Education is one of the most powerful instruments for reducing poverty and inequality. It also lays the basis for sustained growth. Better schooling investments raise national income growth rates. In nearly all countries, though to varying degrees, educational progress has lagged for groups that are disadvantaged due to low income, gender, disability or ethnic and/or linguistic affiliation. However, there is an on-going education revolution occurring.
Results for the Organization for Economic Cooperation and Development’s (OECD) 2015 Program for International Student Assessment (PISA) exercise were released on December 6. The results are instructive, not only because of what they tell us about the science, mathematics, and reading knowledge and skills of 15-year-olds around the world, but also in terms of how they compare to the 2015 Trends in International Mathematics and Science Study (TIMSS) results, which were released a week ago (click here to read my blog on key takeaways from the TIMSS results).
Natalie Roschnik was a newly minted graduate student when she accepted her first job with Save the Children in Mali. Nearly 20 years later, Roschnik knows Mali well: it’s one of the countries she travels to often as a Senior Research and Impact Advisor for Save the Children.
The International Association for the Evaluation of Educational Achievement (IEA) released the results of its latest Trends in International Mathematics and Science Study (TIMSS) yesterday, November 29. TIMSS 2015 assessed more than 600,000 students in grades four, eight, and the final year of secondary school across 60 education systems.
Ed’s note: This guest blog is by Ben Durbin, Head of International Education for the National Foundation for Educational Research (NFER).
In September this year, the International Initiative for Impact Evaluation (3ie) published an impressive new review of education programmes in low and middle-income countries. It is a rich resource, which stands out in its sheer scope, covering studies investigating a diverse set of interventions and educational outcomes.
UNESCO estimates that barely 30 percent of Africa’s women pursue research in science and engineering fields. I am inspired by one of them – a woman who is among the few female PhDs in the West African nation of Togo, and is helping more girls in her country enroll into science and technology fields.
Leah is a diligent 13-year-old student in rural Liberia. She walks to the school near her village every day. She pays attention in class. She hopes to be a teacher one day. Yet, there is a problem. Leah is still in first grade.
Leah est une élève consciencieuse qui vit dans une région rurale du Libéria. Chaque jour, elle se rend à pied dans l’école voisine de son village. En classe, elle écoute avec attention. Elle espère devenir enseignante un jour. Seule ombre au tableau : à 13 ans, Leah est toujours en première année du cycle primaire.
Ed's note: This guest blog is by Heather Biggar Tomlinson (Executive Director, Roshan Learning Center) and Syifa Andina (Chairperson, Foundation for Mother and Child Health)
There is a dynamic and growing energy in Indonesia focusing on parenting education, particularly for low-income families. However, little is known about parenting styles and related outcomes, much less the coverage and effectiveness of various parenting education approaches.
Investments in the early years of children’s lives and in the first grades of their education are among the most important actions governments can take. So said the Prime Minister and Minister of Education of Tonga, the Honourable Samuela ‘Akilisi Pohiva.
Pacific countries are doing well in terms of getting their children into primary school and ensuring completion. Despite this progress over the years, however, decision-makers are concerned over learning outcomes.