The third "Global Report on Adult Learning and Education" ("GRALE III") draws on monitoring surveys completed by 139 UNESCO Member States to develop a differentiated picture of the global state of adult learning and education (ALE). It evaluates countries' progress in fulfilling the commitments they made in the Belém Framework…

Learning Management Systems (LMS) have been widely adopted by higher education institutions globally for over a decade. Institutions in sub-Saharan Africa now spend a significant proportion of their limited resources on installing and maintaining these systems. This expenditure continues to increase, raising questions as to whether LMS in these…

Open educational resources (OER) continue to support the needs of educators and learners globally. However, it is clear that to maximise their potential more focus is needed on reuse and repurposing. Accordingly, adapting OER for local contexts remains one of the greatest challenges of the open education movement, with little written about how to…

The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of…

This paper describes the contribution of the Tuning Methodology toward harmonisation of undergraduate mechanical engineering programmes in Africa. This methodology is an interactive process in which academics develop high quality curricula and learning standards for students through the identification of generic and subject specific competences in…

This article synthesises findings from two systematic reviews that examined evidence of the link between large-scale assessments (LSAs) and education policy in economically developing countries and in countries of the Asia-Pacific. Analyses summarise evidence of assessment characteristics and policy goals of LSAs that influence education policy,…

The purpose of this report is to provide an overview of the present and future impact of digital learning on teacher education in Sub-Saharan Africa. The focus of the report is student-teachers and teachers, and its central argument is that existing institutional structures will be insufficient to meet the scale of demand for well-prepared,…

This "Global Report on Adult Learning and Education" ("GRALE") serves as UNESCO's international monitoring report, synthesizing the national progress reports from 141 countries. Unlike the first "GRALE," which was prepared as a reference document for CONFINTEA VI, this report contains additional features. It offers…

The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) carries out large-scale cross-national research studies in member countries in the Southern and Eastern Africa region. It aims to assess the conditions of schooling and performance levels of learners and teachers in the areas of literacy and numeracy. SACMEQ has…

As a tool in an educational delivery system contributing to social and economic development, distance learning has become an accepted and indispensable aspect of the mainstream of educational systems in developed and developing countries. Indeed, the globalization of distance education provides several opportunities for developing countries,…

The main objective of this article is to summarise the debate on curriculum in the field of basic education reforms applied in Africa during the last ten years. We will focus in particular on the competency-based approach, which has been adopted with potential enthusiasm in the region. First, we analyze the reasons for choosing this approach in…

An estimated 274 million primary school children in low and middle income countries are not learning the basic foundational skills necessary to lead productive and healthy lives. The Global Partnership for Education (GPE) is committed to improved and more equitable student outcomes, and has framed this as goal 1 of its strategic plan for…

This paper presents a theoretical argument for the introduction of Philosophy for Children (P4C) in schools for the realization of quality education in Africa. While I acknowledge that there is a multiple range of attributes of quality education, I isolate open-mindedness as a value that strives to prepare learners to engage in inquiry and equip…

Over a period of three years a number of International and African based institutions collaborated to design and create a set of Open Educational Resources (OERs) to support school based teacher education as part of the TESSA project. Writing of the materials drew on case studies, experiences and existing resources from across the region using a…

It is all too common, given the considerable day-to-day challenges facing those involved in education, to focus on the here and now rather than look further afield. The authors of this article have been fortunate enough to see "primary science" in a wide range of international settings, from Nigeria to Chile, North America and Canada,…