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Following elections in 1994, the Government of Malawi embarked on an ambitious programme of free primary education (FPE), resulting in a dramatic increase in enrolment. The paper argues that the policy did not sufficiently consider the ways in which direct and indirect costs of schooling continue to be prohibitive for some households, or the effects that the expansion would have on quality. The relevance of education for the majority of children who receive only a few years of primary...
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Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s...
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Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s...
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This methodological note provides an overview of the ‘Mapping education research in sub-Saharan Africa’ project. It presents the protocols for the literature search, data extraction, and development of the African Education Research Database.
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This methodological note provides an overview of a joint project to catalogue the research evidence on collaborations between the state and non-state sector in education in low income, lower-middle and upper-middle income countries. This document outlines the search protocol for the literature search, data extraction, and the development of the database.
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In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy...
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Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the...
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Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an...
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This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews...
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This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles...
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This study examined teachers’ perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher...