The NEQMAP Secretariat is pleased to announce this year’s 11th NEQMAP Annual Meeting which will take place on Wednesday, 18 December 2024. This important gathering will bring together the Steering Group (SG) members and the network members to reflect on the progress and share
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) and UNESCO Bangkok have launched a series of policy briefs on “Equity and Equality in learning in Asia-Pacific: What do results from large-scale assessments tell us?” The first two policy
The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) has reached its 10th anniversary this year. Over the past decade, NEQMAP has been dedicated to promoting quality education in the Asia-Pacific region by providing a platform for knowledge sharing,
Policymakers have increasingly seen the integration of 21st Century Skills (21CS) in education systems as crucial for enhancing students’ ability to participate in and contribute to knowledge economies and societies. Achieving this goal, however, will require considerations of alignment across
Children and youth of today are faced with rapidly changing landscapes. As a result, education stakeholders find themselves debating what ‘skills’ our youth need for them to adapt to these changes. These skills are commonly known as ‘21st century skills’,
In Myanmar, as in other countries, the education system has traditionally placed an emphasis on the rote memorisation of information in teaching, learning and assessment. However, in 2016, the government introduced the National Education Strategic Plan (NESP) which called for
Despite the challenges that 2020 has brought to all of us the 2020 NEQMAP Annual Meeting served as an opportunity to share these experiences and how we can move forward. NEQMAP’s 2020 Annual Meeting, ‘Challenges in Monitoring Quality Education in
Many Asia-Pacific countries are shifting their education systems towards the competency-based learning. The aim is to build 21st Century Skills and competencies such as problem solving, communication and collaboration that will enable and prepare their learners for today’s complex challenges
Fuelled by advanced technology and economies, today’s world is rapidly changing. Skills such as critical thinking, creativity, collaboration, communication, and information technology literacy are in high demand. But how are countries integrating these skills and competencies into practice? Two examples
A key development challenge that countries in South Asia face is the poor quality of education. Although over the last decade most countries in this region have achieved near universal enrolment in primary education (UIS Statistics, 2020), this has not
Good quality education, as emphasized in SDG4, should provide relevant learning outcomes for all. This includes a focus on learner-centred holistic development so that learners achieve the skills, values, attitudes and behaviours needed in today’s world. But education quality also
COVID 19, the virus has not only affected the globe as a medical scourge, but affected the working of all dimensions of living, be it earnings, business, entertainment, law & order, so on and so forth. Education is no exception
Olivette Nakou of Loukatai Base Kindy in Vanuatu revises basic shapes with one of her students. Enrolment into an early childhood education programme was found by the PILNA 2018 as a positive influence on student performance in literacy and numeracy.
Education quality is a top priority of educational policy-makers in Iran. In order to strengthen the quality of education in Iran, the Program for Monitoring Educational Quality in Tehran (BARAKAAT in Farsi) was designed to monitor educational outcomes of the
NEAF capacity building workshop in Thimpu, Bhutan @ACER India The Bhutan Council for School Examinations and Assessment (BCSEA), Royal Government of Bhutan, commissioned ACER India to support the development of Bhutan’s National Education Assessment Framework (NEAF) to measure the quality
