With the aim of providing developing member countries (DMCs) with better guidance for using information and communication technology (ICT) effectively in education, the Asian Development Bank (ADB) funded a 21-month Regional Technical Assistance (RETA) in Bangladesh, Nepal, Mongolia, and Samoa. the study team conducted a number of activities in Mongolia, guided by a site assessment and needs analysis. These included (i) a 1-week intensive training program for teachers and training managers, as well as representatives from the Education and Culture Department (ECD), in August 2006; (ii) moderate procurement of equipment and software for SEDP schools; (iii) 2-day follow-on training interventions at each IIREM and SEDP school in the study, in October 2006; and (iv) a 4-day training for trainers with 3-day follow-on regional trainings, in April 2007. Applying a three-group research design, 12 schools were sampled for participation in the study: four schools that had participated in the IIREM project, four schools that received computer equipment under SEDP, and four schools that were sampled as control schools.

The 2015 Nigeria Education Data Survey (NEDS) is a follow up to the 2013 Demographic and Health Survey, which is usually conducted to collect additional data on education from a subset of Demographic and Health Survey households. The 2015 NEDS is the third in the series to be conducted in Nigeria. The critical role of accurate and reliable education data in the formulation, implementation, monitoring and evaluation of education policy in Nigeria cannot be overemphasized. The survey provided a substantial amount of household level data that is essential to monitor the level of implementation of the goals of the Federal Ministry of Education, including those of the Universal Basic Education Commission, and Education for All. In addition, the 2015 NEDS provided critical information on the demand for schooling. The survey collected data on the age of children at first school attendance, dropout, and parents’/guardians’ perception of the benefits and demerits of schooling and school quality.

This report presents the findings from the 2013 administration of the Ghana National Education Assessment (NEA), carried out by the Assessment Services Unit (ASU) within the Ghana Education Service (GES). In addition to the performance results, this volume offers a substantial amount of contextual background and technical detail regarding the methodology for the 2013 NEA test development, sampling, data collection, and data analysis. Available separately is a brief document titled Ghana 2013 National Education Assessment: Summary of Results, which focuses more narrowly on the findings. The summary version is intended for use in discussions of policies and recommendations around instruction and educational assessments in Ghana.

This presentation was prepared for the Comparative and International Education Society Annual Conference held in Washington, D.C. on 10 March, 2015. The presentation looks at teachers and teaching by evaluating education policy in 11 countries in terms of constraints to more effective teaching and policy recommendations.

This presentation discusses a desk study which was designed to advance knowledge of which countries have and have not conducted early grade reading assessments, while also providing information on where literacy issues remain critical and where improvement in underway.

Assessments of student learning in the primary grades, such as the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), offer an opportunity to determine whether children are developing the fundamental skills upon which all other literacy and mathematical skills build, and, if not, where efforts might be best directed. To answer these questions about learning and the factors influencing it in Morocco, a study was carried out in a sample of schools in the Doukkala Abda region. The study investigated early grade reading and math skills and the learning environments that support them. It was completed as part of the Education Data for Decision Making (EdData II) project, funded by the U.S. Agency for International Development (USAID), in partnership with USAID/Morocco and with the national and regional (AREF Doukkala Abda) levels of Morocco’s Ministry of Education (MOE). Student assessment and school survey protocols developed under the EdData II project were tailored to the Moroccan context during an adaptation workshop with national and regional MOE staff. Reading and math assessments (EGRA/EGMA) were administered to a total of 773 grade 2 and grade 3 students randomly selected from within 40 schools. The 40 participating schools had been randomly selected from within the 1400 schools located in the Doukkala Abda region. In addition to student assessments, researchers interviewed Headteachers, teachers, students, and parents; conducted classroom and school inventories; and observed reading and math lessons. The fieldwork was carried out by MOE data collection teams under the supervision of RTI’s partner ETM in May 2011.

This report discusses Jordan's remedial pilot research program which was designed to assist teachers in improving the performance of those children who had fallen behind the general performance level of the rest of the class. The program focused on Arabic reading and mathematics in grades 1, 2, and 3. The rationale of the program is that children who are not performing at the general level of the class can benefit from additional instructional support that is aimed at their individual level of learning.

This report is one of three undertaken in the context of a situation analysis of reading in Morocco. The present report analyzes in detail teachers’ attitudes and practices. As a starting point, it addresses the following questions: What are the perceptions that have the most influence on the teaching of reading in the early grades? How do these perceptions impact the professional development of teachers? How do teachers respond to questions about the language of teaching? Are they receptive to the learning of reading in local languages? This third research component studies the perceptions of language use in general and the behavior of teachers specifically. It analyses teachers’ perceptions of the teaching of reading in Arabic and how these perceptions influence their practice.

This case study will highlight practical lesson learned from the use of mobile devices with Tangerine®:Class open-source software for data-informed instructional decision-making from a year-long, rigorous study conducted by RTI International in Kenya. Throughout 2013, twenty-one teachers and 600 pupils used Tangerine:Class on Android tablets in a randomized controlled trial. While the trial was focused on early reading instruction, the applicable lessons learned are also for mathematics and independent of subject matter. Practical findings concern training and support, the logistics of individual pupil assessments in large classrooms; the nature of instructional decision-making; and the use of data and interactions between teachers, headteachers and parents. This is a chapter of an edited book "Mobile Learning and Mathematics" (Crompton, H. and Traxler, J., eds.) available at Amazon.com.

This report is one of three undertaken in the context of a situation analysis of reading in Morocco. Across these three studies, USAID and the MENFP aimed to study in more detail a few of the factors that favor or harm acquisition of reading in the early grades, namely: • A review of curriculum and learning materials (reading textbooks, teachers’ guides) • This study on initial teacher training and reading • An analysis of the perceptions and attitudes of teachers and how they influence practice The starting point of this research on initial teacher training was the three following research questions: 1. Does the official teacher training curriculum (theoretical and practical) take into consideration recent evidence on how children learn to read in Arabic? 2. What methods for teaching reading do future teachers learn? How are they taught during initial teacher training? 3. Are teachers sufficiently prepared (in quality and duration) to teach reading in Arabic?