Evidence Library – Open Development & Education - Custom feedEvidence Library – Open Development & Educationhttps://docs.opendeved.net/lib/2024-03-28T12:03:56.163086+00:00https://docs.opendeved.net/lib/atom.xml?creator=%22Rose,+Pauline%22KerkoSupporting primary and secondary education for refugees: the role of international financinghttps://docs.opendeved.net/lib/E9KXSA3B2023-11-08T16:15:50Z2023-11-10T10:06:52ZZubairi, AsmaRose, Pauline2016Supporting primary and secondary education for refugees: the role of international financing12 years of quality education for all girls: A commonwealth perspectivehttps://docs.opendeved.net/lib/S2EBYCIT2023-11-08T16:15:50Z2023-11-10T10:06:51ZGordon, RebeccaRose, PaulineMarston, LaurenZubairi, Asma201912 years of quality education for all girls: A commonwealth perspectiveAchieving the Promise to Leave No Girl behind in Commonwealth Countrieshttps://docs.opendeved.net/lib/HAF9HLXM2023-11-08T16:15:50Z2023-11-08T16:15:50ZGordon, RebeccaMarston, LaurenRose, PaulineZubairi, Asma2019-07-04https://doi.org/10.1080/00358533.2019.16348900035-8533, 1474-029XenAchieving the Promise to Leave No Girl behind in Commonwealth CountriesDonor Scorecard Just Beginning: Addressing inequality in donor funding for Early Childhood Developmenthttps://docs.opendeved.net/lib/Q68THQJ92023-11-08T16:15:50Z2023-11-08T16:15:50ZZubairi, AsmaRose, Pauline2018London: TheirworldDonor Scorecard Just Beginning: Addressing inequality in donor funding for Early Childhood DevelopmentRaising domestic resources for equitable educationhttps://docs.opendeved.net/lib/3463B7442023-11-08T16:15:04Z2023-11-10T10:06:51ZZubairi, AsmaRose, Pauline2016Raising domestic resources for equitable educationBright and Early: How financing pre-primary education gives every child a fair start in lifehttps://docs.opendeved.net/lib/ZQST56Z22023-11-08T16:15:04Z2023-11-10T10:06:51ZZubairi, AsmaRose, Pauline2017Bright and Early: How financing pre-primary education gives every child a fair start in lifeSustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghanahttps://docs.opendeved.net/lib/E8FLSTF22023-01-07T20:46:53Z2023-01-07T20:47:12ZThis 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 contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy.Carter, EmmaSabates, RicardoRose, PaulineAkyeampong, Kwame2020-07-01https://doi.org/10.1016/j.ijedudev.2020.1021950738-0593enSustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in GhanaThe effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programmehttps://docs.opendeved.net/lib/A8F4JM2H2023-01-07T20:46:18Z2023-01-07T20:47:12ZThis 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 understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures.Akyeampong, KwameCarter, EmmaRose, PaulineRyan, JenniferSabates, RicardoStern, Jonathan M. B.2022-09-01https://doi.org/10.1007/s11125-021-09590-61573-9090enThe effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education ProgrammeTargeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwehttps://docs.opendeved.net/lib/WJ5MNQCB2023-01-07T20:46:17Z2023-01-07T20:47:12ZIn many low- and lower-middle-income countries, key barriers to girls’ secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.Rose, PaulineSabates, RicardoDelprato, MarcosAlcott, Ben2022-11-30https://doi.org/10.1086/7218490010-4086Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and ZimbabweWho benefits from abolishing secondary school fees in Malawi, and what are the costshttps://docs.opendeved.net/lib/H88WGUMX2023-01-07T20:26:17Z2023-01-07T20:27:58ZKadzamira, EsmeRose, PaulineZubairi, Asma2018Who benefits from abolishing secondary school fees in Malawi, and what are the costsCan free primary education meet the needs of the poor?: evidence from Malawihttps://docs.opendeved.net/lib/M2EHYB382023-01-07T20:26:17Z2023-01-07T20:27:41ZKadzamira, EsmeRose, Pauline2003https://doi.org/10.1016/S0738-0593(03)00026-9Can free primary education meet the needs of the poor?: evidence from MalawiEducational policy choice and policy practice in Malawi: Dilemmas and disjunctureshttps://docs.opendeved.net/lib/S6YKWTTN2023-01-07T20:26:17Z2023-01-07T20:27:41ZKadzamira, EsmeRose, Pauline2001Educational policy choice and policy practice in Malawi: Dilemmas and disjuncturesHow equitable are South-North partnerships in education research? Evidence from sub-Saharan Africahttps://docs.opendeved.net/lib/8YU8Q6492022-04-20T16:38:02Z2022-05-31T10:14:19ZAsare, SamuelMitchell, RafaelRose, Pauline2020How equitable are South-North partnerships in education research? Evidence from sub-Saharan AfricaGlobal policy agendas and the Education Sustainable Development Goal: Perspectives from sub-Saharan African research and researchershttps://docs.opendeved.net/lib/E7TIXD8X2022-04-20T16:38:02Z2022-05-31T10:14:21ZAsare, SamuelMitchell, RafaelRose, Pauline2018Global policy agendas and the Education Sustainable Development Goal: Perspectives from sub-Saharan African research and researchersHow Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers?https://docs.opendeved.net/lib/QJAEPL292022-04-20T16:38:02Z2022-04-20T16:38:06ZAsare, SamuelMitchell, RafaelRose, Pauline2021https://doi.org/10.1111/dech.12639How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers?Mapping the landscape of education research by scholars based in sub-Saharan Africahttps://docs.opendeved.net/lib/UA26TH8V2022-04-20T15:48:58Z2022-05-31T10:14:34ZAsare, SamuelRose, PaulineDowning, PhoebeMitchell, RafaelMapping the landscape of education research by scholars based in sub-Saharan AfricaOpen access research and policy impact: experiences from developing the African Education Research Databasehttps://docs.opendeved.net/lib/RKLBE5ES2022-04-20T15:48:58Z2022-05-31T10:14:41ZMitchell, RafaelRose, PaulineAsare, Samuel2018Open access research and policy impact: experiences from developing the African Education Research DatabaseLaunch of the African Education Research Databasehttps://docs.opendeved.net/lib/VUNUCBP22022-04-20T15:48:58Z2022-05-31T10:14:31ZRose, PaulineMitchell, RafaelAsare, Samuel2018Launch of the African Education Research DatabaseEquity in international research collaborations: evidence from the African Education Research Databasehttps://docs.opendeved.net/lib/XM3P9U4K2022-04-20T15:48:58Z2022-05-31T10:14:09ZMitchell, RafaelAsare, SamuelRose, Pauline2018Cambridge Global Challenges Annual Conference. https://www. educ. cam. ac …Equity in international research collaborations: evidence from the African Education Research DatabaseFunding for African education research–What do we know from the African Education Research Database?https://docs.opendeved.net/lib/9G66L8AZ2022-04-20T15:48:58Z2022-05-31T10:14:21ZAsare, SamuelMitchell, RafaelRose, Pauline2021Funding for African education research–What do we know from the African Education Research Database?