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  1. Title

    China early child development: early childhood education in Yunnan

    Description
    This report reviews existing early child development (ECD) policies and institutions in Yunnan, the financing of preschool education, a household survey of a sample of 3-6 year olds in rural Yunnan, a survey of preschool quality in Kunming using a recognised rating scale and a study of preschool teachers including qualifications, career development, salaries and supply and demand. This report was published by WorldBank in 2013.
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/17004
  2. Title

    Disaster and emergency preparedness: activity guide for K to 6th grade teachers

    Description
    This booklet offers suggestions for a range of classroom and community activities to teach elementary school students, from kindergarten to sixth grade, about natural and man-made hazards, how to protect oneself and respond to them, and how to help reduce their impact and prevent them from becoming community disasters. It also includes examples of a number of student and community activities that can be used to teach about disaster and emergency preparedness. This report was published by the World Bank in 2010.
    Author
    International Finance Corporation
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/17678
  3. Title

    Disaster and emergency preparedness: guidance for schools

    Description
    This handbook provides guidance on taking preventative measures to reduce the impact of natural disasters on schools. It aims to provide a framework for assessing risk, developing skills within schools for disaster and emergency preparedness and supporting schools in developing disaster and emergency plans specific to their local needs. This document was published by the World Bank in 2010.
    Author
    International Finance Corporation
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/17669
  4. Title

    Diversity in education in Myanmar [English Language]

    Description
    The purpose of this report from Pyoe Pin/Yaung Zin, upon diversity in education in Myanmar (in English language) is to outline the diversity and role of non-state basic education provision in Myanmar (excluding the for-profit urban private sector) and to offer an analysis of the social and economic benefits of a diverse education system that meets the needs of a multi-ethnic, multi-lingual population. It is hoped that a better understanding of these systems will lead to increased support by both government and the development partners and the report makes some specific recommendations and suggestions for inclusive educational policy-making in Myanmar. The research for this report was based on a review of existing literature and data collected on field-trips between 2015, 2016 and August and September 2016 in: Yangon, Mandalay, Lashio, Taunggyi and Hpa An, covering Chin, Kachin, Karen and Pa-O nationality respondents as well as three monastic schools and three non-state teacher training programmes. Published November 2016
    Author
    Professor Marie Lall
    Publisher
    Yaung Zin
    https://www.dropbox.com/s/1yjmueu9w1x3p17/Diveristy%20in%20Education%20in%20Myanmar-Eng-10.5.2017.pdf?dl=0
  5. Title

    Early childhood development and education in China: breaking the cycle of poverty and improving future competitiveness

    Description
    This document highlights the importance of investment in early childhood development and education (ECDE) in China and discusses the challenges to ECDE in China, policy and access to ECDE service, financing of ECDE, determinants of child outcomes and policy implications and the way forward for ECDE. This report was published by WorldBank in 2011.
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/18375
  6. Title

    Education policy research series discussion document, No. 5. Education systems in ASEAN+6 countries: a comparative analysis of selected educational issues

    Description
    This report reviews and analyzes key educational issues in the areas of education policy and management frameworks, secondary education and technical and vocational education and training (TVET) in Association of Southeast Asian Nations (ASEAN) +6 countries and highlights how the systems can be improved and how educational disparities across the countries can be reduced. This report was published by UNESCO in 2014.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://www.unescobkk.org/resources/e-library/publications/article/education-systems-in-asean-6-countries-a-comparative-analysis-of-selected-educational-issues-educa/
  7. Title

    How much and what kind of teaching is there in elementary education in India: evidence from three states

    Description
    This report discusses the state of primary education in India. While access to primary education has been widened considerably, learning outcomes have not improved as much as expected. The report looks at why this is the case, focusing on the quality and quantity of teacher presence and interaction with students. It highlights factors that have an impact on teacher and student availability and goes on to make suggestions for improving the situation. This report was published in 2014 by the World Bank.
    Author
    Deepa Sankar; Toby Linden
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/17800
  8. Title

    ICT transforming education: a regional guide

    Description
    This guide for teachers and those who train teachers discusses the use of information and communication technologies (ICT) within teaching and learning, including ICT in the world beyond the classroom, digital skills and modes of learning, ICT adoption and use, e-learning, assessing e-learning, integrating and implementing ICT, e-resources for learning, blended learning with Web 2.0 tools, web tools for teachers and changing learning environments. This guide was published by UNESCO in 2010.
    Author
    Jonathan Anderson
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/ict-transforming-education-a-regional-guide/
  9. Title

    Impact evaluation of three types of early childhood development interventions in Cambodia

    Description
    This report evaluates the success of three interventions designed to widen access to early childhood development services in Cambodia. The three projects involved include: formal preschools, community preschools and home-based services. It describes the challenges that these three projects faced and discusses the lessons learnt from their respective successes and failures. This report was published by the World Bank in 2013.
    Author
    Adrien Bouguen; Deon Filmer; Karen Macours; Sophie Naudeau
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/15900
  10. Title

    Impacts of an early stage education intervention on students' learning achievement: evidence from the Philippines

    Description
    This paper examines the impact of a large supply-side education intervention in the Philippines, the Third Elementary Education Project, on students' national achievement test scores. It analyses the results of a study into the impact of this intervention and draws a number of conclusions about its effectiveness at achieving its aim of improving student performance. 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/10986/12078
  11. Title

    Incentives and teacher effort: further evidence from a developing country

    Description
    This report examines how incentives influence teacher effort, including the number of hours that teachers spend preparing for classes and teacher provision of private tutoring classes outside class hours, using school survey data from Lao PDR. This report was published by WorldBank in 2013.
    Author
    Hai-Anh H. Dang; Elizabeth M. King
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/16920
  12. Title

    Media and information literacy curriculum for teachers

    Description
    This document outlines a set of courses (curriculum) on media and information literacy designed to be used by teachers to teach them and their students how to identify and assess the quality of information available through the media and other information providers. Part 1 introduces the curriculum rationale (including definitions and benefits of media and information literacies), its design and its main themes while Part 2 details the eleven core and non-core courses (modules) of the curriculum (including key topics, learning objectives and pedagogical approaches and activities for each course section). A glossary is also included which defines key terms used in this document. This document was published by UNESCO in 2011.
    Author
    Carolyn Wilson; Alton Grizzle; Ramon Tuazon; Kwame Akyempong; Chi-Kim Cheung
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/media-and-information-literacy-curriculum-for-teachers/
  13. 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
  14. 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
  15. 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
  16. Title

    Transforming Indonesia's teaching force, Vol 1: Executive summary

    Description
    This is the executive summary of a report on transforming Indonesia's teaching force. It summarises a number of key findings from a study into teacher management. It begins by describing some concerns about the standard of teaching in Indonesia and why teaching quality is important for improving student performance. It then goes on to describe the current challenges in attracting qualified candidates to become teachers and then concludes by making a number of policy recommendations that it argues would go some way to improving teaching quality in Indonesia. This report was published by the World Bank in 2010.
    Author
    The World Bank Group
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/2852
  17. Title

    Transforming Indonesia's teaching force, Vol 2: From pre-service training to retirement - producing and maintaining a high-quality, efficient and motivated workforce

    Description
    This report provides a detailed introduction to teacher management reforms in Indonesia. It describes the concept of teacher management and why it has become so important in Indonesia and then goes on to analyse the characteristics of the Indonesian teaching force. It discusses the need to attract high quality teachers and then keep them by that they are motivated and supported by their schools. The report concludes by making a number of policy recommendations for improving teacher management and the quality of teaching in Indonesian schools. This report was published by the World Bank in 2010.
    Author
    The World Bank Group
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/2853
  18. Title

    UNESCO ICT competency framework for teachers

    Description
    This document provides an outline of the information and communications technology (ICT) competencies that teachers should develop to be able to teach their students to become effective learners through using ICT. The specific areas taught are understanding ICT in education, curriculum and assessment, pedagogy, ICT, organization and administration and teacher professional learning. This document was published in 2011.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
  19. Title

    Visual and linguistic factors in literacy acquisition: instructional implications for beginning readers in low-income countries

    Description
    This report discusses methods of improving literacy teaching for beginning readers in low income countries. It highlights some key barriers to effective literacy teaching in these countries, including poor quality textbooks, large class sizes and multilingual students. It cites a number of studies on acquisition of reading and comprehension skills and the conclusions it draws from this literature review provides guidance for good practice in teaching literacy. This report was published by the World Bank in 2013.
    Author
    Chiara Valeria Marinelli; Marialuisa Martelli; Prachayani Praphamontripong; Pierluigi Zoccolotti; Helen Abadzi
    Publisher
    The World Bank Group
    https://openknowledge.worldbank.org/handle/10986/16244

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