Results 5 resources
Using educational transitions to estimate learning loss due to Covid-19 school closuresRicardo, S., Carter, E., & Stern, J. - 2020 - REAL Centre, Faculty of Education, University of Cambridge
Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in GhanaDaly, K., Carter, E., & Sabates, R. - 2021 - Compare: A Journal of Comparative and International Education, 0(0), 1–18
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based...
Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in GhanaSabates, R., Carter, E., & Stern, J. M. B. - 2021 - International Journal of Educational Development, 82, 102377
Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in...
Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in GhanaCarter, E., Sabates, R., Rose, P., & Akyeampong, K. - 2020 - International Journal of Educational Development, 76, 102195
This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By...
The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education ProgrammeAkyeampong, K., Carter, E., Rose, P., … Stern, J. M. B. - 2022 - PROSPECTS, 52(1), 115–136
This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they...