The 2015 Nigeria Education Data Survey (NEDS) is a follow up to the 2013 Demographic and Health Survey, which is usually conducted to collect additional data on education from a subset of Demographic and Health Survey households. The 2015 NEDS is the third in the series to be conducted in Nigeria. The critical role of accurate and reliable education data in the formulation, implementation, monitoring and evaluation of education policy in Nigeria cannot be overemphasized. The survey provided a substantial amount of household level data that is essential to monitor the level of implementation of the goals of the Federal Ministry of Education, including those of the Universal Basic Education Commission, and Education for All. In addition, the 2015 NEDS provided critical information on the demand for schooling. The survey collected data on the age of children at first school attendance, dropout, and parents’/guardians’ perception of the benefits and demerits of schooling and school quality.

The intent of this summary report is to engender broad-based policy discussions and recommendations around one question: Why are pupils struggling with English and mathematics in P3 and P6? It focuses on the 2013 NEA results, which may lead Ghana’s education stakeholders towards changes and recommendations in curriculum, materials, other resources, and instructional approaches that could have long-term impacts on pupil performance. For a narrower audience interested in the technical details of the 2013 methodology, sampling, and analysis, a separate, more comprehensive and technical report has been prepared (Ghana National Education Assessment: 2013 Technical Report); this report summarizes much of the content from the technical document.

Assessments of student learning in the primary grades, such as the Early Grade Reading Assessment (EGRA), offer an opportunity to determine whether students are developing the fundamental skills upon which all other literacy skills build, and, if not, where efforts might be best directed. A closer evaluation of students’ mastery of foundational reading skills would help reveal to Yemen’s MOE why learning outcomes have not improved as much as would be desired. To that end, USAID and the Yemen MOE tasked RTI International with administering EGRA to a stratified random sample of 735 students in grades 2 and 3. Students were selected from 40 schools across the three governorates of Amran, Lahj, and Sana’a.

This presentation discusses a desk study which was designed to advance knowledge of which countries have and have not conducted early grade reading assessments, while also providing information on where literacy issues remain critical and where improvement in underway.

This presentation discusses the Guide for Promoting Gender Equality and Inclusiveness in Teaching and Learning Materials. The presentation was given on March 10, 2015 in Washington, DC at CIES.