Divisions as opportunities: Promoting quality assessment practice and data through a regional Resource Centre

• In Event: Global perspectives on technology, political economy, and (de)funding of international development

Proposal

 

Abstract:
In education for international development, divisions can take many forms. Uncertainty and inadequacy surrounding North-South technical support, the prioritising of a global agenda over Government-focused change, and questions over sustainability represent some areas that threaten divergence when developing education systems in majority world countries. Yet, if the model of technical assistance is reshaped through truly recognising knowledge, innovations and solutions can exist within the Global South. External support, when needed, should focus on supporting systematic sharing, scaling and adaption of the solutions, enabling these potential divisions to become opportunities to affect deep and sustainable change. This paper reflects on an innovative South led initiative, supported by international technical collaboration, to establish a regional Educational Assessment Resource Centre (EARC) which responds to these potential divisions through its design and implementation.   
The EARC is a hub dedicated to sharing insights, best practice, existing resources, and expertise with technical and political stakeholders at all levels across Eastern Africa and beyond. It is a local/regional-led community which helps to upskill stakeholders and support countries’ efforts to provide quality learning data to better monitor learning and inform teaching, from assessment data qualified for reporting to the Sustainable Development Goal 4.1.1. to more formative classroom assessment practices. It was initiated by a national assessment authority in East Africa, capitalising on their connection, implementation experience, and understanding of the context and needs in the country and in the region. The input from external partners is through collaborations and in areas identified by the national and regional stakeholders.    
In the current climate of international development, the consideration for sustainability is more prominent than ever and central to the establishment of the EARC. One of the core offers of the resource centre is the provision of tailored capacity building programmes for national and regional assessment practitioners and stakeholders on quality assessment practices and data driven decision making. The offer of the centre is fully driven by stakeholders’ needs based on years of experience pioneering assessment initiatives, implementing all large-scale assessments in the education system, and needs consultation by the leading national assessment authority. It is envisaged that the centre will be self-sustaining in the intermediate term as it caters to on-going national and regional demands in a much-needed technical area that drives educational changes.   
The EARC offer differs from many existing knowledge sharing and capacity building model through a peer-learning and mentoring network established among experts and policy makers in the South. The area, approach and timeline of collaboration with external/international partners are also determined by the country/region and closely aligned with the most pressing technical needs in the establishment of EARC. It intends to achieve a better balance between South-North collaboration and to promote South-South exchange and the flow of knowledge across borders. This is partly through equipping stakeholders with knowledge and tools to contribute to established global dialogues as well as forging new channels. Additionally, it also intends to narrow the divide that sometimes seems to exist between government and non-government organisations and between different international development partners through providing a channel for knowledge sharing and on-going dialogue.   
Some of the intermediate and long-term outcomes and impacts of the EARC are envisaged to be: 1) Increased cross-country collaboration and policy alignment on assessment within the Global South; 2) Better information for assessment policy and decision makers when making choices for their local systems and contexts; 3)Empowered practitioners and policymakers leading homegrown solutions; 4) Evidence-based solutions that are workable within the context, scaled across multiple contexts; and 5) Reduced duplication of efforts in all aspects of assessment implementation.   
The planning and building of the EARC is with careful consideration of the immediate, intermediate and long-term outcomes and impact. At this stage, it is clear to all stakeholders involved that the objectives will not be achieved effectively and sustainably in the short-term and this will continue to be an ongoing learning process.     
Specifically, this presentation will share the theory of change of the establishment of EARC, its current progress and how the structure of the EARC supports inclusive and effective cross-country/South-North collaboration and South-South exchange. It will review and reflect on how the EARC offers a potential model for reimagining existing challenges as opportunities, reshaping means of technical collaboration, fostering inclusive dialogues and responding to the urgent need for more quality data around the world.  

Authors

• Anne Ngatia, The Kenya National Examinations Council (KNEC)

• Pei-tseng Jenny Hsieh, National Foundation for Educational Research

• Tara S Paxman, NFER