Tag: numeracy

The status of education in the Somali Region of Ethiopia and overcoming some of the challenges

by Abdirizak Haybe Ali | Apr 11, 2023 | Learning, Literacy and Numeracy

Despite all of the known benefits of education, the learning crisis persists across the world. In Ethiopia, lower primary in particular is extremely stunted by poor quality learning systems. Read More

Making assessments more accessible for children with disabilities

by Veronica Stapleton | Feb 20, 2023 | Education and Disabilities

The International Development and Early Learning Assessment (IDELA) tool, created by Save the Children in 2011, measures children’s early learning and development. Its play-based tasks help evaluate motor development, emergent literacy, emergent numeracy and social-emotional development. The tool is designed to assess children from three to six years old and… Read More

Learning Trajectories: A Practical Tool for Tracking Learning and Taking Action

by Rastee Chaudhry, Jason Silberstein, Julius Atuhurra,, Adedeji Adeniran, Thelma Obiakor and Sixtus Onyekwere | Jan 27, 2023 | Learning

Learning trajectories are graphs that show how many children achieve a certain level of minimum proficiency at each grade. While learning trajectories have previously been used for research, two new efforts show that they can also serve as practical tools to analyse the learning crisis and take informed action. Read More

Designing for scale: Learnings from a design-based research study of a technology-based personalised learning mathematics platform

by Akanksha Bapna, Christina Myers and Namrata Sharma | Oct 3, 2022 | Learning

This blog outlines some of the learnings from the first phase of a research study that aims to understand how to optimise learning on a technology-supported personalised learning (TSPL) platform and the role of technological affordances, facilitation and peer learning in improving learning outcomes. We evaluate an offline TSPL mathematics… Read More

Involving the community in raising children’s foundational learning outcomes: Evidence from India

by Suman Bhattacharjea, Deepak Kumar and Ricardo Sabates | Jul 18, 2022 | Early Childhood, Literacy and Numeracy

Achieving basic literacy and numeracy skills is fundamental for successful learning through the schooling cycle. Supporting children to achieve these foundational skills requires not just teachers, but multiple stakeholders working together to enable meaningful understandings and applications of these skills. But, how can multiple stakeholders work together to ensure that… Read More

Disability and learning in Ethiopia: What has changed as a result of the COVID-19 pandemic?

by Dawit Tibebu Tiruneh, Nidhi Singal, Ricardo Sabates and Tirussew Teferra | May 17, 2021 | Education and Disabilities, Learning

This blog was written by Dawit T. Tiruneh, Nidhi Singal and Ricardo Sabates from the Research for Equitable Access and Learning (REAL Centre) and Cambridge Network for Disability...

Learning From High-Performing Classrooms in Vietnam—and Debunking Fallacies About Foundational Skills

by Yue-Yi Hwa and Bich-Hang Duong | Mar 15, 2021 | Learning

This blog was written by Yue-Yi Hwa, RISE Directorate and Blavatnik School of Government, University of Oxford, and Bich-Hang Duong, RISE Vietnam and University of Minnesota. It...

Engaging schools and communities to support children’s learning

by Ricardo Sabates and Suman Bhattacharjea | Oct 8, 2020 | Learning

This blog was written by Ricardo Sabates (REAL Centre, University of Cambridge, UK) and Suman Bhattacharjea (ASER Centre, Delhi, India). It outlines lessons learned from...

International Common Assessment of Numeracy and COVID-19 Crisis

by Rajarshi Singh | Sep 2, 2020 | Assessment, COVID-19

This article was written by Dr Rajarshi Singh, Director of Programs with the PAL Network. It was originally published on the Education Commission website on 5 August 2020, and...

More than the sum of its parts: Internationally-comparable citizen-led assessments to ensure no child is left behind

by Pauline Rose | Jul 8, 2020 | Assessment

This blog was written by Professor Pauline Rose, Director of the Research for Equitable Access and Learning (REAL) Centre at the Faculty of Education, University of Cambridge. It...

Estimating learning loss by looking at time away from school during grade transition in Ghana

by Ricardo Sabates and Emma Carter | May 27, 2020 | COVID-19, Learning

This blog was written by Ricardo Sabates, Reader in Education at the Faculty of Education, University of Cambridge and member of the REAL Centre, and Emma Carter, Research...

21st Century Skills: Upskilling for an Uncertain Future?

by Caine Rolleston | Jun 1, 2018 | Learning, Skills

This blog was written by Dr Caine Rolleston, Senior Lecturer in education and international development at the University College London Institute of Education (UCL-IOE), and...