![]() A4L will provide technical and financial assistance to support sector planning and analysis, capacity building and knowledge exchange at the regional level, promote comprehensive measurements of learning, and in this way help advance some of the key recommendations of the WDR. An example of GPE support for learning: the A4L initiativeĮarlier this year, GPE launched the Assessment for Learning (A4L) initiative, which seeks to build capacity for national learning assessment systems to measure and improve learning. This new funding mechanism will be an important contributor to development of global public goods to support learning and fulfil the education promise. ![]() Innovation and metrics are equally important aspects to GPE and we are launching a new knowledge and innovation exchange mechanism (KIX) that will help share knowledge and evidence to policy solutions across the partnership, including in the area of assessments for learning. For example, only 32% of GPE partner countries had learning assessment systems that met quality standards. The GPE Results Report 2015/2016 notes important progress, with two thirds of countries with available data improving learning outcomes.īut the report also points to some remaining challenges. In addition, GPE funding allocations consider equity, efficiency and learning, and incentivize results in these areas. GPE is committed to improve learning outcomes for children and youth across the partnership, which is reflected in Goals 1 and 3 of GPE 2020, the partnership’s strategic plan. GPE’s systems strengthening approach acts as fundamental catalyst to improve equity and learning, by bringing together actors to help improve children’s learning in GPE partner countries. Strengthening systems to improve learning outcomes and fulfill the promise of education is at the core of GPE’s work. Source: World Development Report 2018 How GPE supports its partners to improve learningįor GPE, it is great to see that many of the key recommendations of the WDR are already part of our operating model. ![]() Innovate and test approaches that seem most promising for the given context, drawing inspiration from the evidence base and focusing on areas that promise the biggest returns from improvements on current practice.Build a coalition for learning that gives the political space for innovation and experimentation. ![]() Set learning as a clearly articulated goal and measure it.A series of recommended steps are shared in the report: To achieve this, the report recommends innovations to be aligned with metrics and system-level actors that support learning. Generating favorable conditions to promote innovation in learning within education systems is not only desirable, but possible. The report highlights another fundamental enabling factor for improving learning outcomes and the quality of education: innovation. These important strategies put forward by the WDR make us reflect upon the different pieces of the puzzle that make education systems thrive and create a conducive environment for learning and innovation. The third strategy highlights that technical and political barriers need to be addressed and innovative educators must be supported. Align actors to make the whole system work for learning.The second recommendation discusses the importance of making use of evidence of what works in learning to promote innovation and set priorities. Act to make schools work for learners: use evidence to guide innovation and practice.This strategy calls for governments to use high quality student assessments to learn about hidden exclusions, help inform policy choices and observe progress in learning overtime. Assess learning: measure and track learning better.The report argues that any country can improve learning by focusing on three interdependent strategies:
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