System Coherence for Learning: Applications of the RISE Education Systems Framework

Kaffenberger, Michelle; Spivack, Marla

doi:10.35489/bsg-risewp_2022/086

Cited by 11 publications

(11 citation statements)

References 11 publications

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“…A learning profile is a representation of the empirical relationship between the level of any measure of learning (acquired skill, capability, competency) and a child's grade or age (Kaffenberger 2019). A learning profile for a given individual is the level of capability that individual achieves or would achieve from their completion of each level of instruction/grade.…”

Section: I) Learning Profiles and Education Povertymentioning

confidence: 99%

Towards a right to learn: concepts and measurement of global education poverty

Kaffenberger¹,

Pritchett²,

Viarengo³

2023

Research Handbook on Measuring Poverty and Deprivation

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The idea that children have a "right to education" has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948 and periodically reinforced since. The "right to education" has always, explicitly or implicitly, encompassed a "right to learn." Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education's cumulative and dynamic nature, education poverty needs an "early" standard (e.g., Grade 3 or 4 or age 8 or 10) and a "late" standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low-and middle-income countries and can inform prioritization and action, and a higher "global" standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.

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Section: I) Learning Profiles and Education Povertymentioning

confidence: 99%

Towards a right to learn: concepts and measurement of global education poverty

Kaffenberger¹,

Pritchett²,

Viarengo³

2023

Research Handbook on Measuring Poverty and Deprivation

View full text Add to dashboard Cite

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“…To this end, many types of learning assessments have been used to inform learning goals. Citizen-led assessments, such as the ASER and Uwezo assessments 9 ; national, regional, and international assessments; and program-level assessments administered at the beginning of a program have been used to inform action on setting learning goals and improving learning outcomes (Crouch 2020;Loureiro and Cruz 2020;Kaffenberger and Spivack 2022;Piper et al 2018;Gove and Wetterberg 2011). In the Tusome example, poor results on Uwezo assessments and Early Grade Reading and Math Assessments provided a wake-up call on poor literacy achievement, driving action and informing appropriate goals.…”

Section: Principles For Aligning Instruction For Learningmentioning

confidence: 99%

Evaluating Systems: Three Approaches for Analyzing Education Systems and Informing Action

Kaffenberger¹,

Silberstein²,

Spivack³

2022

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While conventional interventions and evaluations address the symptoms of the learning crisis, there is growing acknowledgement that widespread and sustained learning improvements will require systems approaches that diagnose and address the root causes of low learning. This paper presents and applies three methods to evaluate education systems and inform how to improve system coherence for learning. First, we use learning trajectories to evaluate the dynamics of children’s learning in 22 low- and middle-income countries. Second, we present a set of principles called the ALIGNS principles and show how they can be used to evaluate and improve alignment of curricula, assessments, and teacher support and instruction. Finally, we present a systems diagnostic framework and apply it to a program in South Africa, showing how the program takes a systems approach to improve learning. These tools help concretize systems thinking and bring insights to bear on the design and evaluation of policies and programs intended to improve learning.

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“…very slow average increases in learning (Patrinos and Angrist, 2018). Among the 95 non-OECD countries included, estimates suggest that on current trajectories it would take these countries, on average, 102 years to reach average OECD learning levels (Kaffenberger and Spivack, 2019).…”

Section: Insightsmentioning

confidence: 99%

Building on Solid Foundations: Prioritising Universal, Early, Conceptual and Procedural Mastery of Foundational Skills

Belafi¹,

Hwa²,

Kaffenberger³

2020

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In 1990, the global community, gathered for the World Conference on Education for All in Jomtien, Thailand, declared that all children should be provided a quality education to "meet their basic learning needs" (World Declaration on Education for All, 1990). This focus on learning was amplified by the adoption of the Sustainable Development Goals (SDG) in 2015, which include a target to provide every child with an education that leads to relevant and effective learning by 2030 (SDG 4.1). Despite these commitments, the world is far from reaching these goals. Learning levels are low in many low-and middle-income countries. Furthermore, in many countries, learning outcomes at a given grade have declined in recent years, and in some countries, cohort learning levels are lower in spite of enrollment increases. Evidence suggests that continuation of 'business as usual' efforts by education systems are unlikely to achieve the large gains needed to reach global learning goals. The World Bank's Harmonized Learning Outcomes, for example, which provide standardised learning measures spanning recent decades, indicate

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System Coherence for Learning: Applications of the RISE Education Systems Framework

Cited by 11 publications

References 11 publications

Towards a right to learn: concepts and measurement of global education poverty

Towards a right to learn: concepts and measurement of global education poverty

Evaluating Systems: Three Approaches for Analyzing Education Systems and Informing Action

Building on Solid Foundations: Prioritising Universal, Early, Conceptual and Procedural Mastery of Foundational Skills

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