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To address the challenges facing its education system, Côte d’Ivoire needs to go beyond a traditional sector analysis and analyse existing data in greater depth to find innovative solutions. To do so, Côte d’Ivoire has requested UNICEF’s support, as part of the global Data Must Speak initiative, to identify positive deviant practices and behaviours. This policy brief – about the importance of school inputs to improving learning – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Côte d’Ivoire. By merging and analyzing existing administrative datasets in Côte d’Ivoire, this series highlights specific resources and contextual factors associated with good school performances in Côte d’Ivoire. More importantly, it aims to inform policy dialogue and decision-making in Côte d’Ivoire and other interested countries. 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.

To address the challenges facing its education system, Côte d’Ivoire needs to go beyond a traditional sector analysis and analyse existing data in greater depth to find innovative solutions. To do so, Côte d’Ivoire has requested UNICEF’s support, as part of the global Data Must Speak initiative, to identify positive deviant practices and behaviours. This policy brief – about the trends in the CEPE pass rates – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Côte d’Ivoire. By merging and analyzing existing administrative datasets in Côte d’Ivoire, this series highlights specific resources and contextual factors associated with good school performances in Côte d’Ivoire. More importantly, it aims to inform policy dialogue and decision-making in Côte d’Ivoire and other interested countries. 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.

To address the challenges facing its education system, Côte d’Ivoire needs to go beyond a traditional sector analysis and analyse existing data in greater depth to find innovative solutions. To do so, Côte d’Ivoire has requested UNICEF’s support, as part of the global Data Must Speak initiative, to identify positive deviant practices and behaviours. What resources and contextual factors are associated with good school performances in Côte d’Ivoire? By merging and analyzing existing administrative datasets in Côte d’Ivoire, 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.

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.

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.

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.

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.

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.

AUTHOR(S)

UNICEF Innocenti; UNICEF Lao PDR; Ministry of Education and Sports Lao People’s Democratic Republic
LANGUAGES:

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.

AUTHOR(S)

UNICEF Innocenti; UNICEF Lao PDR; Ministry of Education and Sports Lao People’s Democratic Republic
LANGUAGES:

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.

AUTHOR(S)

UNICEF Innocenti; UNICEF Lao PDR; Ministry of Education and Sports Lao People’s Democratic Republic
LANGUAGES:

125 items found