Results 7 resources
Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, PakistanMalik, R., Raza, F., Rose, P., & Singal, N. - 2020 - Compare: A Journal of Comparative and International Education, 52(2), 211–231
Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in...
Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in TanzaniaSabates, R., Rose, P., Alcott, B., & Delprato, M. - 2020 - Journal of Development Effectiveness, 13(1), 28–46
Covid-19, EdTech, and Survey Alignment in Education [Working Paper]Fitzpatrick, R., McIntyre, N., Wilson, S., & Rose, P. - 2020 - EdTech Hub
From Assessment to Action: Lessons from the Development of Theories of Change with the People’s Action for Learning NetworkAlcott, B., Rose, P., Sabates, R., & Ellison, C. - 2020 - Global Education Review, 7(1), 6–19
In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we...
How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers?Asare, S., Mitchell, R., & Rose, P. - 2021 - Development and Change, 0(0)
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...
How equitable are South-North partnerships in education research? Evidence from sub-Saharan AfricaAsare, S., Mitchell, R., & Rose, P. - 2020 - Compare: A Journal of Comparative and International Education, 0(0), 1–20
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...
Transformative political leadership to promote 12 years of quality education for all girlsRose, P., Gordon, R., Marston, L., … Downing, P. - 2020 - REAL Centre, Faculty of Education, University of Cambridge