Governance, Decentralization & System Monitoring (LQAS)

Ни одна крупномасштабная программа по основам грамотности и счета (ОГС) не может быть эффективной без ведущей роли правительства.

The conventional ways that new pedagogies are taught and supported in low- and middle-income countries rarely leverage the social networks and relationships that are paramount for individuals to shift their beliefs and make positive decisions about adopting new methodologies, and for them to sustain

An integral part of a decentralized education system hierarchy is the “middle tier” comprising subnational actors in charge of education delivery at the regional, provincial, state, district, municipality, city, or circuit and cluster levels.

Traditional projects in education introduce innovations at the school level, sometimes improving learning in a defined number of schools. The hope is that somehow piloted successes can be replicated or taken to scale. But too often they are not.

This presentation on development of an assessment system under Senegal's new bilingual policy includes an explanation of the bilingual policy in Senegal and plans for development of a national assessment system including use of the ANLAS methodology (Analysis of National Learning Assessment Systems)

The CRLA was initially conceived as a 5-minute start-up reading assessment designed to help teachers quickly determine the reading profiles of their G1-G3 learners, and develop appropriate reading instructional strategies.

Policy linking is a standard-setting methodology, long used in many countries, to set benchmarks (or cut scores) on learning assessments that allow those countries to determine what percentage of students in their country are meeting minimum proficiency requirements for key skills such as reading an

In the past two years, the COVID 19 pandemic and the ensuing and repeated school closures has caused an unprecedented upheaval to the education of children world-wide.

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).