Posts in Measurement and Metrics
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

Posted inR&E SEARCH for EVIDENCE

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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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Handbook on Measuring Equity in Education

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.

Proposed Operationalisation of Equity Measurement (CIES 2018 presentation)

This presentation was presented as part of the panel, Measurement of Equity in Education: A Handbook, at CIES 2018.

This presentation, based on chapter 3 of the Equity Handbook, guides researchers and practitioners through a standard process in the identification of relevant equity considerations, as well as the provision of basic technical and operational framing for the most common metrics of equity in education. The audience will be guided through various visualization and measurement techniques representing equality of condition (univariate measures of inequality) and impartiality (bi- and multi-variate measures of inequality).
 

Equity Handbook review (CIES 2018 presentation)

This review was presented as part of the panel, Measurement of Equity in Education: A Handbook, at CIES 2018.

To support efforts to monitor progress towards the SDGs, the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge and the UNESCO Institute for Statistics (UIS) are co-editing a “Handbook on Measurement of Equity in Education”, produced in collaboration with FHI 360 and Oxford Policy Management. The Handbook is intended to serve as a reference for professionals involved in the measurement and monitoring of equity in education. In this review, Dr. Eduardo Backhoff provides an overview of its content and present examples of its application to national and international equity data.

A conceptual framework for equity analysis (CIES 2018 presentation)

This presentation was presented as part of the panel, Measurement of Equity in Education: A Handbook, at CIES 2018.

This presentation, based on chapter 2 of the Equity Handbook, offers a conceptual framework for equity analysis, with an emphasis on equity in learning.

Equity and quality in Latin America: A deeper look (CIES 2018 presentation)
The global learning crisis: 600 million children are not learning (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Data and Evidence to Address the Learning Crisis, at CIES 2018.

In this session, the UIS presents new estimates of the number of children and adolescents who will be unable to read or do math proficiently if current trends continue. More than 617 million children and adolescents of primary and lower secondary age – mainly from sub-Saharan Africa and Southern Asia – are expected to lack minimum proficiency in reading and mathematics, due to a combination of lack of access to education, early drop-out, and not learning enough in school. The estimates were generated with a newly developed methodology that makes use of a new UIS database that anchors the results of learning assessments carried out in more than 160 countries and territories between 1995 and 2015, in order to make them internationally comparable.

World Development Report 2018: Learning to realize education’s promise (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Data and Evidence to Address the Learning Crisis, at CIES 2018.

Schooling that doesn’t result in learning is not just a missed opportunity—it is a great injustice. The children whom society is failing most are the ones in greatest need of a good education to succeed in life. But there’s nothing inevitable about low levels of learning—real progress is possible, at any level of development, when countries prioritize learning and mobilize everyone with a stake in education to work toward it. The World Development Report identifies three main dimensions of the learning crisis and provides detailed diagnoses of each dimension based on new data and research. This presentation provides three steps that nations must take to confront the learning crisis.

The Conundrum of Learning Norms: Towards a Learning Gini Index (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Data and Evidence to Address the Learning Crisis, at CIES 2018.

This paper presents support for a new Learning Equity Gini Index (LEGI) that will assist international educational development researchers and practitioners in three key ways. First, a LEGI would enable a better understanding of learning gaps over time between various segments of a country’s population. Second, such an Index would provide a way to compare Indices across different metrics of learning, since only learners within a specified population would be measured on the same scale. Third, the LEGI would build on previous income and education indices in a coherent way. 

Disability Screenings: Examining discrepancies in global prevalence rates from a critical perspective (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Innovations and Challenges in Using Functionality Screenings with Children, at CIES 2018.

This presentation will discuss work to address the question “What is causing high incidences of behavioral challenges observed on functionality screenings like the WG tool?” Drawing on critical social constructivist theories of disability, this paper surveys several case studies in the international literature on challenging behaviors related to emotional and behavioral disabilities (EBD) as well as other disabilities that are often associated with challenging behaviors associated with the identification of disabilities in a global context. 

Measuring Disability Prevalence in Rwanda using the Washington Group Short Set of Questions (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Innovations and Challenges in Using Functionality Screenings with Children, at CIES 2018.

This paper will present the side-by-side Short Set data from caregivers and their children and discuss the strengths and weaknesses of the utilized methodology. We will also demonstrate how children’s literacy practices differed based on their functional limitations, as identified by the Short Set. Finally, we will present ways that Save the Children and other organizations can move forward with collecting critical data on children’s disabilities using these questions.

Generating data on disability prevalence through school-based surveys: Lessons learned (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Innovations and Challenges in Using Functionality Screenings with Children, at CIES 2018.

This paper presents the initial results from the rollout of the Washington Group Short Set of Questions with children and adolescents through the school-based surveys. The Short Set is intended for use by adults, and is generally not geared towards gathering data with children. This exercise by FHI 360 aimed to empirically test the appropriateness of the tool with children in different country contexts and age groups.

5 features of a monitoring, evaluation and learning system geared towards equity in education

How do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education.

Published: January 23, 2018

Author: Carina Omoeva, FHI 360

Posted inR&E SEARCH for EVIDENCE

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To achieve equity in education, we need the right data

This blog post from FHI 360’s R&E Search For Evidence blog addresses to the need to be deliberate in building a monitoring, evaluation and learning system that generates the data and analysis that help answer the question: are we improving education equity through our programming and policy?

Published: January 18, 2018

Author: Carina Omoeva, FHI 360

Posted inR&E SEARCH for EVIDENCE

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