Commentary

Understanding and leveraging the promise of positive school and classroom climates: What we have learned from Malawi and Uganda

Sun, 01/12/2020 - 10:47 By

Schools that prioritize the wellbeing of students and teachers, as well as academic performance, provide a foundation from which to build a welcoming, safe, and supportive place for all children to thrive socially, emotionally, and academically. When students feel cared about, physically, socially, and academically safe, and free to ask questions and express their ideas, they look forward to coming to school every day and develop the confidence and sense of personal agency they need to stay in school and perform well.

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A Quality Assurance Framework for technical and vocational education

Mon, 09/23/2019 - 10:15 By

To become or remain economically vibrant, countries must have a consistent influx of youth who possess the skills required to thrive in the labor market. Yet data from most countries indicate a considerable gap in foundational and occupational skills that local employers demand in a 21st-century workplace. What strategies work to meet current and future workforce needs and ensure positive outcomes for youth?  This framework answers some of these questions.

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"Countries are paying for pre-primary without realizing it" - An interview with Luis Crouch

Fri, 07/12/2019 - 08:30 By

In many countries, we see large, over-crowded classrooms in grade 1 that result in lower quality instruction.  What causes this over-crowding?  In many cases, it’s under-reported student repetition and that it leads to more drop-outs and lower primary school completion rates. This means that governments are investing in more years of schooling for lower quality outcomes.  

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Tablets to support teachers to teach reading in Uganda: Feel good? Yes. Effective? Partially. Promising? Definitely.

Tue, 06/25/2019 - 18:26 By

Tablet programs are extremely popular among beneficiaries. And we get it. When a grant opportunity came up to provide tablets and training to Coordinating Center Tutors (CCTs)[1], the USAID/Uganda School Health and Reading Program jumped. We had been working with CCTs since 2013 and had a strong process in place involving literacy-focused classroom observation tools and a system of joint support supervision designed to build capacity of the CCTs while supporting teachers at the schools.

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Early Childhood Education and Development: Expert Interview Series

Wed, 04/10/2019 - 19:11 By early childhood development, early childhood education

This interview series, featuring 9 RTI experts, highlights the breadth and depth of our early childhood development and education work. Contributions include first-of-their-kind assessments of child development in low- and middle- income countries (LMIC), theoretical and empirical analyses of early years investments by governments, and large-scale preprimary interventions improving learning outcomes for over 100,000 children.

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