 | Improving the quality of teacher education in sub-Saharan Africa Project summary report of the UNESCO-CFIT project, which was launched in 2012 to achieve quality, equity and inclusiveness in sub-Saharan African education,using technology to improve teacher training institutes. | |
 | Inclusive Student Assessment The doc is intended to support the training of teachers, principals, inspectors, teacher trainers, educators and curriculum development specialists by strengthening capacities in the field of student assessment under a concept of inclusive curriculum | |
 | Journée mondiale des enseignant(e)s 2019: Chiffres clés Une fiche d'information sur les enseignant(e)s développée par l'ISU et l’équipe du rapport GEM en vue de la Journée mondiale des enseignant(e)s 2019 | |
 | KIX Observatory: School Reopening in Africa during the COVID-19 Pandemic This report synthesizes available policy and practice evidence on school reopening in 40 African partner countries of the Global Partnership for Education... | |
 | L'évaluation des apprentissages en Afrique Sub Saherienne Au cours des dernières années, un intérêt renouvelé s’est manifesté pour la qualité de l’éducation. Cinq ans après l’adoption de l’agenda « Éducation 2030 » et des Objectifs de Développement Durable (ODD) en 2015, des signes montrent que les pays ont enco | |
 | L’évaluation des apprentissages en Afrique sub-saharienne | |
 | Learning Assessments Systems Evaluation Framework The Learning metrics Task Force conducted a broad global consultation and came to a consensus on a global framework oflearning domains and measurement areas for global tracking. | |
 | Learning assessments in sub-saharan africa In recent years, there has been a renewed interest in the quality of education. Five years after the adoption of the “Education 2030” agenda and the Sustainable Development Goals (SDGs) in 2015, there are signs that countries are still struggling to meet | |
 | Learning assessments in Sub-saharan Africa In recent years, there has been a renewed interest in the quality of education. Five years after the adoption of the “Education 2030” agenda and the Sustainable Development Goals (SDGs) in 2015. | |
 | Learning Forum: Challenges, Solutions, and Lessons Learned in Delivery of Non-formal Skills Training in Malawi In October 2019 a 2-day Learning Forum for non-formal Technical, Entrepreneurial and Vocational Education and Training (TEVET) service providers was held in Lilongwe. | |
 | Learning to Leapfrog: Innovative Pedagogies to Transform Education This report focuses on the teaching and learning element of the leapfrog framework, especially on pedagogical approaches and the role of teachers. | |
 | Les villes apprenantes et les ODD : Guide d’action un Guide d’action pour généraliser l’apprentissage tout au long de la vie, conçu comme force motrice de la réalisation des 17 Objectifs de développement durable (ODD). | |
 | Making evaluation work for the achievement of SDG 4 target 5: equality and inclusion in Education A synthesis of evidence from publicly available independent evaluations from 13 organisations, highlighting evidence gaps and summarising ‘what works’ for advancing gender equality and equity for vulnerable groups. | |
 | Making textbook content inclusive: A focus on religion, gender, and culture The publication “Making Textbook content inclusive: A focus on Religion, Gender, and Culture” was developed by a team of experts in inclusive education. The draft was tested in two workshops on textbook writing. | |
 | Mapeamento das Avaliações do Ensino a Distância durante a pandemia COVID-19 na África Subsaariana Em resposta a crise atual e a necessidade de informações atualizadas sobre a
avaliação do ensino a distância durante a pandemia COVID-19 na África
Subsaariana, o grupo TALENT conduziu três inquéritos com representantes do
Ministério da Educação em 49 país | |
 | Mapping the Distance Learning Assessments during the COVID-19 pandemic in Sub- Saharan Africa Most of the world’s governments (192 countries) have temporarily closed educational
institutions in order to contain the spread of the COVID-19 pandemic. | |
 | Mapping the Distance Learning Assessments during the COVID-19 pandemic in Sub- Saharan Africa | |
 | Mapping the Distance Learning Assessments during the COVID-19 pandemic in Sub- Saharan Africa Most of the world’s governments (192 countries) have temporarily closed educational
institutions in order to contain the spread of the COVID-19 pandemic. Since then,
some countries have begun to reopen schools, but as of May 10, 2020 | |
 | Measuring child development and early learning This brief is intended to provide basic information on measuring young children’s development, specifically focused on the skills and abilities children are likely to need upon entry to primary school. | |
 | Measuring Early Learning Quality and Outcomes This report is intended as an overview of the MELQO initiative, outlining the overall purpose of the effort, the module development process and rationale, and the content of the modules themselves | |
 | Measuring the quality of early learning programs This brief is intended to provide basic information on measuring the quality of early learning programs using a range of tools and approaches. | |
 | Monitoring Progress Towards SDG 4.1: Comparative analysis of national assessment frameworks and national curriculum frameworks for mathematics A comparative analysis of 20 countries’ national curriculum frameworks (NCFs) and national assessment frameworks (NAFs), to examine the alignment between what countries intend to teach and what they assess | |
 | More Than One-Half of Children and Adolescents Are Not Learning Worldwide This paper presents the first estimates for a key target of Sustainable Development Goal 4, whichrequires primary and secondary education that lead to relevant and effective learning outcomes. | |
 | New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School This fact sheet presents the latest UIS data on education available as of September 2019. | |
 | Observatoire KIX : Réouverture des écoles en Afrique pendant la pandémie de COVID-19 Le présent rapport synthétise les données probantes disponibles sur les politiques et les pratiques de réouverture des écoles dans 40 pays africains partenaires du Partenariat mondial pour l’éducation... | |
