Whose Influence and Whose Priorities? The Design of Ethiopia’s General Education Quality Improvement Programme - Equity (GEQIP-E)
In Ethiopia, strong political will for improving the quality of education with equity is found at the highest level of government, which in turn is reflected in the government’s education policy and plans. While this is important, a question arises as to whether it is sufficient for ensuring real progress. Ambitious intentions are translated into action only through the stakeholders working within the system, which particularly requires the involvement of those at the local level.
Recent results from PISA-D reveal that there is a learning crisis at the top—in many countries even the middle class and “statistical elites” are failing to reach international standards for learning.
RISE Working Paper 19/028 - Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries
Last week, I was privileged to join a gathering of around 800 experts and advocates in London at the Global Disability Summit. The Summit has marked a step change in the commitment to promoting the importance of better data and evidence to inform policy and practice.
While attending the CIES conference in Mexico City, I joined a session relevant to the RISE research programme.
“Quality Learning for All” and its Relation with Equity in Education Systems
UN Sustainable Development Goal 4 (SDG 4) to “Ensure inclusive and quality education for all and promote lifelong learning” raises many questions on both conceptual and practical grounds. Perhaps, one of the most important would be which indicator to use to measure progress in accomplishing it.