Author: Maureen
Keywords: PrimTEd, Newsletters, Teacher eduction and training
Author: PrimTEd
Keywords: PrimTEd, Newsletters, Teacher eduction and training
Author: NORRAG
The fourth edition of NORRAG Special Issue (NSI), published in April 2020, is entitled “New Philanthropy and the Disruption of Global Education.” NSI 04 aims to analyse the disruptive nature of “new philanthropy” and its role in the changing landscape of global education and development. Dr Rooksana Rajab contributed to the NSI 04 publication consisting of 31 articles which aim to highlight global and national experiences, as well as diverse perspectives on the role and function of new philanthropy in education. It seeks to expand the debate and foster dialogue, bridge the gap between theory and practice, as well as stimulate new research, advocacy and policy innovation in international education development.
Author: NECT
On 22 April 2020, a virtual meeting involving over 80 individuals gathered to hear first-hand from the Department of Basic Education the plans being put in place to support learners and teachers during the COVID-19 pandemic period.
Author: NASCEE
Newsletter of the National Association of Social Change Entities in Education (NASCEE) @WORK
Keywords: Resources
Author: Keevy, J
Presentation to the QQI conference The Digitalisation Agenda: Rethinking the role of qualifications and skills. Dublin, 24 October, 2017
Keywords: Digitalisation of qualifications
Author: JETStreaming
Building social change agents in education research that contribute to the development and application of 21st century models for education that seek to reduce poverty and promote sustainable development.
Author: JET
JET Education Services are delighted to announce their partnership with PrivySeal in providing Agile Credentialing Services.
Author: admin
We present the impact on learner outcomes of a province-wide Grade R mathematics intervention (termed RMaths) in relation to theoretical frameworks established from a meta-evaluation of evaluations of education interventions in South Africa and a review of other meta-evaluation and synthesis studies. We compare the changes in Mathematics performance from baseline to end line, of learners in the intervention group (taught by R-Maths-trained teachers/practitioners) to the comparison group (learners in schools in the same districts, but whose teachers/practitioners had not yet received the R-Maths intervention). The intervention group performed 2.9 percentage points better than the comparison group over the whole Marko-D test of mathematical competencies, with a small effect size. The greatest effects on performance were from language of learning and teaching, and district. The R-Maths case indicates that a modified cascade model which includes some elements of Fleisch’s “educational triple cocktail” (structured learning materials, teacher training, and support) may be successful by working with, and through, department of education structures. Whether the effects are retained over time and if these effects can be replicated in different contexts is not yet known.