Posts tagged Data and Evidence
Strategies that work: Lessons from All Children Reading projects supporting students who have low vision or are blind

To understand the ability of technology-based innovations to improve the literacy skills of early grade learners, School-to-School International (STS) collaborated with each ACR GCD Round 2 grantee to develop a robust research study design and advise on the sampling and research groups, conduct Early Grade Reading Assessments (EGRA) at each project’s baseline and endline to systematically assess project participants’ reading skills, and provide technical assistance on monitoring and evaluation, and fidelity of implementation activities. STS also conducted qualitative end-of-project interviews with project management, beneficiaries, and key stakeholders on each project to explore lessons learned from project implementation, understand how the project impacted beneficiaries, and assess the potential scalability of the projects.

Leveraging Technology to Support Literacy Outcomes for Learners with Disabilities in Low and Medium-Income Countries​

The paper posits that while a universal design for learning (UDL) can be applied without technology, technology makes the experience richer for many. If the aim of UDL is to produce students who are purposeful, motivated, resourceful, knowledgeable, strategic and goal-directed, technology lends itself to differentiation and accommodations and provides many options for effective teaching in the classroom. Based on expert consultations and literature review, the paper recommends how technologies could be made more accessible to implementer through creative utilization of market-drivers and competition, drawing upon the role to be played by agencies across the public, private and not for profit sectors.

Resource allocation for inclusive education: A GEM Report analysis

With the aim of evaluating inclusive education policies in at least 100, regionally diverse countries, the national profiles will include the history of inclusive education in the country, government plans and policies, national definitions, models of inclusive and special needs education, and financing for inclusive and special needs education. When included in education budgets, inclusive education tends to be financed in one of two ways. First, most countries have a system for identifying learners with special needs which then awards additional financial support to schools based on the number of identified students. This per pupil approach is considered an input funding model. The second approach is designed to provide schools with greater autonomy in distribution decisions by providing block grants. This flexible funding model is more adaptable, allowing schools to differentiate their solutions. Different funding models motivate different school behavior.

Structured Approach to Equity Analysis: MMT Madagascar Impact Evaluation​

The intervention is designed similarly to most early grade reading interventions with a focus on capacity building activities to strengthen the Madagascar Ministry of Education’s (MoE) ability to design, implement, and monitor teaching and learning materials, as well as teacher trainings. Using the Structured Questions approach, we determine the program’s impacts on different student groups and ascertain the elements of the program that are more or less equity-building. The analysis includes an examination of preexisting learning gaps between gender, demographic, and socioeconomic groups and whether specific elements of the intervention impact all groups equally.

Measuring Equity in Resource Allocation An Output - Based Approach

We define equity as a reassessment and redistribution of resources (human, institutional, and financial) in education with the goal of reducing or eliminating systematic inequality in outcomes. In this sense, equity is a path to achieving equality. In the simplest terms, equity is fairness, or equal opportunity to achieve the same outcomes regardless of starting conditions and barriers. This panel examines the extent to which this reassessment and redistribution of resources towards learners who have greater needs – due to their socioeconomic origin, disability status, poverty or place of residence - is taking place, on a national, regional, and global level. We will present a framework for understanding the relative magnitude of inequity, and apply it to data from education systems across the income spectrum, from OECD to Sub-Saharan Africa.

Disability Screening Instruments Mapping

This instrument mapping documents low-cost screening tools that are currently being used or have the potential to be used in low- and middle-income countries to identify children with disabilities. The mapping covers instruments that apply at the population or individual level and that could be used with children of early childhood and/or primary school ages.  It includes only low or no cost instruments, although a few of the instruments covered would become cost-effective only if implemented at scale. Additionally, we sought instruments that could be administered by an enumerator or teacher rather than by only specialists.

Published: May 2019

Author(s): Rachel Hatch, FHI 360 and Eileen Dombrowski, RTI International

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  • Disability Screening Instruments from Low- and Middle-Income Countries

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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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

Fair Financing: Policy Compendium

To inform the literature review, a policy compendium spreadsheet was developed. This was done with the aim of collecting and organizing information on specific education finance policies in a simple, user-friendly format in order to better understand what education finance policies exist with intended outcomes of equity, who they are targeting, and what their impacts have been to date.

It is hoped that this policy compendium will help to inform the Education Equity Research Initiative’s future research and serve as the start of an evidence base on education finance policy for equity in order to help align resources with the needs of disadvantaged populations.