Among the exciting and interesting new research and findings presented at the 2019 RISE Annual Conference, a reminder kept popping up: how devastatingly low current learning levels are in so many developing countries.
A Review Essay—The Politics and Governance of Basic Education: A Tale of Two South African Provinces
The National Education Policy Framework launched under the government's 100-day plan calls for a number of changes to Pakistan’s educational system, such as a tech-based Smart Schools System, an Educational Volunteer Programme and an increase in the number of non-formal schools.
The RISE Vietnam Country Research Team is performing a qualitative video study that is collecting data in math and literature classes in 20 secondary schools in 10 provinces in Vietnam in order to understand teachers’ pedagogical practices and how they are related to both learning outcomes and learning competencies, a focus of the new reforms in Vietnam. The study includes:
RISE Working Paper 19/029 - Creative Destruction or Idiot Winds: Schumpeterian Theory Meets the Educational Sector in Developing Countries
This new volume of case studies on the politics of learning in developing countries makes three distinct and valuable contributions.
Thanks to more than a decade of ASER (Annual Status of Education Report) findings, the main headlines from the surveys are widely known.1 Even those who are not education experts or researchers can tell you that after five years of schooling, only half of all children in India can read at Grade 2 level. And that the results for basic arithmetic are even more worrying.
Internationally comparable data on learning levels in developing countries is severely limited.
This blog was originally posted on the Working with the grain: Integrating governance and growth website and has been cross-posted with the permission of the blog author, Brian Levy (@Brianlevy387).