African students, Monitoring (Assessment), Disadvantaged, Developing countries, Literacy education, Numeracy, Primary education, Student assessment, Comparative analysis, International programs
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.
Friedman, Tim; Schwantner, Ursula; Spink, Jeaniene; Tabata, Naoko; and Waters, Charlotte, "Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Main report" (2016).
Copyright 2016 United Nations Children’s Fund (UNICEF)
Place of Publication
UNICEF Eastern and Southern Africa Regional Office (ESARO)
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