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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 -