The Falaj Project Report
The last 18 months has turned the world on its head and has effected every facet of life. One area which has been hit particularly hard has been education, as restrictions have left classrooms empty and schools closed. However, to combat this, technology has been utilised effectively to allow education to flourish even in the most difficult of times. Students have had to adapt to a new way of engaging with education and so too have teachers adapted to a new teaching platform and style. As schools slowly reopen, the Falaj Report explores ways for Omani teachers to combine digital content and platform functionality to support efficient and effective planning and teaching in hybrid contexts.
How interactive content can save teachers time
When teachers plan online and hybrid learning, they face the challenge of developing their teaching content beyond traditional worksheets and textbook pages to create an engaging environment for students. The Falaj Project explores innovation in digital teaching. Google for Education, the Ministry of Education in Oman and the Cambridge Partnership for Education are collaborating to explore how Omani teachers can adapt their existing materials for use online.
Exploring Omani teachers’ experiences of hybrid and online learning
The Falaj Project is a collaboration between Cambridge Partnership for Education, the Ministry of Education of Oman, and Google for Education. In response to teaching challenges posed by the Covid-19 pandemic, we have come together to focus on hybrid and online learning best practices.
The Falaj Project – Innovation in Digital Teaching
This unique project explores ways to bring together established Cambridge textbook content with the interactive functionality of Google Workspace to reduce teachers’ planning time and help them to embed the student-centred Cambridge approach in an online environment.
Teacher Training and Development : Policy, Practice, and Capacity Building
On 24th February 2021, in partnership with Brains Global, we held a private video meeting for government & education officials, and civil society leaders to discuss one of the stand-out challenges for educators and governments in light of the Covid pandemic: teacher training and continuous professional development (CPD).
Coherent and resilient education systems post-Covid: championing proactive policy making
On 18 November 2020, government and civil society officials from across the world joined Cambridge and Brains Global for the latest Global Online Learning Alliance video meeting. This conference followed a natural progression of previous meetings which have explored the challenges and interventions in response to the disruption caused by Covid-19.
Encouraging grassroots innovation in low-resource classrooms
The Zero Investment Innovations in Education Initiatives (ZIIEI) programme is a grass-roots approach designed to support teachers in schools with little to no resources. A recent report, 'Implementing grassroots reform: ZIIEI evaluation report', has recently been published. Click here to access the report.
Cambridge and Kazakhstan launch landmark translation to share key cultural voice
Cambridge University Press and the Embassy of the Republic of Kazakhstan in the UK have launched the first ever complete English-language collection of the works of Abai Kunanbaiuly, the founder of written Kazakh literature. Marking the 175th anniversary year of his birth, this translation aims to bring the richness of this Kazakh heritage to a wider audience.
From learning loss to long-term resilience: Implementing curriculum & assessment reform
On 12th August 2020, we held a private video meeting for government and civil society officials in Africa, Middle East and Indian Ocean, to discuss curriculum and assessment reform. The report of this government online video has now been published.
Hybrid learning can be sustainable in the long run
'The more we know about learning during this time, what worked and what didn't, the better we can support schools to recover'. Jane Mann's interview with Edarabia is about the impact of the Coronavirus pandemic on education and what may be the future for learning.
Developing an effective policy response to crisis
As we’ve seen in this series, a Ministry of Education’s first priority must be to ensure all children have access to education, opening schools as soon as is achievable after the initial crisis. The impact of the coronavirus crisis is complex, significant, systemic, and requires a coordinated, coherent, and robust response from government in order to minimise the long-term impact on learners’ futures as well as the nation’s future productivity. This post outlines a number of key priorities and areas for policymakers to consider when reopening schools after a crisis.
How do you solve a problem like Covid-19?
The legacy of Covid-19 will influence education policy and practice for the next decade. This series of blog posts seeks to look more closely at the nature of the disruption and how the ways in which it could affect children, before turning to look at what we can do in the here and now to try to minimise the long-term consequences. In the first three posts in this series we have looked at the impact of school closure on children’s education – post 1 addressed the learning gap, post 2 addressed the disadvantage gap, and post 3 looked at the broader impact of school closures. In this post we look at the role schools can play in addressing the risks and issues, and supporting a return to as-normal-as-possible.
Cambridge launches new partnership to provide expertise on education reform
Cambridge Partnership for Education, a new unit that brings together the collective education reform knowledge of Cambridge Assessment and Cambridge University Press supported by the global network of the University of Cambridge, has been launched. The unit will support governments, schools, teachers and learners in creating quality public education systems.
What have we learned about the Covid-19 impact on education so far ?
In this report we present a summary of the findings of what we have learned so far about the impact of the COVID-19 pandemic on education systems; we will continue actively engaging with the wider global education community to support governments in designing effective solutions that address their current and future challenges.
The impact of school closures beyond education
The legacy of Covid-19 will influence education policy and practice for the next decade. This series of blog posts seeks to look more closely at the nature of the disruption and how the ways in which it could affect children, before turning to look at what we can do in the here and now to try to minimise the long-term consequences. In the first two posts in this series we have looked at the impact of school closures on children’s education, addressed the learning gap and addressed the disadvantage gap. In this post we look at the role schools play in society and the lasting consequences of their closure.
The disadvantage gap and the Sustainable Development Goals
The legacy of Covid-19 will influence education policy and practice for the next decade. This series of blog posts seeks to look more closely at the nature of the disruption and the ways in which it could affect children, before turning to look at what we can do in the here and now to try to minimise the long-term consequences. In 'The learning gap and the long game' (blog 1) we saw from the evidence of the 2005 Pakistan earthquake how a period of disruption can be seen in education performance years after the event. In this second post, we look at the impact the emergency response to the pandemic could have on achieving the international long-term vision for a better and more sustainable future by 2030.
The learning gap and the long game
The legacy of Covid-19 will influence education policy and practice for the next decade. Regardless of whether the virus is eradicated, an effective, affordable mass vaccine becomes available, or we find a way to live with the virus in a new normal, the evidence overwhelmingly points to a significant long-lasting impact from this period of disruption. The current cohort of students in schools is already being labelled Generation Covid, the consequences of this pandemic predicted to echo through the rest of their lives. This series of blog posts seeks to look more closely at the nature of the disruption and the ways in which it could affect children, before turning to look at what we can do in the here and now to try to minimise the long-term consequences. In this first post, we look at the reopening of schools and the return to as normal as possible.
The impact of usage-based approaches on second language learning and teaching
In The impact of usage-based approaches on second language learning and teaching, Pascual Pérez-Paredes, Geraldine Mark, and Anne O’Keeffe explore what research into usage-based approaches of language learning tells us about supporting students to learn and develop a second language.
Skills to stay: Memory functions in 21st-century education
In Skills to stay: Memory functions in 21st-century education Dr Helen Abadzi, explores the research into cognitive neuroscience, what it can tell us about how we learn, and – crucially – what we can do to turn that understanding into effective classroom practice and education policy.
Covid-19 and the Closing Gap - webinar report
On 30 July 2020, Cambridge University Press presented a webinar to tackle questions on the impact of school closures during the Covid_19 pandemic. Hosted and introduced by Ben Knight, the panel comprised five global thought leaders in education. Together, they discussed the impact on disadvantaged communities, responses to school closures in different educational contexts, and how education policy and practice might need to adapt in the long term to address the long shadow cast by Covid-19. This report brings together the insights and guidance from those panellists.
Mind the data gap
August in the UK is exam results season. On a normal year, students would receive results from GCSE, AS and A Level, Scottish Higher, and exams they sat in June. Vocational qualifications, which are examined through a mix of coursework and exam, are also certified at this time. Despite the cancelling of exams as part of the education response to Covid-19, grades are still being awarded – calculated through a mix of data and teacher judgement.
Lessons in lockdown: the challenge of doing things differently
At Cambridge, we have been in regular touch with partners around the world to understand the impact of and reactions to the crisis. We had previously worked closely with the UAE Ministry of Education to develop Bridge to Success, an English-language programme delivered in state schools across the Emirates. When we heard about the Ministry’s innovative UAE Storytime, we were keen to see what support we could provide.
Covid-19 and closing the gap
Around the world, people and organisations involved in global education are emerging from COVID-19 crisis response into medium-to-long term gap identification. The pandemic has exacerbated the learning gap and, as well as identifying the issues, those organisations are now looking at how to resolve them and plug the gaps. Join us for a live panel discussion about the adverse effects of the Covid-19 related learning loss, what responses to the crisis might look like, along with what long term changes might be needed to education systems in order to plug the gap. The webinar will be held at 4pm (GMT+1) on Thursday 30th July 2020.
Reimagining professional development
Lewis Hall and Hayley Holuj from the UAE Ministry of Education’s English as a Medium of Instruction department share an example of online professional development that arose from lockdown, but may become a regular feature of the UAE’s in-service teacher training.
Build reading in to your family's routine
With the recent collaboration between the UAE Ministry of Education and Cambridge University Press, both organisations are aiming to boost children's confidence while they study at home. Edarabia, an education site in the Middle East, interviewed Jane Mann, Managing Director of Cambridge Partnership for Education, about how we can encourage children to read more in 2020.
Minimising the learning gap
As schools prepare to re-open their doors, policy makers, principals, and teachers are gearing up to face the pressing issue of addressing learning gaps introduced by the disruption. A new collaboration between the UAE Ministry of Education and Cambridge University Press aims to boost children’s confidence and happiness while they study at home. Stories from Cambridge’s research-based reading programmes will be brought to life by expert authors in six episodes hosted on the Ministry’s new UAE Story Time YouTube channel broadcast weekly.
Rethinking Pedagogy for the Post-COVID-19 World
As a scholar who has studied the use of technology in education for the past three decades, I would like to share a historically informed account of the impacts of COVID-19 pandemic on education. In this blog post I would like to discuss four interrelated observations that characterize the situation experienced with lockdown and school closures and give some reflections on school reopening.