Monitoring report

Report on the Concurrent Validity and Inter-rater Reliability Studies of Uwezo

Results for Development Institute (R4D) led an evaluation of four citizen-led assessments supported by the William and Flora Hewlett Foundation in 2013 and 2014. As part of the evaluation, the  Australian  Council  for  Education Research  (ACER)  designed  two  small  quasi‐experimental  studies  to  investigate  the  concurrent validity and inter‐rater reliability of Uwezo, one of the citizen-led assessments. 

Policy Paper #14: Progress in Getting All Children to School Stalls, but Some Countries Show the Way Forward

This new policy paper shows that global progress in reducing out of school numbers has stagnated leaving 58 million children out of school, with barely any change since 2007. The paper highlights ways to buck the trend, showing that seven policies have helped reduce out of school numbers in very different settings. Seventeen countries reduced their out-of-school populations by almost 90% in little over a decade by investing in positive action such as abolishing school fees, introducing more relevant curricula or providing financial support to struggling families.    

EFA Global Monitoring Report 2013/14, Teaching and Learning: Achieving Quality for All - Gender Summary

New analysis for the 2013/4 EFA Global Monitoring Report vividly underlines the fact
that girls and young women, especially those from the poorest families, have continued to
be denied opportunities for education over the past decade. Unless special efforts are urgently
taken to extend educational opportunities to the marginalized, the poorest countries may
take several generations to achieve universal completion of primary and lower secondary
education, according to new analysis for this Report – and within these countries the poorest

EFA Global Monitoring Report 2013/14, Teaching and Learning: Achieving Quality for All

The 2013/4 EFA Global Monitoring Report is divided into three parts. Part 1 provides an update of progress towards the six EFA goals. The second part presents clear evidence that progress in education is vital for achieving development goals after 2015. Part 3 puts the spotlight on the importance of implementing strong policies to unlock the potential of teachers so as to support them in overcoming the global learning crisis.

Results for Learning Report 2013: Facing the Challenges of Data, Financing and Fragility

This report highlights the progress that GPE's developing country partners have made in global education, including increased attendance and completion rates at the primary school level, and ever-increasing access to lower secondary school. The report also highlights potential setbacks to the progress made thus far on global education, including the difficulties in reaching children in fragile and conflict-affected states, the significant decreases in external financing for education, and the lack of data on financing for education and learning outcomes. 



The African Report on Child Wellbeing 2013

The theme for the African Report on Child Wellbeing 2013 is accountability to children, and serves as a reminder that children’s rights and overall wellbeing are crucial aspects of any development agenda. It analyzes which African governments are child-friendly, notes that the number of child deaths has fallen significantly, while also highlighting the state of child well-being in fragile states.

Global Corruption Report: Education

Transparency International's 2013 Global Corruption Report focuses on corruption in education, specifically on the effects felt heavily by the world's poor and disadvantaged. In addition to providing an overview of global trends in this sector, this report includes a number of country-specific examples at the schooling and higher education levels.


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