You searched for www.seoul-massage7.xyz | Results for Development https://r4d.org/ Corporate Website Wed, 01 Apr 2026 16:11:48 +0000 en-US hourly 1 https://wordpress.org/?v=7.0.4 Agnes Gatome-Munyua https://r4d.org/about/our-team/agnes-gatome-munyua/ Tue, 02 Apr 2019 16:13:32 +0000 https://www.r4d.org/?post_type=expert&p=6877 Agnes Gatome-Munyua is a health financing professional with more than 15 years of experience in health financing, specifically, strategic purchasing in Africa.

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]]> Agnes Gatome-Munyua is a health financing professional with more than 15 years of experience.

At Results for Development (R4D), Ms. Gatome-Munyua is a program director on the health team. She currently shares her time between the Financing Accelerator Network for Non-Communicable Diseases (FAN) and Advancing Realistic Health Systems Design and Planning for Primary Health Care (HSDP) projects.

She has also worked on the Strategic Purchasing Africa Resource Center (SPARC), Cross Programmatic Efficiency Analysis and the Act to End Neglected Tropical Diseases | East. She has broad experience in strategic purchasing and provider payment in Africa and Asia from her work on SPARC and as a technical facilitator on the Joint Learning Network for Universal Health Coverage (JLN).

In previous roles, Ms. Gatome-Munyua was a health financing specialist at Abt Associates where she worked on USAID-funded regional and global projects. In these roles, she supported private health insurers increase low-cost health insurance sales, costed health services across East African countries, conducted policy analysis, supported an IT firm to develop an electronic data interchange for claims processing, conducted market research for health insurance, and led a communication campaign to increase uptake of health insurance. She also participated in public-private sector engagement and dialogue and health financing forums at country and regional levels.

Ms. Gatome-Munyua has a master’s degree in health policy planning and financing from the London School of Economics and Political Sciences and London School of Hygiene and Tropical Medicine and a bachelor’s degree in medicine and surgery from the University of Nairobi. She is a member of the International Health Economics Association, Health Systems Global and African Health Economics and Policy Association.

Articles & Publications

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]]> Eric Daniel Ananga https://r4d.org/about/our-team/eric-daniel-ananga/ Mon, 06 Nov 2023 22:10:17 +0000 https://r4d.org/?post_type=expert&p=13689 Professor Eric Daniel Ananga is a researcher and education specialist with over 15 years of experience working in international development.

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]]> Professor Eric Daniel Ananga is a researcher and education specialist with over 15 years of experience working in international development. He has accumulated substantial experience in education policy development, curriculum and assessment design within the education landscape in Ghana and across Africa. In Ghana, Professor Ananga has developed national and institutional strategic plans, developed curriculum and assessment materials for teacher education and basic and secondary schools, and has advised the government on educational systems and reforms. Further, he has facilitated the development of series of national policies including Early Childhood Education policy, Costed Implementation Plan, Implementation Guideline, Monitoring and Evaluation Framework, Teacher Education Assessment Policy, and the School Inspection Policy, as well as Teacher Education Reform Policy.

He has been a professor in education at the University of Education Winneba, in various positions including Head of National Centre for Research into Basic Education, Director Externally Funded Research Projects, and teaching and supervising undergraduate and post graduate programs. In this role, he managed a series of research projects in the University of Education. Professor Ananga’s experience also includes developing and advising government on education policy and annual evaluation of performance contracts of the agencies of education in Ghana.

Professor Ananga currently serves as a member of the following boards:

  • Member, National Council for Curriculum and Assessment
  • Member, Ghana’s Basic and Secondary Education Research Group
  • Founding Member and Secretary, Ghana Education Research Association.
  • Member, World Education Research Association,
  • Member, British Association of International Education, UK
  • Member, Comparative International Education Society, USA
  • Member, International Council on Education for Teaching, UK
  • Member, African Leaders in Education Research
  • Member, University Teachers Association of Ghana, Ghana

Additional Resources

 

  • Early Childhood Education Policy Guideline (September 2020)
  • Monitoring and Evaluation Framework Costed Implementation Plan for Ghana’s Early Childhood Education Policy (September 2020)
  • Policy Implementation Guideline for Ghana’s Early Childhood Education Policy (September 2020)
  • https://youtu.be/ZMB4V8IU0J0?si=sxtTRxnXB0tFEdeg
  • Teaching Learning Material Package (TLMP) for Early Childhood Education in Ghana (July, 2018)
  • National Teaching Standards (2018)
  • National Teacher Education Assessment Policy (NTEAP): (September, 2019)
  • Emergency Remote Online Learning and Assessment Guide (EROLA): (April, 2020)
  • Equity and Inclusion Toolkit for Preparing Teacher Trainees (2019)
  • Ghana’s Education Strategic Plan 2018-2030
  • Savings groups and educational investments. Cameron S and Ananga E.D., (2015) Policy Brief. Available at http://www.plan- uk.org/resources/documents/savings-groups-and-educational-investments-research-briefing.pdf
  • University Education, Employability and Skills Gap in Ghana: Perspectives of Students. Ananga E.D., (2015) International Higher Education, www.britishcouncil.org/education/ihe
  • Students in the driving Sit: Perspectives of Students. International Higher Education McCowan Tristan, Walker M, Ananga E.D.,
  • Adedeji S, (2015), www.britishcouncil.org/education/ihe
  • Dropping Out of School in Southern Ghana: The Push-out and Pull-out Factors Ananga E. D., (2011), www.eldis.org/document/A61367
  • Typologies of Dropout in Southern Ghana Ananga, E. D., (2010) http://ww.createrpcorg/publications/policybriefs/
  • Reducing School Dropout through Inclusive Approaches to education in Ghana Akyeampong, A.K. & Ananga E. D., (2010). http://www.eldis.org/index.cfm?objectid=132A5AA5-9E0B-0456-5BB24B4C5495B04E
  • Ananga E. D., Amos P., 2017. Graduate Unemployment in Ghana: Obstacles facing fresh Graduates in search of Employment, Journal of Education and Innovation Vol 1 (1) pg. 16-22
  • Ananga E. D., and Anapey G.M., 2016. Career aspiration and employability skills Development: voices of Ghanaian university students, Ghana Journal of Higher Education Vol 2 pg. 1- 17
  • Cameron S and Ananga E. D., 2015. “Saving Groups, Livelihoods and Education: Two Case Studies in Ghana”, International Journal of Development Vol 27 (7) pg. 1027 -1041
  • Ananga, E. D, 2013. Child Migration and Dropping Out of Basic School in Ghana: The Case of Children in a Fishing Community, Creative Education, 4, 405-410. doi: 10.4236/ce.2013.46057
  • Ananga, E. D., 2013. Demand side factors that pulled children out of school in Ghana: the case of school children in Mfantseman municipality, (IJERD) Vol. (2) 3-20
  • Dunne, M & Ananga, E. D., 2013. Dropping out: identity conflict in and out of school in Ghana”, International Journal of Educational Development (IJED) 33(2) 196- 205
  • Ananga, E.D., 2012. The push-out factors that cause children to dropout of basic school in Ghana, South African Education Review (SARE) 18(2): 90-104
  • Ananga, E. D., 2011. Typology of Dropout: The Dimensions and Dynamics of Dropout in Ghana, International Journal of Educational Development (IJED) (31) 4: 374-381
  • Universities, Employability and Inclusive Development: Repositioning Higher Education In Ghana, Kenya, Nigeria and South Africa, McCowan T, Walker M, Fongwa S, Oanda I, Sifuna D, Adedeji S, Oyebade S, Ananga E.D, Adzahlie- Mensah V, and Tamanja E. (2016) Pg. 77-90. Available at: https://ereadiness.kenet.or.ke/sites/default/files/ctools/Graduate%20employability%20final%20report.pdf
  • Saving Groups and educational Investments. Plan UK Project Report Finsgate 5-7 Cranwood Street London UK. Cameron S and Ananga E.D., (2015). Available at: http://www.plan-uk.org/resources/documents/saving-groups-and- educational-investments.pdf/
  • Grants Writing Manual for UEW, Ananga E.D., Nutakor J., Enyan., J (2015)
  • University Education, Employability and Skills Gap in Ghana: Perspectives of Students. Ananga E.D., (2015) International Higher Education. Available at: www.britishcouncil.org/education/ihe
  • Saving Groups and educational Investments. Plan UK Project Report Finsgate 5-7 Cranwood Street London UK. Cameron S and Ananga E.D., (2015). Available at: http://www.plan-uk.org/resources/documents/saving-groups-and- educational-investments.pdf/
  • Education Sector Analysis on Equity in Ghana. Leclercq F, Ananga, E.D, Kageler S. Danquah M (2017) A technical report prepared for Ghana’s Ministry of Education,
  • Education Sector Analysis on Systems Capacity in Ghana. Leclercq F, Ananga, E.D, Kageler S. Danquah M (2017). A technical report prepared for Ghana’s Ministry of Education
  • Validation Survey of the State of Early Childhood Education in Ghana. This survey was conducted in 9 districts in the northern, central and southern zones of Ghana’s 10 regions. Ananga E.D., (2018) Research Report
  • Survey of the state of inclusion in Ghanaian basic schools. This survey was conducted in 9 districts in the northern, central and southern zones of Ghana’s 10 regions. Ananga E.D., and Hayford S. (2018) Research Report
  • Managing the Effects of Large Class-size on Quality Education in Ghana. This survey was conducted in 9 districts in the northern, central and southern zones of Ghana’s 10 regions. Ananga E.D., and Tamanja E, (2017) Research Report
  • Effect of Teacher Participation in Distance Education on Basic Education Ghana: A Case Study of Central Region. Ananga E. D., Tamanja E, Adzahlie-Mensah V., and Amos P., (2016) A Research Report on Instructional Time lost.
  • Graduate Employability and Inclusive Development in Ghana: Survey of Employer Satisfaction with graduates’ employability skills 3rd year Study. Ananga E. D., (2016). Unpublished project report
  • Scooping Study on the status of Colleges of Education prior to their transformation to tertiary institutions in Ghana.
  • Anamuah-Mensah, J., Alsop. T., Ananga E. D., (2015). Technical Report.
  • Graduate Employability and Inclusive Development in Ghana: Evidence from Students 2nd year Study. Ananga E. D., (2015). Unpublished project report
  • Graduate Employability and Inclusive Development in Ghana: Evidence from management of universities and policy makers 1st year Study. Ananga E. D., (2014). Unpublished project report
  • End-line Evaluation of Ghana Reads Programme. Ananga E. D., and Anapey G.M. (2014).
  • Midterm Evaluation of Ghana Reads Programme. Ananga E. D., Adzahlie-Mensah, V. and Anapey G.M. (2014).
  • Evaluation of Girl Child Education Interventions in Ghana in Ghana. Ofori, R. Ananga, E.D., Amos, P., Aduenu, B. (2013). Unpublished report
  • Baseline Survey of Enhanced HIV and AIDs Model: Ananga, E.D., Ofori, R. Adzahlie-Mensah, V. Amos, P. (2013). Report for GES/SHEP/UNICEF Ghana
  • Regional Situation Analysis on Out-of-School Children in the Eastern and Southern Africa Region. Dunne, M, Sabates, R, Ananga, E. D, Delprato, M, Hernandez-Fernandez, J, Zeitlyn, B., (2011). Unpublished report

 

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]]> Stephen Dajaan Dubik https://r4d.org/about/our-team/stephen-dajaan-dubik/ Tue, 17 Oct 2023 14:31:34 +0000 https://r4d.org/?post_type=expert&p=13606 Mr. Stephen Dajaan Dubik is a public health professional with over 7 years of experience in health research, providing technical and operational support for project implementation. He is experienced in project management, policy analysis, scientific and project/technical report writing, field surveys and supervision. Additional areas of interest and research include health systems, maternal and child […]

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]]> Mr. Stephen Dajaan Dubik is a public health professional with over 7 years of experience in health research, providing technical and operational support for project implementation. He is experienced in project management, policy analysis, scientific and project/technical report writing, field surveys and supervision. Additional areas of interest and research include health systems, maternal and child health, water, sanitation and hygiene (WASH) and nutrition.

At Results for Development (R4D), Mr. Dubik is FHM Engage and Frequent Assessment of Systems and Tools for Resilience (FASTR) program officer for Ghana. He supports the FHM Engage and FASTR activities in Ghana by performing administrative, project management, research, business development, and communication tasks, among others. At FHM Engage, he specifically supports activities relating to the Network of Practice (NoPs), Health Facility Regulatory Authority (HeFRA) and data systems and governance with the Ministry of Health. At FASTR, he is supporting activities leading to the strengthening of health systems and RAMNCAH-N outcomes through rapid cycle analytics and data use for decision-making.

Prior to joining R4D, Mr Dubik was a technical officer for JICA MNH-KAIZEN project where he led the project activities in the Northern region of Ghana. He also provided consultancy services to notable organizations such as the World Health Organization, International Water Resource Center-Ghana (IRC-Ghana), and Fujita Planning Co., Ltd. As a consultant, he led a team of technical experts to develop the National Patient Safety Strategy for Ghana.

Mr. Dubik is a published academic author and has written and published over 16 journal articles on health systems, maternal and child health, WASH, infection control and nutrition.

Mr. Dubik holds a Master of Philosophy degree in public health nutrition from the University for Development Studies, a Master of Public Health from the University of Ghana, a Bachelor of Science in public health from the University of Ghana and a Diploma in education from the University of Cape Coast. He speaks English, Twi and his native language Moar.

Publications

 

Dubik, S. D., Amegah, K. E., Kwakye, A. T., & Ashinyo, M. E. (2024). Examining factors driving inequities in water, sanitation, hygiene, and waste management services in healthcare facilities in Ghana: An analysis of routine national data. Journal of Water, Sanitation and Hygiene for Development, 14(1), 27-39.

Dubik, S. D., Amegah, K. E., Owusu-Asare, A. A., Kwakye, A. T., Akufo, C., Amponsah, J., … & Ashinyo, M. E. (2024). Multimodal strategies to hand hygiene in Ghanaian hospitals: a cross-sectional study in the Eastern Region of Ghana. BMJ Public Health, 2(1).

Ashinyo, M. E., Amegah, K. E., Kariyo, P. C., Ackon, A., Asrat, S., & Dubik, S. D. (2022). Status of patient safety in selected Ghanaian hospitals: a national cross-sectional study. BMJ Open Quality, 11(4), e001938. https://bmjopenquality.bmj.com/content/11/4/e001938.full

Ashinyo, M. E., Duti, V., Dubik, S. D., Amegah, K. E., & Alhassan, R. K. (2023). Experiences of postnatal mothers with quality of care including water, sanitation and hygiene amenities during the outbreak of COVID-19 in Ghana: An institutional cross-sectional study. Public Health in Practice, 5, 100361. https://www.sciencedirect.com/science/article/pii/S2666535223000071

Dubik, S. D., Ahiable, E. K., Amegah, K. E., Manan, A., Sampong, F. B., Boateng, J., … & Sarpong, C. (2023). Risk factors associated with COVID-19 morbidity and mortality at a national tertiary referral treatment centre in Ghana: a retrospective analysis. PAMJ Clin Med. https://www.clinical-medicine.panafrican-med-journal.com/content/article/11/17/full/

Dubik, S. D. (2022). Understanding the facilitators and barriers to COVID-19 vaccine uptake among teachers in the Sagnarigu Municipality of Northern Ghana: a cross-sectional study. Risk Management and Healthcare Policy, 311-322. https://www.dovepress.com/understanding-the-facilitators-and-barriers-to-covid-19-vaccine-uptake-peer-reviewed-fulltext-article-RMHP

Dubik, S. D., Amegah, K. E., Alhassan, A., Mornah, L. N., & Fiagbe, L. (2019). Compliance with Weekly Iron and Folic Acid Supplementation and Its Associated Factors among Adolescent Girls in Tamale Metropolis of Ghana. Journal of Nutrition and Metabolism, 2019. https://www.hindawi.com/journals/jnme/2019/8242896/

Dubik, S. D., & Amegah, K. E. (2021). Prevalence and determinants of early initiation of breastfeeding (EIBF) and prelacteal feeding in Northern Ghana: A cross-sectional survey. PloS one, 16(11), e0260347. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0260347

Dubik, S. D., Yirkyio, E., & Ebenezer, K. E. (2021). Breastfeeding in Primary Healthcare Setting: Evaluation of Nurses and Midwives Competencies, Training, Barriers and Satisfaction of Breastfeeding Educational Experiences in Northern Ghana. Clinical Medicine Insights:Pediatrics, 15, 11795565211010704. https://journals.sagepub.com/doi/10.1177/11795565211010704?icid=int.sj-full-text.similar-articles.9

Awekeya, H., Dubik, S. D., Amegah, K., Ashinyo, A., Wuobar, F., Kaitoo, E., … & Ashinyo, M. E. (2021). An evaluation of COVID-19 surveillance system in New Juaben South Municipality of Ghana: a cross-sectional study. Pan African Medical Journal. https://www.panafrican-med-journal.com/content/article/40/206/full/

Ashinyo, M. E., Amegah, K. E., Dubik, S. D., Ntow-Kummi, G., Adjei, M. K., Amponsah, J., … & Akoriyea, S. K. (2021). Evaluation of water, sanitation and hygiene status of COVID-19 healthcare facilities in Ghana using the WASH FIT approach. Journal of Water, Sanitation and Hygiene for Development, 11(3), 398-404. https://iwaponline.com/washdev/article/11/3/398/81401/Evaluation-of-water-sanitation-and-hygiene-status

Ashinyo, M. E., Dubik, S. D., Duti, V., Amegah, K. E., Ashinyo, A., Asare, B. A., … & Kuma-Aboagye, P. (2021). Infection prevention and control compliance among exposed healthcare workers in COVID-19 treatment centers in Ghana: A descriptive cross-sectional study. PLOS ONE, 16(3), e0248282. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0248282

Ashinyo, M. E., Dubik, S. D., Duti, V., Amegah, K. E., Ashinyo, A., Larsen-Reindorf, R., … & Kuma-Aboagye, P. (2020). Healthcare Workers Exposure Risk Assessment: A Survey among Frontline Workers in Designated COVID-19 Treatment Centers in Ghana. Journal of primary care & community health, 11, 2150132720969483. https://journals.sagepub.com/doi/full/10.1177/2150132720969483

Dubik, S. D., Amegah, K. E., & Adam, A. S. (2021). Resumption of School amid the COVID-19 Pandemic: A Rapid Assessment of Knowledge, Attitudes, and Preventive Practices among Final-Year Senior High Students at a Technical Institute in Ghana. Education Research International, 2021. https://www.hindawi.com/journals/edri/2021/8893057/

Ashinyo, M. E., Duti, V., Dubik, S. D., Amegah, K. E., Kutsoati, S., Oduro-Mensah, E., … & Kuma-Aboagye, P. (2020). Clinical characteristics, treatment regimen and duration of hospitalization among COVID-19 patients in Ghana: a retrospective cohort study. The Pan African Medical Journal, 37(Suppl 1). https://www.panafrican-med-journal.com/content/article/37/9/full/

Amegah, K. E., Addo, H. O., Ashinyo, M. E., Fiagbe, L., Akpanya, S., Akoriyea, S. K., & Dubik, S. D. (2020). Determinants of Hand Hygiene Practice at Critical Times among Food Handlers in Educational Institutions of the Sagnarigu Municipality of Ghana: A Cross-Sectional Study. Environmental Health Insights, 14, 1178630220960418. https://journals.sagepub.com/doi/full/10.1177/1178630220960418?rfr_dat=cr_pub++0pubmed&url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org

Dajaan DS, Addo HO, Ojo L, Amegah KE, Loveland F, Bechala BD, Benjamin BB. Hand washing knowledge and practices among public primary schools in the Kintampo Municipality of Ghana. Int J Community Med Public Health 2018;5:2205-16. https://www.ijcmph.com/index.php/ijcmph/article/view/2964

 

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]]> The Coaching Approach: Changing the way development assistance is done https://r4d.org/blog/the-coaching-approach-changing-the-way-development-assistance-is-done/ https://r4d.org/blog/the-coaching-approach-changing-the-way-development-assistance-is-done/#comments Wed, 22 Apr 2020 21:06:39 +0000 https://www.r4d.org/?p=8326 Changing our approach to development assistance — in the COVID-19 era and beyond.

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]]> https://r4d.org/blog/the-coaching-approach-changing-the-way-development-assistance-is-done/feed/ 3 Global Goals Week Begins with a New Vision for Education: Improved cross-border knowledge sharing and collaboration https://r4d.org/news/global-goals-week-begins-with-a-new-vision-for-education-improved-cross-border-knowledge-sharing-and-collaboration/ Mon, 24 Sep 2018 14:36:40 +0000 https://www.r4d.org/?post_type=news&p=6030 A new report highlights how the education sector can share knowledge across borders more effectively to advance progress in education

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]]> NEW YORK — A new report on improving cross-border knowledge sharing in education was launched today by a coalition of organizations – the Center for Global Education at Asia Society, Results for Development, Teach For All, The Boston Consulting Group, and World Innovation Summit for Education. The report takes forward the recommendations of the International Commission on Financing Global Education Opportunity (the Education Commission) in its 2016 Learning Generation report.

Related Resource: Investing in Knowledge Sharing to Advance SDG4

This report presents a fresh approach for understanding knowledge sharing in education.

Read the Report

The new report, Investing in Knowledge Sharing to Advance SDG 4, presents a fresh approach for understanding knowledge sharing in education and proposes a set of criteria, derived from case studies and interviews, that funders and practitioners can use to make more effective investments in knowledge sharing.

As Lawrence Summers, a member of the Education Commission, writes in the report’s foreword, “funders and practitioners must unite to make cross-cutting investments in collective resources devoted to improving knowledge sharing in education…Increasing the level of investment in knowledge sharing can help scale effective innovation, coordinate efforts across borders, and empower local education systems.”

Launched on September 24th at the Asia Society, the report builds on a recommendation of the Education Commission in its 2016 Learning Generation report to invest in a “global ‘ecosystem’ for education that will promote cross border learning and sharing of innovations and grow the capacity of leaders and practitioners.”

“The report draws on the input of over 200 leaders in education, and highlights both the potential for knowledge sharing to accelerate progress, and what it will take to do this effectively,” explained Wendy Kopp, CEO of Teach For All, one of the coauthors of the report.

Investments in knowledge sharing have yielded significant returns in other sectors, such as health and agriculture, while the education sector has fallen behind. The report explores how similar gains from knowledge sharing could be made in education by combining investments in global public goods, capacity development, and networks—three essential elements of knowledge sharing. With more than 260 million children out of school, 75 million affected by crises, and 69 million new teachers needed by 2030, coordinated action is needed to accelerate progress. The report argues that with increased focus and investment in knowledge sharing, the sector can hasten progress towards Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

Randa Grob-Zakhary, Board Member of the Global Partnership for Education and one of the speakers at the launch event, explained, “We have seen the promise of knowledge sharing in health and agriculture. In order to achieve SDG 4, we will need to strengthen our approach in education. This report is a pivotal step in defining this path forward.”

One of the key findings in the report is that both the quality and quantity of investment in knowledge sharing must increase. “There has been significant underinvestment in knowledge sharing in education,” said Lane McBride, a Partner and Managing Director at The Boston Consulting Group, who focuses on education topics. “But better investment is also needed. Too often, investment timeframes are too short or impact measurement requirements are too strict to allow for effective investment in knowledge sharing. In the report, we propose a set of investment criteria that can help overcome these barriers and encourage funders to evaluate how they can make better investments within their current approaches,” he continued.

Education Commission Director Liesbet Steer put this report in the context of the Commission’s other work, stating, “We are glad that the recommendation the Commission made in The Learning Generation report to invest in a global ‘ecosystem’ for education that will promote cross border learning and sharing has been further elaborated upon in this report. We hope this will inspire and enable education actors to share tools, approaches, data, and programs across borders to advance progress towards Sustainable Development Goal 4. All children should have access to a quality, equitable education, and this is one part of making that a reality.”

###

About the Education Commission
The International Commission on Financing Global Education Opportunity (Education Commission) is a global initiative encouraging greater progress on meeting Sustainable Development Goal 4 (SDG4) — ensuring inclusive and quality education and promoting lifelong learning for all. The Commission is helping to create a pathway for reform and increased investment in education by mobilizing strong evidence and analysis while engaging with world leaders, policymakers, and researchers. The Commission was co-convened in 2015 by the Prime Minister of Norway, the Presidents of Malawi, Indonesia, and Chile, and the Director-General of UNESCO. The Commission is chaired by the United Nations Special Envoy for Global Education Gordon Brown and supported by 26 high-level Commissioners, including former heads of state and government, government ministers, Nobel Laureates, and leaders in the fields of education, business, economics, development, health, and security. For more information, visit: http://www.educationcommission.org.

About Results for Development
Results for Development (R4D) is a leading non- profit global development partner that collaborates with change agents around the world—government officials, civil society leaders, and social innovators—to create strong systems that support healthy, educated people. R4D helps its partners move from knowing their goal to knowing how to reach it. The organization combines global expertise in health, education, and nutrition with analytic rigor, practical support for decision-making, and implementation and access to peer problem-solving networks. Together with its partners, R4D builds self-sustaining systems that serve everyone and deliver lasting results, and then shares this knowledge so that others also can achieve results for development. For more information, visit: www.r4d.org.

About the Center for Global Education at Asia Society
Asia Society is the leading educational organization dedicated to promoting mutual understanding and strengthening partnerships among the peoples, leaders, and institutions of Asia and the United States in a global context. The Center for Global Education at Asia Society partners with education leaders and institutions across the United States, Asia, and the world to tackle one of the most critical education challenges today: how to educate all students for employability and citizenship in a global era. Its mission is to develop global competence in students and educators as the foundation for understanding between people in the Asia Pacific region and throughout the world. For more information, visit: www.asiasociety.org/education.

About Teach for All
Teach For All is a global network of 48 independent, locally led and governed partner organizations that seek to develop collective leadership to ensure all children can fulfill their potential. Each network partner recruits and develops promising future leaders to teach in their nations’ under-resourced schools and communities and, with this foundation, to work with others inside and outside education to ensure all children can shape a better future for themselves and all of us. Teach For All’s global organization works to increase the network’s impact by capturing and spreading learning, facilitating connections among partners, accessing global resources, and fostering the leadership development of partner staff, teachers, and alumni. For more information, visit: www.teachforall.org.

About the Boston Consulting Group
The Boston Consulting Group (BCG) is a global management consulting firm and the world’s leading advisor on business strategy. BCG partners with clients from the private, public, and non-profit sectors in all regions to identify their highest-value opportunities, address their most critical challenges, and transform their enterprises. Its customized approach combines deep insight into the dynamics of organizations and markets with close client collaboration. BCG’s education practice works with educational institutions, school systems, foundations, nongovernmental and international organizations, and private companies spanning early childhood education to post-secondary education and workforce development. Founded in 1963, BCG is a private company with offices in more than 90 cities and 50 countries. For more information, visit: www.bcg.com.

About Wise
Qatar Foundation, under the leadership of its Chairperson, Her Highness Sheikha Moza bint Nasser, established the World Innovation Summit for Education (WISE) in 2009. WISE is an international, multi-sectoral platform for creative thinking, debate, and purposeful action that has established itself as a global reference in new approaches to education. Through its range of events, including the biennial summit in Doha, its research, and a range of ongoing programs, WISE actively promotes innovation and participates in creating the future of education through collaboration. For more information, visit: www.wise-qatar.org.

 

Photo © USAID’s Zambia’s STEP-Up program

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]]> Measurement in times of uncertainty https://r4d.org/blog/measurement-in-times-of-uncertainty/ https://r4d.org/blog/measurement-in-times-of-uncertainty/#respond Thu, 07 May 2020 16:25:13 +0000 https://www.r4d.org/?p=8464 Courtney Tolmie unpacks a new resource to help practitioners navigate existing indicators, tools and indices for the measurement of outcomes in the field of governance, advocacy, and power in an easily accessible and filterable format.

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]]> https://r4d.org/blog/measurement-in-times-of-uncertainty/feed/ 0 The missing link in Africa’s COVID-19 response https://r4d.org/blog/the-missing-link-in-africas-covid-19-response/ https://r4d.org/blog/the-missing-link-in-africas-covid-19-response/#comments Mon, 04 May 2020 13:26:48 +0000 https://www.r4d.org/?p=8448 To combat COVID-19 in sub-Saharan Africa, we need a multisectoral, coordinated response that galvanizes communities and civil society.

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]]> https://r4d.org/blog/the-missing-link-in-africas-covid-19-response/feed/ 1 Ateliers au temps du COVID-19: Aplatissement d’une courbe différente https://r4d.org/blog/ateliers-au-temps-du-covid-19-aplatissement-dune-courbe-differente/ https://r4d.org/blog/ateliers-au-temps-du-covid-19-aplatissement-dune-courbe-differente/#respond Thu, 16 Apr 2020 16:06:05 +0000 https://www.r4d.org/?p=8292 Alors que les pays tentent d'aplatir la courbe des cas de COVID-19 et des besoins en ressources, il est possible d'aplatir une différente courbe de cocréation basée sur des ateliers avec des parties prenantes. Une nouvelle courbe virtuelle peut faire avancer les améliorations vitales du système de santé pendant que les responsables de la santé gardent leurs distances.

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]]> https://r4d.org/blog/ateliers-au-temps-du-covid-19-aplatissement-dune-courbe-differente/feed/ 0 Workshops in the Time of Corona: Flattening a different curve https://r4d.org/blog/workshops-in-the-time-of-corona-flattening-a-different-curve-of-co-creation/ https://r4d.org/blog/workshops-in-the-time-of-corona-flattening-a-different-curve-of-co-creation/#comments Thu, 16 Apr 2020 14:47:25 +0000 https://www.r4d.org/?p=8215 R4D's Nathan Blanchet argues that, with COVID-19 restrictions, we can flatten a different curve of workshop-based, stakeholder-driven co-creation to keep vital health system improvements moving.

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]]> https://r4d.org/blog/workshops-in-the-time-of-corona-flattening-a-different-curve-of-co-creation/feed/ 4 R4D’s response to COVID-19 https://r4d.org/blog/r4ds-response-to-covid-19/ https://r4d.org/blog/r4ds-response-to-covid-19/#comments Thu, 09 Apr 2020 19:26:22 +0000 https://www.r4d.org/?p=8180 A note from our CEO on how R4D is supporting partners during this pandemic.

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