LEARNING
Aid to education: time for tough decisions
Global Education Monitoring Report Team. (Global education monitoring report: policy paper, 50)
Building on foundations: strengthening teacher deployment for improved foundational learning - Teachers for All: The Gambia
UNICEF Innocenti Global Office of Research and Foresight
A comparative analysis of contract and government teachers in Sierra Leone: profiles and practices
Cameron, Emma; Gutierrez Bernal, Marcela; Shojo, Mari; Tognatta, Namrata Raman; Rahman, Md. Mokhlesur; Ansari, Ali. World Bank
Conditional cash transfers, school progression and academic achievement in Jamaica
Beuermann, Dietner; Ramos Bonilla, Andrea; Stampini, Marco. Inter-American Development Bank (IDB). (IDB working paper, 1701)
Does the double-shift schooling system affect learning outcomes? Evidence from The Gambia
Jallow, Amadou. Partnership for Economic Policy (PEP). (Policy brief, 292)
Does school inspection lead to school improvement? A case study
O’Doherty, Mary; McNamara, Gerry; Gardezi, Sarah; Brown, Martin. Educational Management Administration & Leadership
The economic returns to foundational literacy and numeracy: evidence from Indonesia
Crawfurd, Lee. Center for Global Development (CGD)
Environmental awareness in TIMSS 2023: paterns in achievement, attitudes, behaviors, and contexts
Bookbinder, Allison; Reynolds, Katherine A.; Leng, Dihao; Tyack, Lillian; Khorramdel, Lale; Ummugal, Bezirhan. International Association for the Evaluation of Educational Achievement (IEA); Boston College, TIMSS & PIRLS International Study Center. (TIMSS insights series)
Examining educational leadership preparation and development programmes in the Gulf region: a comparative study of Bahrain, Kuwait and Qatar
Al Haj Sleiman, Nidal; Alsaleh, Amal A.; Abdel-Hameed, Faten S.M.; Zayed, Salman Yusuf. London Review of Education, 23(1)
Funding for education in crises: data in distress
Global Education Monitoring Report Team; Education Cannot Wait. (Global education monitoring report: policy paper, 51)
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Improving national education systems after COVID-19: moving forward after PIRLS 2021 and PISA 2022
Crato, Nanu; Patrinos, Harry Anthony. Springer
Mapping the evidence on learning to earning interventions in low- and middle-income countries: a framework proposal and scoping review
Yavuz, Cem; Lee, Sanghwa; Nagy, Abdelrahman; Crépon, Bruno; Shonchoy, Abu; Snilstveit, Birte. International Initiative for Impact Evaluation (3ie). (Working paper, 67)
Socioeconomic status in PIRLS 2021: insights from parent, student, and principal reports
Leng, Dihao; Kodamala, Deepthi; Reynolds, Katherine A.; Ummugal, Bezirhan; von Davier, Matthias; Gonzalez, Eugenio J.; Kennedy, Ann M. International Association for the Evaluation of Educational Achievement (IEA); Boston College, TIMSS & PIRLS International Study Center. (PIRLS insights series)
Renewing the promise of development effectiveness for transforming education
Ndabananiye, Jean Claude; Deconinck, Christophe; Mbarek, Nesrine; Aiglepierre, Rohen d'. UNESCO IIEP. (IIEP policy brief)
Rethinking quality education: perspectives from the capability approach
Tulsyan, Arpan. Observer Research Foundation (ORF). (Occasional paper, 483)
The roles of standards in education and training
Luna-Bazaldua, Diego; Gove, Amber; Acevedo-Rebolledo, Nicolas; Cloutier, Marie-Helene Cloutier; Liang, Xiaoyan. World Bank
Sierra Leone - data-driven approach to teacher deployment
Cameron, Emma; Gutierrez Bernal, Marcela; Shojo, Mari; Tognatta, Namrata Raman; Rahman, Md. Mokhlesur; Ansari, Ali; Chowdhury, Afra. World Bank
Strengthening teacher professional development: policy and practice insights
Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX). International Development Research Centre (IDRC). (GPE KIX brief)
Teacher job satisfaction: international evidence on the associations with teacher workload, school leadership, and student discipline
Henry, Martin; Eryilmaz, Nurullah; Kennedy, Alec I.; Strietholt, Rolf; Bäckström, Pontus. Education International; International Association for the Evaluation of Educational Achievement (IEA). (IEA Compass: briefs in education, 27)
Whose visions for what learning? Perspectives, policies and practices in private supplementary tutoring
Bray, Mark. UNESCO
The world of learning: lessons from 52 countries (Volume I)
The world of learning: lessons from 52 countries (Volume II)
Mukhopadhyay, Marmar; Kaibarta, Mrityunjoy; Gantait, Kaibarta; Mukherjee, Mrinal. Educational Technology and Management Academy (ETMA)
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EQUITY
A deep dive into the education research landscape in Kenya and Senegal
Lawson L.; Oudjim W.; Education Sub Saharan Africa (ESSA)
A missing link for inclusive education: the importance of supporting teachers with disabilities to ensure learning for all
Singal, Nidhi; Godwin, Katie. The Learning Generation Initiative (LGI). (Research synthesis)
Adolescent dropout and school attachment: the moderating effects of gender
Košir, Suzana; Aslan, Mehmet; Lakshminarayanan, Radhika. International Journal of Educational Development, 117
Children on margins of quality education in Zimbabwe’s satellite primary schools: a review of literature
Jakachira, Godfrey; Chimbunde, Pfuurai. Cogent Education, 12(1)
The cost of a school meal: longitudinal evidence on spending, nutritional quality, and economies of scale from 216 programs
Bedasso, Biniam; Mendez Acosta, Amina. Center for Global Development (CGD)
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Inclusive education for every child in Sierra Leone: policy brief
UNICEF
Keeping young people in learning until the age of 18 – does it work? Evidence from the Raising of the Participation Age (RPA) in England
Dickson, Matt; Maguire, Sue; Ventura Alfaro, Maria Jose; Laczik, Andrea; Dabbous, Dana; Newton, Olly; Thomson, Dave. Institute for Policy Research (IPR)
Multigrade teaching and learning: developing theoretical frameworks through mapping conceptual territories with an inclusive education lens
Parfitt, Anne; Gristy, Cath; Read, Stuart; Garland, Mary Catherine. International Journal of Educational Research, 133
Non-state actors in ECCE: a complex landscape
D'Addio, Anna C.; UNESCO
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TRANSPARENCY
The influence of policy and political discourses on community participation in school development in Tanzania
Anania, Ahadi Mzumbwe. Cogent Education, 12(1)
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TECHNOLOGY
Artificial intelligence and education systems in 2035: fourteen trends and five scenarios for how the future might unfold
Rahman, Asad; Freeman, Abigail. EdTech Hub; International Development Research Centre (IDRC)
Boosting education technology in Africa
Dupoux, Patrick; Ivers, Lisa; Hoteit, Leila; Schenck, Mills; Choufari, Badr; Mwangi, Sylvia; Mathir, Aarefah. Boston Consulting Group partners (BCG)
From rote to reflective: integrating ChatGPT to transform learning outcomes in Cambodian education
Huot, Sovanna, Loch, Sovanna. International Journal of Language and Literary Studies, 7(4)
Safe, transparent, and ethical artificial intelligence: keys to quality sustainable education (SDG4)
García-Peñalvo, Francisco José; Alier Forment, Marc; Pereira Varela, Juan Antonio; Casany Guerrero, María José. International journal of educational research and innovation, 22
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RESILIENCE
Beyond recovery: a comprehensive approach for educational transformation in Lebanon
Hammoud, Mohammad; Brun, Cathrine. ERICC consortium. (ERICC policy brief)
Bridging policy and practice in climate change education: evidence from Northeast Thailand
Meekaew, Nattapon; Saenkum, Denpong. Frontiers in Education, 10
EdTech for climate resilience: a rapid evidence review
Brugha, Meaghan; Azfal, Nimra; Emerusenge, Aime Parfait; Zazai, Rozina; Nagol, Elias. EdTech Hub
Education and climate change: synthesizing the evidence to guide future research
Kraft, Matthew A.; Malik, Sohil; Falken, Grace. Annenberg Institute at Brown University. (EdWorkingPaper, 25-1238)
Education in conflict and crisis in 2035: twelve trends and five scenarios for how the future might unfold
Rahman, Asad; Freeman, Abigail. EdTech Hub; International Development Research Centre (IDRC)
Impact of heat waves on learning outcomes and the role of conditional cash transfers: evidence from Peru
Miranda Montero, Juan Jose; Contreras, Cesar. World Bank. (Policy research working paper, 11171)
Inclusion of refugee teachers into Kenya’s national education system
Abdimakik, Farah. African Population and Health Research Center (APHRC); Save the Children. (Policy brief)
INSPIRE Guide to refugee inclusion in national education systems
World Bank
Needs assessment report: a capacity building needs assessment for scaling up nature-based solutions: building resilience in the Pacific: Fiji, Tonga, and Vanuatu
Promoting Pacific Islands Nature-based Solutions (PPIN)
Strengthening the delivery of Universal Basic Education (UBE) in conflict-affected areas of Adamawa State, Nigeria
Akogun, Oladele; Adesina, Adedoyin; Njobdi, Sani. ERICC consortium. (ERICC policy brief)
Supporting adolescent girls' well-being in climate- and conflict-affected areas of East and West Africa
Kipruto, Tom; Waga, Erik; Kim, Jeeyon; Elsamahi, Maha. Supporting Pastoralism and Agriculture in Recurrent and Protracted Crises (SPARC)
Third Annual G7 Global Objectives Report: Examining the effects of education in emergencies and protracted crises
United Nations Girls’ Education Initiative (UNGEI); UNESCO; UK Foreign, Commonwealth and Development Office (FCDO)
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SKILLS
Greening TVET: guidelines for institutions in South Sudan
UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC)
Institutional guide for gender transformation in TVET in South Sudan
UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC)
Practical approaches to increase inclusion of migrants and refugees in TVET in the Arab States: discussion paper
UNESCO; UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC)
