TY - JOUR TI - Who benefits from public spending on higher education in South Asia and sub-Saharan Africa? AU - Ilie, Sonia AU - Rose, Pauline T2 - Compare: A Journal of Comparative and International Education AB - 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. DA - 2018/// PY - 2018 DO - 10.1080/03057925.2017.1347870 DP - DOI.org (Crossref) VL - 48 IS - 4 SP - 630 EP - 647 J2 - Compare: A Journal of Comparative and International Education LA - en SN - 0305-7925, 1469-3623 UR - https://www.tandfonline.com/doi/full/10.1080/03057925.2017.1347870 Y2 - 2021/08/30/11:16:40 ER - TY - RPRT TI - Transformative political leadership to promote 12 years of quality education for all girls AU - Rose, Pauline AU - Gordon, Rebecca AU - Marston, Lauren AU - Zubairi, Asma AU - Downing, Phoebe DA - 2020/// PY - 2020 PB - REAL Centre, Faculty of Education, University of Cambridge UR - https://www.edu-links.org/sites/default/files/media/file/26-EN-REPORT-Political-leadership-LNGB-Feb-2020-SINGLE-PAGES.pdf ER - TY - BOOK TI - Teaching and learning: achieving quality for all AU - UNESCO T2 - EFA Global Monitoring Report A3 - Rose, Pauline DA - 2014/// PY - 2014 DP - Open WorldCat LA - English PB - UNESCO Publishing SN - 978-92-3-104255-3 92-3-104255-6 ST - Teaching and learning UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - EfA KW - GMR KW - RPF-May-2016 ER - TY - JOUR TI - Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana AU - Carter, Emma AU - Sabates, Ricardo AU - Rose, Pauline AU - Akyeampong, Kwame T2 - International Journal of Educational Development DA - 2020/07// PY - 2020 DO - 10.1016/j.ijedudev.2020.102195 DP - DOI.org (Crossref) VL - 76 SP - 102 EP - 195 J2 - International Journal of Educational Development LA - en SN - 07380593 UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059319306066 Y2 - 2022/06/10/09:43:30 ER - TY - RPRT TI - Raising domestic resources for equitable education AU - Zubairi, Asma AU - Rose, Pauline CY - New York, NY DA - 2016/// PY - 2016 M3 - Background paper prepared for the Education Commission PB - Education Commission UR - http://report.educationcommission.org/wp-content/uploads/2017/01/Raising-Domestic-Resources-for-Equitable-Outcomes.pdf ER - TY - RPRT TI - Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database AU - Rose, Pauline AU - Downing, Pheobe AU - Asare, Samuel AU - Mitchell, Rafael AB - 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. DA - 2019/06/10/ PY - 2019 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3242314#.XTB-POhKg2w Y2 - 2019/07/18/14:12:21 KW - Reviewed KW - _zenodoOTHER ER - TY - RPRT TI - Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan AU - Rose, Pauline AU - Singal, Nidhi AU - Bari, Faisal AU - Malik, Rabea AU - Kamran, Sahar AB - 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. CY - Cambridge DA - 2018/// PY - 2018 DP - DOI.org (Datacite) LA - en PB - REAL Centre, Faculty of Education, University of Cambridge SN - Research and Policy Paper 18/1 ST - Identifying Disability In Household Surveys UR - https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf Y2 - 2020/12/15/14:39:43 KW - _not_EdTechHub KW - _zenodoOTHER ER - TY - JOUR TI - How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Compare: A Journal of Comparative and International Education AB - 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. DA - 2020/// PY - 2020 DO - 10.1080/03057925.2020.1811638 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 20 SN - 0305-7925 ST - How equitable are South-North partnerships in education research? UR - https://doi.org/10.1080/03057925.2020.1811638 Y2 - 2020/11/27/14:21:30 KW - Education KW - South-North research partnerships KW - sub-Saharan Africa KW - sustainable development goals ER - TY - RPRT TI - How can education systems become equitable by 2020: DfID think pieces - Learning and equity AU - Alcott, Ben AU - Rose, Pauline CY - University of Cambridge DA - 2015/// PY - 2015 UR - 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 ER - TY - JOUR TI - How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Development and Change AB - 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. DA - 2021/// PY - 2021 DO - 10.1111/dech.12639 DP - Wiley Online Library VL - 0 IS - 0 LA - en SN - 1467-7660 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/dech.12639 Y2 - 2021/02/10/01:19:48 ER - TY - JOUR TI - From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network AU - Alcott, Benjamin AU - Rose, Pauline AU - Sabates, Ricardo AU - Ellison, Christine T2 - Global Education Review AB - 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. DA - 2020/// PY - 2020 DP - ERIC VL - 7 IS - 1 SP - 6 EP - 19 LA - en SN - 2325-663X ST - From Assessment to Action UR - https://eric.ed.gov/?id=EJ1249199 Y2 - 2020/12/01/10:42:37 KW - Agency Cooperation KW - Change Strategies KW - Citizen Participation KW - Cultural Differences KW - Educational Assessment KW - Educational Change KW - Foreign Countries KW - Government Role KW - Low Income Groups KW - Middle Class KW - Networks KW - Parent Role KW - School Role KW - Socioeconomic Influences KW - Theories KW - ⛔ No DOI found ER - TY - JOUR TI - Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa AU - Alcott, Benjamin AU - Rose, Pauline T2 - Oxford Review of Education AB - 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. DA - 2016/09/02/ PY - 2016 DO - 10.1080/03054985.2016.1215611 DP - Taylor and Francis+NEJM VL - 42 IS - 5 SP - 495 EP - 510 SN - 0305-4985 ST - Does private schooling narrow wealth inequalities in learning outcomes? UR - http://dx.doi.org/10.1080/03054985.2016.1215611 Y2 - 2017/02/27/19:28:12 KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - East Africa KW - Kenya KW - Learning outcomes KW - Tanzania KW - Uganda KW - education policy KW - inequality KW - private schooling ER - TY - RPRT TI - Covid-19, EdTech, and Survey Alignment in Education AU - Fitzpatrick, Rachael AU - McIntyre, Nora AU - Wilson, Samuel AU - Rose, Pauline DA - 2020/11/12/ PY - 2020 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/84NR98PF KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted ER - TY - RPRT TI - Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Delprato, Marcos AU - Alcott, Benjamin AB - 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. DA - 2018/// PY - 2018 DP - Zenodo PB - Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018) ST - Cost-effectiveness with equity UR - https://zenodo.org/record/1247315#.YAlyUOj7Q1I Y2 - 2021/01/21/12:23:52 KW - ___working_potential_duplicate KW - _not_EdTechHub ER - TY - JOUR TI - Can free primary education meet the needs of the poor?: evidence from Malawi AU - Kadzamira, Esme AU - Rose, Pauline T2 - International Journal of Educational Development AB - 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. DA - 2003/09/01/ PY - 2003 DO - 10.1016/S0738-0593(03)00026-9 DP - ScienceDirect VL - 23 IS - 5 SP - 501 EP - 516 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Can free primary education meet the needs of the poor? UR - https://www.sciencedirect.com/science/article/pii/S0738059303000269 Y2 - 2022/11/16/00:15:24 KW - Development KW - Educational policy KW - Gender KW - International education KW - Malawi KW - Poverty ER - TY - JOUR TI - Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Alcott, Benjamin AU - Delprato, Marcos T2 - Journal of Development Effectiveness DA - 2020/// PY - 2020 DO - 10.1080/19439342.2020.1844782 VL - 13 IS - 1 SP - 28 EP - 46 UR - https://www.tandfonline.com/doi/abs/10.1080/19439342.2020.1844782 ER - TY - JOUR TI - Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Alcott, Benjamin AU - Delprato, Marcos T2 - Journal of Development Effectiveness AB - 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. DA - 2021/01/02/ PY - 2021 DO - 10.1080/19439342.2020.1844782 DP - Taylor and Francis+NEJM VL - 13 IS - 1 SP - 28 EP - 46 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2020.1844782 Y2 - 2023/10/12/16:57:54 KW - Cost effectiveness KW - Girls’ Education KW - Tanzania KW - equity ER - TY - JOUR TI - Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Alcott, Benjamin AU - Delprato, Marcos T2 - Journal of Development Effectiveness AB - 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. DA - 2021/01/02/ PY - 2021 DO - 10.1080/19439342.2020.1844782 DP - Taylor and Francis+NEJM VL - 13 IS - 1 SP - 28 EP - 46 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2020.1844782 Y2 - 2023/04/01/20:30:50 KW - Cost effectiveness KW - Girls’ Education KW - Tanzania KW - equity ER - TY - JOUR TI - Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan AU - Malik, Rabea AU - Raza, Fizza AU - Rose, Pauline AU - Singal, Nidhi T2 - Compare: A Journal of Comparative and International Education AB - 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. DA - 2020/05/05/ PY - 2020 DO - 10.1080/03057925.2020.1749993 DP - Taylor and Francis+NEJM VL - 52 IS - 2 SP - 211 EP - 231 SN - 0305-7925 ST - Are children with disabilities in school and learning? UR - https://doi.org/10.1080/03057925.2020.1749993 Y2 - 2021/02/16/19:06:28 KW - Learning outcomes KW - Pakistan KW - Washington Group KW - disability KW - household survey KW - primary education ER -