Title: Philippine local governments using local solutions to tackle literacy and numeracy through the Education Sector Mechanism Presenter: Mayor Krisel Lagman of Tabaco City Launched under USAID funded Advancing Basic Education (ABC+) in the Philippines, the Education Sector Mechanism (ESM) brings stakeholders (private sector, government units, teachers, school leadership, parents and community) together at the local level to assess the education landscape using data and evidence. This process is led by local governments, but includes all stakeholders and aims to identify key issues and their underlying causes, agree on effective strategies to tackle these challenges, and translate the solutions into well-defined programs, projects, and activities. This process puts local leadership and ownership at the forefront of problem solving based on data, investment programming and results-based monitoring and evaluation. The local governments of Victorias City and Tabaco City in the Philippines lead the way in utilizing ESM, bringing private sector, local government units, and community together to look at education issues. This presentation will discuss the ESM process based on their experience and the results they are seeing, highlighting locally led and locally funded solutions and commitments.

This presentation focuses on the development of eLearning modules for continuous teacher professional development (TPD) in Uzbekistan, specifically targeting English language instruction in grades 1-11. Uzbekistan Excellence for Education Program adapted and designed e-Learning modules to replace previous video and face-to-face TPD methods used in previous years. The newly created eLearning modules effectively addressed previous challenges, as the original EFL videos and PowerPoints were designed for synchronous sessions and lacked compatibility for independent, asynchronous use. To overcome these limitations, the new modules were designed using best practices in instructional design, incorporating checkpoints and quizzes to enhance user engagement. Additionally, video observation worksheets were created to facilitate self-reflection and peer observation of teaching practices, utilizing the new Teacher Learning Materials (TLMs). Several key tasks were completed in the design and implementation of the in-service TPD approach. Final edits were made to the videos and worksheets to ensure quality and relevance before uploading them to the digital learning platform. Close collaboration with Avloni led to obtaining necessary approvals and requirements to create the EFL e-learning course URL (www.ebilim.uz) and integrate it into the Avloni platform. Usability testing was conducted to identify and address login and navigation issues that teachers may encounter while accessing and completing the course. The achievements of the project include the development of comprehensive eLearning modules for EFL Grades 1-11, ensuring alignment with student standards, scope and sequence, and effective pedagogical approaches. These modules incorporate interactive and engaging content, including video tutorials and additional resources, all available on the Digital Platform. While the EFL e-learning course was made accessible to all teachers through the Avloni platform, challenges arose due to the platform's lack of support for international technical standards known as Shareable Content Reference Model (SCORM), the industry standard for e-learning interoperability. As a solution, the Program decided to host the EFL e-learning course on the RTI Moodle platform, with Avloni providing a link for access on its own platform. This ensures seamless access to the course and its valuable content and resources. In conclusion, the development and implementation of eLearning modules for continuous TPD in Uzbekistan have achieved significant milestones. These modules offer comprehensive instructional materials, aligning with student standards and effective pedagogical approaches. Collaboration with Avloni has been vital in creating engaging and interactive content. Though challenges related to the LMS platform were encountered, a viable solution was found to ensure teachers can access the course seamlessly. The project's outcomes contribute to enhancing TPD opportunities and supporting the professional growth of English language teachers in Uzbekistan.

This presentation summarizes the achievements, challenges, and recommendations from previous studies conducted as part of the Uzbekistan Education for Excellence Program. These studies focused on teacher professional development (TPD) and the implementation of innovative teaching practices in Uzbekistan's public schools. The Program conducted a multi-phased Status of Instruction Study (SIS) to gain insights into instructional resources and practices. The study collected feedback from teachers on resource usage, lesson planning, available resources in schools and classrooms, instructional techniques, and engagement in school based communities of practice. The findings influenced the customization and development of student textbooks, teacher's guides, and TPD approaches. The study used the Framework for Teaching (FFT) developed by The Danielson Group to guide the research and ensure consistency across subjects (ULA, Math, ICT, and EFL). SIS2, conducted online via Telegram channels shared by the Ministry of Preschool and School Education (MoPSE), employed a descriptive quantitative design considering the impact of COVID-19. In addition, the Program undertook the Teacher Support System Study (TSSS). The TSSS examined the existing teacher support system in Uzbekistan, including self-directed and school-level professional development activities. The study focused on instructional coaching, peer-to-peer support, and training. The studies used a combination of online surveys and in-person training sessions. Data from teachers, school directors, and methodologists were analyzed through descriptive quantitative and qualitative content analysis. The effectiveness of virtual training programs, the teacher support system, and the implementation of student textbooks and teacher guides were examined. Finally, the Program undertook the Teacher Guide Uptake Study (TGUS) augmenting the online SIS and TSSS surveys with classroom observations over a school year. Findings indicated a shift towards student-centered teaching approaches, but highlighted the need for lesson planning support, creative adaptation of teaching materials, and opportunities for instructional coaching and peer support. Recommendations included providing comprehensive teacher guides and online courses, improving assessment guidance, enhancing coaching processes, and utilizing existing collaboration platforms. The studies offer valuable insights into TPD and instructional practices in Uzbekistan's public schools. The presentation highlights lessons learned from combining online with classroom observation data over time.

This presentation summarizes the achievements, challenges, and recommendations from previous studies conducted as part of the Uzbekistan Education for Excellence Program. These studies focused on teacher professional development (TPD) and the implementation of innovative teaching practices in Uzbekistan's public schools. The Program conducted a multi-phased Status of Instruction Study (SIS) to gain insights into instructional resources and practices. The study collected feedback from teachers on resource usage, lesson planning, available resources in schools and classrooms, instructional techniques, and engagement in school based communities of practice. The findings influenced the customization and development of student textbooks, teacher's guides, and TPD approaches. The study used the Framework for Teaching (FFT) developed by The Danielson Group to guide the research and ensure consistency across subjects (ULA, Math, ICT, and EFL). SIS2, conducted online via Telegram channels shared by the Ministry of Preschool and School Education (MoPSE), employed a descriptive quantitative design considering the impact of COVID-19. In addition, the Program undertook the Teacher Support System Study (TSSS). The TSSS examined the existing teacher support system in Uzbekistan, including self-directed and school-level professional development activities. The study focused on instructional coaching, peer-to-peer support, and training. The studies used a combination of online surveys and in-person training sessions. Data from teachers, school directors, and methodologists were analyzed through descriptive quantitative and qualitative content analysis. The effectiveness of virtual training programs, the teacher support system, and the implementation of student textbooks and teacher guides were examined. Finally, the Program undertook the Teacher Guide Uptake Study (TGUS) augmenting the online SIS and TSSS surveys with classroom observations over a school year. Findings indicated a shift towards student-centered teaching approaches, but highlighted the need for lesson planning support, creative adaptation of teaching materials, and opportunities for instructional coaching and peer support. Recommendations included providing comprehensive teacher guides and online courses, improving assessment guidance, enhancing coaching processes, and utilizing existing collaboration platforms. The studies offer valuable insights into TPD and instructional practices in Uzbekistan's public schools. The presentation highlights lessons learned from combining online with classroom observation data over time.

Uzbekistan’s Ministry of Pre-school and School Education (MoPSE) has embarked upon an ambitious reform agenda to bring the Uzbek public education system in line with twenty-first century international standards and skills that includes participating for the first time in the Progress in International Reading Literacy Study (PIRLS) in 2021 and in the Program for International Student Assessment (PISA) in 2022. At the onset of UEEP, the teaching culture in many schools in Uzbekistan was still quite teacher-centric, with only a modicum of observable student-centered instructional strategies promoting critical thinking, creativity, communication, and collaboration. Basic reading and mathematics scores were within the international mean, but students struggled with reading comprehension and more complex mathematics. In 2023 UEEP designed and piloted an evidence-based, in-service, continuous TPD (CTPD) cascade approach that sought to improve classroom instruction for Uzbek Language Arts and Mathematics teachers via the effective implementation of TGs and the student-centered strategies therein. The training approach consisted of a three-tiered cascade training model where 80 Tier 1 Master Trainers (MTs) trained and supported 800 Tier 2 trainers, who in turn trained over 8,000 Tier 3 teachers. Training sessions included evidence-based practical instructional techniques such as modeling, role-playing, small group practice, and discussion. The CTPD approach used Methodological Days (MDs) already existing within the Uzbek education system to conduct the monthly sessions rather than one-off, multi-day training events. The Program provided all trainers with facilitator guides, slides, and scripts. The Program implemented the CTPD approach using three concurrent processes of (1) readiness and training, (2) follow-up and quality assurance, and (3) action research. The Program’s ambitious action research agenda determined the degree to which teachers were applying new techniques and whether the cascade CTPD approach was effective. Specifically, the Program designed and implemented a study to assess the effectiveness of the Program’s CTPD cascade approach in terms of teachers’ satisfaction of learning events, their acquisition of knowledge and skills, their shift in self-efficacy, possible changes in teacher beliefs about new teaching approaches, and to what extent teachers received the necessary support at the administrative and school levels. The CTPD effectiveness study used an adapted version of Kirkpatrick’s training evaluation model2 as the guiding framework. In this panel, we will share the findings of this study which suggest minimal dilution effect between levels of training, and discuss some of the critical success factors, namely, the monthly dosage of trainings and the quality assurance ‘feedforward’ loop that led to the effectiveness of the cascade approach.

This presentation delivered at the CIES 2024 conference describes key implementation strategies used in USAID/MOE Government to Government Component of RELIT Program.

Education being recognized as a fundamental right plays a vital role in fostering better societies and ensuring fair access to quality education. In this panel, we will explore the significance of education protests concerning pedagogy, curriculum, and theories. The Philippines Department of Education (DepEd), with support from USAIDs project Advancing Basic education in the Philippines (ABC+), has taken innovative steps to improve learning outcomes and reach marginalized communicates beyond traditional methods. The 2018 Program for International Student Assessment (PISA) revealed that Filipino 15-year-old students scored low in reading comprehension and ranked near the bottom in math and science among 79 countries. This raised concern about curriculum, teaching practice, the learning environments of Philippines schools, and in general the quality of education in the Philippines. It is important to note that over 90% of the students in the Philippines reported speaking a language at home different from the language used in instruction and the PISA test (English). Such language disparity significantly impacts PISA scores, and the Philippines’ linguistic diversity adds to the complexity. The Philippines is one of 44 nations where no single language group exceeds 50% of the total population. Estimates of the number of native Philippine languages range from 110 to 185. The adoption of Mother Tongue Based-Multilingual Education (MTB-MLE) in 2009 recognized this and explicitly emphasized the socio-cultural value of children learning in their maternal languages and put a focus on the importance of language to expanding access to education and improving learning outcomes. This panel highlights the importance of utilizing data to advocate for Early Grade Learning (EGL) and exploring alternative investment pathways beyond traditional sources.

The challenges of conducting educational assessments in low- and middle-income environments during the pandemic can be eased by AI-powered speech recognition technology that offers a promising solution to enhance assessments. By utilizing advanced algorithms and machine learning techniques, this technology accurately transcribes spoken language into written text. Reading fluency and comprehension can be efficiently measured by integrating AI speech recognition into assessments, without the need for physical presence. From the safety of their homes, students can perform the assessments using their smartphones or computers, assisting schools in organizing complex logistics. AI speech recognition technology has a great edge in providing instant feedback, which is one of its main benefits. While students are speaking out loud, the AI system can swiftly assess their intonation, pronunciation, and tempo, rendering quick guidance and identifying areas for refinement. This personalized feedback effortlessly assists students in boosting their reading abilities, even in the absence of in-person teacher interactions. Moreover, AI-backed evaluations can be carried out on a wider scale, enabling educators to collect extensive data on reading patterns and tackle specific issues that are commonly seen among students. The objective of this presentation is to feature the self-administered AI Speech recognition Computer-based reading assessment that RTI developed at the request of the Philippines Department of Education (DepEd), under the USAID All Children Reading (ACR). Throughout the school years of 2020-2022, the COVID-19 pandemic posed significant challenges to conducting face-to-face assessments, particularly in remote learning environments. As a result, teachers faced constraints in terms of time and resources to individually assess learners' reading skills against crucial learning competencies. The proposed automated assessment technology offered a potential solution to alleviate this burden and streamline the evaluation process, allowing educators to efficiently gauge students' reading abilities remotely. In February 2022, ACR-Philippines initiated discussions with USAID and the Philippines Department of Education (DepEd) to produce a ‘proof of concept’ that explores the feasibility of a self-administered computer-based reading assessment (CoBRA) in English and Filipino for students in the Philippines. The concept found resonance with the DepEd leadership as the adoption of a computer-based format for assessments aligns with international practices and provides an excellent opportunity to ascertain students' preparedness to take computer-based tests, such as the Program for International Student Assessment (PISA). The result of this intervention generated a prototype solution piloted and tailored to fit DepED's existing platforms for supporting remote learning and delivery. The pilot provided insights on the feasibility of a computer-based assessment in the context of the Philippines for students in grades 4 -6. The research findings examined the performance, reliability, and results of the AI Speech recognition technology reading assessment, compared to the assessor-administered approach of the assessment. The research generated key design considerations, feedback from end users, recommendations regarding implementing similar approaches, and the future development of similar technology for other languages within and outside the Philippines.

Presentation showcases findings about specific social and emotional skills and their in individual relationships to academic achievement. Importantly, these findings highlight the possible link between inequalities in academic achievement being attributed to the inequalities in SEL. These findings will be published in UNESCO GEMR Spotlight Series 2024.

The twin crises of high dropout rates and weak foundational skills risk a lost generation of youth in Guatemala and Honduras. To respond to these crises, RTI is working with the Ministry of Education to support students to complete their education by strengthening system capacity to use data to identify students at risk of dropping out, to provide psychosocial support, and to address barriers to accessing secondary school. Motivating this effort is the belief that improved education outcomes will lead to secure employment and steady incomes in the future, weakening the primary drivers of irregular migration. Building on past efforts in dropout prevention (World Bank 2021; Unesco 2022), we have developed and deployed an open-source mobile application to teachers’ devices that will both facilitate data collection and display easily understandable information on the three pillars of dropout prevention: Attendance, Behavior and Coursework (ABC). The application enables teachers to track daily attendance, behavior and track and import coursework performance including test results and class grades. The data are used by the teacher to inform the need for additional intervention. Anonymized and aggregated data are shared at the school, municipal and ministry level, which we expect will reduce teacher fears of punitive accountability. The application works offline and syncs to the cloud once a WiFi or data connection is made. Free community Wi-Fi and school-based internet connectivity will improve teacher’s ability to access the application and other education data, resources and tools while also improving digital inclusion for students to access online learning opportunities and resources. At CIES, we hope to respond to Sub-theme question 3.3: How can school systems be better prepared to adapt to and to combat disruptions such as natural disasters and the COVID pandemic? The ongoing experience of both Guatemala and Honduras in managing COVID has been characterized by extended school closures, limited access to online materials, and increased dropout and irregular migration. We hope to learn from current and past NGO and Ministry experiences in creating digital tools that support teachers but can also be used to identify and respond to system-level challenges and improve system resilience. How have these digital tools helped teachers and system leaders to understand gaps in student learning and risk of drop-out? What level of anonymity has proved sufficient to overcome teacher accountability fears but adequate to inform system-level needs? Can improved digital inclusion and access to online learning help systems to become more resilient to disruptions? We anticipate a lively discussion on the potential and limitations of data-driven dropout prevention systems, several of which have been piloted by Ministries of Education in Latin America with the support of the World Bank, USAID and other organizations. By the time of the CIES presentation in March we expect to have piloted the tool in schools in 12 municipalities and have initial feedback from teachers and school leaders as to the user experience, feasibility and desirability of the tool.