Browsing by Author "Inter-American Development Bank (IDB)"

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    Republic of Guyana: Strengthening Instructional Leadership at District and School Levels (GY-G1009) Project Profile
    (Inter-American Development Bank (IDB), 2022) Inter-American Development Bank (IDB)
    Strengthening instructional and cultural district and school leadership has been identified by the MOE and the Local Education Group (LocaLEG) as a priority reform to complement existing efforts to ensure the successful transformation of Guyana’s education system. This program strategy will be supported by the Global Partnership for Education (GPE) System Transformation Grant (STG),4 and will be managed by the Bank.
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    Skills for the Future (BL-L1044): Project Profile
    (Inter-American Development Bank (IDB), 2023) Inter-American Development Bank (IDB)
    Aware of the value of skill development, Belize has invested heavily in education, making access at the primary level almost universal and investing in teacher training. Although education reforms take time to translate into achievement gains, some improvements were recorded prior to the COVID-19 pandemic, reducing the skill gap in foundational skills. Between the 2017/18 and 2018/19 academic years, the proportion of 8th grade (standard 6) students who obtained a competent score in English language improved from 17.7% to 21.6%. In mathematics, over the same period the proportion of 8th grade students with a competent score increased from 23.2% to 25.1%. Despite substantive efforts made by the Government of Belize to provide distance learning, COVID-19 related school closures led to a decrease in the rate of learning compared to that of previous years. In line with international trends, large losses were recorded in foundational skills.
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    Support for the Execution of Education Quality Improvement Program II (EQIP II)
    (Inter-American Development Bank (IDB), 2021) Inter-American Development Bank (IDB)
    In 2019, EQIP II was approved to expand the IPP learning approach nationwide to the 50 percent of schools that has not yet benefitted from IPP and school management training. To ensure that the focus on hands-on, student-centered mathematics and science learning continue beyond primary school, EQIP II was also designed to bring the IPP approach to the secondary level of education.