This infographic provides a summary of a report that analyses the experience of Neil Butcher and Associates (NBA) in collaborating with government agencies for education development. Over the years, we have worked closely with various governmental bodies to design and implement educational programmes that address critical gaps in access, quality, and equity.
This paper analyses the experience of Neil Butcher and Associates (NBA) in collaborating with government agencies for education development. Over the years, we have worked closely with various governmental bodies to design and implement educational programmes that address critical gaps in access, quality, and equity. These engagements have provided valuable insights into factors that shape the outcomes of development initiatives.
The World Bank, in collaboration with the Ministry of Human Resources and Social Development (MHRSD) of the Kingdom of Saudi Arabia (KSA), developed a system-level skills strategy designed to guide the creation and enhancement of coordinated skills systems. This strategy supports KSA’s efforts to diversify its economy and equip its citizens with the skills needed to thrive in a globalized world. It also addresses the need to better align and coordinate current skills development initiatives.
This paper presents a broad overview of education through history, focusing on understanding key moments of change. The purpose of exploring educational changes through history is to identify the drivers of large-scale educational change and reflect on what implications this might have for promoting similar types of systemic educational change today.
NBA researcher, Merridy Wilson-Strydom, contributed to this article focused on developing understanding of approaches to building children’s problem-solving skills through play-based media. This paper presents findings from an evaluation of a play-based child-directed mass media program produced and distributed across South Africa, Takalani Sesame.
Public education development initiatives have often gravitated toward popular interventions such as teacher training programmes, improving infrastructure, or introducing Information and Communications Technologies (ICTs). However, these interventions frequently fall short of achieving their desired effects because they fail to resolve one of the fundamental challenges in education provision: the need to build and sustain well-functioning, straightforward public procurement processes.
Kids Collab developed a Physical Development and Wellbeing Programme with a core focus on empowering practitioners to integrate physical activity and Social and Emotional Learning (SEL) into a typical early year’s education school structure. The programme provides practitioners with the necessary training, knowledge, and resources to stimulate children’s physical development and well-being while aligning with the South African National Curriculum Framework (NCF).
This case study outlines the OER policy development process for the Seychelles’ Information Communications Technology (ICT) in Education and Training Policy (2014-2019) and the subsequent ICT in Education and Training Policy (2022-2027). Both projects were initiated and supported by the Commonwealth of Learning (COL).
This policy report takes stock of the achievements of Saudi Arabia in enabling women to participate in skills development, identifies remaining challenges, and presents international best practices on how to address gender barriers and constraints in TVET
This infographic provides a summary of a report that analyses the experience of Neil Butcher and Associates (NBA) in collaborating with government agencies for education development. Over the years, we have worked closely with various governmental bodies to design and implement educational programmes that address critical gaps in access, quality, and equity.
This paper analyses the experience of Neil Butcher and Associates (NBA) in collaborating with government agencies for education development. Over the years, we have worked closely with various governmental bodies to design and implement educational programmes that address critical gaps in access, quality, and equity. These engagements have provided valuable insights into factors that shape the outcomes of development initiatives.
The World Bank, in collaboration with the Ministry of Human Resources and Social Development (MHRSD) of the Kingdom of Saudi Arabia (KSA), developed a system-level skills strategy designed to guide the creation and enhancement of coordinated skills systems. This strategy supports KSA’s efforts to diversify its economy and equip its citizens with the skills needed to thrive in a globalized world. It also addresses the need to better align and coordinate current skills development initiatives.
This paper presents a broad overview of education through history, focusing on understanding key moments of change. The purpose of exploring educational changes through history is to identify the drivers of large-scale educational change and reflect on what implications this might have for promoting similar types of systemic educational change today.
NBA researcher, Merridy Wilson-Strydom, contributed to this article focused on developing understanding of approaches to building children’s problem-solving skills through play-based media. This paper presents findings from an evaluation of a play-based child-directed mass media program produced and distributed across South Africa, Takalani Sesame.
Public education development initiatives have often gravitated toward popular interventions such as teacher training programmes, improving infrastructure, or introducing Information and Communications Technologies (ICTs). However, these interventions frequently fall short of achieving their desired effects because they fail to resolve one of the fundamental challenges in education provision: the need to build and sustain well-functioning, straightforward public procurement processes.
Kids Collab developed a Physical Development and Wellbeing Programme with a core focus on empowering practitioners to integrate physical activity and Social and Emotional Learning (SEL) into a typical early year’s education school structure. The programme provides practitioners with the necessary training, knowledge, and resources to stimulate children’s physical development and well-being while aligning with the South African National Curriculum Framework (NCF).
This case study outlines the OER policy development process for the Seychelles’ Information Communications Technology (ICT) in Education and Training Policy (2014-2019) and the subsequent ICT in Education and Training Policy (2022-2027). Both projects were initiated and supported by the Commonwealth of Learning (COL).
This policy report takes stock of the achievements of Saudi Arabia in enabling women to participate in skills development, identifies remaining challenges, and presents international best practices on how to address gender barriers and constraints in TVET
