major pivot, of the kind that happens maybe once every quarter-century, from a conversation about how to increase enrollment to one about learning.
Somewhere in a village in Nigeria, a young girl is sitting in school today, just like she does every day, packed onto a crowded wooden bench in a faded school uniform. She represents a victory in the global effort to get all children learning, and her presence will be recorded as progress in the global databases maintained by UNESCO and the World Bank.