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Lower Mekong Workforce Skills Gap Analysis and Implications for Regional Economic Growth
This report, commissioned by the United States Agency for International Development (USAID) through the Education Data for Decision Making (EdData) II Program, focuses on ways educational institutions in the tourism and electronics sectors in the Lower Mekong region can better meet private-sector demand and increase the employability of youth. It is designed to provide context and further detail to the labor market assessments (LMA) produced under the USAID Connecting the Mekong through Education and Training (COMET) program. The study was conducted from March to May 2016, with on-the-ground interviews of over 70 Lower Mekong employers and education institutions, as well as significant literature review.
Pre-Service Teacher Education Programs at Colleges of Teacher Education in Ethiopia (A READ-TA Baseline Assessment)
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 recommendations to MOE for review and approval so that READ TA work under the associated activity area can begin.
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.
READ TA Information and Communication Technology (ICT) 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.
Senegal Behavior Change Communication Research Baseline Report
To reinforce school-based education efforts, increased attention is being paid to what happens when children are not in school, especially when they are at home. This report presents the key findings from a survey conducted in two regions of Senegal in April 2015 to determine the reading support that children receive at home. The survey sample was drawn from schools in which the Associates in Research and Education for Development (ARED), a Senegalese nongovernmental organization (NGO), is implementing a bilingual (French/Wolof) curriculum in grade 1 (designated as “CI” in Senegal) and grade 3 (CE1). Schools were selected from two zones in Senegal: (1) Kaolack, which serves as the intervention area; and (2) Rufisque, which serves as the control area.
Nigeria Reading and Access Research Activity (RARA): Results of an Approach to Improve Early Grade Reading in Hausa in Bauchi and Sokoto States
From December 2014 to June 2015, the Nigeria Reading and Access Research Activity (RARA) evaluated the effectiveness of an instructional approach to improving Hausa early grade reading outcomes among Primary 2 pupils in the Northern Nigerian states of Bauchi and Sokoto. The approach was designed and implemented by RTI International, in collaboration with Nigerian education authorities, in particular the State Universal Basic Education Boards (SUBEBs) of Bauchi and Sokoto, as well as Colleges of Education (COEs) in these states. It was funded by the United States Agency for International Development (USAID) through the Education Data for Decision Making (EdData II) mechanism (www.eddataglobal.org). This report presents the results of the reading approach evaluation on teacher practices, children's reading outcomes, and instructional leadership.
Improving Learning Outcomes through Mother Tongue-Based Education
This four-page brief provides an overview of the learning and other advantages of providing educational instruction in mother tongue, or familiar, languages. The brief also contains information on factors to consider when developing a mother tongue-based education program.
"How Do You Know If Aid Really Works? Turns Out ... We Often Don't", NPR.org (21 January, 2017)
This article points out the increase in RCT's for impact evaluation, and reports on a recent conference at the Center for Global Development to take stock of RCTs in development. The article mentions the RCTs in Kenya's Tusome program that have been influential because of collaboration with local governments.
ABE - ACR Tanzania National EGRA Pilot Study Report
The Tanzania National Early Grade Reading Assessment (EGRA) aims to gather data about the progress of Standard 2 students against the national benchmarks developed and adopted in 2014 and to collect contextual information about the implementation of the 3Rs (reading, writing, and arithmetic) reforms for early grade teachers in Tanzania. The pilot study is an important part of the life cycle of the study because the information collected helps us improve several aspects of our data collection for the full survey. This report will provide an introduction to the pilot study, describe the analyses conducted, discuss quality control measures implemented during the pilot, and explain how the assessment instruments were finalized based on the pilot study data.
National Baseline Assessment for 3Rs (Reading, Writing, and Arithmetic) in Tanzania (Summary Brief)
Reading, writing, and arithmetic are the focus of the 3Rs campaign, a derivative of the Big Results Now initiative enacted by the Government of Tanzania in 2013. As one of the six focal areas anticipated to elevate Tanzania from a low- to middle-income country, education, particularly primary education, is receiving increased attention. In July 2013, planning commenced for the National Baseline Assessment for 3Rs (Reading, Writing, and Arithmetic) Using Early Grade Reading Assessment (EGRA), Early Grade Mathematics Assessment (EGMA), and Snapshot of School Management Effectiveness (SSME). The assessment was conducted in October of the same year. The purpose of the assessment was to establish the baseline achievement levels of Grade 2 students, specifically with regard to their foundational skills in reading, writing, and arithmetic. This brief summarizes the results of the national baseline