Indonesia: using open school data to improve transparency and accountability
Paris, UNESCO-IIEP, 2018
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When education is free of corruption, and a strong culture of transparency and accountability prevails, doors can open for millions of children and youth worldwide. They can access their right to quality education. To accelerate, how can the education sector join forces with civil society organizations? Education Out Loud grantees from Tanzania, Cambodia, and Zimbabwe explain how.
The latest book in our global exploration of open school data to combat corruption in education is now out, with an in-depth look at initiatives from across Latin America.
A new publication from IIEP-UNESCO investigates the use and impact of school report cards in sub-Saharan Africa as a means to promote transparency and accountability while keeping corruption at bay.
This case study compares the design and implementation of two major open school data initiatives in Bangladesh, namely the government-led open school data programme developed by the Directorate of Primary Education (DPE), and Transparency International Bangladesh (TIB) report cards. As a citizen-led initiative, the TIB strives to empower parents of students in selected public primary schools through useful school data published in leaflets, information boards and desks, interactive discussions at mothers’ gatherings, and meetings with authorities.
This case study compares the design and implementation of two major open school data initiatives in Punjab, Pakistan. It looks at the school report cards developed under the Programme Monitoring and Implementation Unit (PMIU), which is government-led and the largest, most comprehensive data-collection platform in the country. It also looks at the Annual Status of Education Report (ASER) programme, which is a household-based, citizen-led initiative that focuses primarily on rural areas
Six case studies from Asia and the Pacific look at how open school data can create a more transparent and accountable education system.
Paris, UNESCO-IIEP, 2018
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