Learning assessment is essential for education systems to provide quality and equitable education. Education partners, both national and international, are supporting education systems around the world in their efforts to develop and implement holistic learning assessment strategies and mechanisms. In many cases, examining how learning is being…

The United Nations has set forth an ambitious vision for education systems around the globe: cultivating life-long learning from early childhood through an individual's civic and work life. Schools must support children and youth in basic learning--including crucial socio-emotional, literacy, and numeracy competencies--to contribute to sustainable…

The COVID-19 pandemic disrupted education provision at an unprecedented scale, with education systems around the world being impacted by extended school closures and abrupt changes to normal school operations. The Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the health crisis, and how…

No country can afford mass access and high quality-it will never happen (Altbatch, 2012). Massification has characterized global higher education since the mid-1940s starting in the United States, spreading to Europe and East Asia in the 20th Century, before expanding to Sub-Sahara Africa. Various scholars have linked massification, and the…

The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of…

This report, which has been developed through a partnership between the African Union Commission (AUC) and UNICEF, aims to: (1) track the progress that African nations have made in education, especially in relation to Sustainable Development Goal 4 (SDG4) and the Continental Education Strategy for Africa (CESA) goals; (2) identify the challenges…

Universalisation of primary education (UPE) has been a global issue since the early sixties, yet several decades later and even in the 21st century, many countries in Sub-Saharan Africa are still grappling with it. Unlike their counterparts in the developed world, its realisation in developing countries has been faced with a myriad of constraints.…

In the face of increasing social demand and cutbacks in state budgetary support, universities in African countries are now turning towards a multicampus system strategy. As African governments have adopted neoliberal education policies that place premium on entrepreneurialism, profit making, privatization, and markets as drivers of university…

Higher education is a key factor in a nation's effort to develop a highly skilled workforce for competing in the global economy. In this paper, current trends in accessibility, equity, participation and financing of higher education in Kenya are examined. The paper explores the challenges which need to be confronted and discusses the way forward…

Educational reforms are crucial in a country if the reforms benefit the intended target group. One of the educational reforms in Kenya was the introduction of Free Primary Education. This was informed by the need to improve access and equity in provision of education. Informed by the need to eradicate ignorance, poverty and disease, the…

This paper is a reading of the "Free Primary Education" (FPE) policy in Kenya through the lenses of critical theory/pedagogy. The study critiques the National Alliance Rainbow Coalition (NARC) government for adoption of the Freirian banking model to design and implement the policy. The paper argues that such a model has ended up…

Despite all intentions in the course of the Bologna Process and decades of investment into improving the social dimension, results in many national and international studies show that inequity remains stubbornly persistent, and that inequity based on socio-economic status, parental education, gender, country-of-origin, rural background and more…

While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya,…

Forty-five years have passed since Kenya gained independence and almost 30 years since the feminist revolution ushered in a global gender and development agenda. While Kenya's development agenda had a functionalist orientation aimed at modernisation, the outcome of efforts to promote education development cannot be understood without an…

Children's adaptive preference and capabilities are considered in relation to literature on children's voice, agency and adult adaptation. Data collected for projects on gender and schooling in South Africa, Kenya, Tanzania and Nigeria are analysed to show how adaptation and distinctions between absolute and relative poverty are helpful in…