Blog

Low Learning, School Dropout, and the Exercise of Agency in the Context of Constrained Choices

This blog was originally published at https://riseprogramme.org/blog/low-learning-school-dropout-agency on 10 August, 2021 How does our approach to low learning and dropout change when we assume that young people are, in fact, quite mindful of their future opportunities and aware of what is needed to grasp them? The 2021 SDG progress report estimates that 584 million students … Continue reading Low Learning, School Dropout, and the Exercise of Agency in the Context of Constrained Choices

To Increase Girls’ Schooling, Improve Girls’ Learning

This blog was written by Michelle Kaffenberger, Danielle Sobol, Marla Spivack and myself and originally published at https://riseprogramme.org/blog/increase-girls-schooling-improve-girls-learning on 14 June, 2021 A new paper shows that girls who are learning are more likely to stay in school. Improving learning could be key to achieving both schooling and learning goals. The G7 recently agreed to two new education … Continue reading To Increase Girls’ Schooling, Improve Girls’ Learning

COVID and Education

This blog was originally published on the AISE Consulting Blog on 16 November, 2020. This past Tuesday, 10 November, Campaign for Female Education (CAMFED) Co-CEOs Angie Murimirwa and Lucy Lake shared insights from their organization’s response to the impact of COVID-19 on girls’ education with members of Cambridge University’s REAL (Research for Equitable Access in … Continue reading COVID and Education

The role of low learning in driving dropout: A longitudinal mixed methods study in four countries

This blog was written by Michelle Kaffenberger, Danielle Sobol, and myself and originally published at https://riseprogramme.org/publications/role-low-learning-driving-dropout-longitudinal-mixed-methods-study-four-countries on 20 April, 2021 (paper download available at link). Using unique longitudinal quantitative and qualitative data, we examine the role that low learning plays in driving dropout in Ethiopia, India, Peru, and Vietnam. Regression analysis using IRT-linked test scores and … Continue reading The role of low learning in driving dropout: A longitudinal mixed methods study in four countries

Fieldwork interrupted: On identities, deep breaths, and difficult decisions

This blog was originally published on the Faculty of Education Research Student Association (FERSA) blog on 30 November, 2020. We all carry a multiplicity of identities into our research, some of which are closer to the top of our minds at any moment in time. Some identities can’t be set down at any point– my … Continue reading Fieldwork interrupted: On identities, deep breaths, and difficult decisions