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
Posted in: R&E SEARCH for EVIDENCE
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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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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.
Year Published: 2018
Author(s): Education Equity Research Initiative, Education Development Center (EDC), and the USAID Education in Crisis and Conflict Network (ECCN)
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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.
Year Published: 2018
Author(s): Education Equity Research Initiative, Education Development Center (EDC), and the USAID Education in Crisis and Conflict Network (ECCN)
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New blog post by members of the Equity Initiative’s Task Team on Disability highlights some favorite resources they came across in a recent review.
Published: Oct 3, 2018
Author(s): Rachel Hatch, Stephen Luke and Carina Omoeva, FHI 360
Posted in: R&E SEARCH for EVIDENCE
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
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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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.
The new Handbook on Measuring Equity in Education, produced by the UNESCO Institute for Statistics (UIS), the FHI 360 Education Policy Data Centre, Oxford Policy Management and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, provides practical guidance on the calculation and interpretation of indicators designed to target the most disadvantaged groups. It is intended for anyone involved in the measurement and monitoring of equity in education, especially those concerned with national policymaking. It addresses the current knowledge gaps and provides a conceptual framework to measure equity in learning, drawing on examples of equity measurement across 75 national education systems.
The handbook explains what it means to measure equity in learning, recognising that equity itself is a political issue and cannot be isolated from political choices. It focuses on two key principles – impartiality and equality of condition.
Published: March 2018
Authors: UNESCO Institute for Statistics (UIS), FHI 360 EPDC, Oxford Policy Management, and the REAL Centre at the University of Cambridge