Purpose: Education policy implementation is as important as policy design. This study applies a literature-based, multi-dimensional framework for success factors and barriers to vocational education and training (VET) reform implementation in the case of a new dual VET law in Serbia. We use the framework to assess factors related to…

This study employed the Systematic Review (SR) methodology to examine the content and reasons for resisting the implementation of Continuous Assessment Learning Activities (CALA) in Zimbabwean Secondary schools. The Overcoming Resistance to Change (ORC) model was exploited as the analytical lenses. The study found that factors such as education,…

The instructional practices of the engineering design process and culturally responsive pedagogy have each garnered national attention and multiple decades of research. Findings from the respective literature bases call for educators and policymakers to integrate these two pedagogical approaches into K-12 classroom instruction. Scholars have…

COVID-19 prompted unprecedented disruptions to schools with challenges particularly severe for high-poverty remote rural schools. This case study recounts the story of a rural school that had participated in a research-practice partnership (RPP) multi-year improvement effort prior to the pandemic and documents the ways the RPP and the school-based…

In the 2017/2018 academic year, the government of Ghana, through the Ministry of Education, began an educational reform policy codenamed the "Free Senior High School" (FSHS) policy to fully absorb the cost, increase enrolment, and improve the quality of education for all public senior high schools in Ghana. To accommodate more students…

This study examines the case of one large urban school district's implementation of Positive Behavioral Interventions and Supports (PBIS) to review competing needs and challenges encountered over a four-year period. There are encouraging results supporting the finding of a successful PBIS implementation and plans for continued implementation of…

There are nearly 200 million lower and upper secondary age adolescent girls and boys out of school globally, and if current trends continue, another 825 million children will not acquire basic secondary-level skills by 2030. Global momentum to achieve universal primary education has placed increased demands on secondary education systems to serve…

Based on 65 interviews and secondary information, this study evaluated the programme, process and political dimensions of the Ghana Free Senior High School Education (SHS) Policy. The evidence from the data showed that the programme and its political dimensions were emphasised to the neglect of the process dimension. Effectiveness, one of the…

This exploratory research underscores Bandura's social learning theory on collective agency to investigate co-teaching partners' collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the…

The aim of this paper is to explore the influence of strategic planning in improving the quality of education. The quality of education is directly linked to the effort expended in making arrangements or preparations of educational objectives and determining the requisite resources to facilitate the training, instruction or study that leads to the…

Problem-based learning (PBL) provides an appealing framework for teaching and learning not only within the subject of geography but also across other disciplines. It promotes a healthy environment for active learning with its diverse sets of activities, helping students carry out investigative inquiry in the learning processes. This study examines…

The International Institute for Educational Planning (IIEP)-UNESCO Dakar and the Francophonie Institute for Education and Training (IFEF) wanted to study how the competency-based training (CBT) was adapted, what contextualisation and adaptation of programmes according to the CBT has taken place, and what positive practices have made the CBT…

IIEP-UNESCO Dakar and the IFEF have carried out a joint study on contextualizing and adapting the competency-based approach (CBA) in seven African countries: South Africa, Benin, Ethiopia, Ghana, Morocco, Rwanda, and Senegal. This study has identified good practices and their use for making the CBA more effective in TVET systems, as well as the…

The International Institute for Educational Planning (IIEP)-UNESCO Dakar and the Francophonie Institute for Education and Training (IFEF) wanted to study how the competency-based training (CBT) was adapted, what contextualisation and adaptation of programmes according to the CBT has taken place, and what positive practices have made the CBT…

The International Institute for Educational Planning (IIEP)-UNESCO Dakar and the Francophonie Institute for Education and Training (IFEF) wanted to study how the competency-based training (CBT) was adapted, what contextualisation and adaptation of programmes according to the CBT has taken place, and what positive practices have made the CBT…