TY - RPRT TI - A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. AU - McIntyre, Nora AU - Sabates, Ricardo AU - Eberhardt, Molly Jamieson DA - 2021/// PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub ST - A Literature Overview of Accountability and EdTech UR - https://docs.edtechhub.org/lib/TD2ASC4G KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). AU - Hennessy, Sara AU - Jordan, Katy AU - Haßler, Björn AU - Hollow, David AU - Brugha, Meaghan AU - Jamieson Eberhardt, Molly AU - Sabates, Ricardo AB - An output by the EdTech Hub - #EdTechHub, https://edtechhub.org DA - 2020/01/31/ PY - 2020 LA - en M3 - Working Paper PB - EdTech Hub SN - 5 ST - Technology in education in low-income countries UR - https://doi.org/10.5281/zenodo.3352007 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Silenced by an unknown language? Exploring language matching during rransitions from complementary education to government schools in Ghana AU - Daly, Kieran AU - Carter, Emma AU - Sabates, Ricardo T2 - Compare: A Journal of Comparative and International Education AB - Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction. DA - 2021/07/27/ PY - 2021 DO - 10.1080/03057925.2021.1941772 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 18 SN - 0305-7925 ST - Silenced by an Unknown Language? UR - https://doi.org/10.1080/03057925.2021.1941772 Y2 - 2023/02/10/12:04:40 KW - Ghana KW - Mother tongue education KW - language matching KW - literacy KW - multilingualism ER - TY - JOUR TI - Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana AU - Sabates, Ricardo AU - Carter, Emma AU - Stern, Jonathan M.B. T2 - International Journal of Educational Development AB - • Estimate learning losses during grade transition for disadvantaged and previously out of school students in Ghana. • The estimated average learning loss is around 66 % of previous learning gains in foundational numeracy during this transition period. • Widening gaps in learning loss are found according to availability of home learning support, as well as home learning resources. • Learning at home and in communities has to be reimagined if gains are to be achieved and losses are to be mitigated in the post-COVID 19 era. Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years. DA - 2021/04// PY - 2021 DO - 10.1016/j.ijedudev.2021.102377 VL - 82 SP - 102377 SN - 07380593 ST - Using educational transitions to estimate learning loss due to COVID-19 school closures Y2 - 2022/04/05/00:00:00 KW - BASIC education KW - CHILDREN with social disabilities KW - COVID-19 pandemic KW - COVID-19 school closure KW - EDUCATIONAL outcomes KW - Equity KW - Ghana KW - Learning KW - Literacy KW - Numeracy KW - SCHOOL closings ER - TY - JOUR TI - School drop out in Bangladesh: insights using panel data AU - Sabatés, Ricardo AU - Hossain, Altaf AU - Lewin, Keith M. T2 - International Journal of Educational Development AB - This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4-15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home. DA - 2013/// PY - 2013 DO - 10.1016/j.ijedudev.2012.09.007 DP - dspace.bracu.ac.bd VL - 33 IS - 3 SP - 225 EP - 232 LA - en SN - 07380593 ST - School drop out in Bangladesh UR - http://dspace.bracu.ac.bd/xmlui/handle/10361/7273 Y2 - 2021/10/25/18:23:14 ER - TY - RPRT TI - Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs AU - McIntyre, Nora AU - Sabates, Ricardo AU - Jamieson Eberhardt, Molly DA - 2021/// PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/TD2ASC4G 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 - 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 - 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 - 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 - Technology in education in low-income countries: Problem analysis and focus of the Hub's work AU - Hennessy, Sara AU - Jordan, Katy AU - Hassler, Bjoern AU - Hollow, David AU - Brugha, Meghan AU - Jamieson Eberhardt, Molly AU - Sabates, Ricardo AB - An output by the EdTech Hub - #EdTechHub, https://edtechhub.org DA - 2020/01/31/ PY - 2020 DO - 10.5281/zenodo.3352007 DP - Zenodo ST - Technology in education in low-income countries UR - https://zenodo.org/record/3352007#.YGsY_RNKg1g Y2 - 2021/04/05/14:07:27 ER -