Teacher Professional Development and Support Systems: An Analys is of Seven Language Areas in Ethiopia (A READ TA Baseline Assessment Report)

Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence. A similar process for the remaining three activity areas began in May 2013 with rapid baseline assessments for pre- and in-service teacher training and ICT in Colleges of Teacher Education and primary schools. This report is one in the series that outlines not only the findings and validation process for the baseline assessment for the respective activity area, but also presents conclusions and early recommendations to MOE for review and approval so that READ TA work under the associated activity area can begin.