Data Must Speak: Unpacking Factors Influencing School Performance in Madagascar

Data Must Speak: Unpacking Factors Influencing School Performance in Madagascar

Published: 2023 Innocenti Research Report

Improving access to quality education for all school-age children is one of the priorities of the Government of Madagascar. The 2018-2022 Education Sector Plan sets ambitious goals in this direction, but significant challenges remain to improve learning and retention.

What resources and contextual factors are associated with good school performances in Madagascar? By merging and analyzing existing administrative datasets in Madagascar, this report helps to identify positive deviant schools – those that outperform other schools despite sharing similar contexts and resources. 

Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. 

DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia. 

Cite this publication | No. of pages: 54 | Tags: data analysis, education
Data Must Speak: The importance of infrastructure in public primary schools in Madagascar

Data Must Speak: The importance of infrastructure in public primary schools in Madagascar

Published: 2023 Innocenti Research Briefs

Improving access to quality education for all school-age children is one of the priorities of the Government of Madagascar. The 2018-2022 Education Sector Plan sets ambitious goals in this direction, but significant challenges remain to improve learning and retention.

DMS – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. DMS research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. 

This policy brief – about specific resources and infrastructure that could improve the Malagasy education system – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Madagascar. By merging and analyzing existing administrative datasets in Madagascar, this series highlights specific resources and contextual factors associated with good school performances in Madagascar. More importantly, it aims to inform policy dialogue and decision-making in Madagascar and other interested countries. 

 

Cite this publication | No. of pages: 5 | Thematic area: Education | Tags: data analysis, education
Data Must Speak: What can we learn about the practices and behaviours of highly effective schools in the Lao People’s Democratic Republic?

Data Must Speak: What can we learn about the practices and behaviours of highly effective schools in the Lao People’s Democratic Republic?

AUTHOR(S)
UNICEF Innocenti; UNICEF Lao PDR; Ministry of Education and Sports Lao People’s Democratic Republic

Published: 2023 Innocenti Research Report

While the Lao People’s Democratic Republic has made steady progress in expanding access to quality education, many children still leave primary school with difficulties in reading and writing for their age. Despite this, there are ‘positive deviant’ schools that outperform other schools located in similar contexts and with an equivalent level of resources.

This report presents important insights from both quantitative and qualitative data on behaviours and practices of a variety of education actors in positive deviant schools in Lao PDR. It also explores existing local solutions and broader evidence emerging from all schools on various education-related challenges.

Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.

DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.

Cite this publication | No. of pages: 70 | Thematic area: Education | Tags: child education, data analysis, schooling
Data Must Speak: Exploring school climate in Lao schools

Data Must Speak: Exploring school climate in Lao schools

AUTHOR(S)
UNICEF Innocenti; UNICEF Lao PDR; Ministry of Education and Sports Lao People’s Democratic Republic

Published: 2023 Innocenti Research Briefs

While the Lao People’s Democratic Republic has made steady progress in expanding access to quality education, many children still leave primary school with difficulties in reading and writing for their age. Despite this, there are ‘positive deviant’ schools that outperform other schools located in similar contexts and with an equivalent level of resources.

This policy brief – about school climate in Lao schools – is part of a series that presents important insights from both quantitative and qualitative data on behaviours and practices of a variety of education actors in positive deviant schools in Lao PDR. It also explores existing local solutions and broader evidence emerging from all schools on various education-related challenges.

Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.

DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.

Cite this publication | No. of pages: 5 | Thematic area: Education | Tags: child education, data analysis, schooling
Data Must Speak: Moving towards a culture of assessment for learning in Lao schools

Data Must Speak: Moving towards a culture of assessment for learning in Lao schools

AUTHOR(S)
UNICEF Innocenti; UNICEF Lao PDR; Ministry of Education and Sports Lao People’s Democratic Republic

Published: 2023 Innocenti Research Briefs

While the Lao People’s Democratic Republic has made steady progress in expanding access to quality education, many children still leave primary school with difficulties in reading and writing for their age. Despite this, there are ‘positive deviant’ schools that outperform other schools located in similar contexts and with an equivalent level of resources.

This policy brief – about practices aligned with formative assessment in Lao schools – is part of a series that presents important insights from both quantitative and qualitative data on behaviors and practices of a variety of education actors in positive deviant schools in Lao PDR. It also explores existing local solutions and broader evidence emerging from all schools on various education-related challenges.

Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.

DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.

Cite this publication | No. of pages: 5 | Thematic area: Education | Tags: child education, data analysis, schooling
Child Work and Child Labour: The Impact of Educational Policies and Programmes in Low- and Middle-Income Countries

Child Work and Child Labour: The Impact of Educational Policies and Programmes in Low- and Middle-Income Countries

AUTHOR(S)
Chuka Emezue; Cristina Pozneanscaia; Greg Sheaf; Valeria Groppo; Shivit Bakrania; Josiah Kaplan

Published: 2023 Innocenti Research Report

Progress towards eliminating child labour stalled for the first time in 20 years from 2016 to 2020. This slowdown puts at risk the international community’s efforts to eliminate child labour by 2025. Action is needed.

Child Work and Child Labour: The impact of educational policies and programmes in low- and middle-income countries is a rapid evidence assessment of the evidence on the effectiveness of educational policies and programmes in addressing child labour in low- and middle-income countries. It focuses on describing the causal impact of schooling programmes and policies on labour outcomes, based on experimental and quasi- experimental studies, and systematic reviews. To the extent information is available within the considered studies, it also identifies and discusses the main pathways and mechanisms of impact, as well as the programme design features that influence programme effectiveness.

Find the accompanying evidence gap map here.

Data must speak: Comprendre les facteurs de performance des écoles nigériennes

Data must speak: Comprendre les facteurs de performance des écoles nigériennes

AUTHOR(S)
Komlan Nouwokpo Samati; Alexis Le Nestour; Renaud Comba

Published: 2023 Innocenti Research Report
Le Niger a élaboré un Plan de développement économique et social (PDES) aligné sur les objectifs de développement durable (ODD), en particulier la cible 4.1 qui vise, d’ici à 2030, à faire en sorte que toutes les filles et tous les garçons suivent, sur un pied d’égalité, un cycle complet d’enseignement primaire et secondaire gratuit et de qualité, qui débouche sur un apprentissage véritablement utile.

Quelles ressources et quels facteurs contextuels sont associés à de bonnes performances scolaires au Niger ? En fusionnant et en analysant les ensembles de données administratives existants au Niger, ce rapport permet d'identifier les écoles modèles positives - celles qui obtiennent de meilleurs résultats que les autres écoles bien qu'elles partagent des contextes et des ressources similaires. 

Data Must Speak - une initiative mondiale mise en œuvre depuis 2014 - vise à combler les lacunes en matière de preuves pour atténuer la crise de l'apprentissage en utilisant les données existantes. La recherche DMS sur les approches modèles positives est cocréée et mise en œuvre conjointement avec les ministères de l'Éducation et des partenaires clés. La recherche DMS s'appuie sur des méthodes mixtes et des approches innovantes (c'est-à-dire les approches modèles positives, les sciences du comportement, la recherche sur la mise en œuvre et la science de la mise à l'échelle) pour générer des connaissances et des enseignements pratiques sur " ce qui fonctionne ", " pourquoi " et " comment " mettre à l'échelle des solutions locales pour les décideurs politiques nationaux et la communauté internationale.   

La recherche DMS est actuellement mise en œuvre dans 14 pays : Brésil, Burkina Faso, Côte d'Ivoire, Éthiopie, Ghana, République démocratique populaire lao, Madagascar, Mali, Népal, Niger, République-Unie de Tanzanie, Tchad, Togo et Zambie.
Gender-Equitable Family Policies for Inclusive and Sustainable Development: An Agenda for the G20

Gender-Equitable Family Policies for Inclusive and Sustainable Development: An Agenda for the G20

AUTHOR(S)
Elena Camilletti; Ramya Subrahmanian; Dominic Richardson; A K Shiva Kumar; Rosario Esteinou; Lauren Whitehead

Published: 2023 Policy Brief

Task Force 6: Accelerating SDGs: Exploring New Pathways to the 2030 Agenda

The G20 aims to promote global cooperation, inclusive development, economic stability, and sustainable growth. This presents an opportunity to leverage its leadership to ensure foundational investments in gender-equitable family well-being globally. Family policies, such as childcare services and parental leave, can reduce poverty, promote decent jobs for women, support more equal intra-familial relationships, and secure child well-being and development outcomes, thereby benefitting societies and economies. To achieve this, family policies need to be designed in a gender-equitable way, and be integrated, coordinated, and financed through sustainable domestic resources. This policy brief proposes an agenda and recommendations to G20 countries to invest in gender-equitable family policies that can deliver optimally for child well-being, gender equality, and sustainable development.

Expériences, perceptions et opinions des enfants et des adolescents sur la pandémie de COVID-19 à Madagascar

Expériences, perceptions et opinions des enfants et des adolescents sur la pandémie de COVID-19 à Madagascar

Published: 2023 Miscellanea
Depuis l’apparition du virus SARS-CoV-2 , le coronavirus responsable de la pandémie de COVID-19 n’a cessé de se propager. Madagascar n’a pas échappé à cette situation. La pandemie entrainait des conséquences économiques et sociales importantes mais elles peuvent être plus désastreuses chez les enfants qui sont considérés comme plus vulnérables à des chocs aussi violents que le coronavirus et présenteraient un niveau de résilience beaucoup moindre que les adultes. Initiée et coordonnée au niveau mondial par UNICEF Innocenti - Centre Mondial de la Recherche et de la Prospective ayant son siège à Florence, dans le cadre d’une initiative multi- pays avec la participation de l’Italie, Canada, Lesotho, Indonésie, Chili, la présente étude a été menée par le Centre d’Etudes et de Recherches Economique pour le Développement (CERED) de l’Université d’Antananarivo grâce au fruit de la collaboration avec l’UNICEF Madagascar.
War and Economic Downturn: The impact of the war in Ukraine and the subsequent economic downturn on children and families in Europe and Central Asia

War and Economic Downturn: The impact of the war in Ukraine and the subsequent economic downturn on children and families in Europe and Central Asia

AUTHOR(S)
Margherita Squarcina; Alessandro Carraro; Frank Otchere; Dominic Richardson

Published: 2023 Innocenti Research Briefs

The war in Ukraine triggered an economic shock in countries in Eastern and Central Asia, a region that has been visited by multiple economic shocks in the past decades. For the children and families The shock featured a spike in the prices of commodities including food and fuel. As a result, poor families who spend a greater proportion of their incomes on necessities – such as food and fuel – were the hardest hit. The result was greater risk of poverty, weakened school attachment and increased infant mortality, among others.

This UNICEF Innocenti Research Brief shares projections about the fallout of this crisis on poverty, schooling, infant mortality and the purchasing power of families. It also reviews the social protections put in place in response to the crisis and makes recommendation for future social protection responses.

How Gender-responsive Age-sensitive Social Protection is Related to the Climate Crisis: A summary of the evidence

How Gender-responsive Age-sensitive Social Protection is Related to the Climate Crisis: A summary of the evidence

Published: 2023 Innocenti Research Report

This paper outlines how climate change can create specific gendered risks based on age and stage of the life course.

Critical gendered risks for women that increase their vulnerability to climate shocks include: discriminatory social and gender norms; inadequate access to and control of assets and crucial resources; concentration in low-wage casual employment; limited representation in policy discussions and key decision-making processes.

Gender-responsive and age-sensitive social protection – an important instrument in a suite of tools in the broader response to the climate crisis – can play a crucial role in addressing or minimizing negative climate impacts, including those that affect girls, boys and women.

Lost time, Lost opportunities: Understanding teacher and school director attendance in Mozambique

Lost time, Lost opportunities: Understanding teacher and school director attendance in Mozambique

Published: 2023 Innocenti Research Briefs

The Avaliação Longitudinal da Desistência Escolar (ALDE, Longitudinal Assessment of School Dropout) is the first nationally representative mixed-method longitudinal survey in Mozambique.

Since 2018, the ALDE survey has annually collected longitudinal, nationally representative data from around 5,400 primary school students (from grades 1 to 7) in 60 schools across all eleven provinces in the country.

This report examines teacher and director absenteeism in Mozambique’s schools, using data from the ALDE. It seeks to understand factors related to the attendance of teachers and school directors in order to inform policies and practices to strengthen the primary education system in Mozambique.

Cite this publication | No. of pages: 17
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