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.
What Will it Take to Raise Learning Outcomes for all Children in Ethiopia? Translating Commitment Into Action Through Evidence
As the Education Sustainable Development Goal galvanises support towards achieving inclusive and equitable quality education for all, the world has much to learn from the experience of Ethiopia: a country which recognises education as a pathway to economic transformation.