The ultimate objective of evidence-based policymaking in the education sector is to fuel progress toward three outcomes: improved student learning, increased equity, and stronger accountability relationships among policymakers, school administrators, teachers, parents, and students. This publication summarizes information decision-makers use to measure results and manage change in the education sector.

Presentation from CIES on Tanzanian pre-primary teachers, using MELQO data.

Assessment on current policies, curricula, standards, and monitoring and evaluation systems for pre-primary education in Tanzania to inform the MELQO process. The Measuring Early Learning Quality and Outcomes (MELQO) initiative aims to improve early childhood education worldwide through measurement of children’s development and learning and the quality of learning environments. Led by UNESCO, UNICEF, the World Bank, and the Center for Universal Education at the Brookings Institution, MELQO comprises an international consortium of individuals and institutions working to improve outcomes for young children by making early learning assessment more accessible around the world. MELQO’s measurement modules pro- pose a core set of items with relevance across coun- tries, with the goal of devising items that are glob- ally comparable but locally adaptable.

This publication summarizes two internationally standardized and validated measurement instruments for the assessment of ECD for children under age 3 years at population (short form) and programmatic (long form) levels.

Report on identifying and assessing children's progress within Victorian Early Years Learning and Development Framework (VEYLDF) which aims to guide all early childhood professionals in their work with children and families. It sets out eight Practice Principles that provide a foundation for achieving the five nationally agreed Early Years Learning Outcomes (Early Years Learning Framework for Australia, Australian Government Department of Education and Training 2009).

This study assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System (TIPPS). There has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. Efforts to expand access to high quality ECE in low- and middle-income countries will require measurement efforts that are theoretically-grounded and culturally-adapted.

The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness & are feasibly administered in low-resource settings. This study assesses the construct validity of the International Development and Early Learning Assessment developed by Save the Children using data from a sample of children from rural Ethiopia.

Relatively little research has addressed whether conceptual frameworks of early learning generalize across different national contexts. This article reports on a cross-country measurement invariance analysis of the International Development and Early Learning Assessment (IDELA). The IDELA is a direct assessment tool for 3- to 6-year-old children, intended to measure Early Literacy, Early Numeracy, Motor, and Social-Emotional development.

This brief describes current country practices related to setting standards and monitoring the quality of early childhood care and education (ECCE) learning environments.

Cambridge and REAL's Early Learning Partnership Ethiopia System Diagnostic Report, including MELQO results.

This brief outlines lessons learned on the process of generating, analyzing, and applying data to programs and policies in low- and middle-income countries.

Study examines the development and learning of Tanzanian children starting school and psychometric properties of MELQO tools.

Results from Four MELQO Pilot Countries: Evidence of Within-Country Validity and Cross-Country Comparison of Child Development data.

This MELQO Brief provides practical guidance on adapting the Measure of Development and Early Learning (MODEL) Literacy tasks to new languages and contexts. Provides practical guidance on adapting the Measure of Development and Early Learning (MODEL) Literacy tasks to new languages and contexts.

Results from Four MELQO Pilot Countries: Evidence of Within-Country Validity and Cross-Country Comparison of Child Development data.

Beginning in 2014 and led by UNESCO, UNICEF, Brookings Institution and World Bank, the Measuring Early Learning Quality and Outcomes project (MELQO) brought together a consortium of experts, multi-lateral organizations and stakeholders to assess the feasibility of cross-national measurement of early childhood development and quality of learning environments in low-and middle-income countries. This project is now completed. A report on the feasibility of cross-national measurement of early childhood development and quality of learning environments in low-and middle-income countries.

This Social Policy Report describes the central role of supporting child and youth development in achieving the vision behind the U.N. Sustainable Development Agenda. It addresses the importance of developmental science in achieving the aims of the Sustainable Development Agenda through generating knowledge of child and youth development in diverse contexts, monitoring and measurement to reveal patterns of success and inequity, and building capacity for developmental science in all countries. New Social Policy Report on the SDGs and child development available now, addressing the critical role of measurement in tracking global and national progress.