This compelling infographic is a useful resource for educators and policymakers seeking to prioritize literacy in their education campaigns and/or work.
Sparking Innovation in STEM Education with Technology and Collaboration: A Case Study of the HP Catalyst Initiative
This OECD report highlights innovative technology-supported pedagogic models in science, technology, engineering, and mathematics (STEM) education. The HP Catalyist Intiative, an education grant program by the Hewlett Packet Sustainability and Social Innovation team, is used as a case study to answer questions like: "How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills?
This report from the Brookings Center for Universal Education looks at the ways the global community is managing or mismanaging education in fragile contexts. The report opens with four reasons why investing in education in fragile contexts is a smart move and transitions into a look at the status of global response to education in fragile states, current challenges for the field of education and fragility, and closer looks at education's policy prioritization at the national and global levens.
This 2013 position paper highlights key questions, projects, and plans within DFID's commitments to global education delivery and financing. The report starts by asking "Why is education important for development?" and "Which education investments matter most?" before transitioning into a critical look at what types of education initiatives the UK government is currently implementing or financing in developing countries. The report includes commentary on the post-2015 education development framework as well as snapshots of results and DFID's analytics.
The eLearning Africa 2012 report, which compiles analysis and commentary from eLearning professional and stakeholders in 41 African countries, centers on the question: "What role does the ICT-enhanced learning and training community play in contributing towards Africa's growth and development?" How do people define ICT-enhanced learning and training? What technologies are being used within the sector? In what context are they being used?
The Global Partnership for Education as part of its Open Data Project has assembled, from thousands of education data points, data webpages for developing countries.
The Global Partnership for Education, as part of its Open Data Project, has assembled, from thousands of education data points, data webpages for developing countries.
The Global Partnership for Education, as part of its Open Data Project, has assembled, from thousands of education data points, data webpages for developing countries. The country profiles compare actual education results against national targets and reveal whether or not the government and GPE partners have made progress in getting more children into school, improving girls' access to education, or increasing the number of teachers.
The UNESCO Data Centre compiles raw data on education, literacy, science and technology, culture, and communication. UNESCO has compiled over 1,000 indicators from over 200 countries and territories in collaboration with international organization.
The Global Parternship for Education's Open Data Initiative has gathered over 11,000 data points from over 29 countries to build its monitoring and eevaluation strategy. The datasets compare education targets to actual results in each GPE developing country partner to help countries assess their progress, develop evidence-based programs to address children's educations, and access aggregate joint sectore review documents, grant applications, and key outcome visualizations.
The data available on the website covers the following: