@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}, } @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}, } @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{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{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}, } @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{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}, } @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}, }