Research

Insight Note

Instructional Alignment in Nepal Using the Surveys of Enacted Curriculum

Julius Atuhurra
Rastee Chaudhry
Tahrima Hossain
Michelle Kaffenberger
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Working Paper

23/138

Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics?

John Hoddinott
Mesele Araya
Tassew Woldehanna
Ricardo Sabates
Dawit Tibebu Tiruneh
Nurullah Eryilmaz
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Working Paper

23/136

What Problem Should Skills Solve? Interrogating Theories of Change Underpinning Strategies and Interventions in Vocational Education and Skills in LMICs

Stephanie Allais
Carmel Marock
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Insight Note

Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance?

Asri Yusrina
Emilie Berkhout
Daniel Suryadarma
Luhur Bima
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Working Paper

23/135

The Politics of Transforming Education in Peru: 2007-2020

Barbara Bruns
Ben Ross Schneider
Jaime Saavedra
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Working Paper

23/134

Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness?

Luhur Bima
Arjuni Rahmi Barasa
Shintia Revina
Niken Rarasati
Asri Yusrina
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Working Paper

23/133

Foundational Learning and Mental Health: Empirical Evidence from Botswana

Jennifer Opare-Kumi
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Working Paper

23/132

GEQIP-E Implementation Practices and Value-Added Learning at Primary Schools in Ethiopia

Kefyalew Endale
Mesele Araya
Tassew Woldehanna
Ricardo Sabates
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Working Paper

23/130

Opportunities for Changing Teacher Norms Vary by Underlying Factors in Teachers’ Selves, Situations, Standards, and Society

Yue-Yi Hwa
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Working Paper

23/128

Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries

Deon Filmer
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