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.
Daniel Suryadarma of the RISE Indonesia Country Research Team shared his insights on “Education Policymaking and Learning Outcomes in Indonesia’s Districts” at the 2018 Indonesia Development Forum. His presentation took place during the INNOVATE: MARKETPLACE OF IDEAS AND INNOVATIONS session under the theme “Delivering Basic Services to Reduce Regional Disparity”. The forum was conducted by the Ministry of National Development Planning/Bappenas on 10–11 July 2018.
In the last international PISA assessment for math and science, Vietnam outperformed many developed countries, including the UK and the US. Yet Vietnam only has a small fraction of the GDP of these countries. No other low-income country performs at the same level or better than developed countries on an international assessment.
The Indian NGO Pratham pioneered the use of simple, face-to-face, out-of-school assessments of basic learning at a massive scale—their typical annual report covers more than 500,000 children. The ASER reports have tracked the levels and trends in learning (tragically, there has actually been learning retrogression) of children aged 5 to 14 in rural India since 2004.
“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.