System Strengthening, Sustainability & EMIS

The information and communication technology (ICT) baseline assessment measured current competency of grades 9, 10, and 11 students on the Program-developed materials that include standards, teacher guides, and use of the ICT student textbooks (STB).

Developing the standards for EFL education is a major step towards the Uzbekistan’s vision of an English-speaking nation by 2030. MoPSE experts and Program technical advisors developed a set of EFL standards as the basis of a standards-based curriculum.

Uzbekistan’s education reform envisions a competency-based curriculum consisting of standards, a scope and sequence (S&S), textbooks, and teacher guides that align with an assessment system.

Wanting to support effective learning in the early grades of school in a linguistically diverse country such as the Philippines it is important answer some basic questions, such as: • What languages do children come to school speaking? • Do children have more than one language that they can use when

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.

A key component of educational change is that it is often overlooks is that it is fundamentally an emotional process for teachers (Rogers, 2003).

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.

This presentation focused on learning through play-based pedagogies in Kenya, Rwanda and Ghana.

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 str

The method used is a historical analysis of the route through which education in Japan and South Korea was framed, and then implemented, in the period starting in 1870 (approximately) in the former and 1945 (approximately but especially after the Korean war) or so in the latter.