Data Must Speak: Côte d’Ivoire
Positive deviance reports and project briefs
- English
- Français
Highlights
To address the challenges facing its education system, Côte d’Ivoire needs to go beyond a traditional sector analysis and analyze existing data in greater depth to find innovative solutions. To do so, Côte d’Ivoire has requested UNICEF’s support, as part of the global Data Must Speak initiative, to identify positive deviant practices and behaviours.
In Côte d’Ivoire, some schools demonstrate exceptional performance. These "positive deviant" schools perform better than their peers despite operating under similar conditions and resources. This research utilizes administrative data to identify these schools, explore their success stories, and understand their locally led solutions. The aim is to empower educators and policymakers with practical insights for broader implementation.
Data Must Speak (DMS) is a global initiative launched in 2014 to address evidence gaps and mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. It employs mixed methods and innovative approaches, including positive deviance, behavioral sciences, implementation research, and scaling science, to generate knowledge and practical lessons. The research focuses on understanding 'what works,' 'why,' and 'how' to scale grassroots solutions for national policymakers and the international education community.
On this webpage, you will find all the DMS Positive Deviance research outputs related to Côte d’Ivoire:
DMS Stage 1: Understanding what resources and contextual factors are associated with good school performance
- Rapport Etape 1 : Comprendre les facteurs de performance des écoles ivoiriennes (Français)
- Stage 1 Report: Unpacking Factors Influencing School Performance in Côte d’Ivoire (English)
- Note Thématique 1 : Les effets lies à la présence de directrices d’école et d’enseignantes sur l’éducation des garçons et des filles (Français)
- Policy Brief 1: The effects of female head teachers and female teachers on boys’ and girls’ education (English)
- Note Thématique 2 : L’importance des intrants scolaires pour améliorer les apprentissages (Français)
- Policy Brief 2: The importance of school inputs to improving learning (English)
- Note Thématique 3 : Tendances des taux de réussite au CEPE (Français)
- Policy Brief 3: Trends in the CEPE pass rates (English)
DMS Stage 3: Discovering locally led behaviours and practice to improve quality education
- Rapport Etape 3 : Des écoles qui inspirent le changement : Recherche sur les écoles modèles positives en Côte d’Ivoire (Français)
- Résumé exécutif Etape 3 de la recherche DMS Côte d’Ivoire (Français)
- Executive Summary Stage 3 of the DMS research in Côte d’Ivoire (English)
