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Educational institutions --- Educational institutions --- curriculum --- curriculum --- Belgium --- Belgium

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Armenia has made steady progress in reducing poverty in recent years, but development challenges remain, particularly concerning the human development needed to improve the country's labor productivity. Firms face problems in recruiting and retaining workers with the required skills, and they view the lack of workforce skills as a major obstacle to their activities. The inadequate quality of education, specifically related to practical skills and updated knowledge, has emerged as a key challenge. In addition to technical skills, young Armenians lack generic skills, such as those related to problem solving, critical and creative thinking, teamwork, languages, and leadership (Rutkowski, 2013). Consequently, while employers report skill constraints, a large share of the labor force is unemployed or inactive. Alleviating the skill constraints of Armenia's firms is crucial to boosting productivity and competitiveness (World Bank, 2017). The objective of this note is to develop a thorough understanding of the profile and practices of teachers in Armenia and to provide evidence-based, actionable policy recommendations for building an effective teaching force. The note incorporates both quantitative and qualitative analyses, drawing on findings from administrative sources, international assessment results and comparative databases, and other studies related to Armenia's teacher policies. It synthesizes analyses of what teachers' profiles, priorities, challenges, and practices look like in Armenia, identifies messages for policymakers, and recommends ways to enhance teacher effectiveness and learning for all in Armenia.

Education --- Educational Institutions and Facilities

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This report presents the findings from the second phase of the Research for Results (R4R) program. The R4R program is a partnership between the Ministry of Education and Higher Education (MEHE), the World Bank, the UK Foreign, Commonwealth and Development Office, and the United States Agency for International Aid (USAID). The R4R's primary objective is to generate quantitative evidence on student and teacher performance, school environment and management, and qualitative evidence related to vulnerable youth at risk of dropping out. This evidence-based analysis is supported by policy recommendations and are featured in the new Government five-year general education strategy (2021-2025).

Education --- Educational Institutions and Facilities

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The purpose of the present report is to identify and explore the evidence on factors that are leading to high rates of learning poverty in MENA countries. In addition, the report proposes a path for countries of the region to make the teaching and learning of the Arabic language-which are critical foundations for children in Arabic-speaking countries-more effective. The intended audience of the report is education stakeholders in the MENA region, including officials in ministries of education across the region, those responsible for education decision-making, teachers, academics, education administrators, parents, and nongovernmental organizations, as well as World Bank and partner organization staff tasked with supporting countries in their efforts to raise learning and human capital.

Education --- Educational Institutions and Facilities --- Educational Sciences

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Educational institutions --- Educational institutions --- Teaching methods --- Teaching methods --- Innovation pedagogique --- Innovation pedagogique