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
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
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
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
Citizen-led learning assessments offer an innovative approach to measure children’s learning. At present, such assessments are being implemented in India, Pakistan, Tanzania, Kenya, Uganda, Mali, Senegal, Mexico and soon Nigeria. This brochure, published by the newly established People’s Action for
Prior to the World Education Forum held in May 2015, FHI 360’s Education Policy and Data Center (EPDC) undertook a mapping of the “known universe” of national assessments, looking at them vis-a-vis the seven learning domains proposed by the Learning
This article reviews research on the economics and sociology of education to assess the relationships between family and community variables and children’s educational outcomes in South Asia. At the family level, the variables of family socioeconomic status (SES), parental education,
