Stern, J.

The Improving Learning Outcomes for Asia (ILOA) regional project works closely with USAID’s Asia Bureau and Missions across the region to identify key questions and challenges Mission staff face in their day-to-day work.

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 identi

*** This is the Russian translation of the Science of Teaching Structured Pedagogy Guide Literature Review *** Результаты обучения в странах с низким и средним уровнем дохода являются катастрофически низкими.

Своевременные данные, поступающие в систему, необходимы для обеспечения подотчетности основных действующих лиц за осуществление структурированной педагогической деятельности, для оценки воздействия данной деятельности на педагогическую деятельность учителей, для определения и обоснования коррекции с

While there is growing evidence of the impact of learning through play (LtP) on student outcomes in high-income countries, there is little research linking LtP to learning outcomes in low-and middle-income contexts in primary schools.

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.

This presentation was part of a CIES 2022 panel on measuring learning through play and child SEL outcomes across humanitarian and LMIC contexts.

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).

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs). These shortcomings are particularly concerning given the substantial learning loss due to COVID-19 from which many systems are suffering.

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs).