Posts tagged Tools
Identifying children with special learning needs Results from a validation study in Ethiopia

Drawing on promising elements of established and experimental screening tools, our toolkit tested a range of abilities including vision, hearing, motor skills, language and numeracy skills, and important cognitive skills: memory, processing speed, and selective attention. Unlike many existing screening tools that rely on parent or self-reports, this toolkit emphasizes direct assessment of disabilities in the screening process.

Policy Brief: Disability Screening Instruments from Low- and Middle-Income Countries

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.

Published: May 2019

Author(s): Rachel Hatch, FHI 360, Eileen Dombrowski, RTI International, Disability Task Team

Related Content:

·         Disability Screening Instruments Mapping

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

Related Content

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

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.

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.

Breadth of learning opportunities: A fresh approach to evaluating education systems
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The Equity Initiative supported The Brookings Institution in the development of a School Tool to measure the breadth of learning opportunity. This report summarizes the Breadth of Learning Opportunity/ Skills for a Changing World project by Brookings with descriptions of three tools to measure the breadth of learning opportunities that children and youth are exposed in an education system at the national, school, and classroom levels.

Published: February 23, 2018

Authors: Kate Anderson, Seamus Hegarty, Martin Henry, Helyn Kim, and Esther Care, The Brookings Institution

Posted in: Brookings Center for Universal Education Research

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

Structured Approach to Equity Analysis

A common set of Structured Questions for Equity Analysis to guide organizations in their analysis of education datasets.

Based on its landscape review and recommendations for collaborative practice on equity, the Education Equity Research Initiative has identified key structured questions for analysis moving forward. This study uses these questions focusing on learning data and measures of dimensions of equity – including poverty, gender, language and home learning environment – to quantitatively investigate literacy intervention impact through an equity lens.

Year Published: 2016

Author(s): Learning and Retention Working Group, Education Equity Research Initiative

 

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