In this blog originally published on RTI's Insights, Amber Gove and Michael French make the case for greater integration of donor efforts in early childhood development.
Development practitioners must identify—and donors must support—long-term, country-owned, sustainable platforms that combine literacy, dewormging, and other early childhood development issues.
This post was written by Kalab Yakii, program field assistant in Arua district, and Tracy Brunette, RTI.
The USAID/Uganda School Health and Reading Program implemented by RTI has developed a system for getting school and community level information to program technical teams quickly. Last week, a story came through the usual weekly reports that needed to be shared.
A Simple Innovation
As Jordan rushes to expand public kindergarten education, what about unregistered providers?
This commentary post was originally published on the RTI.org "Insights" blog Reproduced with permission.
This article was co-written by Liz Randolph, Alastair Rodd and Consilous Rwanyonga. All three plus many others worked together on the model design and implementation.
If the word ‘science’ in the term ‘social science’ means what I think it means, we social scientists should be in the business of developing models for how we think the world works, testing them with data, and refining them. But the slew of results from impact evaluations in international education frequently feels like a catalogue (if we’re lucky, a meta-analysis) of effect sizes, not a genuine attempt to understand the phenomena we study. To improve this understanding, we need to do a better job of learning from impact evaluations.
