Teacher Professional Development

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.

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.

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.

Uzbekistan’s Ministry of Pre-school and School Education (MoPSE) has embarked upon an ambitious reform agenda to bring the Uzbek public education system in line with twenty-first century international standards and skills that includes participating for the first time in the Progress in Internationa

The U.S. Agency for International Development (USAID), together with the Ministry of Preschool and School Education of the Republic of Uzbekistan, launched the Uzbekistan Education for Excellence Program.

Primary school teachers were offered professional development training through the Uzbekistan Education for Excellence Program, funded by the U.S. Agency for International Development (USAID).

The U.S. Agency for International Development (USAID), together with the Ministry of Public Education of the Republic of Uzbekistan, launched the Uzbekistan Education for Excellence Program.

This success story highlights a English as a foreign language teacher's experience piloting the new ELF textbooks launched by the Ministry of Public Education, with support from the United States Agency for International Development (USAID.

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 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