The brief draws together evidence on teaching practices in 18 economies in Asia and the Pacific and compares this with assessments of learning outcomes, including student perceptions of interactive teaching practices. The analysis reveals generally poor teaching across large parts of the region. It also highlights some whole-class approaches that appear to foster higher-order thinking skills, showing that there is not one universal approach to effective teaching.

As policy makers consider how to tackle the learning crisis, it is important to note that online learning and other uses of technology are unlikely to improve learning outcomes in the absence of good teaching. Overall, this paper adds to the evidence base showing the critical need to focus on improving teaching practice in order to get children learning.