Sustainable Learning Library

In 2021, the African e-learning market reached a value of US$2.20 billion, and between 2021–2026, is expected to grow at a CAGR of 11.5%. The recent COVID-19...

Micro-credentials are increasingly prominent in discussions around education, training and labour market policy. Policymakers, educators and trainers across the world envision micro-credentials to be an innovation with a multitude of potential uses...

A healthy learning ecosystem requires knowledge to be actively shared and implemented. Sustainable learning weaves together practices that allow not only for...

Confronted with record-high numbers of displaced persons and protracted crises that have lasted for decades, this paper draws on case study examples from multiple countries to examine both the persistent challenges and promising practices for refugee, internally displaced, and national teachers in their efforts to provide education to the millions of children and youth affected by crisis. Specific examples are drawn from Chad, Ethiopia, Germany, Iraq, Jordan, Kenya, Malaysia, Nigeria, Pakistan, Syria, Turkey, and Uganda. The paper is organized into sections related to teacher supply and planning, teacher professional development, teacher well-being and motivation, and teacher agency and resilience. It also identifies new possibilities within the policy sphere that could be leveraged to strengthen support for teachers working in displacement settings. The paper concludes with detailed recommendations for improving teacher management and development in displacement settings.

News and Press Release in English on Ukraine about Education and Health; published on 24 May 2022 by INEE

Today?s sustainable development challenges constitute some of the most complex, large scale crisis the world has faced. Addressing them effectively requires new approaches that build on the most resilient practices of the past but also reach into the future of learning and knowledge sharing. The future is above all digitally mediated and it is human-centered. That means that the experience of people, of practitioners working in the service of sustainable development, must be understood as the core drivers and key actors. The question is not how to get them to enact other?s agenda, but to have those agendas fully informed by the knowledge of experience. The ?tacit middle??, we propose, is where learning and practice connect in ways that communities can ?self-determine, manage, and renew?? knowledge. Executing on this future requires an explicit framework that includes standards and indicators that can assure a consistent approach with built-in quality assurance. Ultimately the Sustainable Learning Framework provides the critical and missing feedback loop that enables continuous real-time learning from experience and provides insight about progress on goals, and guides course adjustment. In this article we demonstrate that reliable methods of connecting knowledge, learning, and practice remains unrealized within and across the Sustainability Goal areas primarily because capturing and sharing experience is largely absent from current processes. We offer a conceptual framework for sustainable learning as an approach, defining its elements, provide its basis in learning theory, and illustrate with Action for Teachers of Refugees

In April 2023, Quality Holistic Learning Project Teacher Fellows presented a panel discussion as part of the Migration Summit 2023. They shared experiences w...

Itaf AlAwawdeh, Program Director - Chief of Party, Save the Children-Jordan; Diana Woolis, Director, Center for Professional Learning, CE InternationalHolist...

The Quality Holistic Learning (QHL) Project is a response to the on-going desire among teachers for professional learning and leadership opportunities that address concerns of quality, equity, and holistic learning.

Learn what an Education Ecosystem is, how they work in Rwandan schools, and why they're imperative to the provision of quality education.

Today’s innovations often become tomorrow’s commonplace. The OECD Future of Education and Skills 2030 project has observed some innovative features of education systems that are just emerging but that may become the “new normal” in tomorrow’s education systems. To find out more, visit www.oecd.org/education/2030-project/

(TA4.06) Monitoring the SDGs for everyone: making data widely accessible and engaging stakeholdersOrganiser(s): United Nations Statistics Division (UNSD-DESA...

Open Education Analytics (OEA) is an open source community coordinated by Microsoft Education collaborating with education systems across the world to develo...

Making Big Data Matter - David A. Williams of Opportunity Insights discusses translating research to policy.

Data visualization is the process of presenting large amounts of data in a visual form that helps to reveal meaningful patterns in the data.

There is a worldwide concern that learning outcomes have not kept pace with the expansion of education. The extent of the learning deficit is largely unknown because many countries have few systematic data on who is learning and who is not. Learning assessments provide data on the status of learning, which can be used to monitor the quality of systems and student learning outcomes. Regular monitoring can reveal changes over time in response to interventions to improve student outcomes, providing feedback and additional data for decision-making.

This chapter reviews actionable data use—both as an umbrella term and as a specific concept—developed in three different traditions that data/information can in...

Former trainee teacher Kwesi Mills discusses the power of reflection. Find out more about our Teacher Training Courses https://www.birmingham.ac.uk/schools/e...

Creating a common language is the first step in a successful collaboration. How can you build a common language when working together across sectors and indu...