Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary?

This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia. Given their importance to GEQIP-E reforms,the analysis focuses on a few indicators including student learning outcome differences across regions, gender, and urban-rural locality; girls to boys’ enrolment ratio across grades; school educational resources and facilities; contribution of the school environments for girls to attend school; and enrolment and learning of children with disabilities

GEQIP-E Implementation Practices and Value-Added Learning at Primary Schools in Ethiopia

This paper focuses on research from the RISE Ethiopia team and addresses two major objectives: analysing the progress made towards achieving key goals under the four focus areas of GEQIP-E and whether the indicators of GEQIP-E implementation have been associated with estimated improvements in numeracy over one academic year

Trends in Mathematics Learning in Ethiopia: 2012-2019

This insight note reports trends in mathematics learning for Grade 4 pupils in Ethiopia and is based on a longitudinal survey of 33 schools between 2012-13 and 2018-19

Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and after They Reopened

This Insight note aims to estimate the magnitude of learning loss attributable to the Covid-19 pandemic in Ehtiopia by comparing the numeracy levels and progress of Grade 1 and Grade 4 pupils across two academic years: 2018-19 and 2020-21 and suggests that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas

Comparison of the observed and imputed data for those with Visual perception scores and KS3 Maths and English scores (n = 4512) and for children excluded from the analysis.

<p>*Comparing those included (observed) to those excluded.</p

Parameter estimates for measures of visual perception (in quartiles) as predictors of school reading test results.

<p>Legend:Analyses adjusted for age at KS3 testing; Gender; Maternal education; Highest maternal/paternal social class; ICD10 diagnosis; visual problems, born at less than 37 weeks gestation; admitted to a Special Care Baby Unit in first month; low birthweight; IQ.</p

Distributions of raw scores obtained by summing maternal responses to 12 questions on visuoperceptual abilities in their 13-year old children.

<p>Legend:(a) all who responded (n = 6870), (b) included in analysis (4414) and (c) with an ICD-10 diagnosis affecting development (n = 102).</p

Parameter estimates for measures of visual perception (in quartiles) as predictors of school mathematics test results.

<p>Analyses adjusted for age at KS3 testing; Gender; Maternal education; Highest maternal/paternal social class; ICD10 diagnosis; visual problems, born at less than 37 weeks gestation; admitted to a Special Care Baby Unit in first month; low birthweight; IQ.</p

Parameter estimates (β) for associations between VP abilities and school test results at 13–14 years in ALSPAC participants.

<p>Legend for <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0014772#pone-0014772-t003" target="_blank">Table 3</a>.</p><p>“All questions” refers to the score obtained by summing for each child all responses to questions about visual perceptual (VP) abilities.</p><p>*Model 1 is adjusted for Age at KS3 testing; Gender; Maternal education; Highest maternal/paternal social class; ICD10 diagnosis; visual problems, born at less than 37 weeks gestation; admitted to a Special Care Baby Unit in first month; low birthweight; total IQ.</p><p>**Model 2 is model 1 and additional adjustment for KS2 results.</p

Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case

This paper aims to understand the impact of the Second Phase of Ethiopian General Education Quality Improvement Project (GEQIP-II) reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys