16 results on '"Rose, Pauline"'
Search Results
2. Setting Strong Foundations for Early Learning: Lessons From the Global South on Early Childhood Education.
- Author
-
Rose, Pauline, Aslam, Monazza, and Simpson, Bea
- Subjects
EARLY childhood education ,DEVELOPING countries ,PARENT attitudes ,PARENTING education ,LEARNING ,CAREGIVERS ,SCHOOL children - Abstract
This article focuses on early childhood education (ECE) in low- and lower-middle-income countries, where millions of children lack access to pre-primary school. The article highlights the importance of ECE for future education and life outcomes and discusses the impact of the COVID-19 pandemic on ECE in the Global South. It presents evidence from various countries on the effects of the pandemic on ECE outcomes, the role of parents and caregivers in supporting children's learning during school closures, and the relationship between ECE and school readiness. The article also addresses the need for comprehensive system improvements, data-driven decision-making, and increased donor support for effective implementation of ECE programs. [Extracted from the article]
- Published
- 2024
- Full Text
- View/download PDF
3. Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design.
- Author
-
Bayley, Stephen, Meshesha, Darge Wole, Rose, Pauline, Woldehanna, Tassew, Yorke, Louise, and Ramchandani, Paul
- Subjects
SCHOOL dropouts ,SCHOOL children ,SCHOOL closings ,COVID-19 ,SOCIAL skills ,LEARNING ,ITERATIVE learning control - Abstract
This paper presents the findings of longitudinal research conducted in Ethiopia exploring the effects of COVID-19 school closures on children's holistic learning, including their socioemotional and academic learning. It draws on data from over 2,000 pupils captured in 2019 and 2021 to compare primary school children's dropout and learning before and after school closures. The study adapts self-reporting scales used in similar contexts to measure grade 4-6 pupils' social skills and numeracy. Findings highlight the risk of widening inequality regarding educational access and outcomes, related to pupils' gender, age, wealth and location. They also highlight a decline in social skills following school closures and identify a positive and significant relationship between pupils' social skills and numeracy over time. In conclusion, we recommend a need for education systems to promote children's holistic learning, which is even more vital in the aftermath of the pandemic. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
4. Introduction: Overcoming inequalities in teaching and learning
- Author
-
Rose, Pauline
- Published
- 2015
- Full Text
- View/download PDF
5. Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning?
- Author
-
Alcott, Benjamin and Rose, Pauline
- Published
- 2015
- Full Text
- View/download PDF
6. Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan.
- Author
-
Malik, Rabea, Raza, Fizza, Rose, Pauline, and Singal, Nidhi
- Subjects
LEARNING ,PRIMARY education ,CHILDREN with disabilities ,LITERACY - Abstract
Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
7. Understanding higher education access: Inequalities and early learning in low and lower‐middle‐income countries.
- Author
-
Ilie, Sonia, Rose, Pauline, and Vignoles, Anna
- Subjects
- *
HIGHER education , *SOCIAL status , *LEARNING , *EDUCATION , *EDUCATIONAL attainment - Abstract
Globally, access to higher education has increased, but inequalities by socio‐economic background remain. This article explores the relationship between early schooling opportunities (and learning) and progression into higher education in four low and middle‐income countries. We analyse data from the Young Lives longitudinal study, following cohorts of young people from age 5 to 22 in four country settings: Ethiopia, Peru, Vietnam and India. We reveal wide variability in higher education participation between the four countries, with a common pattern of a very strong association between early learning and later higher education participation, even after allowing for a range of demographic characteristics. Whilst early learning is important in predicting later higher education participation, we also find that significant barriers to higher education participation remain for low socio‐economic status groups, even if they initially show good levels of learning. We track the trajectories of children who have initial good levels of learning, and hence arguably the potential to progress to higher education, and assess the extent to which socio‐economic background plays a mediating role in these trajectories. Pupils with initially good levels of learning at primary school age, but who are from poor backgrounds, fall back in terms of their relative attainment during secondary schooling years. This implies that socio‐economic status continues to be a barrier to educational attainment throughout these children's lives. We discuss the implications of these findings for policy initiatives aimed at narrowing inequalities in higher education access in poorer countries. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
8. A rising tide of access: what consequences for equitable learning in Ethiopia?
- Author
-
Iyer, Padmini, Rolleston, Caine, Rose, Pauline, and Woldehanna, Tassew
- Subjects
LEARNING ,EDUCATIONAL surveys ,EDUCATIONAL quality ,PRIMARY schools ,ACADEMIC achievement - Abstract
Primary school enrolment in Ethiopia has more than doubled over the past two decades. In spite of this impressive achievement, and as in many low- and middle-income countries that have experienced rapid expansion, the Ethiopian education system is characterised by a 'learning crisis' in which many children are leaving school without basic numeracy and literacy skills. In this paper, we explore the relationship between low learning levels and the features of an education system characterised by a sudden increase in learners from disadvantaged backgrounds, including 'first generation learners', or students whose parents have never been to school. Using unique longitudinal school survey data, we examine whether first-generation learner status represents an additional layer of disadvantage in the Ethiopian education system; the relationship between first-generation learner status and learning outcomes; and the educational trajectories of first generational learners through primary school. Based on these findings, we consider the implications of a rising tide of access for Ethiopia as it seeks to provide equitable, quality education for all by 2030. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
9. Do government schools improve learning for poor students? Evidence from rural Pakistan.
- Author
-
Aslam, Monazza, Malik, Rabea, Rawal, Shenila, Rose, Pauline, and Vignoles, Anna
- Subjects
PUBLIC schools ,LOW-income students ,EDUCATION ,EFFECTIVE teaching ,ACADEMIC achievement - Abstract
Pakistan's Punjab province has witnessed numerous education reforms in recent years. Many of these reforms have been aimed at improving the well-documented low levels of learning by focusing on improving teaching quality. The rhetoric suggests that government schools, particularly those in rural areas with a more disadvantaged pupil base, are especially ineffective at imparting learning. This paper seeks to investigate whether children in rural Punjab are learning literacy and numeracy over the course of a year, and if so, are some pupils progressing more than others. Using recently collected data, it finds that children in our sample are making progress. Variation in progress is found to be greater within schools rather than across them. The competence and qualifications of a teacher also makes a significant difference to a child's academic progress. The paper further finds differential progress for rich and poor students within schools, suggesting an important role for education policy to put in place targeted support towards those from disadvantaged backgrounds to ensure improvements in their learning keep pace with their peers. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
10. Learning in India’s primary schools: How do disparities widen across the grades?
- Author
-
Alcott, Benjamin and Rose, Pauline
- Subjects
- *
CHILD development , *GENDER inequality , *CHILDREN , *EDUCATION , *PREVENTION , *CROSS-cultural studies ,SOCIAL aspects - Abstract
Using a large-scale household survey, we investigate how disparities in learning change over the primary school cycle. Even controlling for other factors, household wealth and parental schooling drive sizeable gaps in learning, increasing in magnitude over the school grades. Gender gaps also widen, although only among the poorest. In contrast to other countries, overage status is positively associated with learning early on, but its importance dissipates by later grades. While the importance of factors varies across states, household wealth predominates. The analysis highlights the importance of tackling disadvantage associated with poverty early, to avoid its effects on learning becoming entrenched. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
11. Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity.
- Author
-
Rose, Pauline
- Subjects
- *
EDUCATIONAL quality , *ACADEMIC achievement , *EDUCATIONAL forecasting , *LEARNING , *EDUCATIONAL objectives , *READING , *MATHEMATICS education - Abstract
Amongst those engaged in devising post-2015 education targets, there is general agreement on the centrality of quality. However, there is greater debate on whether the quality of education can and should be measured by learning outcomes. Even if learning outcomes are viewed as an appropriate measure, what type of outcomes should be measured? Offering lessons from the goals that were set in 2000, this article highlights the importance of making sure goals and targets are clear and measurable, and put equity at their heart. From a rights-based perspective, the paper proposes tracking progress towards a universal target that, at a minimum, ensures that all children, regardless of circumstance, complete primary school and achieve the basics in reading and mathematics. The paper illustrates the importance of adopting a ‘stepping-stones’ approach to ensure that no one is left behind by 2030, with interim targets that assess progress for the most disadvantaged. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
12. Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana.
- Author
-
Carter, Emma, Rose, Pauline, Sabates, Ricardo, and Akyeampong, Kwame
- Subjects
- *
PRIMARY schools , *EDUCATION , *LEARNING - Abstract
• Research assesses learning in complementary education and school transition in Ghana. • Initial low learning is shown to be associated with subsequent low performance. • Boys are more likely than girls to escape the trap of low performance. • Greater support for most marginalised is needed in complementary and formal schools. This study examines the link between initial school performance on subsequent learning for marginalised children in the Complementary Basic Education programme in Northern Ghana. Specifically, we focus on whether initial low performance of girls and boys differentially affects learning trajectories. Drawing on longitudinal data, we find a significant association between initial and subsequent low performance as students transit into formal education, even after taking account of other potential factors. Boys are more likely than girls to improve from low attainment as they move into formal school. As such, girls are at particular risk of maintaining low levels of learning, and therefore warrant greater support within both complementary and mainstream schooling contexts. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
13. The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme
- Author
-
Kwame Akyeampong, Emma Carter, Pauline Rose, Jennifer Ryan, Ricardo Sabates, Jonathan M. B. Stern, Akyeampong, Kwame [0000-0002-8698-7146], Carter, Emma [0000-0001-6169-3806], Rose, Pauline [0000-0002-6701-6774], Sabates Aysa, Ricardo [0000-0002-1433-5667], Stern, Jonathan MB [0000-0003-3486-5435], Apollo - University of Cambridge Repository, and Sabates, Ricardo [0000-0002-1433-5667]
- Subjects
Literacy ,Cases/Trends ,education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Covid-19 school closure ,Mother-tongue education ,Learning ,Equity ,Ghana ,Education - Abstract
This 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., The Complementary Basic Education Programme was funded by Foreign and Commonwealth Development Office and USAID and managed by the Management Unit at Crown Agents, in partnership with the Ghanaian Ministry of Education and Ghana Education Service.
- Published
- 2022
- Full Text
- View/download PDF
14. Do government schools improve learning for poor students? Evidence from rural Pakistan
- Author
-
Rabea Malik, Shenila Rawal, Monazza Aslam, Anna Vignoles, Pauline Rose, Rose, Pauline [0000-0002-6701-6774], Vignoles, Anna [0000-0002-9268-212X], and Apollo - University of Cambridge Repository
- Subjects
Economic growth ,Government ,learning ,Poverty ,poverty ,media_common.quotation_subject ,Primary schooling ,05 social sciences ,050301 education ,Academic achievement ,Literacy ,Education ,Disadvantaged ,Numeracy ,Political science ,0501 psychology and cognitive sciences ,Pakistan ,Social differences ,primary schooling ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
Pakistan’s Punjab province has witnessed numerous education reforms in recent years. Many of these reforms have been aimed at improving the well-documented low levels of learning by focusing on improving teaching quality. The rhetoric suggests that government schools, particularly those in rural areas with a more disadvantaged pupil base, are especially ineffective at imparting learning. This paper seeks to investigate whether children in rural Punjab are learning literacy and numeracy over the course of a year, and if so, are some pupils progressing more than others. Using recently collected data, it finds that children in our sample are making progress. Variation in progress is found to be greater within schools rather than across them. The competence and qualifications of a teacher also makes a significant difference to a child’s academic progress. The paper further finds differential progress for rich and poor students within schools, suggesting an important role for education policy to put in place targeted support towards those from disadvantaged backgrounds to ensure improvements in their learning keep pace with their peers.
- Published
- 2019
- Full Text
- View/download PDF
15. Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning?
- Author
-
Benjamin Alcott, Pauline Rose, Alcott, Benjamin [0000-0002-2087-7964], Rose, Pauline [0000-0002-6701-6774], and Apollo - University of Cambridge Repository
- Subjects
Economic growth ,Government ,learning ,inequality ,Inequality ,media_common.quotation_subject ,education ,India ,Developing country ,private schools ,Rural india ,Education ,Disadvantaged ,Political science ,Rural education ,Pakistan ,Comparative education ,Socioeconomic status ,media_common - Abstract
It is increasingly recognised that there is a global learning crisis. We investigate this learning crisis through a comparative analysis of rural India and Pakistan. Using data from each country’s Annual Status of Education Report, we demonstrate that socio-economic status and gender are important determinants of whether children are in school or not, the type of school they attend, and whether or not they are learning. While learning varies across the type of school attended, socioeconomic disparities predominate: disadvantaged children in private schools are learning less than more advantaged children in government schools. Gender plays an important role, with disparities between boys and girls being most pronounced among poorer children in Pakistan. In addition, while private tuition improves learning for all children, it does not resolve socio-economic and gender disparities. This study draws attention to the need for policymakers to focus their attention on government schools in both countries given that this is not only where the majority of the poorest children are studying, but also where learning levels are lowest. The fact that rich children in government schools are learning indicates that we ought not to dismiss out-of-hand the role that government schools can play in learning.
- Published
- 2015
16. Learning in India’s primary schools: How do disparities widen across the grades?
- Author
-
Alcott, BM, Rose, PM, Alcott, Benjamin [0000-0002-2087-7964], Rose, Pauline [0000-0002-6701-6774], and Apollo - University of Cambridge Repository
- Subjects
education policy ,learning ,primary education ,poverty ,education ,India - Abstract
Using a large-scale household survey, we investigate how disparities in learning change over the primary school cycle. Even controlling for other factors, household wealth and parental schooling drive sizeable gaps in learning, increasing in magnitude over the school grades. Gender gaps also widen, although only among the poorest. In contrast to other countries, overage status is positively associated with learning early on, but its importance dissipates by later grades. While the importance of factors varies across states, household wealth predominates. The analysis highlights the importance of tackling disadvantage associated with poverty early, to avoid its effects on learning becoming entrenched., The authors are grateful to the UK Department for International Development who funded our ‘think piece’ on overcoming learning inequalities by 2030 (Rose and Alcott, 2015), and ESRC-DFID (ES/M005445/1) for funding of the Teaching Effectively All Children (TEACh), both of which have contributed to the analysis in this paper. Views expressed here are those of the authors and are not necessarily shared by ESRC or DFID or any of the partner institutions.
- Published
- 2017
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.