What Matters Most for Equity and Inclusion in Education Systems

Wodon, Quentin

doi:10.1596/28094

Cited by 3 publications

(5 citation statements)

References 138 publications

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“…• Engaging with a wide range of stakeholders as part of EdTech interventions -these include stakeholders who sit outside of formal education systems (⇡Rose et al, 2020;⇡Wodon, 2016). This is based on recognising that children facing severe inequalities or marginalisation are likely to be in out-of-school, in non-formal or informal education settings .…”

Section: Holistic Approachesmentioning

confidence: 99%

“…Considering additional resources to implement EdTech interventions -these resources, both human and financial, are needed to implement plans to involve and impact marginalised learners. These resources are often used to remove financial barriers that marginalised children face in being able to access and participate in EdTech intervention⇡Greenhill, 2017;⇡Rose et al, 2020; ⇡UNESCO & UNESCO, 2017;⇡Wodon, 2016).…”

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confidence: 99%

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Gender equality and edtech: what are the barriers and enablers to enhance equity in and through edtech?

2023

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This background paper reviews the literature-based evidence, a set of household surveys and a series of practice-based interventions in relation to educational technologies (EdTech) and gender in the context of Low-and Middle-Income Countries (LMICs), with focused research in Kenya, Sierra Leone and Tanzania.We illustrate that the main categories of factors to consider to design EdTech interventions to support girls' education are the access, use and content of EdTech. We introduce a framework that summarises the findings of this background paper and that can be used to consider these evidence-based factors throughout EdTech interventions.To design inclusive EdTech interventions to support girls' education these factors need to be explored through gender, political economy and intersectional lenses.The evidence for EdTech to support girls' education tends to point to barriers and enablers that need to be considered to design inclusive and egalitarian EdTech interventions (these are summarised in the framework introduced in Page 44). For example, in relation to the access of EdTech, we found that a barrier to inclusive and equitable quality education for all was that girls tended to be less likely than boys to own or be able to access mobile devices in LMICs. We also found that an enabler to improve EdTech access was to use EdTech for nudging and changing inequitable beliefs, although this needs to be carefully considered within context.There are barriers that need to be considered for all EdTech interventions aiming at supporting girls' education in LMICs. These are barriers related to reaching the most marginalised girls with EdTech, for example by ignoring political economy factors or the need for additional support for marginalised children (e.g financial, health or social support); neglecting to collect gender data throughout EdTech intervention; and disregarding the role of contextual inequalities, intersectionality and gender norms in supporting egalitarian learning through EdTech. While these factors are challenges for all educational interventions to some extent, there is a particular risk that without careful consideration, EdTech interventions could exacerbate existing 'digital divides' and increase inequity.

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Section: Holistic Approachesmentioning

confidence: 99%

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confidence: 99%

Gender equality and edtech: what are the barriers and enablers to enhance equity in and through edtech?

2023

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“…What could be done to improve student learning in low income countries especially? While the literature on this topic is vast and cannot be summarized here in any comprehensive way, a few pointers based on a review by Popova (2015, 2016) summarized in Wodon (2016) It is worth noting that the rationale for the third type of interventions on accountability stems from the idea that they provide a shorter route to making schools accountable to students and parents.…”

Section: Improving Student Performancementioning

confidence: 99%

“…(Duflo et al 2012) [4 reviews] and perform (Muralidharan & Sundararaman 2011) [3 reviews]; but design the incentives to improve learning while reducing the risk of strategic countervailing teacher responses (Glewwe et al 2010) [5 reviews] 2. Supplement civil service teachers with locally hired teachers on short term contracts (Duflo et al 2012) [4 reviews], (Banerjee et al 2007) [5 reviews] Source: Wodon (2016), based on Popova (2015, 2016). Crouch and DeStefano (2015).…”

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confidence: 99%

How well do Catholic and other faith-based schools serve the poor? A study with special reference to Africa: part II: learning

Wodon

2020

International Studies in Catholic Education

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This paper 1 is the second in a set of two on the extent to which Catholic and other faith-based schools are serving the poor well. Catholic and other faith-based schools reach millions of children who live in poverty, yet this does not necessarily mean that they are serving these children well enough. The paper considers two separate issues. First, beyond academic subjects, Catholic and other faith-based schools emphasize learning related to values and religion. Do they succeed in doing so? Based on small sample survey data and qualitative fieldwork, as well as broader data on parental satisfaction with schools, the paper provides a tentative and mostly positive answer to this question, at least from the view of parents. The second issue is where performance is weaker. Education systems are affected by a learning crisis in the developing world. All schools should ensure that students learn, but too often this is not the case. The second part of the paper documents this learning crisis and the fact that Catholic and other faith-based schools are not immune to it. This is done in part through a rapid review of the recent World Development Report on education's promise, and a companion piece for sub-Saharan Africa.Estimates of performance for selected African countries are also provided. The results are sobering: too many children are not learning while in school. Finally, the paper briefly summarizes evidence from the literature on interventions that could improve learning, including in Catholic and faith-based schools.

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“…Transparency in the use of school funding is important in terms of public sector integrity and accountability for the use of public resources that are derived from citizen's expenditures and earnings (OECD/IDB, 2014). Transparency about financial resource flows reduces the risk for corruption and misuse of resources if it enables public stakeholders to hold authorities and schools accountable (Wodon, 2016). Reporting on the use of financial resources is an important element for creating transparency in school funding flows.…”

Section: Reportingmentioning

confidence: 99%

Governing school funding

2017

OECD Reviews of School Resources

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What Matters Most for Equity and Inclusion in Education Systems

Cited by 3 publications

References 138 publications

Gender equality and edtech: what are the barriers and enablers to enhance equity in and through edtech?

Gender equality and edtech: what are the barriers and enablers to enhance equity in and through edtech?

How well do Catholic and other faith-based schools serve the poor? A study with special reference to Africa: part II: learning

Governing school funding

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