@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}, } @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}, } @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}, } @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}, } @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}, } @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}, } @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}, } @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}, }