This video was created under a grant from the William and Flora Hewlett Foundation by a local Senegalese production company in order to raise awareness of the importance of reading and mobilize communities to take action.

This implementation report was designed to assist the Examination Council of Zambia (ECZ) by providing detailed instructions for carrying out the 2016 National Assessment Survey for Grade 2.

This implementation report was designed to assist the Examination Council of Zambia (ECZ) by providing detailed instructions for carrying out the 2016 National Assessment Survey for Grade 2.

The attached document is the Teacher's Guide for teaching French language developed under the USAID-funded Haiti ToTAL Project. The manual was developed in 2013.

Teaching and learning materials are powerful role models for children, because the images and language with which children interact can impact their understanding of the world. Therefore, it is crucial that materials children are exposed to reflect empowered individuals from all areas of society, and especially from those areas that are marginalized, disadvantaged, and/or underrepresented. In support of this goal, the U.S. Agency for International Development’s (USAID’s) Bureau for Africa has developed A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials to promote inclusivity and equality in teaching and learning materials. The main themes of the Guide are summarized here.

This infographic provides an overview of key data related to attendance rates and schooling status in Nigeria, based on the NEDS 2015 data set.

The 2010 Nigeria Education Data Survey (NEDS) was a nationally representative sample survey implemented primarily by the National Population Commission (NPC) in collaboration with the Federal Ministry Of Education (FMOE) and the Universal Basic Education Commission (UBEC). The 2010 NEDS has the following specific objectives: * Provide data on the schooling status of Nigerian children of basic education age, including factors influencing whether children ever enroll in school and why students drop out of school * Quantify household expenditures on children’s schooling by examining different patterns of expenditure by various background characteristics * Measure parents’ attitudes to schooling, including the quality of schooling and provide an understanding of attitudes that shape their willingness to send their children to school * Measure the frequency of student absenteeism and reasons for missing school in order to suggest possible approaches to maximizing attendance * Provide data that allows for trend analysis and State comparisons A very high overall response rate of 98% was achieved with interviews completed in 26,934 households.

.Acoli Assessor Protocol and Student Stimulus Sheets used in the Uganda SHRP study.

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.