"While simply measuring learning is not the solution to higher proficiency," write the authors, "it can inform policy discussions around whether or not an intervention has been successful." Of course, the measurements can reflect any number of other factors, such as civil unrest, global pandemic, or the effect of some other change. That's why the various measurement programs discussed in this article - the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ) as well as the Programme d'analyse des systèmes éducatifs de la Confemen (PASEC) - need to be mapped against other measurement programs such as Rosetta Stone, TIMSS and PIRLS.
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