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 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.

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.

It was only over a decade ago that data on dismal learning outcomes in low- and middle-income countries (LMICs) shook the international education field out of its complacency with rising enrollment rates. The organizations and researchers that led this protest catalyzed a global shift toward prioritizing effective learning as the ultimate goal of education. However, acts of protest or disruption occur in a single point in time, whereas the transformations they advocate for are the labor of many years. Such is the case of the call to action to address the learning crisis. In the past decade, donor agencies like USAID have partnered with ministries of education in LMICs to design and implement programs at scale based on evidence of what works to improve foundational skills. A recent retrospective on the past ten years of USAID early grade reading programming (EnCompass LLC & MCI [2021]. Ten Years of USAID Early Grade Reading Programming: A Retrospective) estimates that USAID programs have improved reading outcomes for more than 7 million children and acknowledges tangible progress in the agency and its partners’ understanding of effective early reading instruction. The study also found that despite significant accomplishments, even the best-designed programs were hindered in their effectiveness by factors related to education systems’ low capacity to implement best practices at scale. Similarly, the Learning at Scale study, funded by the Bill & Melinda Gates Foundation, is examining some of the most effective large-scale early learning programs of the last ten years to understand the elements of their success. Learning at Scale researchers point out that improving learning at scale is hard because it usually requires working through the complex realities of government systems. Therefore, while the first chapter of the “learning crusade” yielded important lessons on what works to improve learning, there is still a lot to be learned about how to apply this knowledge to build effective government systems that ensure learning for all children. Case in point are government systems for continuous teacher professional development (TPD). It is well-known that better teaching is one of the fundamental interventions for improved learning outcomes. There is also a growing evidence base on the characteristics of effective TPD programs, as curated through initiatives like Learning at Scale and The Science of Teaching, also funded by the Gates Foundation. Among these characteristics are trainings that emphasize practice over theory and coaching programs based on structured coaching tools and frequent interaction with teachers. Another teacher support element that can be important to program success is school-based teacher communities-of-practice, which enable peer-to-peer feedback and opportunities to reflect on the ongoing application of instructional approaches. Both Learning at Scale and the retrospective study on USAID early reading programming observe a trend toward shorter but more frequent teacher training events that take place at the local level, in contrast to the massive national trainings of the past. The use of online content for teacher training is also on the rise, though preliminary findings from Learning at Scale suggest that an initial face-to-face training event continues to be essential. However, being able to identify the ingredients of effective teacher support does not automatically equate with an understanding of how to build a continuous TPD system that incorporates them. Neither does it mean that a TPD system built entirely on evidence-based best practices is guaranteed to succeed in improving learning outcomes. As more LMICs advance toward instituting standards and structured career ladders for the teaching profession, and toward developing mechanisms to increase the equity and efficiency of teacher training and support, it becomes increasingly important to identify effective models for implementing continuous TPD at scale. the panel will feature a USAID program in Jordan that exemplifies the desired result: a national-scale, comprehensive TPD model that is aligned with a broader policy on the teacher career path and is linked to a robust assessment data system that reinforces accountability for learning. It is the only program with solid evidence of positive changes in teaching practices that led to significant improvements in student outcomes.

This presentation features the instructional design of a blended learning online course on formative assessment developed at the request of the Philippine Department of Education (DepEd), under the USAID/Philippines All Children Reading task order. In 2020, DepEd, through the National Educators Academy of the Philippines (NEAP), issued a policy aimed at strengthening the quality of TPD. The policy calls for several transformations, including the use of a wider range of learning modalities, such as job-based learning and teacher communities of practice; the adoption of a wider range of delivery platforms, such as online and blended learning; and the immediate application of TPD lessons in classrooms. The adoption of the policy has been slow and there are few exemplars of approved courses that meet these requirements. The challenge was to design a learning experience for teachers that not only exemplified these requirements but was also flexible enough to adapt to the myriad school contexts in the Philippines and was ready to be taken to scale by regional DepEd offices―without donor support―before the closeout of USAID funding for this activity.

Over 91% of the total student population worldwide has been affected due to school closures caused by COVID-19, according to UNESCO. How can the system ensure education of the country that every student has equal access to quality education during the crisis? Important role of teachers. Help students cope with and understand the uncertainty caused by the pandemic. Encourage students to continue learning despite the closure of schools. This guide is for teachers. Support to students needs to continue while physical attendance at schools is completely or partially prohibited. Able to engage their students in various distance learning methods.