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  1. Title

    Module 6: Assessment (Module for teachers) [English language]

    Description
    This module for trainee primary teachers explains the value and use of assessment including types of assessment, open and closed questions, informal assessment methods, practice for examinations, recording classroom work, equitable assessment, and holistic assessment. The module is part of the Yaung Zin Competency-Based Teacher Training Programme which is designed for primary teachers in Myanmar non-state schools (primarily monastic and community schools). It aims "to improve the development of teachers and students in the non-state education sector where many teachers are untrained or undertrained in their roles of teaching and facilitating learning".
    Publisher
    Yaung Zin
    Assessment (teacher).pdf
  2. Title

    Module 6: Assessment (Module for teachers) [Myanmar language]

    Description
    This module (in Myanmar language) for trainee primary teachers explains the value and use of assessment including types of assessment, open and closed questions, informal assessment methods, practice for examinations, recording classroom work, equitable assessment, and holistic assessment. The module is part of the Yaung Zin Competency-Based Teacher Training Programme which is designed for primary teachers in Myanmar non-state schools (primarily monastic and community schools). It aims "to improve the development of teachers and students in the non-state education sector where many teachers are untrained or undertrained in their roles of teaching and facilitating learning".
    Publisher
    Yaung Zin
    Assessment (teacher).pdf
  3. Title

    Module 6: Assessment (Module for trainers) [English language]

    Description
    This module, designed for those instructing trainee primary teachers, explains the value and use of assessment including types of assessment, open and closed questions, informal assessment methods, practice for examinations, recording classroom work, equitable assessment, and holistic assessment. The module is part of the Yaung Zin Competency-Based Teacher Training Programme which is designed for primary teachers in Myanmar non-state schools (primarily monastic and community schools). It aims "to improve the development of teachers and students in the non-state education sector where many teachers are untrained or undertrained in their roles of teaching and facilitating learning".
    Publisher
    Yaung Zin
    Assessment( trainer).pdf
  4. Title

    Module 6: Assessment (Module for trainers) [Myanmar language]

    Description
    This module (in Myanmar language), designed for those instructing trainee primary teachers, explains the value and use of assessment including types of assessment, open and closed questions, informal assessment methods, practice for examinations, recording classroom work, equitable assessment, and holistic assessment. The module is part of the Yaung Zin Competency-Based Teacher Training Programme which is designed for primary teachers in Myanmar non-state schools (primarily monastic and community schools). It aims "to improve the development of teachers and students in the non-state education sector where many teachers are untrained or undertrained in their roles of teaching and facilitating learning".
    Publisher
    Yaung Zin
    Assessment( trainer).pdf
  5. Title

    Next generation of literacy statistics: implementing the Literacy Assessment and Monitoring Programme (LAMP)

    Description
    This report describes the Literacy Assessment and Monitoring Programme (LAMP), a method of measuring literacy and numeracy skills among youth and adults, and discusses the purposes of LAMP, what it measures and how it is implemented. This report was published in 2009.
    Publisher
    UNESCO Institute for Statistics (UIS)
    http://www.uis.unesco.org/Library/Documents/Tech1-eng.pdf
  6. Title

    Patterns of development and use of codes of conduct for teachers in 24 countries

    Description
    This report presents the results of a survey on codes of conduct for teachers carried out in 24 countries (including India, Malaysia, Singapore, and Vietnam) which examined the general perception of teachers' behaviours and attitudes, the content and coverage of the code, code development and design, implementation and dissemination of the code, the monitoring and application of the code and the perceived impact of the code.
    Author
    Pippa McKelvie-Sebileau
    Publisher
    International Institute for Educational Planning (IIEP)
    http://unesdoc.unesco.org/images/0019/001923/192392e.pdf
  7. Title

    Policy guidelines for mobile learning

    Description
    This document provides guidance to policy-makers on the use of mobile technologies to expand and enrich education. It defines mobile learning, examines the unique benefits of mobile learning, and presents guidelines on creating or updating policies related to mobile learning. This report was published by UNESCO in 2013.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://unesdoc.unesco.org/images/0021/002196/219641e.pdf
  8. Title

    Population pressures, migration, and the returns to human capital and land: insights from Indonesia

    Description
    This paper examines the dynamics of population density and its impacts on household outcomes using data from Indonesia to determine the consequences of rapid population growth. This paper was published by WorldBank in 2014.
    Author
    Yanyan Liu; Futoshi Yamauchi
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/17338
  9. Title

    Reaching out-of-school children is crucial for development

    Description
    This document uses statistical data to highlight the importance of reducing the number of children out of school including data on how many children are out of school, how many of these children had ever been to school and which children are out of school by gender, geography and socio-economic status. It also discusses five reasons that education is essential for development. This document was published in June 2012.
    Publisher
    UNESCO Institute for Statistics (UIS)
    http://www.uis.unesco.org/FactSheets/Documents/fs-18-OOSC-2.pdf
  10. Title

    Reduce the risk of plagiarism in just 30 minutes

    Description
    This short leaflet provides practical guidance on how teachers can help to encourage student learning and prevent students providing other's work as their own (plagiarism) through the design of the assessment task.
    Publisher
    Oxford Brookes University
    http://www.brookes.ac.uk/aske/resources/index.html
  11. Title

    Regulating private tutoring for public good: policy options for supplementary education in Asia

    Description
    This report recommends the regulation of private supplementary tutoring, based on examples of tutoring practices in Asia where private tutoring is prevalent. It provides a description of the tutoring sector, explains what, why and who should be regulated, what regulations there should be for different types of tutors and how the regulations could be implemented. This report was published by CERC in 2014.
    Author
    Mark Bray; Ora Kwo
    Publisher
    Comparative Education Research Center (CERC); United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://www.unescobkk.org/education/news/article/regulating-private-tutoring-for-public-good/
  12. Title

    School based management in Lao PDR: current conditions and recommendations for the future

    Description
    This report presents a framework that explains how school block grants (SBGs), which gives provinces, districts and schools greater administrative control, can improve education quality, drawing on lessons from international experience and identifying challenges and potential risks to successful implementation of the program. This report was published by WorldBank in 2014.
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/16715
  13. Title

    School choice and cognitive achievement in rural Bangladesh

    Description
    This report examines the impact of school characteristics on the achievement of secondary school students using data from Bangladesh on the test scores of children in religious and secular schools. This report was published by WorldBank in 2006.
    Author
    Mohammad Niaz Asadullah; Nazmul Chaudhury; Amit Dar
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/17821
  14. Title

    School enrollment, selection and test scores

    Description
    This paper analyses data from Cambodia to identify whether there is a direct link between increased enrollment and improving test scores. The study looks at poor students who received scholarships to attend school and their performance in tests and makes a number of conclusions based on the results. This report was published by the World Bank in 2009.
    Author
    Deon Filmer; Norbert Schady
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/4190
  15. Title

    School quality, labor markets and human capital investments: long-term impacts of an early stage education intervention in the Philippines

    Description
    This paper examines the long-term impacts of improved school quality at the elementary school stage on subsequent schooling investments and labor market outcomes using unique data from a recent survey that tracked students in the Philippines. It goes on to analyse the results, drawing a number of conclusions about the importance of linking education and labor markets. This report was published by the World Bank in 2012.
    Author
    Futoshi Yamauchi; Yanyan Liu
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/12109
  16. Title

    School resource and performance inequality: evidence from the Philippines

    Description
    This paper examines inequalities of school and teacher resources and student performance in the Philippines by measuring pupil classroom and teacher ratios and per-pupil teacher salary. This paper was published by WorldBank in 2014.
    Author
    Futoshi Yamauchi; Suhas Parandekar
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/16830
  17. Title

    School-based management, school decision-making and education outcomes in Indonesian primary schools

    Description
    This paper examines the key aspects of the practices of school-based management (SBM) in Indonesia, and its effect on education quality. It analyses the findings of a parental participation survey which found that parental participation in primary school management is very low. It discusses the impact of increasing this participation as part of school-based management on teacher attendance and student performance. This paper was published by the World Bank in 2011.
    Author
    Dandan Chen
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/3572
  18. Title

    Seeding fertile ground: education that works for Bangladesh

    Description
    This report provides an update on the state of education in Bangladesh. It describes how educational access has been improved as a result of economic growth, but that educational access is still limited to a small percentage of the population. It goes on to discuss the potential for massive economic growth in Bangladesh and how this can be driven by increasing access to education. It goes on to make educational policy proposals that it suggests would help Bangladesh achieve its aims of becoming a middle income country. This report was published by the World Bank in 2013.
    Author
    The World Bank Group
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/16768
  19. Title

    Six steps to abolishing primary school fees: operational guide

    Description
    This document provides practical guidance on ensuring access to quality basic education by supporting policies that remove the education cost barriers to parents and households. It proposes six steps to achieve this goal: ensuring leadership and participation from the start, assessing the situation, establishing priorities, estimating costs and identifying financing, planning for quality and strengthening school governance and accountability. This document was published in 2009.
    Publisher
    The International Bank for Reconstruction and Development; The World Bank Group in collaboration with UNICEF
    http://www.unicef.org/publications/files/Six_Steps_to_Abolishing_Primary_School_Fees.pdf
  20. Title

    Smaller, quicker, cheaper: improving learning assessments for developing countries

    Description
    This report examines ways that the available research on assessment of learning (particularly learning to read) can contribute to improving educational outcomes to improve the quality of education in developing countries.
    Author
    Daniel A. Wagner
    Publisher
    International Institute for Educational Planning (IIEP)
    http://unesdoc.unesco.org/images/0021/002136/213663e.pdf
  21. Title

    Southeast Asian guidelines for early childhood teacher development and management

    Description
    Southeast Asian countries have made important progress in the field of early childhood care and education (ECCE). There is enormous diversity among Southeast Asian countries in terms of their levels of development, their awareness of the key roles played by pre-primary teachers and interest in upgrading their qualifications are clearly observed across the sub-region. These guidelines will support SEAMEO Member CountriesÂ’ further efforts to strengthen their ECCE workforce by supporting the professionalisation and capacity development of pre-primary teachers. This document is from the SEAMEO UNESCO Regional Bureau for Education in Asia and the Pacific. Published 2016.
    Author
    SEAMEO UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific
    http://unesdoc.unesco.org/images/0024/002443/244370e.pdf
  22. Title

    Student learning in South Asia: challenges, opportunities and policy priorities

    Description
    This report introduces the subject of education and educational attainment in South Asia. It provides a recent history of developments within education, including a substantial increase in access to education across the region. This, it argues, has not been accompanies by an improvement in educational attainment. It analyses the evidence and goes on to suggest why this might be the case, as well as making a number of recommendations for policies that it argues would improve learning outcomes. This report was published by the World Bank in 2014.
    Author
    Halil Dundar; Tara Beteille; Michelle Riboud; Anil Deolalikar
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/18407
  23. Title

    System Approach for Better Education Results (SABER): what matters most in teacher policies. A framework for building a more effective teaching profession

    Description
    This report provides a framework for analysing current teacher policies and evaluating the standard of teaching, particularly in developing countries. It suggests that teacher effectiveness is a key predictor of student learning and goes on to make a number of policy suggestions for improving the quality of teaching. This report was published by the World Bank in 2012.
    Author
    The World Bank Group
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/11926
  24. Title

    Teacher for every child: projecting global teacher needs from 2015 to 2030

    Description
    This document provides statistics on the number of teachers needed at primary level, the countries facing shortages of teachers and the rising demand for lower secondary education. This document was published in October 2013.
    Publisher
    UNESCO Institute for Statistics (UIS)
    http://www.uis.unesco.org/Education/Documents/fs27-2013-teachers-projections.pdf
  25. Title

    Teacher reform in Indonesia: the role of politics and evidence in policy making

    Description
    This report analyses the educational and political economy in which Indonesia's 2005 Teacher and Lecturer Law was formulated and implemented; describes the structures, strategies and processes that arose from the law and assesses this law's impact on teacher subject and pedagogical knowledge, classroom skills and motivation and student outcomes. This report was published by WorldBank in 2014.
    Author
    Mae Chu Chang; Sheldon Shaeffer; Samer Al-Samarrai; Andrew B. Ragatz; Joppe de Ree; Ritchie Stevenson
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/16355

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