All Children Reading - Philippines: Project Background Brief

ACR–Philippines falls under All Children Reading–Asia, a broader program implemented by RTI International across multiple countries in the Asia Region. The activities directly contribute to USAID’s education goal to improve early grade reading (EGR) skills for 100 million children worldwide. There are two main areas of activity in support of the overall goals and objectives: EGR instruction and assessment in support of mother-tongue based multilingual education (MTB-MLE), and the use of educational technologies to support improved instruction in early grade reading, especially during school closures. Key achievements and activities through July 2021 are summarized in these briefs--one broad and one specific to the COVID-19 response.

Remote Learning in the Philippines During COVID [Briefs Series]

The Remote Learning Study was conducted during the 2020–2021 school year to investigate how mother-tongue-based multilingual education reading instruction proceeded in 20 schools around the country while classrooms were closed. The school head, 2 teachers, and 4 home learning partners from each school in Grades 1 and 3 were interviewed to gain insights on school administration, teaching and learning, and the home environment. Data was collected at three time points—November, March and June—from 20 school heads, 37 teachers of and 79 parents. Not all respondents were available at each time point. No parents were interviewed in November as recruitment was still underway. Children were also asked to fill out a literacy assessment worksheet, but very few parents returned this worksheet at each occasion. These briefs describe essential themes that emerged from this activity. #1 - Strategies for Assisting Home Learning Partners, #2 - Use of Teaching and Learning Materials, #3 - Use of Technology, #4 - Student Engagement Strategies, #5 - Challenges and Solutions to Remote Learning, #6 - School Leadership, #7 - Literacy Instructional Practice.

DepEd Commons and dissemination of eResources: a SWOT analysis [Presentation]

This presentation was delivered at the 2021 mEducation Alliance Symposium in a panel on the subject of education technologies for basic education in the Philippines.

Developing eResources for Early Literacy and Numeracy [Presentation]

This presentation was delivered at the 2021 mEducation Alliance Symposium in a panel on the subject of education technologies for basic education in the Philippines.

Language Complexity in the Philippines [CIES Presentation]

Presentation delivered at CIES.This study attempts to determine whether or not the complexity of the L1 should be a factor in interpreting reading achievement in multilingual contexts, as well as in planning early grade reading teaching and learning materials and curricula in settings with complex languages.

School-based technology and the shift to remote learning during COVID-19: Exploring remote learning readiness of school districts in the Philippines

This research dives into the results of a 2019 survey of district ICT coordinators, school ICT coordinators and teachers in the Philippines, which collected information on the use of ICT in schools before the pandemic and school closures. The authors ask the questions: “How might the investment in school-based technology have prepared teachers to transition to various forms of remote, home-based teaching and learning?”, and “If experience with ICT in schools is assumed to be an asset in transitioning to remote learning, how many school districts in the Philippines were well-positioned when COVID-19 school closures hit.” Grounded in literature on remote learning readiness, the study authors selected questions from the original survey that could be considered assets in the rapid pivot to remote learning (e.g., skills, resources, policies, and plans).

Reading achievement in the Philippines: The role of language complexity

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in 2013 and 2019. EGRA data were collected from 232 schools in 2013, when students learned to read in the national languages of Filipino and English. These data on English and Filipino performance were collected again in the same schools in 2019, when students would have, according to policy, learned to read first in their mother tongue.

Measuring Early Reading Achievement in the Philippines: How Data Can Support Policy-Making? (2019 National EGRA results)

This presentation describes results from the 2019 National EGRA study, comparing it to the same study that was done in 2013. It was presented at the International Mother Languages Conference and Festival, organized in the Philippines in 2021.

eResources Review Toolkit

This toolkit was developed for the All Children Reading Philippines project to support Department of Education staff in developing and reviewing electronic resources for the DepEd Commons (online OER repository).

Mobile Learning and Numeracy: Filling gaps and expanding opportunities for early grade learning [Arabic]

The present study on Mobile Learning and Numeracy examines how mobile learning (m-learning) could influence and improve numeracy education at early grade levels (ages 4-10) especially in low-income countries. Key questions to guide the research include: 1) What are the benefits and challenges of integrating mobile learning into early grade numeracy education? 2) What is the role of a teacher with regard to mobile learning and numeracy education? 3) How can the community and the parents actively contribute to/participate in the child’s numeracy education with the use of mobile devices? and 4) How can mobile technology be used effectively in measuring/assessing numeracy gains? The conclusions and recommendations of this study have been informed by an international working group that met over two days during the first International Numeracy Conference in Berlin in December 2012. We would like to acknowledge the following participants of this working group for their thoughtful contributions: Michaela Brinkhaus (BMZ); Dorothea Coppard (GIZ); Melanie Stilz (Konnektiv Büro für Bildung und Entwicklung); Jens von Roda-Pulkowski (KfW); Abigail Bucuvalas (Sesame Workshop); Mr. Kann Puthy (Primary Education Department, MoEYS Cambodia); Edward Barnett (DFID).