Rapid Customised Country Support: Upcoming Activities

The KIX EMAP Rapid Customised Country Support (RCCS) is a demand-driven activity, co-designed with Ministries of Education, that follows up on regional capacity strengthening and peer-learning exchange activities to ensure that countries have the opportunity to uptake the learnings at the national level. It is initiated by a request from the Ministry of Education, through the KIX EMAP national team, to address a specific knowledge need in the education system that can be fulfilled by a rapid and focused activity supported by the KIX EMAP Hub. To date, the Hub has already implemented five RCCS activities across nine countries.

In its seventh year of work, the KIX EMAP Hub is implementing five RCCS activities. Across all four sub-regions, the RCCS activities address specific knowledge gaps within ongoing education priority reforms led by the Ministries of Education.

RCCS Sri Lanka: Strengthening education data

Following a demand from Sri Lanka’s Ministry of Education, the Hub is working with the University of Oslo team implementing the KIX research project, District Health Information Software (DHIS2), on an RCCS activity focused on addressing targeted knowledge and learning needs of Sri Lanka’s Education Management and Information System (EMIS). The RCCS will support the expansion of a teacher cadre calculation and deployment monitoring system to all schools and its integration into the national EMIS. It will also support the development of a custom digital application for the National School Meal Program, improving efficiency, accountability, and real-time monitoring.

RCCS PAC: Teacher management and geospatial data 

The RCCS activity in the Pacific (PAC) responds to priorities identified in the 2025 Conference of Pacific Education Ministers, which sets teacher supply, deployment and motivation as the regional focus for policy research and capacity strengthening. The RCCS will be delivered through a customised hybrid Learning Cycle focused on the use of geospatial data to improve teacher supply and deployment – integrated into the Institute of Education at the University of the South Pacific’s Education Policy and Planners’ Fono. Building on a previous KIX EMAP collaboration with IIEP-UNESCO on the use of geospatial data in education planning, this RCCS will support Pacific Island states in improving teacher workforce management. 

RCCS SAMENA: Teaching license

This RCCS in South Asia, the Middle East and North Africa (SAMENA) responds to growing interest in Sindh Province’s Teaching License Policy as a locally developed and cost-effective approach to strengthening teacher quality, professionalism, and accountability. Interest in the model first emerged among South Asian countries, including Bangladesh, Maldives, Sri Lanka, and other provinces of Pakistan, before expanding to the Middle East and North Africa region, where Egypt and other countries expressed interest in exploring the relevance of teacher licensing to their own reform agendas. Led by the Sindh teaching license team, the activity will support peer learning, technical mentorship, policy dialogue, and collaborative roadmap development. Participants will examine the design, implementation, and lessons of the Sindh model while assessing its relevance to their own policy and institutional contexts.

RCCS Indonesia and Vietnam: Artificial intelligence and education

This RCCS responds to growing demand from the Ministries of Education in Indonesia and Vietnam to strengthen readiness for the effective, ethical, and equitable use of AI. Closely aligned with ongoing national education priorities, the activity is being implemented in collaboration with key national institutions, including Pusat Studi Pendidikan Dan Kebijakan (PSPK) in Indonesia and the Vietnam National Institute of Educational Sciences (VNIES), with support from the Hub and technical partners. The activity will generate evidence on AI literacy and readiness, support the development of AI competency frameworks, and facilitate policy dialogue to inform education policy and practice. In Indonesia, the focus is on strengthening AI literacy among teachers and system actors. In Vietnam, the emphasis is on strengthening AI literacy among school leaders and education managers and aligning emerging competency frameworks. Structured knowledge exchange between the two countries will support mutual learning and wider dissemination across Southeast Asia.

RCCS ECA: Teacher barometer study

This RCCS activity in Europe and Central Asia (ECA) responds to a demand from Moldova’s  Ministry of Education to identify key factors influencing teachers’ motivation, professional satisfaction, and social prestige, with an aim of improving policies and institutional practices. Moldova, currently implementing major education reforms under its Education Strategy 2030, will lead the RCCS activity through its National Institute for Education and Leadership (INEL), using a new “Barometer on the Status of the Teacher” to generate system‑level evidence from external, internal, and institutional perspectives. The findings aim to inform a national Action Plan on Teacher Status and Motivation. Countries in Europe and Central Asia, which face similar evidence gaps, will participate to learn from Moldova’s approach and strengthen their own capacity to design future policy research.