This guidance document details the processes and outcomes of the Quality Holistic Professional Learning in Lebanon  Project, which involved over 1,100 teachers across Lebanon and established more than 30 Communities of Practice in all eight of the country’s governorates.

Ce document d’orientation détaille les processus et les objectifs du projet Quality Holistic Professional Learning in Lebanon. Le programme a impliqué plus de 1 100 enseignants et enseignantes à travers le Liban et a établi plus de 30 communautés de pratique dans les huit gouvernorats du pays.

Studies show that, despite growing evidence supporting the positive impact of ECD programs on childhood outcomes, there is little research on how ECD can be delivered in cost-efficient and cost-effective ways. There is even less information on strategies for cost-efficient investment in systems for scale and sustainability, particularly in areas affected by conflict and crisis. To begin addressing the cost evidence gap, this report reflects on the IRC’s investments under the Ahlan Simsim initiative.

This policy brief highlights findings from the ERICC formative research study titled ‘Access and continuity of quality education for older adolescent boys and girls in the refugee camp and host community of Cox’s Bazar’.

The study investigated teaching and learning practices in madrasas, the knowledge and skills imparted through various branches of the madrasa curriculum, and student assessment processes. The primary objective is to explore potential collaborations between madrasas and humanitarian education providers to improve the quality of education.

This policy brief draws from the findings of a comprehensive Education Research in Conflict and Protracted Crisis (ERICC) research study titled “Formative research on system coherence for quality and effective delivery of the Myanmar Curriculum in Cox’s Bazar”

This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This brief focuses on the outcomes of the qualitative components.

The study presented here applied systems thinking to the context of Jordan to assess the wider factors and potential misalignments affecting teacher management in the country.

This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This technical brief focuses on the quantitative findings.