Publication Date

7-2016

Subjects

African students, Monitoring (Assessment), Disadvantaged, Developing countries, Literacy education, Numeracy, Primary education, Student assessment, Comparative analysis, International programs

Comments

Report for UNICEF ESARO

An Executive summary, Appendices (which include a country-by-country profile), and two country case studies for Rwanda & Zimbabwe are located in Additional files, see below.


Abstract

In order to understand the major impediments to student learning in the region, UNICEF Eastern and Southern Africa Regional Office commissioned this study to map and compare existing assessments of literacy and numeracy in primary education in the region, to examine how the data can be used to characterise children who are experiencing only limited learning outcomes to inform education policy, and to document practices that could help improve learning outcomes of disadvantaged children. The report concludes with a macro theory of change combining assessment, analysis and action. The research was jointly supported by ACER's Centre for Global Education Monitoring.

Place of Publication

Nairobi Kenya

Publisher

UNICEF Eastern and Southern Africa Regional Office (ESARO)

Geographic Subject

Africa

UNICEF-ACER(2016)QualityofEducation-ESAR-ExecutiveSummary(Singlepageview).pdf (785 kB)
Executive summary

UNICEF-ACER(2016)QualityofEducation-ESAR-Appendices(Singlepageview).pdf (1861 kB)
Appendices (which include a country-by-country profile)

UNICEF-ACER%282016%29QualityofEducation-Rwanda-CS.pdf (1333 kB)
Rwanda: Country case study

UNICEF-ACER%282016%29QualityofEducation-Zimbabwe-CS.pdf (975 kB)
Zimbabwe: Country case study

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