Following the impact of the COVID-19 pandemic on school closures, this memorandum maps out alternative learning approaches in distance learning adopted by the Ministry of Educations in Africa to ensure educational continuity. Different distance learning models include online digital platforms
This Issue Note highlights the coping strategies of countries in managing high-stakes exams during the COVID-19 crisis. To contain the spread of virus, many countries have shifted to online and distance learning and assessment modalities. Countries have adopted different strategies
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
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
In Jomtien in 1990 and again in Dakar in 2000, world leaders committed to the measurement and improvement of learning as part of Education for All. Yet clear, actionable metrics, particularly in the early grades and in the poorest countries,
As governments and donors focused on increasing access in the wake of the Millennium Development Goals, the issue of learning received comparatively little concerted attention. Some organizations working in countries where access was rapidly increasing took notice of the fact
The OECD Programme for International Student Assessment (PISA) surveys, which take place every three years, have been designed to collect information about 15-year-old students in participating countries. It is now recognised that the future economic and social well-being of countries
New Zealand is a relatively high performing country according to international assessments. It has transited the journey to develop a strong student assessment system. This paper, published under the World Bank’s SABER initiative, describes this journey, highlighting drivers that helped
