The theme of CIES asks our society of academics and practitioners to confront the ways in which education is a space of debate and contestation, and how stakeholders both internal and external to education systems seek to effect change (or maintain the status quo). The behavioral science perspective is not new to international education. It has often been presented from different research perspectives, including teacher mental models of teacher beliefs (Saberwal et. al., 2018), and the social aspects of educational change (Fullan, 2015). However, recent interest has shifted focus on the understanding of education systems change using a behavioral science lens (Ajani 2022). This perspective is important as education systems programming is frequently designed without a true understanding of how individuals will respond to change (Jeevan and Hwa, 2022). The presentations present studies which examine teachers, caregivers, and instructional practice and change within an education system. What new insights do we have and how might they influence policy and implementation for education systems change? This deck includes the following presentations and authors: From access to learning to nudging: Why behavioral science might be the next new best thing in education improvement programs (Amber Gove, RTI International), More of this and less of that: How a behavioral science lens suggests alternative approaches to education program design & implementation (Simon King, Creative Associates), Peer-to-Peer Learning: The Power of Social Networks in Adoption of New Pedagogies (Elizabeth Marsden, RTI International), and Supporting Caregivers of Young Children in South Africa to Engage in Play (Carolina Better, Ideas42).

The Mathematics Knowledge for Teaching (MKT) is a short survey (23 items) that measures primary grade teacher knowledge by a) math domains and b) pedagogical and content knowledge. Math domain included Number Sense, Operations, Geometry, and Measurement. Pedagogical knowledge was measured by problems that measured teacher understanding of Developmental Progression, Scaffolding, and Content knowledge. In this presentation, we will discuss the process of developing the MKT survey, highlight exemplary results from the Kyrgyz Republic, and then discuss the various uses of this survey. The MKT survey build from previous work in measurement of teachers’ MKT in the United States and other countries (Ball et.al., 2008; Cole, 2012). Our goal was to create an instrument that focused on the early primary grade and was easily adaptable to multiple contexts. To do this, we created an initial instrument, conducted cognitive interviews with math and learning experts form several countries, and then conducted a pilot in the Kyrgyz Republic and Nepal. In Kyrgyz Republic, the MKT test was administered to 323 primary grade teachers in 30 pilot schools as a pre-post training survey as part of the USAID Okuu Keremet! The survey was administered online in two languages. Analysis of pre-post test showed that the survey was effective in detecting changes in teacher knowledge across all math domains and pedagogical and content knowledge areas. In Nepal, we conducted cognitive interviews with teachers, providing additional insights into how teachers were thinking about early math knowledge. Finally, we conclude with the different potential uses for this survey, such as diagnosing and measuring changes in teacher knowledge over time and using it as professional development tool to develop teacher knowledge. We will discuss implications for the use of this tool for the wider development audience.

This is Part 3 of a four-part comprehensive evaluation of the public textbook procurement system in Morocco. It is an overview of the challenges and opportunities of school-based digital teaching and learning, intended to provide a framework for policymakers in Morocco who are considering further investments in information and communication technology (ICT) for learning in government schools. Specifically, it addresses the area of digital textbooks. The overview poses questions that policymakers should ask and provides examples of how other countries have responded to such questions.

This is Part 1 of a four-part comprehensive evaluation of the public textbook procurement system in Morocco. It offers recommendations on how to improve textbook quality, how to strengthen the procurement system --including budgeting and financing--, and developing a policy for digital textbooks.