This discussion document highlights the urgency of rethinking curriculum in light of reinforcing the commitments of the Education 2030 Agenda on learning, disruptive systemic worldwide societal changes, and crucially, the profound transformation of education and education systems post Covid-19. Curriculum
International large-scale assessments (ILSAs) are one of the most important tools policymakers and educational stakeholders have to inform evidence based decision making for educational reform. Here, we offer a brief guide to ILSAs, illuminating important differences and commonalities within and
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
The Promise of Large-scale Learning Assessments: Acknowledging limits to unlock opportunities addresses the more contentious aspects of standardized assessments which have increasingly been used to gauge the performance of education systems. LSLAs are at the centre of critical discussions related
This module is designed to be completed in conjunction with or subsequent to the study of Module 3 – Curriculum Design (Training Tools for Curriculum Development – A Resource Pack). Rather than describe what a curriculum framework is, the purpose
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
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
PISA defines scientific literacy as the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen. It emphasises the importance of being able to apply scientific knowledge in the context of real-life situations. The
A quality curriculum paves the way to the effective implementation of inclusive and equitable quality education. This second issue of the In-Progress Reflections series on Current and Critical Issues in the Curriculum and Learning addresses what makes a quality curriculum
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 is the first book regarding the issues of Program for International Student (PISA) that has been published with respect to the Southeast Asian region. The content of this book can benefit and provide greater understanding for readers of several
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 publication is one of a series of eight curriculum development booklets focused on promoting safety, resilience, and social cohesion throughout the curriculum. Education protects learners and their communities by providing life-saving advice in cases of emergency. Good planning can
