Resources

TPD@Scale

• Declaration on TPD@Scale
• Primer on TPD@Scale Coalition for the Global South – Updated 9 March 2019
• Policy Brief: The Digital Multiplier Model for Teacher Professional Development at Scale – This policy brief argues for the redesign of the current multi-tier cascade face-to-face model into a single-tier online “digital multiplier” model: i.e., using large-scale online courses or MOOCs to provide TPD directly to local teachers, supported in local face-to-face groups.
• MOOCs as an Alternative for Teacher Professional Development: Examining Learner Persistence in One Chinese MOOC – Findings of a study of teachers who repeatedly enrolled in the same MOOC designed and delivered by the xLearning Center of Peking University.

Learning@Scale

• Learning at Scale for the Global South – A compilation of papers commissioned by Digital Learning for Development (DL4D) that examines the potentials and limits of online learning in addressing the challenges of equity, quality, and efficiency facing education systems in the Global South.
• Learning Analytics for the Global South – A compilation of papers commissioned by Digital Learning for Development (DL4D) that considers how the collection, analysis, and use of data about learners and their contexts have the potential to broaden access to quality education and improve the efficiency of educational processes and systems in developing countries around the world.
• More about MOOCs and developing countries – A blog article from the World Bank’s Michael Trucano that offers 10 observations about MOOCs and developing countries.
• TASCHA study on MOOCs in developing countries  – Findings of a study of MOOCs for workforce development in Colombia, the Philippines, and South Africa.

Scaling

• Millions Learning: Scaling Up Quality Education in Developing Countries – Findings of a wide-ranging research on scaling and learning in low- and middle-income countries. Includes 14 case studies.
• Millions Learning Real-time Scaling Labs: Designing an adaptive learning process to support large-scale change in education – Established by the Center for Universal Education at the Brookings Institution in partnership with local institutions in the U.S. and around the world, Real-time Scaling Labs are intended to generate more evidence and provide practical recommendations around the process of scaling in global education, encouraging a stronger link between research and practice.
• International Development Innovation Alliance, “Insights on scaling innovation” – This paper in the IDIA Insights series focuses on various challenges, lessons learned and practices of funders seeking to take promising development innovations to scale.
• International Development Innovation Alliance, “Scaling innovation: Good practices guide for funders” – This paper in the IDIA Insights series focuses on eight good practices for funders seeking to take promising development innovations to scale.
• Brookings Institution, “Getting to scale: How to bring development solutions to millions of poor people” – Getting to Scale explores what it takes to expand the reach of development solutions beyond an individual village or pilot program so they serve poor people everywhere. Each chapter documents one or more contemporary case studies, which together provide a body of evidence on how scale can be pursued.
• Nesta, “Making it big: Strategies for scaling social innovations” – This report aims to help social innovators think through the best scaling options for them. It looks at how others have developed their scaling strategies, reflects on the benefits and challenges of different options, and shows how social innovators have tackled these in reality.

Other Resources

• UNESCO Global Education Monitoring Report 2016 – The Global Education Monitoring (GEM) Report by UNESCO shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs). It also shows that education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet.
• UNESCO Institute for Statistics Fact Sheet (October 2016) – Estimates of how many teachers are needed to achieve Sustainable Development Goal 4 and other related data.
• Digital learning for developing Asian countries: Achieving equity, quality, and efficiency in educationThis chapter in the Routledge International Handbook of Schools and Schooling in Asia approaches the question of digital learning adoption in developing Asian countries through the optics of three interlocking goals in education: equity, quality, and efficiency (EQE). Issues of effectiveness, sustainability, and scalability, as well as key research gaps, are also highlighted.
• Teacher’s Guide for Remote Learning During School Closures and Beyond – Prepared by FIT-ED (Coalition Secretariat) with Coalition members Education University of Hong Kong, SUMMA and RTI International, this quick decision-making guide is intended for teachers continuing to engage their students in learning during school closures and beyond.