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  • Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention + TEDDIE Operational Toolkit (anglais)

    Tech-EnableD Disability Inclusive Education (TEDDIE) is an instrument comprising a costing tool and an implementation toolkit to help policymakers estimate the cost of procuring, utilizing, and maintaining ...

    Type de document: Rapport Numéro du rapport: 187598 Date du document: 3 décembre 2024 Mode de publication: Disclosed Auteur: Alasuutari,Hanna Katriina,Barron Rodriguez,Maria Rebeca,Cobo Romani,Juan Cristobal,D Angelo,Sophia Marie,Lee,Changha,Pan,Yilin

  • Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention: Brief (anglais)

    Tech-EnableD Disability Inclusive Education (TEDDIE) is an instrument comprising a costing tool and an implementation toolkit to help policy makers estimate the cost of procuring, utilizing, and maintaining ...

    Type de document: Fiche Numéro du rapport: 187598 Date du document: 7 février 2024 Mode de publication: Disclosed Auteur: Alasuutari,Hanna Katriina,Barron Rodriguez,Maria Rebeca,Cobo Romani,Juan Cristobal,D Angelo,Sophia Marie,Lee,Changha,Pan,Yilin

  • Education Finance Watch 2023 (anglais)

    The Education Finance Watch (EFW) is a collaborative effort between the World Bank (WB), the Global Education Monitoring (GEM) Report, and the UNESCO Institute for Statistics (UIS). The EFW aims to...

    Type de document: Rapport Numéro du rapport: 185597 Date du document: 31 octobre 2023 Mode de publication: Disclosed Auteur: May Bend,Hu,Yitong,Pan,Yilin,Patrinos,Harry Anthony,Poulsen,Thomas,Angelica Rivera-Olvera,Tanaka,Nobuyuki,Manos Antoninis,Murakami,Yuki,Benveniste,Luis,Jaime Saavedra Chanduvi,Dundar,Halil

  • Costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention (anglais)

    Tech-EnableD Disability Inclusive Education (TEDDIE) is an instrument comprising a costing tool and an implementation toolkit to help policy makers estimate the cost of procuring, utilizing, and maintaining ...

    Type de document: Rapport Numéro du rapport: 187598 Date du document: 1 septembre 2023 Mode de publication: Disclosed Auteur: Alasuutari,Hanna Katriina,Barron Rodriguez,Maria Rebeca,Cobo Romani,Juan Cristobal,D Angelo,Sophia Marie,Lee,Changha,Pan,Yilin

  • CBE Typological Analysis : An Analysis of Different CBE Delivery Modalities (anglais)

    This study aims to provide operational guidance for an upcoming CBE expansion (under the Education Quality Reform in Afghanistan or EQRA) by examining three different modalities: (i) onbudget; (ii)...

    Type de document: Rapport Numéro du rapport: 160099 Date du document: 1 janvier 2020 Mode de publication: Disclosed Auteur: Syed,Ghazala Mehmood,Isaqzai,Sohaila,Daviot,Quentin Roland Daniel,Pan,Yilin,Holsheimer,Jain

  • Progress and Challenges of Upper Secondary Education in China (anglais)

    Over the past decade, China's transition rate from lower secondary education to higher secondary education has increased significantly, from 80.5 to 93.7 percent. In light of this impressive progress...

    Type de document: Document de travail de recherche sur les politiques Numéro du rapport: WPS9042 Date du document: 15 octobre 2019 Mode de publication: Disclosed Auteur: Chen,Dandan,Fu,Ning - HEAED,Pan,Yilin

  • Progress and Challenges of Upper Secondary Education in China (anglais)

    Over the past decade, China’s transition rate from lower secondary education to higher secondary education has increased significantly, from 80.5 to 93.7 percent. In light of this impressive progress...

    Type de document: Document de travail Numéro du rapport: 136008 Date du document: 1 février 2019 Mode de publication: Disclosed Auteur: Chen,Dandan,Fu,Ning - GED02,Pan,Yilin


  • China - Can Classroom Observations Measure Improvements in Teaching (anglais)

    The results in education for all children (REACH) trust fund at the World Bank has funded a pilot of the classroom assessment scoring system (CLASS) in Guangdong, China to test its usefulness as a tool...

    Type de document: Fiche Numéro du rapport: 124435 Date du document: 1 février 2018 Mode de publication: Disclosed Auteur: Lehe,Jonathan David,Al-Samarrai,Samer,Lee,Jessica Veronique,Mackintosh,Fiona J.,Andrew,Coflan,Ragatz,Andrew B.,Hasan,Amer,Pan,Yilin