Data Must Speak: Unpacking Factors Influencing School Performance in Zambia

Autor/inn/en	Rigole, Annika; Sharma, Sonakshi; Bergmann, Jessica
Institution	UNICEF Office of Research – Innocenti (Italy)
Titel	Data Must Speak: Unpacking Factors Influencing School Performance in Zambia
Quelle	(2023), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Effectiveness; Outcomes of Education; Educational Strategies; Access to Education; Educational Quality; Data Analysis; Public Agencies; Foreign Countries; Teacher Characteristics; Student Characteristics; Educational History; Educational Policy; Institutional Characteristics; Learning Management Systems; Academic Achievement; Learning Analytics; Elementary Secondary Education; Grade 7; Scores; Achievement Tests; Cultural Context; Educational Resources; African Languages; English (Second Language); Language Tests; Mathematics Tests; Longitudinal Studies; Trend Analysis; Gender Differences; Teaching Methods; Zambia + Suchen Sie Ihr Suchwort? Schuleffizienz; Lernleistung; Schulerfolg; Lehrstrategie; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Auswertung; Öffentliche Einrichtung; Ausland; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Schulleistung; School year 07; 7. Schuljahr; Schuljahr 07; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsmittel; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Trendanalyse; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Sambia
Abstract	Recognizing that children's learning outcomes generally remain low, in its recent 2017--2021 Education and Skills Sector Plan (ESSP) the Government of Zambia prioritized improving learning outcomes through strategies that addressed gaps in education system quality, access, equity and efficiency. What resources and contextual factors are associated with school performance in Zambia? By merging and analyzing existing administrative datasets in Zambia, 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. [The Data Must Speak (DMS) positive deviance research in Zambia is a collaborative effort made possible by the commitment of the Ministry of Education (MoE) Zambia, UNICEF Zambia, UNICEF Innocenti -- Global Office of Research and Foresight, and key partners from the Zambian education sector.] (As Provided).
Anmerkungen	UNICEF Office of Research - Innocenti. Via degli Alfani 58, 50121, Florence, Italy. Tel: 39-055-20330; Fax: 39-055-2033220; e-mail: florence@unicef.org; Web site: https://www.unicef-irc.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01