Social-emotional skills are very relevant for the development of students, the strengthening of educational communities and 21st century societies. They contribute to a better exercise of citizenship, act as a protective factor against violence, favor the establishment of positive relationships
COVID-19 led to prolonged school closures to varying degrees across developing Asia. These disruptions will affect the skills students acquire and eventually their productivity as future workers. Various distance learning strategies are being used, but they are only partially effective.
School closures due to COVID-19 have left more than a billion students out of school. This paper presents the results of simulations considering three, five and seven months of school closure and different levels of mitigation effectiveness resulting in optimistic,
This paper presents the most expansive and current cross-country dataset on education quality. The database includes 164 countries/territories covering over 98 percent of the global population from 2000–2017. Of these countries,111 are low or middle income economies. Harmonized learning outcomes
This study examines existing regional-level monitoring/ assessment tools, such as International Civic and Citizenship Education Study (ICCS) and the Southeast Asia Primary Learning Metrics (SEA-PLM). It addresses the possibilities, shortcomings, and implications for measuring global citizenship comptence, as well as
The aim of this paper is to provide new evidence on the types of inputs that matter to improving educational outcomes by documenting educational inputs across economies, using a scoring system that attempts to capture quality dimensions. The authors undertook
Given the prolonged and massive closures of school and learning institution, education systems around the world are working to react to the unexpected outbreak of the COVID-19 pandemic. This working document, based on a rapid assessment carried out between 24
The REC Operational Framework (RECOF) sets out overall guidelines and standard operating procedures to streamline and institutionalise an efficient system for REC as the epicentre of curriculum development, professional development and educational research. Quality assurance mechanisms are put in place
Understanding the Impact of PISA Sample Eligibility Using Turkey as a Case Study (PISA 2003 – PISA 2012) Of the OECD countries that participate in the Programme for International Student Assessment (PISA), Turkey has one of the lowest levels of
Introduction Sustainable Development Goal1 (SDG) 4 calls for the international community to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Education is a fundamental human right. Full access to quality education at all levels is
This paper assesses the merits of different learning assessments for measuring progress toward the Sustainable Development Goal (SDG) for education and its associated targets, as adopted by the international community in Incheon, Republic of Korea during the World Education Forum
This report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Programme for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education
The Annual Status of Education Report (ASER) survey is a household-based survey of school-aged children in all rural districts in India. It is the only annual survey that yields data on children’s basic learning levels in this country. It evolved
This study, published as a background paper for the 2015 Education for All (EFA) Global Monitoring Report (GMR), examines key trends and characteristics of national learning assessments (NLAs), which have been conducted with increasing frequency worldwide since the 1990s. Generally,
The aim of this paper is to describe the technical issues to be addressed in enhancing the Programme for International Student Assessment (PISA) contextual questionnaires instruments for the PISA for Development (PfD) study. This research, alongside discussions with key stakeholders, including those
