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
At the global level, the recent 2019 High-level Political Forum (HLPF) Contribution from the SDG-Education 2030 Steering Committee has stressed that the world is still not on track to achieve the SDG4-Education 2030 and that current education systems are facing
Optimizing Assessment for All is developing assessments of 21st century skills for classroom use. In a recent pilot of assessment of collaboration, critical thinking and problem solving, the classroom experiences clearly identified challenges that confront teachers and students as they
Many schools and education systems still place significant priority on measuring learning outcomes with scores, grades and marks. But this focus and emphasis often misses a bigger picture, and doesn’t take into account the process of learning. Assessment for Learning
The Analysis of 21st Century Skills Integration Program aims to support a strategy for assessing and teaching these skills in the Philippines. The project will culminate in a roadmap that focuses on alignment of curriculum, assessment, and pedagogy practices in
After five years of careful development, the Southeast Asia Primary Learning Metric (SEA-PLM) is about to deliver. The data collection for the first assessment round (SEA-PLM 2019) is almost complete and final steps are being prepared to allow stakeholders to