Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
<\/p>\n\n\n\n
Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n <\/p>\n\n\n\n Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n <\/p>\n\n\n\n Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n <\/p>\n\n\n\n Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n <\/p>\n\n\n\n Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n Background<\/strong><\/p>\n\n\n\n The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n <\/p>\n\n\n\n Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n Background<\/strong><\/p>\n\n\n\n The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n <\/p>\n\n\n\n Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n Background<\/strong><\/p>\n\n\n\n The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n <\/p>\n\n\n\n Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: neqmap@unesco.org<\/a><\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=5210","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n Link for Registration: <\/strong>Click Here<\/strong><\/a><\/p>\n\n\n\n Link to Concept note<\/strong>: Click Here<\/strong><\/a><\/p>\n\n\n\n Programme Agenda:<\/strong> Click Here<\/a><\/strong><\/p>\n\n\n\n Background<\/strong><\/p>\n\n\n\n The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)<\/a>, in partnership with the Australian Council for Educational Research (ACER) through the Global Education Monitoring (GEM) Centre<\/a>, produces series of \u2018topical case studies\u2019<\/strong> to strengthen the knowledge base in the quality of education through research and analysis related to learning assessments. The focus of the NEQMAP topical case studies has been on how countries in the Asia-Pacific use learning assessment data in education policy and practice. <\/p>\n\n\n\n The current series (the fourth issue) on \u201cCitizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning\u201d<\/strong><\/a> was released in June 2021. It illustrates a range of ways to monitor and improve learning through civil action. The Citizen-led Assessments (CLAs) model is designed as a household-based assessment to monitor and identify the most vulnerable and marginalized children, families, and communities who are often left out of school education and common school-based assessments. As such, CLAs serve as a key component of robust education monitoring systems in many developing countries. <\/p>\n\n\n\n Civil society organisations from four South Asian countries namely Bangladesh, India, Nepal and Pakistan have been implementing CLAs to assess and represent the learning levels of all children. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER<\/a> \u2013 a word that means \u2018impact\u2019 in three of these four countries. ASER was first implemented in India in 2005; in Pakistan in 2008; in Bangladesh in 2014; and in Nepal in 2016. CLAs engage policy makers, planners, teachers, parents, and community members in discussions about learning and help foster understanding of the importance of ensuring quality education.<\/p>\n\n\n\n <\/p>\n\n\n\n Objectives and expected outcomes: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Target Audience:<\/strong><\/a> <\/p>\n\n\n\n The webinar is aimed at <\/p>\n\n\n\n <\/p>\n\n\n\n Contact information: <\/strong><\/a><\/p>\n\n\n\n NEQMAP Secretariat, UNESCO Bangkok: