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Andrea Lépine

Education Researcher (Gender)

Andrea Lépine is an education researcher with UNICEF Innocenti – Global Office of Research and Foresight, where she works on the Women in Learning Leadership (WiLL) research. She is a quantitative researcher with experience conducting policy-oriented research, with a particular focus on education and the evaluation of public policies. Before joining UNICEF, she worked as a consultant for the World Bank, supporting impact evaluations of education programs in Brazil. She also worked for the Poverty Action Lab (J-PAL) on impact evaluations of education and labour market programs in Niger, France, and Chile. She has experience working with a variety of partners such as governments, international organizations, NGOs, and the private sector. She holds a bachelor’s and a master’s degree in development economics from the University of Paris I Panthéon-Sorbonne, and a PhD in economics from the University of São Paulo.

Publications

Data Must Speak: Entendendo os fatores de desempenho  das escolas maranhenses
Publication

Data Must Speak: Entendendo os fatores de desempenho das escolas maranhenses

Apesar dos vários esforços para fortalecer seu sistema de educação, o Estado do Maranhão, no Brasil, continua a enfrentar desafios para melhorar de forma equitativa os resultados de aprendizagem dos alunos. Ao juntar e analisar os conjuntos de dados administrativos existentes no Maranhão, Brasil, este relatório ajuda a identificar associações importantes entre fatores escolares e o desempenho educacional no Maranhão, Brasil. Esses resultados servirão de base para identificar algumas áreas que merecem ser exploradas setor educacional. O Data Must Speak - uma iniciativa global implementada desde 2014 - tem como objetivo abordar as lacunas de evidências para mitigar a crise de aprendizagem usando dados existentes. A pesquisa DMS Positive Deviance é co-criada e co-implementada com os Ministérios da Educação e parceiros. A investigação do DMS baseia-se em métodos mistos e abordagens inovadoras (ou seja, abordagem do desvio positivo, ciências comportamentais, pesquisa da implementação e ciência de escalonamento) para gerar conhecimentos e lições práticas sobre "o que funciona", "porquê" e "como" escalar soluções de base para os tomadores de decisões e a comunidade internacional interessada na área da educação. A pesquisa DMS atualmente é implementada em 14 países: Brasil, Burkina Faso, Chade, Costa do Marfim, Etiópia, Gana, República Democrática Popular do Laos, Madagáscar, Mali, Nepal, Níger, República Unida da Tanzânia, Togo e Zâmbia.
Data Must Speak: Academic performance of primary school girls in Madagascar
Publication

Data Must Speak: Academic performance of primary school girls in Madagascar

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.
Data Must Speak: Profile of head teachers and teachers in public primary schools in Madagascar
Publication

Data Must Speak: Profile of head teachers and teachers in public primary schools in Madagascar

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

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

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.