Assessment on Education of Students with Disabilities in Jordan: Final Report

Through the support of the United States Agency for International Development (USAID), Research Triangle Institute (RTI) is implementing the Early Grade Reading and Mathematics Initiative (RAMP) (2015–2019). The objective of RAMP is to improve the reading and mathematics skills of students in Jordan from Kindergarten 2 through grade 3 (K2–G3). The inclusion of students with disabilities is a crosscutting theme of this project. To address this theme, RTI engaged a team of international and local experts in special and inclusive education to conduct a situational assessment on the education of students with disabilities in Jordan. The assessment took place between December 2016 to May 2017. Findings from this assessment will help to compare the current situation in Jordan with international standards and best practices, determine gaps in services, strengthen RAMP’s inclusion efforts, and further enhance future efforts and initiatives conducted by the Ministry of Education (MoE).

Grade 1-3 Khmer Language Curriculum Review Report: Summary Report of Available Assessment Data, Teacher Survey and Curriculum Materials Review

This report, from the All Children Reading-Cambodia project, documents the results of the teacher survey, desk review and compilation of assessment data and communicates the implications of that research in the form of recommended updates to the syllabus, curriculum and materials for grades 1-2

IE Selected Publications (2015 - 2018)

This is a list of select peer-reviewed publications by International Education staff between 2015 and 2018. For some of the publications, links to information about the documents and related resources can be found on this websiate. Where possible, the DOI has been included in the attached brief.

Ghana Teacher Questionnaire

Under the USAID Partnership for Education: Testing activity, a teacher questionnaire was introduced to the 2015 national EGRA/EGMA survey in Ghana. This was in response to the 2013 EGRA/EGMA pupil data, which raised questions about how both pupils and their teachers experienced the language of instruction (LOI) policy, which stipulates that pupils should be taught in the Ghanaian language of the local area in the early grades and transition to English by P4. In an effort to learn more about how the LOI policy is implemented in schools, this teacher questionnaire was added in 2015 to collect more information about teacher preparation and instructional practices related to language use. The questionnaire was administered to 671 P2 teachers.

Tangerine: Evaluaciones Móbiles de Manera Sencilla

Tangerine overview in Spanish

ACR-Asia: Research Report: Investing in Early Grade Reading in Lower and Middle-income Countries in Asia

USAID/Washington, via the All Children Reading (ACR)—Asia task order, commissioned RTI International to conduct research on whether lower and middle-income countries in Asia should invest in early grade reading. To do so, we consider the relationship between increased literacy and employment and social outcomes. We also investigate evolving job opportunities in developing Asian economies, their literacy requirements, and the relationship of Asian growth to the US economy. We then examine data on the current literacy levels among school-going and young-adult populations in Asian countries to see if they meet the needs revealed by job market trends in Asia. The analyses presented in this report show conclusively that it continues to be important for lower and middle income countries in Asia to invest in improving the teaching and learning of literacy skills in early grades. Emphasis should be placed not only on foundational skills, but also on applied skills, such as reading for comprehension across subject areas and applying information gleaned through reading various types of text to understand and solve increasingly complex problems. Education systems therefore must address the full continuum of reading skills development, beginning in the early years and throughout primary school.

All Children Reading-Asia: EGRA Benchmarks and Standards Research Report

The Early Grade Reading Assessment (EGRA) is widely used to assess reading proficiency in developing countries. Benchmarks were introduced to simplify EGRA results into a single indicator against which countries could measure their children’s reading progress. This report is about the process, rational and considerations for setting benchmarks (a desired level of performance on a reading task) and targets (the percent of students intended to reach the performance level). The report addresses three purposes of benchmarking: 1. Country purpose: Track progress in reading within a national education system and provide data to inform efforts to improve education quality. 2. Agency purpose: Help USAID monitor the progress of projects and countries working to reach specific children-reading goals. 3. The global purpose: Measure progress in reading for all; provide a basis for global advocacy; and provide

2017 Tanzania National EGRA, EGMA, SSME, and Life Skills Instruments

Final, validated instruments used in the 2017 Tanzania National EGRA. The EGRA and SSME were made possible with funding from USAID. The EGMA component was made possible by funding from Global Affairs Canada. The Life Skills component was funded by UNICEF Tanzania.

Asia-adapted: A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials

The Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials in Asia was produced for the United States Agency for International Development (USAID) in 2017. The Guide was adapted for Asia from the Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials (USAID, 2015) that was developed as part of the Data for Education Research and Programming project with USAID’s Bureau for Africa. In support of the Agency’s Education Strategy and Policy on Gender Equality and Female Empowerment, this Guide advances global efforts toward greater gender equality and inclusiveness in education by providing guidance on how to develop and evaluate materials that are free of bias and that promote equality and inclusiveness of all marginalized, disadvantaged, and underrepresented groups.

Tusome Class 2 Teacher's Guide, Tusome Early Literacy Programme

Day-by-day pupil's activity book. Companion to Kiswahili Teacher's Guide, Grade 2. Prepared with funding from the USAID and DFID Tusome Early Grade Reading Activity, implemented by MoEST with technical assistance from RTI International, 2014–2018. Tusome is a national-scale program for improving the reading skills of learners in grades 1 and 2.