An analysis of 21st Century Skills integration in the Philippines was designed to support the Philippines identify a strategy for assessment, teaching, and learning of 21st century skills (21CS). This project identified and built on a number of recent studies
In this report, a team of Bhutan Council for School Examinations and Assessment and Ministry of Education officials have collated and analysed the information from our participation in PISA-D so that it can be used to benefit the education sector
A scoping review of ECEC interventions in economically developing countries between 1998 and 2017, aimed at improving children’s learning in the years before school, was conducted (Jackson et al., 2019). To gauge their effectiveness and to be included in the
The purpose of this case study is to share information on SEA-PLM regional- and country-level capacity development activities, which are a defining feature of the SEA-PLM initiative. It provides a record of program activities to date and describes the program’s
In this small-scale study, eight countries in Asia contributed material from their national- and classroom-based tests to be reviewed as potential resources for the assessment of transversal competencies. The study builds upon previous studies undertaken by country research groups organized
The Republic of Korea has been recognized for turning its education system around to become one of the top performers in education. The country has consistently ranked high in international learning assessments over the last 25 years. This study presents
The purpose of this paper is to describe the current landscape in strengthening learning assessment systems and spark discussion and debate around potential areas for KIX investment. The paper is part of a series of discussion papers, drafted to support
This booklet has been prepared for the international release of TIMSS (Trends in International Mathematics and Science Study) 2019 and in the context of the study’s efforts to advance the global Sustainable Development Goal (SDG) 4, monitoring progress and promoting
This report describes the results achieved by our students, the resources invested in our education system, and the learning environments in our schools and communities, in ways that allow for comparisons with other countries participating in PISA-D and some countries
This publication is the second in the series of topical case studies initiated jointly by the Network on Education Quality Monitoring in the Asia-Pacific at UNESCO Bangkok and the Australian Council for Educational Research, Centre for Global Education Monitoring (ACER-GEM).
This regional report is the outcome of the collaborative study that seeks to identify learning enablers based on analysing learning assessment data. Reseachers from ten countries were brought together in this study by UNESCO Bangkok’s Network on Education Quality Monitoring
High-performing countries use various mechanisms to select the best candidates to the teaching profession. In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training programmes must pass a competitive entry examination. In Japan, teaching graduates
There can be no denying the influence of competencies on the development of the school and its curricula. The school and its stakeholders must therefore be tooled to be able to handle this novelty: conducting learning processes in terms of
Juan Carlos Tedesco , a renowned and prestigious educator, shares his perspective on gauging and assessing learning. The author suggests that by taking a close look at the history of assessment and discussing the strengths and weaknesses often associated with
This baseline study measures the initial status of the peer group leader’s (PGLs) and participants of the Kishori Clubs of target areas before the implementation of the EDGE programme. This study serves as a benchmark against which the programme evaluators
