Educators, providers and policy-makers are increasingly turning to technology to gather data on enrolment, attendance and attainment. New research by the Alliance on Assessment and Impact in Development examines how this data can be collected responsibly.
Digital tools are offering startling new insights into the workings of education systems and providing NGOs and policy-makers alike with valuable data. But as such tools become increasingly popular with the development sector, there are growing questions over their appropriateness and effectiveness as well as over the way they are developed and deployed.
These were the questions considered by the Alliance on Assessment and Impact in Development, a global group of experts formed by The Varkey Foundation at the Global Education & Skills Forum 2017.
During a year of research, the alliance examined a number of different examples of digital tools and assessed the extent to which their use upheld the Principles for Digital Development, a set of international guidelines developed by UNICEF.
For its final report, the alliance examined four case studies from organizations that used technology in their education programmes: the Aga Khan Foundation, Camfed, the Punjab Information and Technology Board and The Varkey Foundation.
“To solve the global learning crisis affecting hundreds of millions of children, we must work together with communities and teachers to ensure data are collected and lead to innovative, simple, scalable solutions.”
Pauline Rose, University of Cambridge and Baela Raza Jamil, Idara-e-Taleem-o-Aagahi
The Alliance on Assessment and Impact for Learning is:
|Baela Raza Jamil [co-chair]||Idara-e-Taleem-o-Agahi|
|Pauline Rose [co-chair]||Research for Equitable Access and Learning (REAL) Centre, University of Cambridge|
|Emma Broadbent||The Varkey Foundation|
|Andrew Cunningham||Aga Khan Foundation|
|Joseph Chimombo||Ministry of Education of Malawi|
|Rashmi Kauthria||Global Teacher Prize Finalist|
|Shajia Sarfraz||Independent Researcher|
|Miguel Szekely||Center for Education and Social Studies|
|Bjoern Haßler [supporting member]||REAL Centre, University of Cambridge|
|*The information and views set out in outputs by the Alliance are those of its Members and do not necessarily reflect the official opinions or positions of their organizations.|