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.
The paper attempts to address the overarching question: How and in what ways might RCTs and other experimental methods be appropriate in the context of evaluating T4T&A programmes?
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.
This new EFA Global Monitoring Report policy paper shows that aid to education has been on a downward spiral since 2010, putting the achievement of existing and future global education goals at risk.
The challenge of youth employment requires a comprehensive approach designed to relieve the constraints that prevent young people and the private sector from seizing opportunities and increasing productivity in agriculture, household enterprises, and the modern wage sector. Governments need to adopt a holistic view of how to address the situation.
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
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.
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.
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.