• Distribution of teachers

    • 2019-12-09
    • Policy ToolBox

    Teachers’ deployment systems must be based on the principles of equity, effectiveness and efficiency. This is crucial to allow all children to receive a quality education. See more…

  • Curriculum

    • 2019-12-04
    • Policy ToolBox

    Curriculum in the simplest terms, is a description of what, why, how and when students should learn. There are 4 main categories for judging the quality of a curriculum: Development of the curriculum; curriculum content; implementation of the curriculum and curriculum evaluation. A good quality curriculum encourages and expects students to understand a multitude of subjects, such as understanding the purpose of classroom activities and participate actively in them. See more…

  • Logistic constraints in school construction

    • 2019-11-28
    • Policy ToolBox

    School construction can be hindered due to logistic constraints, such as lack of capacity, topographical issues, management issues, corruption, and the unreliable distribution of funds. The issues can often be anticipated or mitigated during the planning, implementation, and coordination phases of the construction projects. See more…

  • Student learning assessments

    • 2019-09-26
    • Policy ToolBox

    Learning assessments allow decision-makers to measure, monitor and evaluate what students know and how they mobilise that knowledge. Decision-making processes grounded on evidence-based data can lead to significant improvement of teaching and learning’s quality. See more…

  • Content knowledge

    • Policy ToolBox

    To ensure quality education, teachers must master the content knowledge they teach, as well as the appropriate pedagogy for teaching it. See more…

  • Classroom practices supervision

    • Policy ToolBox

    Schooling inputs are transformed into learning outcomes in the classroom, which is why understanding and controlling classroom practices is of utmost importance. By analysing classroom dynamics, decision-makers can develop pertinent policy measures that will ultimately favour education quality and student learning outcomes. See more…

  • Language of instruction

    • Policy ToolBox

    Mother-tongue based and multi-lingual education (MTB-MLE) brings better learning outcomes and contributes to the equal access and quality of education. Pupils can benefit basic education more easily and see their chance increased to achieve primary education successfully and to continue their academic path up to higher education and social mobility, especially when they come from remote areas and ethnic and linguistic minorities. Not only MTB-MLE is cost-effective, values diversity, empowers local communities, but it is also proved to be gender-friendly. However, strong political support and sufficient financial resources are essential to provide the good quantity and quality of materials provision in order for these policies to be efficient. See more…

  • Classroom practices

    • Policy ToolBox

    Classroom practices are related to the actions and strategies teachers and students deploy in class during the teaching and learning process. ‘The “teacher/class/context effect” thus shows that the teacher plays a decisive role for quality education, but that the teacher-pupil performance relationship is complex (UNESCO, 2009) and is a result of multiple factors demanding a consistent context-related teacher management system.’ (IIEP, 2018).
    Pedagogy is defined by UNESCO International Institute for Education Planning (IIEP) as ‘interactions between teachers, students, and the learning environment and the learning tasks.’ The learner-centred pedagogy is generally agreed to be the predominant method to teach in the classroom the knowledge pupils must acquire. This method is, in terms, opposed to teacher-centred pedagogy, where teachers are at the centre of the learning process in the classroom. The learning-centred pedagogy is new term gathering both approaches: learner-centred and teacher-centred pedagogies. See more…

  • School readiness

    • Policy ToolBox

    Children readiness is important to consider since it affects positively not only learning outcomes in primary school but also internal efficiency by reducing repetition and early dropout thus contributing to more children reaching the end of primary. The idea of encouraging children readiness aims at helping children to be more prepared to learn and understand basic education. Early Childhood Care and Education (ECCE) refers includes three age groups with different needs to which strategies must adapt accordingly: Children from 0 to 2 (early development and health), 3 to 5 (pre-primary through social and cognitive skills) and 6 to 8 (development consolidation at primary school). See more…

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