Structured Questions Webinar Recording - Parts 1 + 2

This is the recording of the Structured Approach to Equity Analysis webinar on on April 26, 2017. The recording is divided into two parts and  provides guidance on conducting a general sequence of analyses with a focus on the equity lens.

Financing Learning for Every Last Child

World leaders have promised have promised to ensure every girl and boy will learn from a quality education. This is a bold and important promise. Without it, we will not even come close to eradicating poverty or reaching the Sustainable Development Goals.

Without a step change in financing education now, we will fail the next generation of children. Yet the world has not given education the priority it needs. If current trends of education financing continue, we will be 50 years late in ensuring inclusive quality education for all.

This briefing sets out what action Save the Children believes is needed to close the education financing gap and ensure that every last child is learning. Our ‘Call to Action’ sets out our recommendations on domestic financing, bilateral aid, and funding for multilateral mechanisms - such as the Global Partnership for Education, the Education Cannot Wait fund for education in emergencies, and establishing the newly proposed International Financing Facility for Education.

Publication Year: 2017

Author (s): Save the Children. UK

Structured Questions Webinar Presentation Slides

This presentation from the Equity Initiative Structured Approach to Equity Analysis Webinar: Impact Evaluation Edition provides guidance on conducting a general sequence of analyses with a focus on the equity lens. The sequence should aid researchers in identifying relevant equity dimensions. The final aim of the sequence is to not only capture disparities in outcomes but also in program/policy impacts.

Publication Year: 2017

Presenters: Wael Moussa, FHI 360 and Clara Pava, Save the Children

Moderator: Eric Eversmann, Save the Children

Practical Recommendations for Equity Analysis Webinar Presentation Slides

This presentation from the Practical Recommendations for Equity Analysis Webinar provides an overview of the Recommendations developed by the Initiative and offers guidance on how to use them and streamline equity measurement in your programming and research

Year Published: 2017

Presenters: Carina Omoeva, FHI 360 and Amy Jo Dowd, Save the Children

Module on Child Functioning

Worldwide, efforts to include children with disabilities have been hindered by a lack of reliable and relevant data on their lives. To address this gap, UNICEF has been working with the Washington Group on Disability Statistics – a UN city group established under the United Nations Statistical Commission – to develop a new way of collecting data on children with disabilities that is devoid of labels and diagnoses.

The new Module on Child Functioning, released in October 2016, covers children between 2 and 17 years of age and assesses functional difficulties in different domains including hearing, vision, communication/comprehension, learning, mobility and emotions. It focuses on the presence and extent of such difficulties rather than on body function and structure or conditions. The questions can be incorporated into existing data collection efforts and address the need for nationally comparable and internationally harmonized data. The module is now included into the current round of the UNICEF-supported Multiple Indicator Cluster Survey programme (MICS)  that will be implemented in more than 35 low-and middle-income countries over the next three years.

Year Published: 2016

Author(s): UNICEF

IFC investments in basic education: marginalising the poorest
Non-formal primary school in Mathare, Nairobi, Kenya. Credit: TonyBaker

Non-formal primary school in Mathare, Nairobi, Kenya. Credit: TonyBaker

Despite the World Bank’s commitment to promote free primary education, the International Finance Corporation (IFC, the World Bank’s private sector arm) approved $162 million in investments for the expansion of fee-charging, for-profit primary and secondary schools worldwide from 2011 to 2015.

Year Published: 2017

Author (s): Milagros Lechleiter, RESULTS Educational Fund

Education for people and planet: Creating sustainable futures for all

The 2016 Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs). It also shows that education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet. There is an urgent need for greater headway in education. On current trends, the world will achieve universal primary education in 2042, universal lower secondary education in 2059 and universal upper secondary education in 2084. This means the world would be half a century late for the 2030 SDG deadline. 

Year Published: 2016

Author(s): UNESCO

The PAL Network Learning Journey: Power to the People!

The power of the PAL Network lies in the fact that it is led by citizens themselves. This post from the GEM Report blog explores how the PAL Network's citizen-led assessment model allows hundreds of thousands of citizens to experience and understand the many learning challenges first hand in their own communities.

Year published: 2017

Author (s): Hannah-May Wilson, PAL Network

From Free to Fee - Are For-Profit, Fee-Charging, Private Schools the solution for the world’s poor?

This report from RESULTS Education Fund investigates World Bank’s basic education investments through its private lending arm (the IFC). The report seeks to explore if IFC investments in education reach the poorest groups and help reduce extreme poverty. From Free to Fee provides evidence from IFC funded schools in Kenya, Uganda, and South Africa, and presents recommendations for the World Bank, the IFC, and other investors on how to more effectively end poverty through basic education.

Publication Year: 2017

Author(s): William C. Smith and Tony Baker, RESULTS Educational Fund

Rules vs Responsiveness: Towards Building an Outcome-Focused Approach to Governing Elementary Education Finances in India

This paper builds on the findings from in-depth PAISA district studies to present both the key findings as well as a comprehensive set of recommendations based on the PAISA studies.

Publication year: 2014

Author(s): Yamini Aiyar, Ambrish Dongre, Avani Kapur, Anit N Mukherjee, T.R. Raghunandan, Accountability Initiative, Centre for Policy Research

Raising Domestic Resources for Equitable Education

This paper explores the allocation of domestic resources for education and how how these resources are distributed within the education sector. The findings show that addressing inequality in education requires attention not only to the
mobilization of additional domestic resources, but also to how domestic resources are mobilized as well as how they are spent.

Publication Year: 2016

Author (s): Asma Zubairi and Pauline Rose, REAL Centre, University of Cambridge