Publications

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Annual reports

Annual report 2019

Annual report 2018

Annual report 2017

Annual reports 2014-2016

Annual reports 2011-2013

Annual reports 2008-2010

Technical briefs

Technical brief #6: Moving education innovations from pilot to scale

Technical brief #5: Gender-responsive pedagogy for early childhood education

Technical brief #4: Enhancing adolescent wellbeing, learning and opportunities

Technical brief #3: Learning through play

Technical brief #2: Professional learning communities

Technical brief #1: School leadership

Working papers

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The impact of Gender-Responsive Pedagogy and the role of the parent teacher committees in Early Childhood Education in Zambia (2021)

The impact of psychosocial challenges at home on primary school performance: the case of Cambodia (2020)

Evaluating a certificate programme on educational mentorship and coaching leading to induction activities for new teachers in Rwandan primary schools (2020)

An analysis of the effectiveness of Professional Learning Communities for continuous professional teacher development in South Africa (2019)

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The role of gender-responsive pedagogy to tackle violence against and between children in Cambodian schools (2019)

The impact of Professional Learning Networks on headteacher and teacher intrinsic motivation in Rwanda (2017)

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Gender-responsive pedagogy for TVET, a case study in RDC (2017) - French

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Gender-responsive pedagogy for early childhood education (2017)

Transforming TVET Governance - The case of Ecuador (2015)

Conceptions of learning and uptake of learner-centred pedagogy in initial teacher education in Rwanda (2015)

Published papers

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If Teachers’ Action is to Express New Priorities, Then Who and What Can Support Teachers to Act in New Ways? (2021)

Preschool in CITIES: Learning in Da Nang, Vietnam (2021)

Growing up in cities: empowering early childhood services in Da Nang, Viet Nam to deal with urban barriers to learning (2020)

Developing the capacity of education local leaders for sustaining professional learning communities in Rwanda (2020)

Preschool leaders as enablers of innovation (2019)

Education diplomacy for improving learning of vulnerable children in community schools in Zambia (2018)

Improving pedagogical content knowledge on rational numbers of Cambodian teacher trainers (2018)

Closing the gap: Analytical study on leadership and demonstrated competencies among primary school head teachers in Rwanda (2017)

Supporting teachers in Vietnam to monitor preschool children’s wellbeing and involvement in preschool classrooms (2017)

Docentes de bachillerato técnico de primera: la alianza entre vvob y la subsecretaría de fundamentos educativos del ecuador para una oferta integral de formación docente (2016) Spanish

Providing books to rural schools through mobile libraries (South Africa, 2016)

Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development programme (2015)

Coaching school leadership in primary education in Rwanda. Evolutions in head teachers’ self-assessment (2014)

How to support innovative practices of learning and learning to live together? The case of capacity development of teacher education institutions in Cambodia and Viet Nam (2014)

Newsletters

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VVOB in academia

In search of Pedagogical Heroes: What makes practitioners improve their pedagogical practice? (2020)

A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa: A Case study of Equatorial Guinea, Ghana, and Nigeria (2020)

General publications

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Education Scalability Checklist + User Guide

VVOB in a nutshell: brochure

GRP4ECE toolkit

Photo book: Education changes lives