by Sarah James | May 5, 2023 | Research and Evidence, Assessment, Diversity and Inclusion, Human-Centred Design, Innovations, Partnerships, Policy
Above: Swaleh Abubakar Ahmed on stage at the Schools2030 Global Forum during a panel discussion about the Faved platform. In June 2022, teachers from across the world travelled to Tanzania to take part in the inaugural Schools2030 Global Forum. They joined...
by Sarah James | May 5, 2023 | Research and Evidence, Assessment, Diversity and Inclusion, Human-Centred Design, Innovations, Partnerships, Policy
The Schools2030 community are excited to host the second annual Schools2030 Global Forum on 5-7th June, this time bringing the conversations to the beautiful city of Porto, Portugal. The river city forms a symbolic backdrop – with its myriad bridges – for an event...
by Sarah James | Feb 28, 2023 | Partnerships, Assessment, Diversity and Inclusion, Human-Centred Design, Innovations, Policy, Research and Evidence
We are delighted to release the second Schools2030 Annual Report, looking back on the year of consolidation and growth for our programme that was 2022. In this report you will find details on everything we achieved across our work streams last year – each of our Three...
by Sarah James | Dec 5, 2022 | Partnerships, Assessment, Innovations
On 1st November 2022, representatives of the Aga Khan Foundation (AKF) in Tajikistan met with delegates from National Testing Centre (NTC) under the President of the Republic of Tajikistan to sign a Memorandum of Understanding (MoU) cementing cooperation...
by Sarah James | Mar 9, 2022 | Partnerships, Assessment
Schools2030 is pleased to announce the expansion of our partnerships to include Education Cannot Wait (ECW), a global fund that brings together humanitarian actors, governments and development organisations to transform the delivery of education in emergencies and...
by Sarah James | Jan 24, 2022 | Assessment
Listen to the Introductory Podcast Principles of Assessment for Schools2030 The central ambition of learning assessments should be that the data they generate can lead to the improvement of teaching practices and learning outcomes. This means that learning assessments...