What is the most valuable evidence for learning?

The paper will examine the nature of the ‘evidence’ that is most valuable in supporting sustainable improvements in education systems. What do we need to learn about what works best in specific contexts, to help children... [ view full abstract ]

The paper will examine the nature of the ‘evidence’ that is most valuable in supporting sustainable improvements in education systems. What do we need to learn about what works best in specific contexts, to help children learn as effectively as possible for their futures?
The paper is based on an independent meta-analysis published in 2013, of evaluations and research studies conducted or commissioned by the Aga Khan Foundation, in 10 countries of operation. Details from more recent studies will be included.The focus is on Early Childhood Development programming, but extends into later years of schooling.
Reflections on research tools, methods and results will highlight challenges encountered, learning from them, and how best to inform future policy, its implementation, and research. Most of the studies were quasi-experimental, implemented with varying degrees of rigour and reliability. Considered together, they tell us more than any one of them alone.
We see, for example, disproportionate attention paid to averages across programmes, with a view to demonstrating success. Whereas often comparisons within programmes, specifically understanding where there are weaker results, can be more valuable in working out what needs to improve. Donors and others frequently push for scientific rigour, mooting a so-called ‘gold standard’. However descriptive statistics can sometimes be more relevant and powerful than sophisticated statistical analysis. Qualitative evidence is essential to maximizing our understanding of what is working and why.

More critically reflective practice and research are needed, including whether an exclusive focus on cognitive achievement is appropriate in assessing children’s skills.