From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network

Autor/inn/en	Alcott, Benjamin; Rose, Pauline; Sabates, Ricardo; Ellison, Christine
Titel	From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network
Quelle	In: Global Education Review, 7 (2020) 1, S.6-19 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Low Income Groups; Middle Class; Change Strategies; Educational Change; Theories; Networks; Cultural Differences; Foreign Countries; Educational Assessment; Citizen Participation; Government Role; School Role; Agency Cooperation; Parent Role; Socioeconomic Influences; India; Pakistan; Mali; Senegal; Nigeria; Mexico; Mozambique; Kenya; Tanzania; Uganda + Suchen Sie Ihr Suchwort? Mittelschicht; Lösungsstrategie; Bildungsreform; Theory; Theorie; Kultureller Unterschied; Ausland; Education; assessment; Bewertungssystem; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Parental role; Elternrolle; Sozioökonomischer Faktor; Indien; Mexiko; Mosambik; Kenia; Tansania
Abstract	In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01