Data Must Speak: Des écoles qui inspirent le changement : recherche sur les écoles modèles positives au Mali

Data Must Speak: Des écoles qui inspirent le changement : recherche sur les écoles modèles positives au Mali

AUTHOR(S)
Michèle Boujikian; Sara Ameziane Hassani; Alexis Le Nestour; Renaud Comba

Published: 2023 Innocenti Research Report

Que pouvons-nous apprendre des comportements et des pratiques des écoles modèles positives au Mali ? Ce rapport présente des résultats importants issus de données qualitatives sur les comportements et les pratiques des acteurs de l'éducation dans les écoles modèles positives au Mali visant à améliorer les apprentissages des élèves.  

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 l'approche sur les modèles positive, 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 concrètes 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. 

Data Must Speak: Unpacking factors influencing school performance in Niger

Data Must Speak: Unpacking factors influencing school performance in Niger

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

Published: 2023 Innocenti Research Report
Niger has developed an Economic and Social Development Plan (PDES) aligned with the Sustainable Development Goals (SDGs), in particular target 4.1 which aims, by 2030, to ensure that all girls and boys attend, on an equal footing, a full cycle of free, quality primary and secondary education, leading to truly useful learning.

What resources and contextual factors are associated with good school performances in Niger? By merging and analyzing existing administrative datasets in Niger, 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. 
Data Must Speak: Academic performance of primary school girls in Madagascar

Data Must Speak: Academic performance of primary school girls 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.

This policy brief – about girls’ academic performance in primary school – 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.

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.

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: 4 | Thematic area: Education | Tags: data analysis, education
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: Profile of head teachers and teachers in public primary schools in Madagascar

Data Must Speak: Profile of head teachers and teachers 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 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. 

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 the profile of principals and teachers in public schools – 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 | 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
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.
Data Must Speak: Determining the Best Resources for the Togolese Education System

Data Must Speak: Determining the Best Resources for the Togolese Education System

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

Published: 2023 Policy Brief

The Togolese government, through the education sector plan (ESP) 2014-2025, aims to achieve universal quality primary education. With this goal, they recognize the challenges in education access, participation and retention. School performances is among the areas by which they are understanding and addressing these challenges. 

This policy brief – focused on the resources that could help in improving the Togolese 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 Togo. By merging and analyzing existing administrative datasets in Togo, this series highlights specific resources and contextual factors associated with good school performances in Togo. More importantly, it aims to inform policy dialogue and decision-making in Togo and other interested countries. 

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. 

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. 

Data Must Speak: Giving All Girls a Chance for Promotion and Success

Data Must Speak: Giving All Girls a Chance for Promotion and Success

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

Published: Policy Brief

The Togolese government, through the education sector plan (ESP) 2014-2025, aims to achieve universal quality primary education. With this goal, they recognize the challenges in education access, participation and retention. School performances is among the areas by which they are understanding and addressing these challenges. 

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

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. 

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. 

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