Challenge In many countries primary education access is incomplete, many who enter school do not ... more Challenge In many countries primary education access is incomplete, many who enter school do not even finish the primary grades, and there are enormous inequalities in schooling. To achieve universal education, it is imperative to understand who is not in school, what is causing their exclusion, and via what pathways a country is advancing towards universal education.
At the request of the World Bank’s International Comparison Program Global Office, EPDC developed... more At the request of the World Bank’s International Comparison Program Global Office, EPDC developed a methodology for estimating the output of education services in low and middle income countries, by focusing measurement alongside two major elements: volume of services and quality of outcomes. The volume of services is measured by the number of pupils in the formal education system, adjusted for biases resulting from inefficiencies. The quality of outcomes is measured by learning scores, either observed or imputed using a set of predictors. A variety of safeguards and adjustments are presented to minimize the effects of uncertainty and measurement error. As a result, both volume and quality measures are proposed for subsequent transformation into purchasing power parities for all countries participating in the 2011 ICP cycle. The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for International Development (USAID) and FHI 360. The mission of EPDC ...
The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for Inte... more The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for International Development (USAID) and FHI 360. The mission of EPDC is to improve information and policies for education through better access and use of data and policy-oriented evaluation and research.
Non-formal education, encompassing a wide array of activities, including alternative primary scho... more Non-formal education, encompassing a wide array of activities, including alternative primary schools, youth training, literacy programs, and professional education, can be an important complement to formal education. This study uses household survey data to analyze non-formal education in 28 countries in 2000. The study finds that non-formal education is an important segment of the education system (more than 5% of all organized education) in seven out of the 28 countries, six of these in subSaharan Africa. The study approximates the impact of nonformal education by comparing incomes of households headed by persons with non-formal education compared to households headed by persons with no schooling or formal primary or secondary education. The results show that the incomes of households headed by a person with non-formal education vary widely – in 10 of the 28 countries, the average income of such households is equal to households headed by a person with secondary education or highe...
How can the development community and national planners target education programs so that they wi... more How can the development community and national planners target education programs so that they will be most effective in reducing the number of out of school children? Efforts to increase school attendance have proven successful when they are tailored to serve defined groups of marginalized children. It is important to develop a strong understanding of both who the out-of-school children are and why they lack opportunities. This insight should be used not only in the design of national education plans, but more importantly to inform continuous research.
The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for Inte... more The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for International Development (USAID) and FHI 360. The mission of EPDC is to improve information and policies for education through better access and use of data and policy-oriented evaluation and research.
This paper argues that forecasting human capital is important for several reasons and that the mo... more This paper argues that forecasting human capital is important for several reasons and that the most appropriate methods for doing so are demographic, multi-state population projections. Under this method the population of a country or region is cross-classified by age (typically five-year or single-year age groups), sex, and different categories (states) of educational attainment. The population is projected into the future based on assumed education-specific fertility, mortality, and migration rates as well as ageand sex-specific transition rates from one educational status into another. This implies, e.g., that the fertility of the total population changes as a consequence of the changing educational composition of the female population of reproductive age. This explicit consideration of such dynamic features makes this method more appropriate for the projection of human capital than other methods previously suggested. Such multi-state models can also be applied to the detailed an...
School attendance by overage and underage pupils is widespread in developing countries. According... more School attendance by overage and underage pupils is widespread in developing countries. According to data from the UNESCO Institute of Statistics (UIS), in half of the Sub-Saharan Africa, roughly 20% of primary pupils are overage and 2.5% of primary pupils are underage. In fact, these numbers underestimate the extent of underageand overage attendance because they measure only the proportion of children attending primary school who are too young or old for primary as a whole. They do not include the many children who are overage or underage for their grade but still fall within the range of primary school children (for example, in a system where official entrance age is 6, first-grade pupils who are 7, or second grade pupils who are 6).
This paper was commissioned by the Education for All Global Monitoring Report as background infor... more This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2011 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2011, The hidden crisis: Armed conflict and education” For further information, please contact [email protected] EDUCATION POLICY AND DATA CENTER Making sense of data to improve education Arushi Terway Brian Dooley Anne Smiley Access to education and patterns of non-attendance MOST VULNERABLE CHILDREN IN
This paper examines constraints to full enrollment in developing countries and finds that a short... more This paper examines constraints to full enrollment in developing countries and finds that a shortage of human resources, in the form of mediumto highly educated adults, are a significant factor. To date, studies on constraints to full enrollment have focused on finances (national income), population growth, and political commitment, thus missing, this paper suggests, one of the most important limiting factors. In fact, when adult secondary education is taken into account, there is no residual statistical correlation between school enrollment and national income or population growth. In addition, the paper shows that in counties with very low levels of adult secondary education, two compensating mechanisms often come into play, namely that a larger portion of the well-educated adults is teaching and that class sizes tend to be larger. Both of these mechanisms can significantly raise enrollment levels. The analysis finally suggests that as a shortage of well-educated adults is a real ...
INEQUALITIES IN ATTENDANCE LEVELS WITHIN COUNTRIES Figure 1 presents the distribution by urban an... more INEQUALITIES IN ATTENDANCE LEVELS WITHIN COUNTRIES Figure 1 presents the distribution by urban and rural areas within sub-regions of net attendance for 63 developing countries for which data was available. The net attendance rate is found on the horizontal axis and the red dots represent urban areas and blue dots rural areas within states or provinces. The black line shows the national average. The figure shows that regional inequality is a serious problem in many countries. Particularly in those countries where the national level is low, the spread of the attendance rates is large.
Background: Emerging global transformations - including a new Sustainable Development Agenda - ar... more Background: Emerging global transformations - including a new Sustainable Development Agenda - are revealing increasingly interrelated goals and challenges, poised to be addressed by similarly integrated, multi-faceted solutions. Research to date has focused on determining the effectiveness of these approaches, yet a key question remains: are synergistic effects produced by integrating two or more sectors? We systematically reviewed impact evaluations on integrated development interventions to assess whether synergistic, amplified impacts are being measured and evaluated. Methods: The International Initiative for Impact Evaluation’s (3ie) Impact Evaluation Repository comprised our sampling frame (n = 4,339). Following PRISMA guidelines, we employed a three-stage screening and review process. Results: We identified 601 journal articles that evaluated integrated interventions. Seventy percent used a randomized design to assess impact with regard to whether the intervention achieved i...
Background: Emerging global transformations - including a new Sustainable Development Agenda - ar... more Background: Emerging global transformations - including a new Sustainable Development Agenda - are revealing increasingly interrelated goals and challenges, poised to be addressed by similarly integrated, multi-faceted solutions. Research to date has focused on determining the effectiveness of these approaches, yet a key question remains: are synergistic effects produced by integrating two or more sectors? We systematically reviewed impact evaluations on integrated development interventions to assess whether synergistic, amplified impacts are being measured and evaluated. Methods: The International Initiative for Impact Evaluation’s (3ie) Impact Evaluation Repository comprised our sampling frame (n = 4,339). Following PRISMA guidelines, we employed a three-stage screening and review process. Results: We identified 601 journal articles that evaluated integrated interventions. Seventy percent used a randomized design to assess impact with regard to whether the intervention achieved i...
In recent years, many school systems have increased gross intake rates and come closer to meeting... more In recent years, many school systems have increased gross intake rates and come closer to meeting Education for All goals. One side effect of this increase is larger numbers of overage pupils in primary and secondary school. This study uses household survey data from 35 countries to measure the extent and effects of school attendance by overage pupils. The study finds that in the lower grades of primary school, older pupils generally outperform younger ones. Younger pupils are far more likely to repeat grades than older pupils. There are particularly high repetition rates of underage pupils in first grade; these suggest there is an unmet need for kindergarten facilities. In higher grades of primary school and in all grades of secondary school, older pupils are less likely to be promoted and more likely to drop out of school, resulting in lower survival rates than those of younger pupils. The two most important policy implications of this study are: 1) the unmet need for education fa...
Challenge In many countries primary education access is incomplete, many who enter school do not ... more Challenge In many countries primary education access is incomplete, many who enter school do not even finish the primary grades, and there are enormous inequalities in schooling. To achieve universal education, it is imperative to understand who is not in school, what is causing their exclusion, and via what pathways a country is advancing towards universal education.
At the request of the World Bank’s International Comparison Program Global Office, EPDC developed... more At the request of the World Bank’s International Comparison Program Global Office, EPDC developed a methodology for estimating the output of education services in low and middle income countries, by focusing measurement alongside two major elements: volume of services and quality of outcomes. The volume of services is measured by the number of pupils in the formal education system, adjusted for biases resulting from inefficiencies. The quality of outcomes is measured by learning scores, either observed or imputed using a set of predictors. A variety of safeguards and adjustments are presented to minimize the effects of uncertainty and measurement error. As a result, both volume and quality measures are proposed for subsequent transformation into purchasing power parities for all countries participating in the 2011 ICP cycle. The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for International Development (USAID) and FHI 360. The mission of EPDC ...
The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for Inte... more The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for International Development (USAID) and FHI 360. The mission of EPDC is to improve information and policies for education through better access and use of data and policy-oriented evaluation and research.
Non-formal education, encompassing a wide array of activities, including alternative primary scho... more Non-formal education, encompassing a wide array of activities, including alternative primary schools, youth training, literacy programs, and professional education, can be an important complement to formal education. This study uses household survey data to analyze non-formal education in 28 countries in 2000. The study finds that non-formal education is an important segment of the education system (more than 5% of all organized education) in seven out of the 28 countries, six of these in subSaharan Africa. The study approximates the impact of nonformal education by comparing incomes of households headed by persons with non-formal education compared to households headed by persons with no schooling or formal primary or secondary education. The results show that the incomes of households headed by a person with non-formal education vary widely – in 10 of the 28 countries, the average income of such households is equal to households headed by a person with secondary education or highe...
How can the development community and national planners target education programs so that they wi... more How can the development community and national planners target education programs so that they will be most effective in reducing the number of out of school children? Efforts to increase school attendance have proven successful when they are tailored to serve defined groups of marginalized children. It is important to develop a strong understanding of both who the out-of-school children are and why they lack opportunities. This insight should be used not only in the design of national education plans, but more importantly to inform continuous research.
The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for Inte... more The Education Policy and Data Center (EPDC) is a partnership of the United States Agency for International Development (USAID) and FHI 360. The mission of EPDC is to improve information and policies for education through better access and use of data and policy-oriented evaluation and research.
This paper argues that forecasting human capital is important for several reasons and that the mo... more This paper argues that forecasting human capital is important for several reasons and that the most appropriate methods for doing so are demographic, multi-state population projections. Under this method the population of a country or region is cross-classified by age (typically five-year or single-year age groups), sex, and different categories (states) of educational attainment. The population is projected into the future based on assumed education-specific fertility, mortality, and migration rates as well as ageand sex-specific transition rates from one educational status into another. This implies, e.g., that the fertility of the total population changes as a consequence of the changing educational composition of the female population of reproductive age. This explicit consideration of such dynamic features makes this method more appropriate for the projection of human capital than other methods previously suggested. Such multi-state models can also be applied to the detailed an...
School attendance by overage and underage pupils is widespread in developing countries. According... more School attendance by overage and underage pupils is widespread in developing countries. According to data from the UNESCO Institute of Statistics (UIS), in half of the Sub-Saharan Africa, roughly 20% of primary pupils are overage and 2.5% of primary pupils are underage. In fact, these numbers underestimate the extent of underageand overage attendance because they measure only the proportion of children attending primary school who are too young or old for primary as a whole. They do not include the many children who are overage or underage for their grade but still fall within the range of primary school children (for example, in a system where official entrance age is 6, first-grade pupils who are 7, or second grade pupils who are 6).
This paper was commissioned by the Education for All Global Monitoring Report as background infor... more This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2011 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2011, The hidden crisis: Armed conflict and education” For further information, please contact [email protected] EDUCATION POLICY AND DATA CENTER Making sense of data to improve education Arushi Terway Brian Dooley Anne Smiley Access to education and patterns of non-attendance MOST VULNERABLE CHILDREN IN
This paper examines constraints to full enrollment in developing countries and finds that a short... more This paper examines constraints to full enrollment in developing countries and finds that a shortage of human resources, in the form of mediumto highly educated adults, are a significant factor. To date, studies on constraints to full enrollment have focused on finances (national income), population growth, and political commitment, thus missing, this paper suggests, one of the most important limiting factors. In fact, when adult secondary education is taken into account, there is no residual statistical correlation between school enrollment and national income or population growth. In addition, the paper shows that in counties with very low levels of adult secondary education, two compensating mechanisms often come into play, namely that a larger portion of the well-educated adults is teaching and that class sizes tend to be larger. Both of these mechanisms can significantly raise enrollment levels. The analysis finally suggests that as a shortage of well-educated adults is a real ...
INEQUALITIES IN ATTENDANCE LEVELS WITHIN COUNTRIES Figure 1 presents the distribution by urban an... more INEQUALITIES IN ATTENDANCE LEVELS WITHIN COUNTRIES Figure 1 presents the distribution by urban and rural areas within sub-regions of net attendance for 63 developing countries for which data was available. The net attendance rate is found on the horizontal axis and the red dots represent urban areas and blue dots rural areas within states or provinces. The black line shows the national average. The figure shows that regional inequality is a serious problem in many countries. Particularly in those countries where the national level is low, the spread of the attendance rates is large.
Background: Emerging global transformations - including a new Sustainable Development Agenda - ar... more Background: Emerging global transformations - including a new Sustainable Development Agenda - are revealing increasingly interrelated goals and challenges, poised to be addressed by similarly integrated, multi-faceted solutions. Research to date has focused on determining the effectiveness of these approaches, yet a key question remains: are synergistic effects produced by integrating two or more sectors? We systematically reviewed impact evaluations on integrated development interventions to assess whether synergistic, amplified impacts are being measured and evaluated. Methods: The International Initiative for Impact Evaluation’s (3ie) Impact Evaluation Repository comprised our sampling frame (n = 4,339). Following PRISMA guidelines, we employed a three-stage screening and review process. Results: We identified 601 journal articles that evaluated integrated interventions. Seventy percent used a randomized design to assess impact with regard to whether the intervention achieved i...
Background: Emerging global transformations - including a new Sustainable Development Agenda - ar... more Background: Emerging global transformations - including a new Sustainable Development Agenda - are revealing increasingly interrelated goals and challenges, poised to be addressed by similarly integrated, multi-faceted solutions. Research to date has focused on determining the effectiveness of these approaches, yet a key question remains: are synergistic effects produced by integrating two or more sectors? We systematically reviewed impact evaluations on integrated development interventions to assess whether synergistic, amplified impacts are being measured and evaluated. Methods: The International Initiative for Impact Evaluation’s (3ie) Impact Evaluation Repository comprised our sampling frame (n = 4,339). Following PRISMA guidelines, we employed a three-stage screening and review process. Results: We identified 601 journal articles that evaluated integrated interventions. Seventy percent used a randomized design to assess impact with regard to whether the intervention achieved i...
In recent years, many school systems have increased gross intake rates and come closer to meeting... more In recent years, many school systems have increased gross intake rates and come closer to meeting Education for All goals. One side effect of this increase is larger numbers of overage pupils in primary and secondary school. This study uses household survey data from 35 countries to measure the extent and effects of school attendance by overage pupils. The study finds that in the lower grades of primary school, older pupils generally outperform younger ones. Younger pupils are far more likely to repeat grades than older pupils. There are particularly high repetition rates of underage pupils in first grade; these suggest there is an unmet need for kindergarten facilities. In higher grades of primary school and in all grades of secondary school, older pupils are less likely to be promoted and more likely to drop out of school, resulting in lower survival rates than those of younger pupils. The two most important policy implications of this study are: 1) the unmet need for education fa...
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