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Higher education in South East Asia stems from different historical backgrounds and has undergone various kinds of challenges and various stages of development. The rapid expansion of student enrolment, the knowledge explosion, advances in information and communication technology, globalization, economic restructuring, and financial constraints have all contributed to higher education reforms in these countries and… Read more
The Lao People’s Democratic Republic (Lao PDR) Inclusive Education (IE) Project is one of the longest running projects of its kind internationally. In May 2009, funding for the project came to an end, bringing to a close a 16 year long journey, during which many challenges had been faced and lessons learned. The aim of… Read more
While there has been substantial growth in early childhood development (ECD) services in low- and middle-income countries (LMICs), there is considerable inequity in their distribution and quality. Evidence-based governance strategies are necessary, but currently they are insufficient for widespread, quality implementation. In particular, there is a limited understanding of the use of systems approaches for… Read more
Findings show variances in the priority areas and development levels of ICT in Education among the countries, mainly due to their unique national contexts. The study showcases a combination of (a) well-established models that are oriented towards ICT-pedagogy integration and (b) entry-level endeavours that prioritize access to education via ICT infrastructure and connectivity – with… Read more
This publication details the challenges and lessons learned from 16 years of the Laos PDR inclusive education project. Pre-Service and In-Service training are key areas which need to be strategically developed in order to ensure that all students with disabilities are enabled to participate and achieve in school. Of fundamental importance is the structure of… Read more
It was difficult to find research where effectiveness in terms of attainment was reported. The goal of inclusive education often seems to be inclusion itself or attendance rather than completion or graded learning outcomes. Outcomes of inclusive education are often illusive and difficult to measure. The World Bank suggest that tests of content knowledge provide… Read more