Posts in Learning and Retention
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

A Global overview of Participation and equity in Pre-primary education (CIES 2018 presentation)

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.

Starting primary school in southern Mali: The SIRA School Readiness Study (CIES 2018 presentation)

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.

This presentation will discuss how the Selective Integrated Reading Activity (SIRA) in Mali is using Save the Children’s International Development and Early Learning Assessment (IDELA) to ask and answer pressing questions about the policy implications of current practices. This research will assist the Ministry of Education in Mali (MEN) in considering how to invest in pre-primary activities, formal and informal, and to communicate with schools and families about the importance of a child’s development as s/he enters school.

To learn more about the IDELA tool, visit https://idela-network.org

Understanding Pre-primary Quality in Tanzania (CIES 2018 presentation)

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.

In 2015, the global Measuring Early Learning and Quality Outcomes (MELQO) initiative was formed by UNICEF, UNESCO, the World Bank, and the Brookings Institution to focus on facilitating feasible, accurate, and useful measurement of young pupils’ development at the start of primary school as well as the quality of pre-primary learning environments, particularly in low- and middle-income countries. This presentation will report on the quality of pre-primary education environments in both Mainland Tanzania and Zanzibar, as found through the national MELQO study conducted in early 2017, and how this may inform sector improvement. 

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. 

Education and disability: Analysis of data from 49 countries (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Gathering and Utilizing Data on Children with Disabilities in Education, at CIES 2018.

This session presents recently published results of an analysis of survey and census data on education from 49 countries. Data sources include Demographic and Health Surveys supported by the US Agency for International Development, School-to-Work Transition Surveys carried out by the International Labour Organization, and population census data compiled by IPUMS-International. The data reveal persistent disparities between persons with and without disabilities with regard to school attendance, completion of education, and literacy.

Experience Conducting EGRAs with Children with Disabilities (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Gathering and Utilizing Data on Children with Disabilities in Education, at CIES 2018.

This presentation shares lessons learned around methods for adapting, piloting and administering EGRA to students with disabilities, including both success and ongoing challenges. It highlights the undocumented regional sign language variations in one country as a key challenge in adapting reading assessment for sign language users there. Finally, the presentation discusses the impacts that these assessments’ results have had on government stakeholders’ priorities and decisions around materials provision and teacher training designed specifically for students with disabilities.

Identifying children with disabilities: Approaches to functionality screenings in schools (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Gathering and Utilizing Data on Children with Disabilities in Education, at CIES 2018.

The presentation offers insights into effective practices for incorporating screening approaches into low-resource environments. With education practitioners in mind, the presentation gives special consideration to the cost-effectiveness of different approaches and implications for incorporating them into programs in low-resource environments. In conclusion, the presentation points to gaps in what current approaches address.

Published: March 2018

Author: Rachel Hatch, FHI 360

Related Content

Equitable Teaching for Young Children in Central Mexico (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Advancing Equity at the Classroom Level, at CIES 2018.

More research is needed on equity in educational inputs or processes in developed and developing countries alike. Some studies show that supportive, well-organized, and instructionally-rich teaching practices enhance children’s learning and development across various classroom contexts. Yet the ways these “generic” aspects of teaching are culturally motivated and communicated within classrooms also matter. This presentation defines equitable teaching as the combination of cultural and generic dimensions, and explore hypotheses that generic aspects of teaching quality are culturally instantiated.