Mainstreaming Equity in Education

This paper, commissioned by the International Education Funders Group (IEFG) as a framing document, is intended to help establish some of the key issues and challenges that need to be addressed around equity in education, and provide a way forward to mainstreaming equity-oriented programming and data analysis.

Are our children learning? Uwezo Uganda Sixth Learning Assessment Report 2016

This report presents fndings from Uwezo’s sixth household-based survey and assessment of children’s learning in Uganda that was conducted between September and October 2015. Uwezo (Swahili word meaning ‘capability’) is the assessment arm of Twaweza East Africa, a regional organisaton that works on enabling children to learn, citzens to exercise agency and governments to be more open and responsive in Uganda, Kenya and Tanzania. Twaweza pursues the three ideals of children learning, actve citzens and responsive authorites through the generaton, analysis and communicaton of data, ideas and stories. In Uganda, the inaugural Uwezo assessment was conducted in 2010, and the frst report launched in 2011. Today in its seventh year, the Uwezo assessment is part of the People’s Acton for Learning (PAL) network, which links (so far) thirteen countries in three contnents to measure the basic literacy and numeracy competencies of children, at the household.

Year Published: 2016

Authors: Uwezo Uganda, Twaweza East Africa, PAL Network

Brief Guidance on Gender and Inclusiveness in Teaching and Learning Materials

Teaching and learning materials are powerful role models for children, because the images and language with which children interact can impact their understanding of the world. Therefore, it is crucial that materials children are exposed to reflect empowered individuals from all areas of society, and especially from those areas that are marginalized, disadvantaged, and/or underrepresented. In support of this goal, the U.S. Agency for International Development’s (USAID’s) Bureau for Africa has developed A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials to promote inclusivity and equality in teaching and learning materials. The main themes of the Guide are summarized here.

Year Published: 2014

Author: EdData II: Education Data for Decision-Making, RTI International

Brief Report on Review of Common Methodologies in Studying School-Related Gender-Based Violence

School-related gender-based violence (SRGBV) has been associated with poor attendance and retention and reduced learning outcomes, yet the evidence base is fragmented. Conceptualizations of SRGBV vary considerably, as do the indicators and methodologies used. Without an agreed-upon conceptual frame or common definitions for the various types of SRGBV, researchers and those in the international development community cannot fully understand the nature, extent, and impacts of SRGBV across countries and contexts. USAID Bureau for Africa-Education has commissioned a literature review intended to provide a framework for researchers examining SRGBV. This literature review provides a global overview of the common definitions of SRGBV, the nature of the investigations used to study SRGBV, and the common methodologies observed across studies.

Year Published: 2015

Author: EdData II: Education Data for Decision-Making, RTI International

Equity in Non-Cognitive Outcomes

This presentation, presented as part of the Education Equity Research Initiative: Assessing Equity in Learning symposium at the 2017 UKFIET conference, applies the structured sequence to an analysis of non-cognitive outcomes, using data from a battery of socio-emotional learning assessments.

A Focus on Equity to Inform Internal Evaluations (UKFIET 2017)

This analysis, presented as part of the Education Equity Research Initiative: Assessing Equity in Learning symposium at the 2017 UKFIET conference, identifies equity dimensions relevant to the program- and country-contexts and augments the structured approach to include a longitudinal aspect to the analysis, examining growth trajectories as a way of tracing equity effects.

Every child: Can we use data to target reading interventions more effectively? (UKFIET 2017)

This presentation, presented as part of the Education Equity Research Initiative: Assessing Equity in Learning symposium at the 2017 UKFIET conference,explores between- and within-school variation of achievement and its meaning for program targeting. To better understand the nature of starting inequities at the school level, this contribution examines impact for schools identified as having higher proportions of lower-performing students, and discusses the implications of this analysis for program implementation.

Equity Implications from Impact Evaluations: A Structured Approach (UKFIET)

This presentation, presented as part of the Education Equity Research Initiative: Assessing Equity in Learning symposium at the 2017 UKFIET conference, offers the methodological framework of the Structured Questions, and examines a simulated dataset to demonstrate the proposed structured approach to impact evaluations and highlight variability of group and school learning outcomes.

Making a Case for Accelerated Education: How It Can Be Done

The Accelerated Education Working Group (AEWG) has completed a series of studies on the application of Accelerated Education Principles for Effective Practice. These 10 evidence-based principles aim to clarify the essential components of an effective Accelerated Education Program (AEP). The review of the application of the AEP Principles included four case studies, conducted in Sierra Leone, Afghanistan, and with two programs in Dadaab in North East Kenya, that highlight how contextual differences are managed in assessing adherence to the principles and in ensuring effectiveness of AEP programs generally.

Published: August, 2017

Author: Kayla Boisvert, Accelerated Education Working Group (AEWG)

Posted in: ECCN Blog

Moving Up a Gear: The CapED Initiative

A joint effort of UNESCO’s education sector unit and the UNESCO Institute for Statistics (UIS), the SDG 4 pilot initiative is an initiative aimed to help bridge the gap between national education policies and data collection and use.

Published: August, 2017

Authors: Silvia Montoya, UNESCO Institute for Statistics and Jordan Naidoo, UNESCO

Posted in: Data for Sustainable Development- UNESCO Institute for Statistics Blog

Effective Joint Sector Reviews as (Mutual) Accountability Platforms: Key Takeaways for Policymakers and Practitioners

A summary of Global Partnership for Education's study into education JSRs, highlighting key takeaways for education sector policymakers and practitioners in the aid environment. The full paper is available at:

Year Published: 2017

AuthorGlobal Partnership for Education