Each year, the Comparative and International Education Society (CIES) gathers researchers and practitioners from around the world to provoke, engage, and inspire transformative ideas to improve education. This year, more than 30 RTI experts and practitioners shared research and evidence from work in more than 20 countries, contributing to discussions focusing on this year’s conference theme: Improving education for a more equitable world. 

CIES is a great learning opportunity—I was able to learn about similar projects, strategies, and methodologies to share with my team to adapt to our own context. Participating is also a chance to connect with people and broaden my network, including with practitioners from across Latin America—and even from within my own country.

        --Cynthia Del Aguila, Chief of Party, USAID Guatemala Basic Education Quality and Transitions Activity 

CIES was a great chance to meet researchers and practitioners working to solve challenges similar to mine. It is heartening to know I am not alone in the journey to improve education in my country. Sharing these diverse experiences enriches my perspective on how to move forward. 

        --Rula Al-Jundi, Senior Education Program Specialist, Jordan Early Grade Reading and Mathematics Initiative (RAMP) 

I enjoyed seeing and hearing how much social and emotional learning and school climate research have become a theme at CIES. CIES is a great forum to showcase new evidence for improving academic learning and for highlighting that learning is not just cognitive, but social and emotional as well.

       --Julianne Norman, Education Research Project Manager, RTI International  

As we reflect on what we learned at CIES this year, we’re proud to share RTI presentations contributing to the evidence base on mathematics, assessment and evaluation, learning through play, assessment-informed instruction, teacher support systems, learning equity, teacher training and professional development, digital inclusion, and more. 

Scroll down to review our CIES presentations, visit our website to learn more about our work, and click here to sign up to receive regular updates on RTI’s education work. 

RTI Presentations 

Sunday, February 19, 2023 

Adapting the Early Grade Reading Assessment (EGRA) for Students Who are Deaf in the Philippines 

Assessment Validity & Reliability: Adapting Early Grade Reading Assessments for Children with Disabilities and Ensuring Valid & Reliable Instruments 

Navigating alternative development aid models and government to government funding in education 

Using the GPF to create mathematics student standards in Uzbekistan 

Navigating Aid Alternatives: Government-to-Government funding partnerships in Jordan, Senegal, Nepal  

Monday, February 20, 2023 

Measuring support for children’s engagement in learning: Psychometric properties of play toolkit 

Using teaching and learning materials in Uzbekistan: Lessons from observations and interviews 

Education system strengthening across Asia: A systematic review of USAID activities and critical discussion 

Improving targeted student support: Updated lessons learned from assessment-informed instruction and “catch-up” studies across countries  

Jordan reflective approach builds a more resilient education system  

Tuesday, February 21, 2023 

Analyzing Alignment in Early Grade Reading Curricula, Instruction, and Assessment in Nepal: The Surveys of Enacted Curriculum Approach  

Strengthening Sector Capacity to Assess Student Learning in the Context of Bilingualism  

Kyrgyz Republic: Formative and Classroom Observation Apps’ Role in Improving Teaching and Learning  

Reflecting Upon ACR-Cambodia’s Inclusive Education Legacy  

Developing school-level instruments for better understanding effective numeracy instruction at scale  

Purpose-driven education system transformations: History Lessons from Korea and Japan  

Wednesday, February 22, 2023 

Digital inclusion and data-driven dropout prevention in Guatemala  

Multi-Language Assessment (MLA) for young children: A screener to understand language assets  

Promoting Social and Emotional Learning in the Classroom: Evidence for the 'How'  

The Teacher Professional Support System in Nepal: A case of implementation research informing policy  

What have we learned about improving learning at the system level? The behavioral science lens: Human dimension of education system change  

The behavioral science and systems perspective: How teachers respond to educational change  

Examining teacher support systems in Uzbekistan: What support do teachers say they need and want?  

Examining the relationship between teacher’s use of play-based pedagogies and professional development approaches in Kenya, Rwanda and Ghana  

The mathematical knowledge for teaching survey  


About the Expert

Amber Gove's picture
As an RTI Fellow within the International Education Division, I work on learning from our efforts to improve education outcomes for children around the world. Much of my work over the last decade has been on the development and deployment of the Early Grade Reading Assessment (EGRA), a system-level diagnostic for understanding students’ foundation skills in reading. To date EGRA has been used in more than 120 languages and 70 countries to inform policy and improve instruction. My research and policy interests include improvement and measurement of student learning; education finance; conditional cash transfer programs; and factors affecting achievement, enrollment, and attendance.