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).
EI - Dialogues in Conversation with Dr. Rukmini Banerji, Pratham CEO and RISE Intellectual Leadership Team Member
As part of the EI - Dialogues video podcast series, Dr. Rukmini Banerji, CEO at Pratham and RISE Intellectual Leadership Team member was in conversation with Pranav Kothari, Vice President of Large Scale Education Programs at Educational Initiatives.
Trained as an economist in India, Dr. Rukmini Banerji completed her BA at St. Stephen’s College and attended the Delhi School of Economics. She was a Rhodes Scholar at Oxford University and earned her PhD at the University of Chicago.
As usual Ludger Woessmann and Eric Hanushek (this time with Annika Bergbauer) have written an interesting, provocative, and relevant paper—this time on testing.