This report presents detailed midline findings from the Partners in Play Program (P3) implemented by Right to Play in Ghana, based on data collected between November and December 2022.

This report presents detailed midline findings from the Tucheza Kujifunza (TuKu) program implemented by Aga Khan Foundation in Kenya, based on data collected in October 2022.

This report presents detailed midline findings from the Scaling LTP program implemented by the United Nations Children’s Fund (UNICEF) in Rwanda based on data collected in June 2022.

This report presents detailed midline findings from the iPLAY program implemented by the Flemish Association for Development Cooperation and Technical Assistance (known as VVOB) in Vietnam, based on data collected in May 2023.

The Play Accelerator grant presents a unique opportunity to examine five large-scale educational interventions focused on improving learning through play (LtP) in Bangladesh, Ghana, Kenya, Rwanda, and Vietnam. One aspect of this activity is determining if and how these five programs change the practice and attitudes of key education stakeholder and whether or not this leads to improved holistic learning outcomes through increasing playful pedagogies. This in turn will generate much-needed rigorous evidence on implementing playful pedagogies successfully through government teacher professional development systems at scale. This report presents detailed endline findings from the iPLAY program implemented by the Flemish Association for Development Cooperation and Technical Assistance (VVOB), based on data collected in May 2024.

The Play Accelerator grant presents a unique opportunity to examine five large-scale educational interventions focused on improving learning through play (LtP) in Bangladesh, Ghana, Kenya, Rwanda, and Vietnam, respectively. One aspect of this activity is determining if and how these five programs change the practice and attitudes of key education stakeholders and whether or not this leads to improved holistic learning outcomes through increasing playful pedagogies. This in turn will generate much-needed rigorous evidence on implementing playful pedagogies at scale successfully through government systems for teacher professional development systems. This report presents detailed endline findings from the Tucheze Kujifunza (TuKu) program implemented by Aga Khan Foundation (AKF), based on data collected in January 2024.

This report presents baseline findings collected in February and March 2023 from the Bangladesh Learning through Play: Creating, Implementing, and Sustaining a Model of Playful Pedagogy in Government Primary Schools in Bangladesh program, implemented by Bangladesh Rural Advancement Committee (BRAC). The goal of this report is to provide comprehensive baseline estimates for the BRAC Learning through Play program. These results will serve two purposes: (1) provide a starting point against which program impact will be measured at endline, and (2) provide programs with data-driven recommendations of areas to focus on for improved implementation throughout the remainder of their programming.

This report presents baseline findings collected in May 2022 from the Vietnam Integrating Play-based Learning Activities for Young learners (iPLAY) program, implemented by the Flemish Association for Development Cooperation and Technical Assistance (VVOB). The goal of this report is to provide comprehensive baseline estimates for the iPLAY program. These results will serve two purposes: (1) provide a starting point against which program impact will be measured at midline and endline and (2) provide programs with data-driven recommendations of areas to focus on for improved implementation throughout the remainder of their programming.

The Improving Learning Outcomes for Asia (ILOA) regional project works closely with USAID’s Asia Bureau and Missions across the region to identify key questions and challenges Mission staff face in their day-to-day work. An advisory group of USAID Mission colleagues raised an important question: how best to wade through the array of education data available? What are the types, how are they used, when are different data useful, etc.? Indeed, the use of different data to effectively partner with governments to make evidence-based decisions is a top priority. As a result, ILOA produced a brief summarizing the different sources and uses of data for basic education, youth and workforce development, and higher education. The brief recognizes how data sources and uses have evolved over time, enabling ministries, their partners, and stakeholders to measure performance, inform policy and plan interventions, and manage limited resources. The brief is designed to succinctly assist USAID staff and their partners in navigating the world of education data.

The Numeracy at Scale study was designed to identify and examine aspects of successful numeracy programs, to provide policy makers and development practitioners with evidence-based strategies for improving numeracy instruction and learning outcomes across contexts. To this end, the study team identified and analyzed six programs across five countries that had rigorous evidence of impact on numeracy learning outcomes and which were operating at scale or which showed the potential for scale in an entire region or country. In each country, the study teams carried out a mixed-methods study including quantitative observations and interviews conducted in 80 to 130 schools per country; as well as qualitative observations and interviews in ten schools per country. The Numeracy at Scale study investigated two research questions addressed in this presentation: 1) What classroom ingredients (such as teaching practices and classroom environment) lead to learning in programs that are effective at scale? 2) What methods of training and support lead to teachers adopting effective classroom practices? The programs involved in this study are based in India, Jordan, El Salvador, Madagascar and South Africa. Two of the programs are government-led. The six Numeracy at Scale programs represent a variety of designs, from providing instruction to at-risk girls via interactive software to a national-scale numeracy initiative integrated into all public primary schools. Despite their differences, these programs share a large number of common elements. This presentation will provide an overview of the common pedagogical strategies found across these successful numeracy programs, such as use of multiple representations, discussion about mathematical concepts, and targeted support for students, as well as the approaches these programs used to support the development of these practices among teachers. Drawing from qualitative data, the paper will then discuss details of how these common elements were executed differently under different program models. Both the common, key elements and “differences in the details” that are found across these programs can generate helpful guidelines and ideas for how practitioners and governments can strengthen their own numeracy professional development approaches, across different operating contexts and program designs.