Crisis and conflict are among the biggest obstacles to ensuring inclusive and equitable quality education for all. However, education is a human right with important implications for health, livelihood, and peace building in contexts of conflict and crisis. The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease.
Évaluer l’apprentissage, obtenir un impact: Un examen documentaire des evaluations citoyennes de l'apprentissage
Le Results for Development Institute a procédé à une évaluation du processus et de l'impact de quatre de ces initiatives d'évaluations citoyennes financées par la William and Flora Hewlett Foundation : l'ASER en Inde, Uwezo en Afrique de l'Est, Jàngandoo au Sénégal et Beekunko au Mali.
Results for Development Institute conducted an evaluation of the process and impact of four citizen assessment efforts funded by the William and Flora Hewlett Foundation: ASER in India, Uwezo in East Africa, Jàngandoo in Senegal, and Beekunko in Mali.
For the full report, click here.
Post-Basic Technical and Vocational Education and Training (TVET) Interventions to Improve Employability and Employment of TVET Graduates in Low- and Middle-Income Countries: A Systematic Review
This review provides a meta-analysis of the effectiveness of different technical and vocational education and training (TVET) interventions on employability outcomes for youth (ages 15 to 24).
Relative Effectiveness and Cost-Effectiveness of Conditional and Unconditional Cash Transfers for Schooling Outcomes in Developing Countries: A Systematic Review
This paper evaluates and compares the effectiveness of conditional cash transfers (CCTs) and unconditional cash transfers (UCTs) in improving school enrollment, attendance, and test scores in low- and middle-income countries. The research incorporated a review of 35 randomized control trials or quasi-experimental designs published since 1997.
More than 90 million children worldwide are currently living with a moderate or severe disability. More than any other group, these children are more likely to enroll late, drop out, or altogether miss out on school. For those in school, the poor quality and exclusive nature of the learning environment often exaggerate their situation, especially in low- and middle-income countries. While working to achieve universal primary education (UPE), the global community fails to focus sufficiently on educating disabled children.
This document compiles nine articles by some of the world's leading education experts to identify the challenges and opportunities that exist in addressing learning outcomes. Featured authors include:
Integrating Information and Communication Technologies into Communication for Development Strategies to Support and Empower Marginalized Adolescent Girls
This paper examines the potential that information and communication technologies (ICTs) present for marginalized, adolescent girls in developing countries. The authors discuss gaps in access to technology and risks for this population before analyzing specific ICT initiatives, trends, and the perspectives of adolescent girls interviewed from 13 developing countries. The conclusion features recommendations for development agencies, policymakers, and civil society organizations to integrate ICT tools in a way that effectively targets marginalized girls.
School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010
This comprehensive literature review of educational outcomes in developing countries provides a meta-analysis of 79 studies conducted between 1990 and 2010. The authors further analyze 43 high-quality papers and provide separate data for 13 randomized experiments. This paper reviews what inputs - including infrastructure, instructional materials, school organization, and teacher characteristics - demonstrate effects on enrollment rates, time in school, and test scores.