Learning First: A Research Agenda For Improving Learning in Low-Income Countries In 2011, the Brookings Institution (Ctr for Universal Education) established a global Research Task Force on Learning (RTFL) in order to develop a research agenda on learning as a specific outcome of the Global Compact on Learning for the Post-2015 MDGs. With Prof. Dan Wagner as Chair, this consisted of a group of experts collaborating on a research agenda for learning for all children and youth in developing countries. The resulting white paper called LEARNING FIRST: A RESEARCH AGENDA FOR IMPROVING LEARNING IN LOW-INCOME COUNTRIES is provided here.
Smaller, Quicker, Cheaper: Improving Learning Assessments for Developing Countries New book just out looks at new ways to measure learning achievement in developing countries. Co-sponsored by UNESCO and the Fast Track Initiative/Global Partnership for Education, this volume, written by Dan Wagner, shows the importance of more flexible and adapted assessment for improved learning and better educational policies.
Quality of education, comparability, and assessment choice in developing countries: Published in Compare, this article is a summary analysis of the options for using various types of learning assessments in developing countries. This 2010 paper argues that larger international and regional assessments have liabilities that are often overlooked. A longer report, sponsored by IIEP-UNESCO and the Education For All - Fast Track Initiative is currently in press.
Technology and Mother-Tongue Literacy in Southern India: Impact Studies among Young Children and Out-of-School Youth: Empirical results have just been published in 2010 by the journal Information Technologies and International Development. The results show the positive impact of ILI’s BFI project on children and youth in Andhra Pradesh, India. In particular, this study demonstrates that carefully planned interventions allow the effective use of ICT in supporting literacy in illiterate and poorly schooled populations.
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