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Champions for Learning

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Champions for Learning Champions for Learning The Legacy of the Learning Metrics Task Force November 2016 Editors: Kate Anderson and Tyler Ditmore Table of Contents Contributors: Asmah Ahmad, Tamar Atinc, Mame Ibra Bâ, Jean-Marc Bernard, Julia Gillard, Acknowledgements ......................................................................................................................................ii Seamus Hegarty, Charles Kado, Annie Kidder, The road to 2015 ...........................................................................................................................................1 Lucy Lake, Mohammad Matar, LMTF 1.0 .....................................................................................................................................................4 Mercedes Miguel, Silvia Montoya, LMTF 2.0 .....................................................................................................................................................7 Dzingai Mutumbuka, Jordan Naidoo, Five key goals in LMTF 2.0 ......................................................................................................................7 Abbie Raikes, Saba Saeed, Syed Kamal Ud Din Shah, Katie Smith, and Rebecca Winthrop LMTF 2.0 outcomes ..................................................................................................................................8 The Learning Champions initiative ......................................................................................................10 Cover Photo: A Tanzanian teacher works with Learning Champions progress ..............................................................................................................11 a student in a school supported by Camfed. Photo by Daniel Hayduk, Courtesy of Camfed The power of partnerships: Reflections from LMTF participants .......................................................16 International. How the Learning Champions leveraged the LMTF recommendations...........................................18 Learning across the domains in Buenos Aires Mercedes Miguel ......................................................18 Kate Anderson is a Project Director and Associate Fellow at the Center for Universal Teachers influence the LMTF in Kenya Charles Kado .......................................................................20 Education at Brookings Evaluating the education system in Pakistan Syed Kamal Ud Din Shah & Saba Saeed .................22 Education and occupation in Palestine Mohammad Matar ..............................................................24 Tyler Ditmore is a Project Coordinator at the Center for Universal Education at Brookings Technical assistance and assessment support in Senegal Mame Ibra Bâ .........................................26 Telling the story of quality education in Ontario Annie Kidder .......................................................28 The Brookings Institution is a nonprofit How the task force members leveraged their involvement in LMTF ................................................30 organization devoted to independent research and policy solutions. Its mission is to conduct Building momentum around learning assessment: The experience of Camfed .............................30 high-quality, independent research and, based Lucy Lake & Katie Smith on that research, to provide innovative, practical Regional work in Southeast Asia: SEAMEO and SEA-PLM Asmah Ahmad ..................................32 recommendations for policymakers and the Innovative data, the My School program, and the Rwanda Learning Champions Julia Gillard ..34 public. The conclusions and recommendations Regional partnerships: Launching an African community of practice Dzingai Mutumbuka ......35 of any Brookings publication are solely those of its author(s), and do not reflect the views of the The road to 2030 .........................................................................................................................................38 Institution, its management, or its other scholars. Laying the landscape of the new 2030 learning environment: ..........................................................40 Education in the Sustainable Development Goals Silvia Montoya & Jordan Naidoo Brookings gratefully acknowledges the program support provided to the Center for Universal Getting better data from the start: The Measuring Early Learning Quality and Outcomes ...........45 Education by the John D. and Catherine T. (MELQO) Project Abbie Raikes & Tamar Atinc MacArthur Foundation, Echidna Giving, and the Assessment for learning: An international platform to support ........................................................48 William and Flora Hewlett Foundation. national assessment systems Jean-Marc Bernard Brookings recognizes that the value it provides Breadth of learning opportunities: A tool for evaluating education systems Seamus Hegarty ......49 is in its absolute commitment to quality, Conclusion: Children’s learning in the future Rebecca Winthrop .........................................................52 independence, and impact. Activities supported Endnotes ......................................................................................................................................................56 by its donors reflect this commitment. Acknowledgements LMTF Partner Organizations ActionAid FORCE TASK METRICS LEARNING THE OF LEGACY THE Many thanks to our colleagues who provided input and feedback during the writing and editing of African Union Commission this report. In particular, we would like to thank Rebecca Winthrop, Esther Care, Preethi Nam- Agence Française de Développement (AFD) poothiri, and Mari Ullmann for their edits and recommendations. We would also like to thank Arab League’s Educational, Cultural, and Scientific Organization (ALECSO) our communications team, particularly Joshua Miller, and our partners at UIS, including Silvia Association for the Development of Education in Africa (ADEA) Montoya and Albert Motivans. Australian Agency for International Development (AusAID) Campaign for Female Education (Camfed) We would also like to thank the many Learning Champions and LMTF members who contributed Center for International Cooperation in Education Development (CICED)* to this report and to the LMTF as a whole. Children’s Global Network-Pakistan* City of Buenos Aires, Argentina Coalition des Organisations en Synergie pour la Défense de l’Education Publique (COSYDEP) CHAMPIONS FOR LEARNING FOR CHAMPIONS UNESCO Institute for Statistics Dubai Cares/United Arab Emirates Education Development Center (EDC)* The UNESCO Institute for Statistics (UIS) is the statistical branch of the United Nations Educa- Education International (EI) tional, Scientific and Cultural Organization (UNESCO). It produces the data and methodologies FHI 360* to monitor trends at national and international levels, delivering comparative data for countries Global Partnership for Education (GPE) at all stages of development to provide a global perspective on education, science and technology, Government of India, Ministry of Human Resource Development culture, and communication. Government of Kenya, Ministry of Education, Science and Technology Inter-American Development Bank (IADB) i Based in Montreal, the UIS was established in 1999 with functional autonomy to meet the grow- International Baccalaureate (IB) Organization* ii ing need for reliable and policy-relevant data. The institute serves member states, UNESCO and International Education Funders Group (IEFG) the UN system, and a range of intergovernmental and nongovernmental organizations, research Korea Institute for Curriculum and Evaluation (KICE) institutes, and universities. Lab for Evaluation, Analysis and Research in Learning (LEARN)—São Paulo School of Economics* Office of the UN Secretary General Pearson Center for Universal Education at the Brookings Institution Programme d’Analyse des Systèmes Educatifs de la CONFEMEN* Pratham Founded in 2002, the Center for Universal Education is one of the leading policy centers focused Queen Rania Teacher Academy on universal quality education particularly in the developing world. We develop and disseminate Save the Children* effective solutions for quality education and skills development. We envision a world where all Southeast Asian Ministers of Education Organization (SEAMEO) children and youth have the skills they need to succeed in the 21st century. The center plays a criti- State Students Admission Commission of the Republic of Azerbaijan* Tshwane University of Technology* cal role in influencing the development of policy related to global education and promotes action- UK Department for International Development (DFID) able strategies for governments, civil society, and private enterprise. Unit of Education Assessment and Evaluation, City of Buenos Aires* United Nations Development Program (UNDP) United Nations Educational, Scientific and Cultural Organization (UNESCO) United Nations Children’s Fund (UNICEF) United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA)* United States Agency for International Development (USAID) University of Management and Technology, Lahore* Women Educational Researchers of Kenya (WERK)* World Bank *New members in LMTF 2.0 Learning Champions LMTF Secretariat City/Country Organization Name Organization FORCE TASK METRICS LEARNING THE OF LEGACY THE Botswana Botswana Examinations Council Rebecca Winthrop Center for Universal Education (CUE) at the Brookings
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