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. An advisory group of USAID Mission colleagues raised an important question: how best to wade through the array of education data available? What are the types, how are they used, when are different data useful, etc.? Indeed, the use of different data to effectively partner with governments to make evidence-based decisions is a top priority. As a result, ILOA produced a brief summarizing the different sources and uses of data for basic education, youth and workforce development, and higher education. The brief recognizes how data sources and uses have evolved over time, enabling ministries, their partners, and stakeholders to measure performance, inform policy and plan interventions, and manage limited resources. The brief is designed to succinctly assist USAID staff and their partners in navigating the world of education data.

Повышение уровня базовой грамотности и навыков счета требует изменений в повседневной практике преподавания. Структурированные педагогические программы эффективны в тех случаях, когда учителя имеют возможность ежедневно применять необходимые учебно- методические материалы, последовательно использовать время занятий более продуктивно, а также систематически внедрять усовершенствованные методы обучения. Каковы наиболее важные аспекты системы образования, способствующие достижению этих целей?

*** 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. Задача улучшения результатов в области базовой грамотности и счета (FLN) зависит от повышения качества преподавания и поддержки принятия методических решений отдельными учителями - их десятки тысяч во многих странах. Программы структурированной педагогики показали их способность оказывать поддержку учителям в принятии таких индивидуальных педагогических решений в широком масштабе, и, что такие изменения могут оказать значительное влияние на результаты обучения.

Для того чтобы система образования в вашей стране была признана высокоэффективной, необходимо сконцентрироваться на улучшении результатов обучения. Раннее начальное образование означает заложение прочного фундамента для будущего обучения. Если данный фундамент не заложить своевременно, то учащимся будет затруднительно сдавать экзамены по окончании начальной школы и переходить на более высокие ступени образования. Конечно, развитие у человека навыков мышления высшего порядка и достижение успеха на протяжении всей жизни зависит от уровня грамотности и навыков счета, полученных в младших классах.

Повышение уровня базовой грамотности и навыков счета требует изменений в повседневной практике преподавания. Структурированные педагогические программы эффективны в тех случаях, когда учителя имеют возможность ежедневно применять необходимые учебно- методические материалы, последовательно использовать время занятий более продуктивно, а также систематически внедрять усовершенствованные методы обучения. Каковы наиболее важные аспекты системы образования, способствующие достижению этих целей?

Through the Improving Learning Outcomes for Asia (ILOA) project, the United States Agency for International Development (USAID)/Pakistan engaged RTI International to conduct an assessment of the basic education sector, in two phases. First, the team completed a desk review of available secondary data and relevant publications. Second, a team of researchers collected qualitative data through 84 key informant interviews, group discussions, and school visits in-country. This final report integrates data from both phases to provide an overview of basic education in Pakistan at the federal level and in five provinces and regions: Azad Jammu and Kashmir (AJK), Balochistan, Khyber-Pakhtunkhwa (KP), Punjab, and Sindh. In addition to an overview of basic education, the assessment probed the following issues: ● Private schooling – analysis of the extent and quality of private schooling, including the potential for expanded public–private partnerships (PPPs). ● Inclusive education – equity in access to schooling for marginalized and vulnerable populations, especially girls and children with disabilities ● Flood recovery and climate resilience – the education system’s recovery from the recent flooding and lessons from those incidents regarding the role that basic education can play in climate change mitigation and adaptation and the longer-term resiliency of the education system

POLICY BRIEF: Mother Tongue-Based Multilingual Education (MTB-MLE)

The purpose of this formal group panel presentation is to hold an in-depth discussion on USAID’s investments into system strengthening across Asia over the past decade and how these efforts are situated within the broader global move to focus more intentionally and coherently on education system strengthening. The panel will discuss a 2022 empirical research study (the USAID System Strengthening Review, hereafter “the Review”) conducted by two international research organizations for the USAID Asia Bureau which reviews USAID system strengthening work in 11 Asian countries. This Review offers a qualitative evidence-based analysis relevant to the field of comparative and international education (CIE) and analyzes new data collected from a desk review of relevant project documents, reports, and evaluations, key informant interviews, multi-stakeholder survey, and three deep-dive case studies in Nepal, Cambodia, and the Philippines. The group panel will include three presentations on different aspects of the Review and include discussant commentary and critique to elicit group and audience discussion. The first panel presentation discusses a theoretical framework drawn from the RISE Programme (Pritchett 2015 and Spivak 2021) and recent analysis from the Brookings Institution’s Center for Universal Education. The Review’s central research questions are guided by these broader global trends, as well as its own analysis framework developed specifically for this study, discussed in Presentation 3. Conclusions are drawn based on this framework, and the overall discussion in Presentations 2 and 3 considers the context of USAID programming in Asia and how new knowledge provides new insights.

The Kingdom of Jordan’s Human Resource Development (HRD) Strategy mandates the universal provision of kindergarten (KG2) by 2025. The HRD Strategy emphasizes using partnerships between the Ministry of Education (MoE) and other governmental and nongovernmental actors to assure expanded provision of kindergarten services. The strategy further emphasizes the need to improve the quality of kindergarten services, while reaching every child. To fully understand how the MoE can increase access, improve quality, and assure equitable provision of KG1 services, more accurate information is needed, especially about other, as yet unrecognized service providers who may be offering KG or KG-similar services to five-year-old children. The MoE needs a more complete picture of the current provision of KG2 to determine the best strategy to achieve the HRD goal that every child in Jordan receives a high-quality kindergarten experience.

This paper brings together two promising intellectual trends in development: Doing Development Differently (DDD), and whole-system reform. In addition, it provides a framework for evaluating system reforms, as rigorously as possible. This paper adapts some concepts from the paper “A Practical Approach to In-Country Systems Research” written for the Research on Improving Systems of Education (RISE) Programme. This version turns more toward the Doing Development Differently movement rather than education systems reform. The original paper was presented at the first RISE conference in Washington, DC, June 18–19, 2015.