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READ trust fund report 2008-2015 (Inglês)

Established in October 2008, the Russia Education Aid for Development (READ) program has been a collaboration of the Government of the Russian Federation and the World Bank that focuses on improving education quality in low-income countries. The READ trust fund was a part of this program, with an amount of United States (U.S.) 32 million dollars to be executed over a seven-year period, 2008 to 2015. The READ trust fund’s main objective was to help low-income countries improve their student learning outcomes through the design, implementation, and use of robust systems for student assessment. This report contains a detailed account of program achievements in each of these areas from 2008 to 2015. Together, the different sections provide a complete picture of program results and demonstrate the significant impact of the program.

Detalhes

  • Autor

    Gardner,Emily Elaine, Clarke,Margaret M.

  • Data do documento

    2015/01/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    101527

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Federação Russa,

  • Região

    Europa e Ásia Central,

  • Data de divulgação

    2015/12/02

  • Disclosure Status

    Disclosed

  • Nome do documento

    READ trust fund report 2008-2015

  • Palavras-chave

    information and communication technology;Center International Cooperation;skill need;data collection and analysis;total number of people;student assessment system;student learn outcome;improve Education Quality;capacity building plan;global education agenda;Early Childhood Development;children and youth;assessing learning outcome;effective teaching strategy;investments in education;area of education;dissemination of knowledge;source of funding;large-scale assessment program;body of knowledge;data collection process;Teacher Professional Development;education policy maker;assessment of education;international good practice;system of assessment;labor market requirement;primary school teacher;capacity of country;module on assessment;system training;school leaving examination;assessment activity;conceptual framework;student learning;international assessment;knowledge product;Learning and Innovation Credit;assessment result;Program of Activities;learning standard;diagnostic tool;education official;achievement level;global knowledge;effective learning;strategic partnerships;program results;Performance Standards;international initiative;assessment tool;international donor;education policymaker;learning assessment;international expert;early grade;ict literacy;education stakeholder;collected information;civil society;Workforce Development;recipient countries;international stage;subject area;assessment framework;school administrator;education expert;participating country;adult population;ongoing support;skills assessment;technical standard;assessment design;national capacity;participation cost;teaching practice;survey instrument;regular assessment;technical expert;quality improvement;policy researchers;emotional skill;educational qualification;target resources;inspection activity;train activity;education authority;national policy;test administration;test development;instructional guide;Basic Education;broad assessment;test score;school official;test administrator;university lecturer;Industrialized countries;industrialized country;competitive bid;methodological development;public awareness;global learning;primary source;innovative program;education practitioner;outcome measurement;school inspection;common language;student response;public engagement;benchmarking exercise;effective systems;global work;management fee;targeted training;quality review;communication plan;Education Development;Open Data;accessible data;school autonomy;important policy;district education;university staff;subject expert;masters degree;international training;reading skill;strategic advice;reform effort;outcome data;council meeting;

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