The learning assessment market: pointers for countries – part 1
This is an important discussion for anyone working on SDG 4. The global desire to make...
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8100 Hours of Schooling Versus 30 Hours Learning Camp
Your child, being in grade five and unable to read, is then subjected to a remediation, a...
Taking stock of three years of joining forces in a south-south partnership
The workshop participants were eager to learn about Outcome Harvesting and found it an...
Rekindling Hope Amidst Hunger
‘He told me he was too weak to go to school yesterday’, this mother’s explained...
Focus on our SDG 4 Data Digest Partners: ASER Centre, India
An education challenge in India is global challenge given the country’s vast numbers of...
Learning Camps- Hope for learners left behind
Were it a matter of simple logic, one would argue that the reduction of workload would...
Turning the Spotlight on Those Left Behind to Mark the First International Day of Education
On the first International Day of Education, the UNESCO Institute for Statistics (UIS) and the...
How fair have we promoted the rights of children with disabilities to education?
Quite a sizeable number of children with disabilities have been enrolled in public schools but...
How Civil Society Can Supply Rigorous Data for the SDGs: The Citizen-Led Assessment Approach
Failure to achieve the Millennium Development Goal of universal primary education in many...
Learning for the Left-Behind: A Much Needed Paradigm
TaRL presents a paradigm shift from traditional approaches to education. As opposed to...
What age should our children start schooling to optimize on learning outcomes?
In Kenya, the Ministry of Education’s (MOE’s) guidelines dictate that a child should start...
We must Confront Challenges Facing Teachers
The Ministry of Education reveals that remoteness, lack of proper social amenities,...