An estimated 26 million students missed at least five months of school as a result of the COVID-19 pandemic. During this time, the majority of pupils—notably the most disadvantaged—were not reached by efforts to support students' learning remotely.
In recent years, primary school enrolment has expanded rapidly in Ethiopia. However, even before the effects of the COVID-19 pandemic, some of the most disadvantaged still face challenges in completing primary school and learning levels have remained low and even appear to have stalled. The Research for Improving Systems of…
This blog was written by Stephen Bayley, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. It was originally published on the RISE Programme website...
This article was written by Louise Yorke, Research Associate, and Pauline Rose, Professor, REAL Centre, Faculty of Education, University of Cambridge, UK; Tassew Woldehanna, Professor,...
This blog was written by Janice Kim, Pauline Rose, Dawit T. Tiruneh and Ricardo Sabates from the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge and...
This blog highlights some of the key messages from a recent phone survey carried out with parents and caregivers of pre-primary school-aged children in Ethiopia. The researchers involved...
This blog highlights some of the key messages from a recent phone survey carried out with school principals and teachers in Ethiopia. The researchers involved are Louise Yorke, Research...
This post is based on a paper presented at the UKFIET 2017 conference by Tassew Woldehanna, Pauline Rose and Caine Rolleston. For the 2017 UKFIET conference, 23 individuals, including...