6 steps for measuring equitable education access in crisis and conflict settings

This blog post outlines six steps for developing, measuring and monitoring customized indicators of equitable education access in crisis and conflict settings. Check out the Equity Indicators for Access guidance document for more on the process for developing equity indicators customized to individual projects.

Published: Nov 21, 2018

Author(s): Fernanda Soares and Anne Smiley, FHI 360, and Daniel Lavan, ECCN


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What’s Next for Equity in Education? (presentation)

Presentation slides from What’s Next for Equity in Education? hosted by the Equity Initiative at Save the Children on November 6, 2018. Participants heard from leading Equity Initiative members on their efforts to generate data and evidence on equity at both a systems level and at a programmatic level for teaching and learning.

Year Published: 2018

Author(s): Education Equity Research Initiative

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Education Equity Indicators for Access: Guidance for Practitioners in Crisis and Conflict-Affected Contexts

The purpose of this document is to provide guidance to USAID missions, other donors, and implementing organizations operating in crisis and conflict-affected environments for the development of project indicators and metrics to measure equity of access to educational opportunities. Although this document uses terminology that is current within the framework of collaboration between USAID missions and their implementing partners (IPs), the overall guidance for indicator development should be broadly relevant and applicable among other agencies, donors and organizations.

Access Equity Interventions Matrix

This is an active spreadsheet of the matrix of program interventions in crisis and conflict-affected contexts developed to inform the Education Equity Indicators for Access guidance that constitutes a more detailed and sortable matrix, including references to available studies on the interventions. The matrix indicates which intervention or set of interventions are most suited to targeting and promoting school access and/or retention among the specific population sub-group(s) most likely to include out-of-school children. The matrix can inform project designers’ selection of specific interventions based on the context-specific equity dimensions, barriers, and zones of exclusion that the project has identified.

Education Equity Research Initiative (fact sheet)

While equal access to quality education is the fundamental principle driving the education development agenda in the post-2015 world, information on inequality and its effects is limited. This fact sheet outlines the Education Equity Research Initiative, which connects organizations and individuals interested in developing, supporting or disseminating evidence on education equity globally.

Year Published: 2017

Author (s)Education Equity Research Initiative

From Concept to Practice: Five Steps to Measure Education Equity

Measuring equity in education is complex and can be done in many different ways. This blog outlines the process developed by Equity Initiative members to link two commonly used approaches into one 5-step process. The full process can be found in the Handbook on Measuring Equity in Education, published by the UNESCO Institute for Statistics (UIS), 

Published: May 21, 2018

Author(s): Carina Omoeva, Wael Moussa and Rachel Hatch, FHI 360

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

This blog was also published by the Global Partnership for Education (GPE)

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A Global overview of Participation and equity in Pre-primary education (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Expanding Access to Quality Pre-Primary Education Opportunities: Using Data and Research to Document Inequity, at CIES 2018.

The MICS survey, conducted by UNICEF, addresses data on children and families through the national administration of household surveys. The MICS team recently decided to expand its global education database to cover the attendance of children one year before primary education, to meet the data monitoring needs in the context of SDG4 and to fill the above-mentioned global data gap in access to pre-primary education with an equity focus. This paper will report on new data on pre-primary enrollment, produced by incorporating data from the Multi-Cluster Indicator Surveys (MICS) and Demographic and Health Survey (DHS) from 2010 to 2015.