This brief summarizes findings from our review of low-cost screening instruments that are currently being used or have the potential to be used in low- and middle-income countries to identify children with disabilities, which covers screening instruments that could be applied at the individual level for identification or at the population level to measure prevalence.
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)
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.
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.
Year Published: 2017
Author(s): Carina Omoeva, FHI 360 Education Policy and Data Center / Education Equity Research Initiative
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
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:http://www.globalpartnership.org/content/effective-joint-sector-reviews-mutual-accountability-platforms
Year Published: 2017
Author: Global Partnership for Education
World leaders have promised have promised to ensure every girl and boy will learn from a quality education. This is a bold and important promise. Without it, we will not even come close to eradicating poverty or reaching the Sustainable Development Goals.
Without a step change in financing education now, we will fail the next generation of children. Yet the world has not given education the priority it needs. If current trends of education financing continue, we will be 50 years late in ensuring inclusive quality education for all.
This briefing sets out what action Save the Children believes is needed to close the education financing gap and ensure that every last child is learning. Our ‘Call to Action’ sets out our recommendations on domestic financing, bilateral aid, and funding for multilateral mechanisms - such as the Global Partnership for Education, the Education Cannot Wait fund for education in emergencies, and establishing the newly proposed International Financing Facility for Education.
Publication Year: 2017
Author (s): Save the Children. UK
The 2016 Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs). It also shows that education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet. There is an urgent need for greater headway in education. On current trends, the world will achieve universal primary education in 2042, universal lower secondary education in 2059 and universal upper secondary education in 2084. This means the world would be half a century late for the 2030 SDG deadline.
Year Published: 2016
This paper builds on the findings from in-depth PAISA district studies to present both the key findings as well as a comprehensive set of recommendations based on the PAISA studies.
Publication year: 2014
Author(s): Yamini Aiyar, Ambrish Dongre, Avani Kapur, Anit N Mukherjee, T.R. Raghunandan, Accountability Initiative, Centre for Policy Research
The Measurement and Metrics working group built off their landscape review to produce practical recommendations of best practice standards for measuring key equity dimensions. These recommendations are put forward as a means to consolidate current best practices in data collection in education and to chart a way forward together. They serve as a sounding board for future data collection and analysis as well as a starting point for honing our practice in areas not yet well measured. As these recommendations are integrated, we will make further refinements based on experience and will revisit our progress together annually. Our hope is that through more consistent metrics and analysis we can further both evidence and dialogue in pursuit of educational equity.
This paper by UNESCO Institute for Statistics proposes solutions to accurately measure SDG Indicator 4.5.3 on gender inequalities and disadvantaged populations.
Year Published: 2016
Author (s): UNESCO Institute for Statistics (UIS)
Education is in crisis worldwide. Millions of children, especially the most marginalized, are excluded from school. Many millions more attend school, but they do not learn basic reading and math skills. In addition, international funding for education is on the decline. The Investment Case for Education and Equity explains the global education crisis and outlines solutions. It calls for an increase in funding for education and investments that are more equitable and efficient.
Year Published: 2015
Author (s): UNICEF
The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in developing countries. They place governments at the center of the process and promote reforms. Volume 2 of the guidelines discusses early childhood development, higher education, non-formal education and literacy, technical and vocational education and training.
The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in developing countries. They place governments at the center of the process and promote reforms. Volume 1 of the guidelines discusses the context for the development of the education sector, enrollment, internal efficiency, out-of-school children, cost and financing, quality, system capacity and management, external efficiency and equity.