This is the report of a World Bank-financed Early Grade Mathematics Assessment, conducted in the Pacific region of Nicaragua from February-June 2011. The sample included 11 teachers, 33 school principals and 1,824 students in Grades 2, 3 and 4. The report is written in Spanish.

This document is based on the structure of previous education profiles that traditionally use Demographic and Household Survey (DHS) data to characterize children’s participation in primary and secondary schooling and adults’ schooling attainment and literacy. Previously, these standardized profiles were used for cross-country comparisons. However, in the context of Nigeria, past DHS data, combined with the 2015 NEDS, allows a longitudinal perspective of the same indicators. The 2015 NEDS profile also provides more information than previous profiles on the mechanisms used to sample, collect, and analyze the household data and should be used as a reference for the national and 37 state/Federal Capital Territory reports that provide graphical representation of the data.

This early grade reading material is made possible by the support of the American people through the United States Agency for International Development (USAID) under the Nigeria Reading and Access Research Activity (EdData Task Order Number 26, EHC-E-00-04-00004-00) implemented by RTI International.

This early grade reading material is made possible through the United States Agency for International Development (USAID) under the Nigeria Reading and Access Research Activity (EdData Task Order Number 26, EHC-E-00-04-00004-00) implemented by RTI International. It was tested in a controlled experiment that demonstrated effectiveness of the approach on improving reading skills.

This infographic provides key statistics related to public versus private school in Nigeria, based on the NEDS 2015 data set.

Le Guide pour le renforcement de l’inclusion et de l’égalité des genres dans le matériel didactique et pédagogique a été réalisé pour l’Agence américaine pour le développement international (USAID) en 2015. Il a été éclairé par une analyse documentaire réalisée par Nina Etyemezian de RTI International. Il a été rédigé par Jennae Bulat de RTI International et Michelle Lapp, consultante indépendante, dans le cadre du projet Données de programmation et de recherche en éducation (DPRE) entrepris en collaboration avec le Bureau de l’USAID pour l’Afrique. Des conseils ont été fournis par Julie Hanson Swanson et Koli Banik de la Division pédagogique de l’Administration du développement durable du Bureau pour l’Afrique. À l’appui de la stratégie et de la politique d’éducation de l’Agence en matière d’égalité des genres et de l’autonomisation des femmes, ce guide renforce les efforts mondiaux d’amélioration de l’inclusion et de l’égalité des genres dans l’éducation sous forme de conseils pour la mise au point et l’évaluation de matériel exempt de préjugés et favorisant l’égalité et l’inclusion de tous les groupes marginalisés, défavorisés et sous-représentés.

The Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials was produced for the United States Agency for International Development (USAID) in 2015. It was informed by a literature review conducted by Nina Etyemezian of RTI International. It was authored by Jennae Bulat, of RTI International, and Michelle Lapp, an independent consultant, as part of the Data for Education Research and Programming (DERP) project with USAID’s Bureau for Africa. Guidance was provided by Julie Hanson Swanson and Koli Banik of the Education Division of the Office of Sustainable Development, 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.

USAID/Nepal is interested in developing a program to help improve reading outcomes in the early grades of basic education. To inform the program design, a rapid education sector assessment was conducted to better understand past, current, and planned policies, practices, programs, innovations, and initiatives targeted towards early grade reading. This assessment aimed to identify strengths, weaknesses, and key leverage points to improve children’s reading outcomes within the institutional context of Nepal’s education system. The assessment was conducted over a two-month period by a team of researchers and staff from RTI International, including Mr. Joseph DeStefano, Senior Researcher; Dr. Frank Healey, Senior Researcher; Ms. Sharon Loza, Project Management Specialist; and Dr. Wendi Ralaingita, Education Researcher. Significant support was also provided by Dr. Vishnu Karki, Consultant; Dr. Yogendra Yadava, Local Language Expert; Jayanti Subba, Education Specialist, USAID/Nepal; and Mitch Kirby, USAID, Senior Education Advisor. The assessment was carried out by desk study and a two-week field visit from May 7 to May 19, 2012. This report reflects findings from the assessment.

Nepal Early Grade Reading Assessment, Education Management Efficiency Study, and Teacher Observation Study This is the final report for the Nepal Early Grade Reading Assessment, Education Management Efficiency Study, and Teacher Observation Study in 2014. The report provides findings related to the research questions of the study regarding the following topics: Education Leadership, Management, Practices, and Attitudes; Knowledge and Practices Related to the Teaching of Reading; Availability of Teaching and Learning Materials; Opportunities for Mother-Tongue-Based Multi-Lingual Education; Capacity and Readiness of Existing Teacher Professional Development System; and Teacher Motivation and Participation. The activity takes place under the EdData Task Order 15: Data for Education Programming in Asia and Middle East (DEP/AME)

This final report for USAID/Haiti Tout Timoun Ap Li (ToTAL – All Children Reading) Applied Research Activity describes the activities and accomplishments of the program from start-up in August 2012 to completion in December 2014. It documents ToTAL’s accomplishments in curriculum development, teacher training, classroom coaching, and applied research, particularly quantifiable improvements that ToTAL made in the reading abilities of treatment students, as well as challenges that were encountered.