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What Makes Me? Core capacities for living and learning
SPOTLIGHT

What Makes Me? Core capacities for living and learning

This report explores how ‘core capacities’ – or cornerstones of more familiar concepts, such as life skills and competences – develop over the early part of the life course, and how they contribute to children’s personal well-being and development.
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COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition
Blog Blog

COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition

In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries. The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during Covid-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school.
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How Much Does Universal Digital Learning Cost?
How Much Does Universal Digital Learning Cost?
Published: 2021 Policy Brief

COVID-19 school closures initially revealed more than 75% of children lacked access to critical digital learning opportunities. Three out of four were living in the poorest 40% of households. Digital learning is impossible without connectivity and electricity. However, in places like Chad, Malawi and Niger, the proportion of people with access to electricity is below 1 in 5. What efforts will ensure these children are not further left behind in future crises if schools are again closed? How much will universal access to digital learning cost? The answer is US$1.4 trillion.

This paper estimates the cost of universalizing digital learning by 2030, in alignment with the conceptual framework of the Reimagine Education initiative. It provides a rationale for cost assumptions; classifies costs into enabling digital learning and delivering digital learning; and, finally, discusses financing achievability by comparing the estimated costs with current spending in education and other sectors.

How much it will cost in your country? For a localized costing, download the National Guide Price Generator from the dropdown menu. 

ບົົດຄັັດຫຍໍ້ດ້້ າ້ ນນະໂຍບາຍ 1 ການລົງົ ທຶຶນໃສ່່ການສ້້າງຂີດີ ຄວາມສາມາດ ຂອງຄູ ູ : ປັດັ ໄຈຫຼັກຕໍ່ກ່ ານຮຽນຮູ້້ຢ່າ່ ງມີປີ ະສິິດທິິພາບ
ບົົດຄັັດຫຍໍ້ດ້້ າ້ ນນະໂຍບາຍ 1 ການລົງົ ທຶຶນໃສ່່ການສ້້າງຂີດີ ຄວາມສາມາດ ຂອງຄູ ູ : ປັດັ ໄຈຫຼັກຕໍ່ກ່ ານຮຽນຮູ້້ຢ່າ່ ງມີປີ ະສິິດທິິພາບ

AUTHOR(S)
Renaud Comba

Published: 2021 Policy Brief

ໃນຂະນະທີ່ລັດຖະບານແຫ່ງ ສປປ ລາວ, ໂດຍຜ່ານກະຊວງສຶກສາທິການ ແລະ ກິລາ ແລະ ຄູ່ຮ່ວມພັດທະນາໄດ້ມີຄວາມຄືບໜ້າຢ່າງບໍ່ຢຸດຢັ້ງໃນການຂະຫຍາຍການເຂົ້າເຖິງການສຶກສາທີ່ມີຄຸນນະພາບ, ແຕ່ກໍ່ຍັງມີເດັກນ້ອຍຈຳນວນຫຼາຍທີ່ຍັງອອກໂຮງຮຽນຊັ້ນປະຖົມສຶກສາ ໂດຍທີ່ຍັງບໍ່ສາມາດ ອ່ານ ແລະ ຂຽນໄດ້ ຕາມເກນອາຍຸຂອງເຂົາເຈົ້າ. ແຕ່ໃນສະພາບວິກິດທາງດ້ານການຮຽນແບບນີ້, ກໍຍັງມີໂຮງຮຽນຈຳນວນໜຶ່ງທີ່ປະຕິບັດໄດ້ດີ ແລະ ຜົນເດັນຫຼາຍກວ່າໂຮງຮຽນອື່ນທີ່ມີທີ່ຕັ້ງ ແລະ ສະພາບທີ່ຄ້າຍຄືກັນ ແລະ ມີຊັບພະຍາກອນເທົ່າໆກັນ. ຂໍ້ມູນທີ່ໄດ້ຕ້ອງບອກເຖິງຄວາມຈິງ (DMS) ການຄົ້ນຄ້ວາກ່ຽວກັບໂຮງຮຽນພັດທະນາ ເປັນວິທີການແບບປະສົມປະສານ ແລະ ມີຫຼາຍຂັ້ນຕອນຢ່າງລະອຽດ, ທີ່ໄດ້ມີການຮ່ວມມືກັນ ໃນການພັດທະນາ ແລະ ຈັດຕັ້ງປະຕິບັດ ຮ່ວມກັບ ກະຊວງສຶກສາທິການ ແລະ ກິລາ ແຫ່ງ ສປປ ລາວ. ຈຸດປະສົງແມ່ນເພື່ອສ້າງເປັນຄວາມຮູ້ກ່ຽວກັບລັກສະນະສະເພາະຂອງ ໂຮງຮຽນພັດທະນາ ຫຼື ໂຮງຮຽນທີ່ມີປະສິດທິພາບສູງ ໃນການປະຕິບັດຕົວຈິງທີ່ດີ ແລະ ມີຜົນສຳເລັດ. ຜົນການຄົ້ນຄ້ວາຍັງເປັນການຊີ້ໃຫ້ເຫັນ ແລະ ເພື່ອຜັນຂະຫຍາຍ ບົດຮຽນໃນພາກປະຕິບັດຕົວຈິງກ່ຽວກັບ 'ສິ່ງທີ່ສາມາດເຮັດໄດ້' ແລະ ວິທີການແກ້ໄຂຂັ້ນຮາກຖານ ສຳລັບຂະແໜງການສຶກສາ ທີ່ເປັນບ່ອນອີງໃຫ້ແກ່ຂັ້ນເທີງ ເພື່ອກຳນົດນະໂຍບາຍ ແລະ ການສະໜັບສະໜູນຈາກອົງການຈັດຕັ້ງສາກົນ ຢ່າງກວ້າງຂວາງ. ບົດຄັດຫຍໍ້ດ້ານນະໂຍບາຍສະບັບນີ້ - ໄດ້ເນັ້ນໃສ່ການສ້າງຂີດຄວາມສາມາດຂອງຄູ - ເປັນສ່ວນໜຶ່ງໃນຂະບວນການຄົ້ນຄ້ວາດ້ານປະລິມານພາຍໃຕ້ຂອບຂອງໂຄງການກ່ຽວກັບຂໍ້ມູນທີ່ໄດ້ຕ້ອງບອກເຖິງຄວາມຈິງ (DMS) ທີ່ໄດ້ນໍາສະເໜີ ຜົນການຄົ້ນຄວ້ານີ້ ໃນ ສປປ ລາວ. ສຳຄັນໄປກວ່ານັ້ນ, ຜົນການຄົ້ນຄວ້າ ຍັງເປັນຂໍ້ມູນໃຫ້ແກ່ການສົນທະນາດ້ານນະໂຍບາຍ ແລະ ການຕັດສິນໃຈ ຂອງ ສປປ ລາວ ແລະ ບັນດາປະເທດອື່ນໆທີ່ມີຄວາມສົນໃຈ.

ບົົດຄັັດຫຍໍ້ດ້້ າ້ ນນະໂຍບາຍ 2 ຜູ້ອໍາານວຍການໂຮງຮຽນ ໃນໂຮງຮຽນທີ່ ມີີ ປະສິິດທິິພາບສູູງ: ພວກເຂົາົ ມີີຄຸ ນຸ ລັກັ ສະນະ ແລະ ປະສົົບການ ທີ່່ດີີຄືື ແນວໃດ?
ບົົດຄັັດຫຍໍ້ດ້້ າ້ ນນະໂຍບາຍ 2 ຜູ້ອໍາານວຍການໂຮງຮຽນ ໃນໂຮງຮຽນທີ່ ມີີ ປະສິິດທິິພາບສູູງ: ພວກເຂົາົ ມີີຄຸ ນຸ ລັກັ ສະນະ ແລະ ປະສົົບການ ທີ່່ດີີຄືື ແນວໃດ?

AUTHOR(S)
Renaud Comba

Published: 2021 Policy Brief

ໃນຂະນະທີ່ລັດຖະບານແຫ່ງ ສປປ ລາວ, ໂດຍຜ່ານກະຊວງສຶກສາທິການ ແລະ ກິລາ ແລະ ຄູ່ຮ່ວມພັດທະນາໄດ້ມີຄວາມຄືບໜ້າຢ່າງບໍ່ຢຸດຢັ້ງໃນການຂະຫຍາຍການເຂົ້າເຖິງການສຶກສາທີ່ມີຄຸນນະພາບ, ແຕ່ກໍ່ຍັງມີເດັກນ້ອຍຈຳນວນຫຼາຍທີ່ຍັງອອກໂຮງຮຽນຊັ້ນປະຖົມສຶກສາ ໂດຍທີ່ຍັງບໍ່ສາມາດ ອ່ານ ແລະ ຂຽນໄດ້ ຕາມເກນອາຍຸຂອງເຂົາເຈົ້າ. ແຕ່ໃນສະພາບວິກິດທາງດ້ານການຮຽນແບບນີ້, ກໍຍັງມີໂຮງຮຽນຈຳນວນໜຶ່ງທີ່ປະຕິບັດໄດ້ດີ ແລະ ຜົນເດັນຫຼາຍກວ່າໂຮງຮຽນອື່ນທີ່ມີທີ່ຕັ້ງ ແລະ ສະພາບທີ່ຄ້າຍຄືກັນ ແລະ ມີຊັບພະຍາກອນເທົ່າໆກັນ. ຂໍ້ມູນທີ່ໄດ້ຕ້ອງບອກເຖິງຄວາມຈິງ (DMS) ການຄົ້ນຄ້ວາກ່ຽວກັບໂຮງຮຽນພັດທະນາ ເປັນວິທີການແບບປະສົມປະສານ ແລະ ມີຫຼາຍຂັ້ນຕອນຢ່າງລະອຽດ, ທີ່ໄດ້ມີການຮ່ວມມືກັນ ໃນການພັດທະນາ ແລະ ຈັດຕັ້ງປະຕິບັດ ຮ່ວມກັບ ກະຊວງສຶກສາທິການ ແລະ ກິລາ ແຫ່ງ ສປປ ລາວ. ຈຸດປະສົງແມ່ນເພື່ອສ້າງເປັນຄວາມຮູ້ກ່ຽວກັບລັກສະນະສະເພາະຂອງ ໂຮງຮຽນພັດທະນາ ຫຼື ໂຮງຮຽນທີ່ມີປະສິດທິພາບສູງ ໃນການປະຕິບັດຕົວຈິງທີ່ດີ ແລະ ມີຜົນສຳເລັດ. ຜົນການຄົ້ນຄ້ວາຍັງເປັນການຊີ້ໃຫ້ເຫັນ ແລະ ເພື່ອຜັນຂະຫຍາຍ ບົດຮຽນໃນພາກປະຕິບັດຕົວຈິງກ່ຽວກັບ 'ສິ່ງທີ່ສາມາດເຮັດໄດ້' ແລະ ວິທີການແກ້ໄຂຂັ້ນຮາກຖານ ສຳລັບຂະແໜງການສຶກສາ ທີ່ເປັນບ່ອນອີງໃຫ້ແກ່ຂັ້ນເທີງ ເພື່ອກຳນົດນະໂຍບາຍ ແລະ ການສະໜັບສະໜູນຈາກອົງການຈັດຕັ້ງສາກົນ ຢ່າງກວ້າງຂວາງ. ບົດຄັດຫຍໍ້ດ້ານນະໂຍບາຍສະບັບນີ້ - ໄດ້ເນັ້ນໃສ່ຜູ້ອໍານວຍການໂຮງຮຽນ ໃນໂຮງຮຽນທີ່ມີປະສິດທິພາບສູງ - ເປັນສ່ວນໜຶ່ງໃນຂະບວນການຄົ້ນຄ້ວາດ້ານປະລິມານພາຍໃຕ້ຂອບຂອງໂຄງການກ່ຽວກັບຂໍ້ມູນທີ່ໄດ້ຕ້ອງບອກເຖິງຄວາມຈິງ (DMS) ທີ່ໄດ້ນໍາສະເໜີ ຜົນການຄົ້ນຄວ້ານີ້ ໃນ ສປປ ລາວ. ສຳຄັນໄປກວ່ານັ້ນ, ຜົນການຄົ້ນຄວ້າ ຍັງເປັນຂໍ້ມູນໃຫ້ແກ່ການສົນທະນາດ້ານນະໂຍບາຍ ແລະ ການຕັດສິນໃຈ ຂອງ ສປປ ລາວ ແລະ ບັນດາປະເທດອື່ນໆທີ່ມີຄວາມສົນໃຈ.

 

 

 

School Principals in Highly Effective Schools – Who are they and which good practices do they adopt?: Data Must Speak: Positive Deviance Research in Lao PDR
School Principals in Highly Effective Schools – Who are they and which good practices do they adopt?: Data Must Speak: Positive Deviance Research in Lao PDR
Published: 2021 Policy Brief

While the Government of Lao PDR, through the Ministry of Education and Sports and its development partners, has made steady progress in expanding access to quality education, many children still leave primary school with difficulties in reading and writing for their age. Despite this, there are ‘positive deviant’ schools that outperform other schools located in similar contexts and with an equivalent level of resources.

Data Must Speak (DMS) Positive Deviance research is a multi-staged mixed-method approach, co-created and co-implemented with Ministries of Education. It aims to generate knowledge about the positive deviant practices and behaviours of high performing schools. It also seeks to unravel practical lessons about ‘what works’ and how to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.

This policy brief – focused on school principals in highly effective schools – is part of a series that presents key research findings of the DMS research quantitative stage in Lao PDR. More importantly, it aims to inform policy dialogue and decision-making in Lao PDR and other interested countries.

Investing in Teacher Capacity – The key to effective learning
Investing in Teacher Capacity – The key to effective learning
Published: 2021 Policy Brief

While the Government of Lao PDR, through the Ministry of Education and Sports and its development partners, has made steady progress in expanding access to quality education, many children still leave primary school with difficulties in reading and writing for their age. Despite this, there are ‘positive deviant’ schools that outperform other schools located in similar contexts and with an equivalent level of resources.

Data Must Speak (DMS) Positive Deviance research is a multi-staged mixed-method approach, co-created and co-implemented with Ministries of Education. It aims to generate knowledge about the positive deviant practices and behaviours of high performing schools. It also seeks to unravel practical lessons about ‘what works’ and how to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.

This policy brief – focused on teachers’ capacity – is part of a series that presents key research findings of the DMS research quantitative stage in Lao PDR. More importantly, it aims to inform policy dialogue and decision-making in Lao PDR and other interested countries.

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Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia
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