@techreport{alcott_how_2015, address = {University of Cambridge}, title = {How can education systems become equitable by 2020: {DfID} think pieces - {Learning} and equity}, url = {http://uis.unesco.org/sites/default/files/documents/how-can-education-systems-become-equitable-by-2030-learning-and-equity_pauline-rose_benjamin-alcott_heart_2015-en.pdf}, author = {Alcott, Ben and Rose, Pauline}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U33W427H 2405685:2A7H96IE}, } @article{alcott_does_2016, title = {Does private schooling narrow wealth inequalities in learning outcomes? {Evidence} from {East} {Africa}}, volume = {42}, issn = {0305-4985}, shorttitle = {Does private schooling narrow wealth inequalities in learning outcomes?}, url = {http://dx.doi.org/10.1080/03054985.2016.1215611}, doi = {10.1080/03054985.2016.1215611}, abstract = {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 skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.}, number = {5}, urldate = {2017-02-27}, journal = {Oxford Review of Education}, author = {Alcott, Benjamin and Rose, Pauline}, month = sep, year = {2016}, note = {shortDOI: 10/gftss4 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2016.1215611 10/gftss4 2405685:UIP8CZ6M 261495:Q3BWUMWN}, keywords = {CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, East Africa, Kenya, Learning outcomes, Tanzania, Uganda, education policy, inequality, private schooling}, pages = {495--510}, } @article{alcott_assessment_2020, title = {From {Assessment} to {Action}: {Lessons} from the {Development} of {Theories} of {Change} with the {People}'s {Action} for {Learning} {Network}}, volume = {7}, issn = {2325-663X}, shorttitle = {From {Assessment} to {Action}}, url = {https://eric.ed.gov/?id=EJ1249199}, abstract = {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 undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Global Education Review}, author = {Alcott, Benjamin and Rose, Pauline and Sabates, Ricardo and Ellison, Christine}, year = {2020}, note = {Publisher: Mercy College New York KerkoCite.ItemAlsoKnownAs: 2339240:ZRWHRI86 2405685:GZEXQEF6}, keywords = {Agency Cooperation, Change Strategies, Citizen Participation, Cultural Differences, Educational Assessment, Educational Change, Foreign Countries, Government Role, Low Income Groups, Middle Class, Networks, Parent Role, School Role, Socioeconomic Influences, Theories, ⛔ No DOI found}, pages = {6--19}, } @article{asare_how_2021, title = {How {Accessible} are {Journal} {Articles} on {Education} {Written} by {Sub}-{Saharan} {Africa}-based {Researchers}?}, volume = {0}, issn = {1467-7660}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/dech.12639}, doi = {10.1111/dech.12639}, abstract = {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 by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access.}, language = {en}, number = {0}, urldate = {2021-02-10}, journal = {Development and Change}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12639 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12639 2339240:AK4DTNUU 2405685:M7Q436YL}, } @article{asare_how_2020, title = {How equitable are {South}-{North} partnerships in education research? {Evidence} from sub-{Saharan} {Africa}}, volume = {0}, issn = {0305-7925}, shorttitle = {How equitable are {South}-{North} partnerships in education research?}, url = {https://doi.org/10.1080/03057925.2020.1811638}, doi = {10.1080/03057925.2020.1811638}, abstract = {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 with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable.}, number = {0}, urldate = {2020-11-27}, journal = {Compare: A Journal of Comparative and International Education}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1811638 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1811638 2339240:IDPL76GX 2405685:C54NGNMP}, keywords = {Education, South-North research partnerships, sub-Saharan Africa, sustainable development goals}, pages = {1--20}, } @article{carter_sustaining_2020, title = {Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in {Ghana}}, volume = {76}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059319306066}, doi = {10.1016/j.ijedudev.2020.102195}, language = {en}, urldate = {2022-06-10}, journal = {International Journal of Educational Development}, author = {Carter, Emma and Sabates, Ricardo and Rose, Pauline and Akyeampong, Kwame}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2020.102195 2405685:33WA88FB 4042040:WYSMDT3V}, pages = {102--195}, } @techreport{fitzpatrick_covid-19_2020, type = {Working {Paper}}, title = {Covid-19, {EdTech}, and {Survey} {Alignment} in {Education}}, url = {https://docs.edtechhub.org/lib/84NR98PF}, institution = {EdTech Hub}, author = {Fitzpatrick, Rachael and McIntyre, Nora and Wilson, Samuel and Rose, Pauline}, month = nov, year = {2020}, doi = {10.5281/zenodo.4768598}, note = {ZenodoArchiveID: 4768598 previousDOI: 10.5281/zenodo.4314945 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314945 10.5281/zenodo.4768598 2339240:6DKWXNLP 2405685:84NR98PF}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @article{ilie_who_2018, title = {Who benefits from public spending on higher education in {South} {Asia} and sub-{Saharan} {Africa}?}, volume = {48}, issn = {0305-7925, 1469-3623}, url = {https://www.tandfonline.com/doi/full/10.1080/03057925.2017.1347870}, doi = {10.1080/03057925.2017.1347870}, abstract = {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 overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the subsector’s size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities.}, language = {en}, number = {4}, urldate = {2021-08-30}, journal = {Compare: A Journal of Comparative and International Education}, author = {Ilie, Sonia and Rose, Pauline}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2017.1347870 2339240:KQ8HNB2E 2405685:ZDDL4CR3}, pages = {630--647}, } @article{kadzamira_can_2003, title = {Can free primary education meet the needs of the poor?: evidence from {Malawi}}, volume = {23}, issn = {0738-0593}, shorttitle = {Can free primary education meet the needs of the poor?}, url = {https://www.sciencedirect.com/science/article/pii/S0738059303000269}, doi = {10.1016/S0738-0593(03)00026-9}, abstract = {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 schooling is also questioned. The paper suggests that FPE might not be contributing to the achievement of poverty alleviation goals, as intended.}, language = {en}, number = {5}, urldate = {2022-11-16}, journal = {International Journal of Educational Development}, author = {Kadzamira, Esme and Rose, Pauline}, month = sep, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(03)00026-9 2339240:RHFDRS6C 2405685:KNBRX6T6}, keywords = {Development, Educational policy, Gender, International education, Malawi, Poverty}, pages = {501--516}, } @article{malik_are_2020, title = {Are children with disabilities in school and learning? {Evidence} from a household survey in rural {Punjab}, {Pakistan}}, volume = {52}, issn = {0305-7925}, shorttitle = {Are children with disabilities in school and learning?}, url = {https://doi.org/10.1080/03057925.2020.1749993}, doi = {10.1080/03057925.2020.1749993}, abstract = {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 this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts.}, number = {2}, urldate = {2021-02-16}, journal = {Compare: A Journal of Comparative and International Education}, author = {Malik, Rabea and Raza, Fizza and Rose, Pauline and Singal, Nidhi}, month = may, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1749993 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1749993 2339240:E9YINYX6 2339240:JF97XX98 2405685:34ZWUK6Q 2405685:F5SGQC6N}, keywords = {Learning outcomes, Pakistan, Washington Group, disability, household survey, primary education}, pages = {211--231}, } @techreport{rose_mapping_2019, title = {Mapping the landscape of education research by scholars based in sub-{Saharan} {Africa} {Insights} from the {African} {Education} {Research} {Database}}, url = {https://zenodo.org/record/3242314#.XTB-POhKg2w}, abstract = {This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.}, urldate = {2019-07-18}, institution = {Zenodo}, author = {Rose, Pauline and Downing, Pheobe and Asare, Samuel and Mitchell, Rafael}, month = jun, year = {2019}, doi = {10.5281/zenodo.3242314}, note = {shortDOI: 10/ggjnpx KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3242314 10/ggjnpx 2339240:PEDMUGX2 2339240:QGS6S4IS 2405685:JA5F2U7R 2405685:ZM2IB7JE}, keywords = {Reviewed, \_zenodoOTHER}, } @techreport{rose_transformative_2020, title = {Transformative political leadership to promote 12 years of quality education for all girls}, url = {https://www.edu-links.org/sites/default/files/media/file/26-EN-REPORT-Political-leadership-LNGB-Feb-2020-SINGLE-PAGES.pdf}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Rose, Pauline and Gordon, Rebecca and Marston, Lauren and Zubairi, Asma and Downing, Phoebe}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BB5MPD63 2405685:HLZ56W9C}, } @techreport{rose_identifying_2018, address = {Cambridge}, title = {Identifying {Disability} {In} {Household} {Surveys}: {Evidence} {On} {Education} {Access} {And} {Learning} {For} {Children} {With} {Disabilities} {In} {Pakistan}}, copyright = {Open Access}, shorttitle = {Identifying {Disability} {In} {Household} {Surveys}}, url = {https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf}, abstract = {This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.}, language = {en}, number = {Research and Policy Paper 18/1}, urldate = {2020-12-15}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Rose, Pauline and Singal, Nidhi and Bari, Faisal and Malik, Rabea and Kamran, Sahar}, year = {2018}, doi = {10.5281/ZENODO.1247087}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1247087 2339240:88XND2WW 2339240:ERJED7M9 2339240:FW5AFH9B 2405685:8GIBGBHT 2405685:99VDZTLG 2405685:WUWYE7JH}, keywords = {\_not\_EdTechHub, \_zenodoOTHER}, } @article{sabates_assessing_2020, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, url = {https://www.tandfonline.com/doi/abs/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, number = {1}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:ZWKGJ4FV 2405685:YPU8GIXB}, pages = {28--46}, } @article{sabates_assessing_2021, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, abstract = {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 programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.}, number = {1}, urldate = {2023-10-12}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, month = jan, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:IZUVIXVI 2405685:NV3ND4MJ}, keywords = {Cost effectiveness, Girls’ Education, Tanzania, equity}, pages = {28--46}, } @article{sabates_assessing_2021, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, abstract = {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 programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.}, number = {1}, urldate = {2023-04-01}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, month = jan, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:FRZIQURK 2405685:VBG6JSIG}, keywords = {Cost effectiveness, Girls’ Education, Tanzania, equity}, pages = {28--46}, } @techreport{sabates_cost-effectiveness_2018, title = {Cost-effectiveness with equity: {Raising} learning for marginalised girls through {Camfed}'s programme in {Tanzania}}, shorttitle = {Cost-effectiveness with equity}, url = {https://zenodo.org/record/1247315#.YAlyUOj7Q1I}, abstract = {This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.}, urldate = {2021-01-21}, institution = {Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018)}, author = {Sabates, Ricardo and Rose, Pauline and Delprato, Marcos and Alcott, Benjamin}, year = {2018}, doi = {10.5281/zenodo.1247315}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1247315 2339240:844SXSWR 2339240:NJNE53N8 2405685:PGA6QWXT 2405685:VQQK7F6G}, keywords = {\_\_\_working\_potential\_duplicate, \_not\_EdTechHub}, } @book{unesco_teaching_2014, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Teaching and learning: achieving quality for all}, isbn = {978-92-3-104255-3 92-3-104255-6}, shorttitle = {Teaching and learning}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/}, language = {English}, publisher = {UNESCO Publishing}, author = {{UNESCO}}, editor = {Rose, Pauline}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVL44GZ9 2405685:P42UPESW Global Monitoring Report}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, EfA, GMR, RPF-May-2016}, } @techreport{zubairi_raising_2016, address = {New York, NY}, type = {Background paper prepared for the {Education} {Commission}}, title = {Raising domestic resources for equitable education}, url = {http://report.educationcommission.org/wp-content/uploads/2017/01/Raising-Domestic-Resources-for-Equitable-Outcomes.pdf}, institution = {Education Commission}, author = {Zubairi, Asma and Rose, Pauline}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4SG7CPV3 2405685:VUVKH3YK}, }