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Ricardo Sabates Aysa
Ricardo Sabates Aysa is Professor of Education and International Development at the University of Cambridge. He is a development economist with 15 years of experience working in areas of educational inequalities, mostly in the context of international development.
An academic since 2002, he started at the Institute of Education London as a research fellow (then senior research fellow) at the Centre for Research on the Wider Benefits of Learning. In 2008 he moved to the Department of Education, University of Sussex as a Senior Lecturer (later Reader) where he led the MA programme in Education and International Development (2010-2012). During 2012 to 2014 lived in Rwanda and continued to undertake research in educational inequalities for the Centre for International Education, University of Sussex.
In 2015, Dr Sabates Aysa was appointed Reader in Education at the University of Cambridge and appointed Professor of Education and International Development in 2020. He is an active member of the Research for Equitable Access and Learning (REAL) Centre, and has collaborated with numerous international agencies including OECD, UNICEF, UNESCO UIS, DFID and the World Bank.
He is currently Deputy Director of Research at the Faculty of Education.
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माता-पिता एवं शिक्षक के बीच सहयोग के माध्यम से आधारभूत शिक्षा को बढ़ावा देना
प्राथमिक विद्यालयों में नामांकन में प्रगति होने के बावजूद, ग्रामीण भारत में 50% से अधिक विद्यार्थी मूल साक्षरता हासिल करने में असफल रहते हैं, जबकि 5वीं कक्षा के अंत तक 44% विद्यार्थियों में अंकगणित कौशल का अभाव होता है। ग्रामीण उत्तर प्रदेश में किए गए एक यादृच्छिक प्रयोग के आधार पर, इस लेख में पाया गया है कि माता-पिता और शिक्षकों के बीच सहयोगात्मक तथा भागीदारीपूर्ण दृष्टिकोण के माध्यम से सामुदायिक भागीदारी से स्कूलों में जवाबदेही बढ़ती है, और बच्चों की बुनियादी शिक्षा में उल्लेखनीय सुधार होता है।
Enhancing foundational learning through parent-teacher collaboration
Despite advancements in primary school enrolment, over 50% of pupils in rural India fail to achieve core literacy, while 44% lack numeracy skills at the end of grade 5. Based on a randomised experiment in rural Uttar Pradesh this article finds that community participation, facilitated through a collaborative and participatory approach between parents and teachers, enhances accountability in schools, and significantly improves children’s foundational learning.