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- Mathematics achievement (8)
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Articles 1 - 12 of 12
Full-Text Articles in Science and Mathematics Education
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Zambia Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Zambia Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Monitoring Learning
Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Zambia. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Main Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Main Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Monitoring Learning
The COVID-19 pandemic has disrupted education in many ways. Across the world, schools have been partially or wholly closed, teachers and students have been forced to quarantine at home for short or extended periods of time, social learning opportunities have been cancelled and community interactions curtailed. This has added a further obstacle to the achievement of the Sustainable Development Goals (SDGs) related to education. The COVID-19 MILO (Monitoring Impacts on Learning Outcomes) study was designed to provide information on the impact of the pandemic on learning outcomes in six countries in Africa – Burkina Faso, Burundi, Côte d’Ivoire, Kenya, Senegal …
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Senegal Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Senegal Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Monitoring Learning
Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Senegal. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Burundi Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Burundi Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Monitoring Learning
Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Burundi. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Burkina Faso Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Burkina Faso Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Monitoring Learning
Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Burkina Faso. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior …
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Kenya Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Kenya Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Monitoring Learning
Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Kenya. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Côte D’Ivoire Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Côte D’Ivoire Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Monitoring Learning
Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Côte d'Ivoire. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior …
Gender Parity In Science: The Intersection Of The National Education Policy 2020 And The Draft Science, Technology, And Innovation Policy, Jyoti Sharma
Teacher India
With International Women’s Day observed on 8 March, Jyoti Sharma’s review of the National Education Policy 2020 and the draft Science, Technology, and Innovation Policy through the lens of gender parity is a timely reminder of the need to support improved participation of women in science.
Learning Context Matters In Maths Performance, Jeny Raphael
Learning Context Matters In Maths Performance, Jeny Raphael
Teacher India
PISA collects background information to understand contextual factors that affect the performance of students. Building on the evidence, Jeny Raphael discusses the impact of the learning environment on the character strengths of students, and its connection to their maths performance.
Gender Disparity In Stem: Evidence From India, Abha Bhagat, R Vijayaraghavan
Gender Disparity In Stem: Evidence From India, Abha Bhagat, R Vijayaraghavan
Teacher India
Although India has made strides in the education of girls, performance and participation of women in stem are still a challenge. An examination of the IBT data shows that performance disparities in mathematics and science between girls and boys grow as students proceed from primary to secondary level.
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Policy Insights
Australian STEM education seems caught in a whirlpool of problems that are contributing to one another. Student engagement and performance in STEM are declining, but we do not have the supply of qualified teachers we need to improve learning. The STEM curriculum is unbalanced and fragmented, leading to less interest among students. It is not possible to break out of the downward cycle from within the current system and it requires policy changes that address the issues raised in this report. This means developing well-considered, systemic and joined-up policies that address the following challenges: Improving student outcomes, building the STEM …
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Challenges In Stem Learning In Australian Schools: Literature And Policy Review, Michael J. Timms, Kathryn Moyle, Paul R. Weldon, Pru Mitchell
Policy Analysis and Program Evaluation
This literature and policy review outlines the complex context related to STEM learning in Australian schools and focuses on student outcomes, the teacher workforce and the curriculum. This paper also sheds light on possible policy directions by examining lessons from other countries. STEM education is a broad enterprise that starts in early childhood education, continues through the years of schooling and extends into tertiary education supported by contributions from extracurricular and enrichment activities, science centres and museums. However, the focus in this document is on primary and secondary schooling. Australian STEM education seems caught in a whirlpool of problems that …