Carina Omoeva, PhDDirector, Research and Evaluation, Global Education, and Education Policy and Data Center
Areas of expertise
- Data utilization and information systems
- Research, monitoring and evaluation
Projects & Resources
The Africa DREAMS: Malawi Communities Investing in Education for Child Health and Safety (CIECHS) project focuses on gender and education as critical ways to reduce the incidence of HIV. CIECHS is funded by the DREAMS Innovation Challenge.
Supporting Teacher Professionalism: Insights from the Teaching and Learning International Survey (TALIS) 2013
FHI 360, through its Education Policy and Data Center (EPDC), examined the nature and extent of support for teacher professionalism around the world using results from the Teaching and Learning International Survey (TALIS) 2013, an international survey of teachers and principals in 38 countries and economies administered by the Organization for Economic Cooperation and Development (OECD).
This report, commissioned by UNICEF, sought to answer the question: Does violent conflict affect education inequality?
This brief provides an overview of a study, commissioned by UNICEF and completed by FHI 360’s Education Policy and Data Center, that sought to provide evidence on the relationship between educational equity and violent conflict.
FHI 360 is committed to a continuous process of learning and knowledge sharing for improved solutions in education around the world.
Published Research/** * @file * Unformatted override for published research. * Using the same markup as "project" because it's the same */ ?>
Universal, but not free: Household schooling costs and equity effects of Uganda's universal secondary education policy
Omoeva C, Gale C
Int J Educ Dev 2016 Sep; 5041-50. [Journal Impact Factor: 1.067]
This paper analyzes the effects of Uganda’s universal secondary education policy on households and schools. The policy provides schools with a per-pupil capitation grant. The authors found that receipt of the capitation grants has increased substantially for most students and is associated with a 60 percent reduction in household spending on education per child. In addition, no evidence was found that the policy boosted school attendance or retention.