Ricardo Sabates

Professor of Education and International Development

University of Cambridge

United Kingdom

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Professor Ricardo Sabates is a Professor of Education and International Development at the University of Cambridge, UK. His research focuses on educational equity, learning outcomes, and the impacts of educational reforms, with recent articles examining topics such as mathematics learning in Ethiopia, civic engagement in Bangladesh, and foundational learning in rural India. His work also addresses the challenges faced by refugees in Uganda and the effectiveness of government education programs in Ghana.

Ricardo Sabates

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Articles (18)

Reflexive approaches to sampling, survey design and implementation: some practical examples from rural India

A Meta-Systematic Review of the Conceptual, Methodological, and Reporting Quality of Systematic Reviews of Research on Educational Leadership and Management in Africa

Tracking Learning Outcomes in Ethiopia: How Large-Scale Educational Reform Shaped Student Attainment from 2012/13 to 2018/19

Are educated individuals more likely to be civically engaged? Evidence from rural Bangladesh

Student composition, equity, and mathematics learning outcomes during a time of educational reforms in Ethiopia

Improving children's foundational learning through community-school participation: Experimental evidence from rural India

Disability and learning in Ethiopia: what changed as a result of the COVID-19 pandemic?

Understanding Access to and Learning Outcomes From ECE Among Refugees and Non-Refugee Populations in Uganda: A Cross-Cohort Comparison

Exploring the role of evidence in the government’s adoption of Ghana’s Complementary Basic Education program

Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana

Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia

Changes in perceptions of teaching quality in secondary schools in Rwanda during the COVID-19 global pandemic and the subsequent closing and reopening of schools

The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme

Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments

Can maternal education sustain or enhance the benefits of early life interventions? Evidence from the Young Lives Longitudinal Study

Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana

Parental involvement in low-achieving children’s learning: The role of household wealth in rural India

School enrolment and learning outcomes for children with disabilities: findings from a household survey in Pakistan

Collaborators (5)

Emma Carter

Mariachiara Di Cesare

NURULLAH ERYILMAZ

Kwame Akyeampong

Janice Kim

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