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Searching with a thematic focus on Education, Manuals
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Training modules on multigrade teaching for multigrade teachers in Sri Lanka
Institute of Education, University of London, 2007This document is a practical guide for teachers of multigrade classes who may have received no or limited training in multigrade teaching. The training material has been designed to be used either during in-service training sessions or as self-study materials.DocumentUsing ICT to develop literacy
UNESCO Bangkok ICT in Education, 2006This document provides a concise overview of the issue of literacy and explains how Internet and Communication Technology (ICT) can be used to improve literacy education.DocumentPractice handbook: methodology for delivering and practicing Non-Formal Education in Tanzania
Mkombozi Centre, Tanzania, 2007This document serves as a manual for educators delivering Non-Formal Education (NFE) in Tanzania. It is produced by Mkombozi, a child-focussed agency based in the north of the country.DocumentMaking basic choices for external quality assurance systems
International Institute for Educational Planning, UNESCO, 2006This document presents the first of five modules designed to guide managers of higher education in developing quality assurance systems.DocumentField-based models of primary teacher training: case studies of student support systems from Sub-Saharan Africa
Department for International Development, UK, 2006Field-based training is seen as a low-cost means to achieve meet the increased demand for primary teachers in Africa but, this paper warns, will prove ineffective without the serious investment and planning for local-level support and assessment for student teachers.DocumentThe CERCA School Report Card: communities creating education quality – implementation manual
Academy for Educational Development, USA, 2006This manual provides a step-by-step methodology for promoting community participation in improving learning in local schools. It describes the CERCA School Report Card (SRC) approach, which was piloted in 42 communities in the Dominican Republic, El Salvador, Guatemala, Honduras, and Nicaragua.DocumentEducational research: some basic concepts and terminology
International Institute for Educational Planning, UNESCO, 2005In every system of education changes are made by educational planners with the aim of improving the quality of education.DocumentPractical tips for teaching large classes: a teacher's guide
UNESCO Bangkok: Asia and Pacific Regional Bureau for Education, 2006Large class size is a reality in schools throughout the developing world, often resulting from inadequate funding and a host of related obstacles. This remains a constant challenge for teachers who are expected to carry out their jobs under very trying circumstances. Providing tools to address this problem is thus an important step towards realising quality education for all in school settings.DocumentUNESCO-APQN Toolkit: regulating the quality of cross-border education
UNESCO Bangkok: Asia and Pacific Regional Bureau for Education, 2006This toolkit is intended to act as an aid in regulating quality assurance for countries that are involved in providing and receiving cross-border education.DocumentUnderstanding and using the INEE minimum standards for education in emergencies, chronic crises and early reconstruction
Inter-agency Network for Education in Emergencies, 2006Implementing minimum education standards in emergency situations is essential for both the long- and short-term wellbeing of children and their community. This workbook offers comprehensive and hands-on guidance for implementing minimum education standards in areas of emergency, chronic crises or early reconstruction.Pages