The intersection of violence and social and emotional learning: implications for equity- CIES 2018 Presentation

CIES 2018 Presentation, given by Elizabeth Randolph. This presentation explores the role that students’ perceptions about school life, social and emotional skills, and agency play in mediating violence in education settings. We posit that these individual factors are important entry points for reducing the increased risk of violence associated with poverty, ethnicity or gender. This presentation draws from data from USAID/Uganda Literacy Achievement and Retention Activity that highlights certain student perceptions about the unequal treatment of vulnerable children (e.g., children living in poverty, orphans and children with disabilities) in schools, drawing from baseline data from 216 schools and 4835 Grade 3 and Grade 5 learners. Finally, data on student agency related to violence - that is, their ability to navigate their world to avoid, challenge and seek assistance when facing violence - will be reviewed, with an aim to inform future programming to reduce the risk of violence, especially for the most vulnerable learners.

Attitudes on gender norms in the school and home in Uganda- CIES 2018 Presentation

CIES 2018 Presentation, given by Elizabeth Randolph. The different expectations that are held for boys and girls related to obtaining an education and performing in school can differentially impact access and learning outcomes for both boys and girls. Yet there is a much larger set of cultural norms that either directly or indirectly impact equity in education, including: gender norms and power relations that produce violence against children in schools; exposure to models of inequality and domestic violence in the home; and differential competing demands of school and work for boys and girls, among others. These attitudinal factors are exacerbated by individual risks associated with poverty, disability, orphan status, and being in a minority. In order to unpack these norms and identify entry points for shifting norms toward more equality, it is important to understand in which sub-populations these attitudes are strongest and where the ‘cracks’ are that can be leveraged to shift belief systems that are unfavorable for education equity. Findings from Uganda will be presented that demonstrate that the attitudes of primary school students, parents, and school staff are very often different. The implications of these data for programming that supports more egalitarian attitudes and equality in education for all children will be discussed.

Ghana 2013 National Education Assessment-Technical Report

This report presents the findings from the 2013 administration of the Ghana National Education Assessment (NEA), carried out by the Assessment Services Unit (ASU) within the Ghana Education Service (GES). In addition to the performance results, this volume offers a substantial amount of contextual background and technical detail regarding the methodology for the 2013 NEA test development, sampling, data collection, and data analysis. Available separately is a brief document titled Ghana 2013 National Education Assessment: Summary of Results, which focuses more narrowly on the findings. The summary version is intended for use in discussions of policies and recommendations around instruction and educational assessments in Ghana.