Betts, K.

The conventional ways that new pedagogies are taught and supported in low- and middle-income countries rarely leverage the social networks and relationships that are paramount for individuals to shift their beliefs and make positive decisions about adopting new methodologies, and for them to sustain

Despite the growing interest in supporting learning through play across many low and middle-income countries, measures of how contexts can support learning through play are lacking.

In June 2020 the Philippines Department of Education (DepEd) adopted the Basic Education Learning Continuity Plan (BE-LCP), a framework to guide the 2020–2021 school year in light of school closures that started in March 2020, during the final weeks of the 2019–2020 school year.

Most of the research that informs our understanding of children’s social-emotional learning (SEL) comes from Western, Educated, Industrialized, Rich, Democratic (WEIRD) societies where behavior is guided by a view of the self as autonomous, acting on individual preferences.

Play has the potential to transform the global learning crisis. In infancy and early childhood, play builds a strong foundation for later learning by improving brain development and growth (Goldstein, 2012).

The Remote Learning Study was conducted during the 2020–2021 school year to investigate how mother-tongue-based multilingual education reading instruction proceeded in 20 schools around the country while classrooms were closed.

This study measured students’ reading ability and gathered basic demographic information from children and teachers. Some standard context information was also gathered from children about their exposure to reading in the home.

This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects.

This report summarizes main findings and lessons learned from the piloting of the lot quality assurance sampling (LQAS) methodology in the education sector in Ethiopia. It also suggests next steps for applying the LQAS methodology more broadly for education program monitoring.