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1. Let Us Continue Learning: Lessons from Madagascar for Improving Access and Retention of Vulnerable Children in Secondary School. Innocenti Research Brief 2021-04

Author

UNICEF Office of Research – Innocenti (Italy), Valenza, Marco, Chávez, Cirenia, Rigole, Annika, Clemons, Andrea, Fortin, Alvaro, and Mattellone, Erica

Abstract

Malagasy adolescents face severe challenges in accessing and completing basic education. Among those students who complete the primary cycle, one in four does not transition into lower secondary school. Economic constraints among vulnerable households coupled with low-quality education result in widespread dropout and poor learning outcomes. Acknowledging these multidimensional barriers, UNICEF Madagascar leveraged funds from the Let Us Learn (LUL) programme to implement a two-pronged strategy to support Malagasy children in accessing and continuing lower secondary school. The Catch-up Classes provide out-of-school adolescents with a learning pathway to build the foundational literacy and numeracy skills they need to resume studying in formal school. Conditional cash transfers target families with children who are at risk of abandoning school after completing the primary cycle. This brief builds on programme monitoring data, impact evaluations and qualitative insights from the field to highlight lessons learnt and actionable recommendations for accessing and continuing vulnerable children's secondary education.

Published
2021

2. On Enhancing the Cross-Cultural Comparability of Likert-Scale Personality and Value Measures: A Comparison of Common Procedures

Author

He, J., Van De Vijver, Fons J.r., Fetvadjiev, Velichko H., De Carmen Dominguez Espinosa, Alejandra, Adams, B.G., Alonso-arbiol, Itziar, Aydinli-karakulak, Arzu, Buzea, Carmen, Dimitrova, Radosveta, Fortin, Alvaro, Hapunda, Given, Ma, Sang, Sargautyte, Ruta, Sim, Samantha, Schachner, Maja K., Suryani, Angela, Zeinoun, Pia, Zhang, Rui, Mõttus, René, Department of Methodology and Statistics, and Department of Social Psychology

Subjects
Social Psychology, Acquiescence, media_common.quotation_subject, 05 social sciences, Comparability, 050109 social psychology, Conscientiousness, 050105 experimental psychology, External validity, Personality, Raw score, 0501 psychology and cognitive sciences, Measurement invariance, Psychology, Categorical variable, media_common, Clinical psychology
Abstract

This study aims to evaluate a number of procedures that have been proposed to enhance cross–cultural comparability of personality and value data. A priori procedures (anchoring vignettes and direct measures of response styles (i.e. acquiescence, extremity, midpoint responding, and social desirability), a posteriori procedures focusing on data transformations prior to analysis (ipsatization and item parcelling), and two data modelling procedures (treating data as continuous vs as ordered categories) were compared using data collected from university students in 16 countries. We found that (i) anchoring vignettes showed lack of invariance, so they were not bias–free; (ii) anchoring vignettes showed higher internal consistencies than raw scores where all other correction procedures, notably ipsatization, showed lower internal consistencies; (iii) in measurement invariance testing, no procedure yielded scalar invariance; anchoring vignettes and item parcelling slightly improved comparability, response style correction did not affect it, and ipsatization resulted in lower comparability; (iv) treating Likert–scale data as categorical resulted in higher levels of comparability; (v) factor scores of scales extracted from different procedures showed similar correlational patterning; and (vi) response style correction was the only procedure that suggested improvement in external validity of country–level conscientiousness. We conclude that, although no procedure resolves all comparability issues, anchoring vignettes, parcelling, and treating data as ordered categories seem promising to alleviate incomparability. We advise caution in uncritically applying any of these procedures. Copyright © 2017 European Association of Personality Psychology

Published
2017

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