EDUCATION MATTERS
LaNA: From Assessment of Learning Toward Assessment for Learning
CONTEXTS The intended goal for such participation is to provide up-to- date qualitative and quantitative indicators that may inform policies regarding contexts, inputs, processes, and outputs of the education system toward engineering the system outcomes. Moreover, such participation provides valuable opportunity to present the Palestinian educational narrative on global platforms, enhancing Palestine’s educational landscape internationally, and ensures the right of Palestinian children to learn, just like other children around the world. Specifically, participation in LaNA completes the availability of qualitative and quantitative educational indicators about lower primary education that were limited before LaNA. “The participation of the national team in technical meetings was a rich opportunity to exchange experience with the international study team and experts from other participating countries.” SUCCESS STORIES AND LESSONS LEARNED Because of occupation violations, LaNA was implemented under difficult and harsh conditions in Palestine, including school closures, assaults on students and teachers, and preventing them from reaching their schools. Despite all these challenges, LaNA implementation met almost all IEA protocols. This was made possible through the excellent collaboration between the national and the international study teams. Participation in LaNA is considered as a valuable opportunity for the national team to develop their skills through full engagement in all activities of the study, starting from the development of the assessment framework and study tools, to sampling, administration, scoring, data processing, and reporting. Such engagement enables the national team to transfer skills to the national and subnational learning assessments. Furthermore, the participation of the national team in technical meetings was a rich opportunity to exchange experience with the international study team and experts from other participating countries.
BY MOHAMMAD MATAR
The Palestinian Ministry of Education and Higher Education (MoEHE) has determined a set of developmental priorities as part of its reform plan. One of these priorities is the reform of the educational evaluation component, as a backbone of the education system. Reform in this component includes participation in international large- scale assessments, developing the matriculation exam, and advancing the classroom-based assessment. In this context, Palestine participated in PISA 2022, and 2025, TIMSS 2023, EGRA 2025, and LaNA.
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