Esta Guía Pedagógica para tutores educativos de cuarto a sexto primaria y primero básico fue elaborada por la Asociación de Cooperación para el Desarrollo Rural de Occidente (CDRO) en Guatemala, como parte del programa de subvenciones ¡Éxito! de Educación Básica de Calidad para la Transición (Basic Education Quality and Transitions -BEQT). El propósito de esta Guía pedagógica es ser un instrumento orientador a las y los tutores educativos, para reforzar los aprendizajes en las áreas de lectoescritura y matemáticas de niños y niñas de cuarto a sexto primaria y de primero básico, con el propósito de ir mejorando y nivelando las competencias de aprendizaje para que tengan éxito en el proceso de transición al ciclo básico.

Esta es una guía informativa para maestros sobre Fondos del Conocimiento y su aplicación en el aula. Los Fondos del Conocimiento hacen referencia al cúmulo de habilidades, experiencias y conocimientos de los estudiantes adquiridos en la vida cotidiana. En esta guía se enfatiza que este tipo de referentes son significativos, pues ayudan a los maestros para aprender sobre sus estudiantes y sus hogares, para reconocer fundamentos particulares de conocimiento aplicables en un entorno escolar. Esta guía fue elaborada por el equipo técnico del Centro de Investigaciones Educativas de la Universidad del Valle de Guatemala, socio implementador de Educación Básica de Calidad para la Transición (Basic Education Quality and Transitions - BEQT, por sus siglas en inglés).

Independent classroom observation- updated electronic system manual (2022).

This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The report will focus on the practices of policymakers that have the potential to support teaching and learning. Rather than comparing the responses of countries in Asia, this study will identify areas of opportunity and innovations in the system and school policies and programs in Lao PDR and make recommendations for those working to support Lao PDR’s education system.

This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.

This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.

This document provides a summary of research exploring the systems, policies, and school-level practices that have supported learning continuity in Asia during and after the COVID-19 pandemic. Based on a review of policy documents on COVID-19 responses in Asia and a deep dive analysis of system and school-level responses in the Philippines and the Kyrgyz Republic, the findings from this study provide policymakers and education stakeholders with evidence of promising practices that could be leveraged to support learning recovery and education system resilience. In addition, a policy review was conducted on the Lao People’s Democratic Republic (Lao PDR), which focused on the practices of policymakers that have the potential to support teaching and learning. The study's intent is not to compare and contrast countries' responses but to highlight innovations in the system and school practices and make recommendations based on insights from system leaders and educators.

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.

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.

The Numeracy at Scale study was designed to identify and examine aspects of successful numeracy programs, to provide policy makers and development practitioners with evidence-based strategies for improving numeracy instruction and learning outcomes across contexts. To this end, the study team identified and analyzed six programs across five countries that had rigorous evidence of impact on numeracy learning outcomes and which were operating at scale or which showed the potential for scale in an entire region or country. In each country, the study teams carried out a mixed-methods study including quantitative observations and interviews conducted in 80 to 130 schools per country; as well as qualitative observations and interviews in ten schools per country. The Numeracy at Scale study investigated two research questions addressed in this presentation: 1) What classroom ingredients (such as teaching practices and classroom environment) lead to learning in programs that are effective at scale? 2) What methods of training and support lead to teachers adopting effective classroom practices? The programs involved in this study are based in India, Jordan, El Salvador, Madagascar and South Africa. Two of the programs are government-led. The six Numeracy at Scale programs represent a variety of designs, from providing instruction to at-risk girls via interactive software to a national-scale numeracy initiative integrated into all public primary schools. Despite their differences, these programs share a large number of common elements. This presentation will provide an overview of the common pedagogical strategies found across these successful numeracy programs, such as use of multiple representations, discussion about mathematical concepts, and targeted support for students, as well as the approaches these programs used to support the development of these practices among teachers. Drawing from qualitative data, the paper will then discuss details of how these common elements were executed differently under different program models. Both the common, key elements and “differences in the details” that are found across these programs can generate helpful guidelines and ideas for how practitioners and governments can strengthen their own numeracy professional development approaches, across different operating contexts and program designs.