The Early Grade Reading and Mathematics Initiative (RAMP) has a great interest in the quality of the data related to the initiative’s activities, whether in term of the trainees’ data (teachers, school principals, educational supervisors, or senior teachers), classroom observation data, community of practice data, and other data. To ensure data quality, it was necessary to develop clear and specific Standard Operating Procedures (SOPs) to be used by the Monitoring & Evaluation (M&E) team in data audits and quality control.

The conventional ways that new pedagogies are taught and supported in low- and middle-income countries rarely leverage the social networks and relationships that are paramount for individuals to shift their beliefs and make positive decisions about adopting new methodologies, and for them to sustain these behavior changes in the long run. The purpose of this study was to apply social network analysis (SNA) and qualitative inquiry to understand the composition and structure of primary school teacher social networks to inform policy basic education programming about how to improve the diffusion and support for implementation of new pedagogies through these social networks. This study used a mixed model design to study the compositional and structural properties of teacher social networks in sub-district administrative areas or “wards” in Tanzania. Using data from completed socio-metric inventories, separate teacher social networks were generated for Mbawala, Madimba, Milangominne, and Nitekela wards in the Mtwara Region of Tanzania. Researchers used SNA to calculate quantitative measurements and generate teacher sociograms (i.e., network graphs) for each of the ward-level teacher social networks. We combined these data with data from teacher informant interviews that described the content, context, and benefit of educators’ interactions in the different wards and to help explain the SNA findings.

In order to obtain feedback on and confirm the validity of the draft Early Grade Reading Assessment, RTI convened a meeting of cognitive scientists, early-grade literacy experts, research methodologists, and assessment experts to review the proposed key components of the draft assessment instruments. During the 2-day workshop, participants were charged with bridging the gap between research and practice; that is, merging advances in the reading literature and cognitive science with assessment experiences. Researchers and practitioners presented evidence on their strategies for measuring literacy acquisition within the early primary grades. In addition, they were asked to identify the key issues to consider in designing a multi-country, multi-language early grade literacy assessment protocol. The workshop, co-hosted by USAID, The World Bank, and RTI, included more than a dozen experts from a diverse group of countries, as well as some 14 observers from institutions such as USAID, the World Bank, the William and Flora Hewlett Foundation, George Washington University, the South Africa Ministry of Education and Plan International, among others. A detailed list of participants, including expert bios and contact information can be found in the Appendix, along with a sample invitation, workshop agenda and Round Table discussion questions.

Children need a strong foundation in learning to succeed in their education and life. Yet, by the age of 10 years, nearly 9 out of 10 children in SSA cannot do basic mathematics. There is an urgent need to learn from success stories like the TAFITA program in Madagascar to accelerate results in numeracy to ensure that every child is ready to succeed at school. This short brief highlights some of the key successes from the program to provide policy makers and development practitioners with evidence-based strategies for improving instruction and learning in numeracy.

To improve the quality of instruction and learning, a challenge that many ministries must confront, is the need to provide teacher professional development at scale. Uzbekistan has approximately 10,104 schools, 502,687 teachers, and 6,336, 933 students.2 In 2022, when MoPSE rolled out the new EFL teacher and student books, it struggled to reach and train all teachers.

Uzbekistan’s education reform envisions a competency-based curriculum consisting of standards, a scope and sequence (S&S), textbooks, and teacher guides that align with an assessment system. The scope is the vocabulary, grammar, and skills that are taught over the course of a school year, and the sequence is the order in which those skills and content are presented. The S&S is an important element of a national curriculum and serves two primary purposes. First, it elucidates the curriculum, detailing the constituent elements of the standards or competencies, thus breathing life into the national curriculum framework. Second, it provides a blueprint for national textbooks, detailing content and its order. As a blueprint for the textbook, the S&S becomes the assessment framework as it identifies the skills, grammar, and vocabulary taught at any point in the academic year.

Uzbekistan has embarked on a new phase of English language instruction that will enable students to acquire the skills and competencies necessary for success in the 21st century. At the onset of the Uzbekistan Education for Excellence Program (UEEP) in 2019, the Ministry of Preschool and School Education (MoPSE) expressed its vision for Uzbekistan of becoming an English-speaking nation by 2030. English as an adopted international language can help open doors and opportunities for international cooperation, trade, and cultural exchanges with other nations.

The Ministry of Preschool and School Education of the Republic of Uzbekistan requested English language series from five renowned international publishers. The EFL technical experts embarked on a exciting journey, immersing themselves in each series. They carefully dissected and analyzed, employing their expert skills to ensure the utmost relevance for the students and dedicated teachers of Uzbekistan. The EFL experts narrowed down their selection to two extraordinary series. But their work had just begun.

In light of the achievements made by the Ministry of Education (MOE) in collaboration with the RAMP project, which encompassed various aspects of early education, such as enhancing literacy skills, refining supervision and teaching methods for reading and math, implementing effective learning assessments, and developing supportive educational materials, the MOE sought to integrate these gains into a comprehensive roadmap to further enhance literacy skills and align with the objectives of the national strategy for human resource development. The Ministry of Education is committed to creating a coherent vision aimed at significantly elevating Arabic literacy standards for students in KG2 to Grade 6. This vision is manifested in an evidence-based literacy reform strategy owned by Jordan and slated for implementation over a five-year period. Given the complexity of this endeavor, collaboration among multiple interconnected national teams was essential. To that end, the MOE established a National Task Force, chaired by the Minister of Education and comprised of influential figures from the public and private sectors who could bring this visionary literacy reform strategy to fruition in Jordan. The development of this comprehensive National Literacy Strategy was led by the Ministry of Education, with support from USAID, UKAID, and other national partners. This strategy built upon the achievements of the RAMP project, expanded upon them, and ensured ongoing progress in enhancing Arabic reading skills, extending its reach to include students in higher grades. The National Literacy Strategy (NLS) is a visionary initiative designed to achieve several crucial objectives: 1. Identify National Priorities: It pinpoints key national priorities and programs aimed at enhancing Jordan's literacy outcomes. 2. Leverage Existing Strengths: The NLS builds upon the assets and strengths already in place, particularly those established by RAMP, to maximize its impact. 3. Provide a Clear Roadmap: It offers a practical, evidence-informed implementation roadmap, ensuring that its objectives are met effectively. 4. Long-Term Commitment: The NLS commands widespread support over a 5-year implementation period, emphasizing its dedication to sustainable progress. 5. Unite Stakeholders: It aligns all actors in the education space toward a common goal and coordinates external financing and technical support from partners in the public, private, and community sectors. Over a span of two years from 2020 to 2022, the NLS Technical Committee embarked on an extensive journey. during which they meticulously: • Analyzed the current literacy status at different learning stages in Jordan, officially acknowledging the challenge of low student literacy performance. • Agreed upon the NLS vision and strategic goals, identifying the factors in homes, communities, and schools influencing literacy learning. • Scrutinized the various elements within the education system affecting literacy learning, assessing their strengths and weaknesses. • Identified educational policy priorities and programs essential for improving literacy and contributing to the NLS's vision and objectives. • Developed a results framework, outlining strategic objectives, specific program objectives, short and long-term activities, risk analyses, and challenges. In the final stretch of 2022, RAMP completed the first draft of the strategy document, seeking input from the National Literacy Strategy Taskforce and key partners such as USAID, FCDO, World Bank, UNICEF, and the Higher Family Council. Their valuable comments were integrated to refine the strategy further. With RAMP's technical assistance, the NLS Technical Committee devised a 5-year NLS plan and a 1-year implementation plan, guided by the Minister of Education's directions during a pivotal Task Force meeting in December 2022. Workshops and interviews were conducted to gather data and budget information. Fast forward to May 5, 2023, a momentous day for Jordan's education landscape. The NLS Implementation and Monitoring Plan received approval from the Task Force, led by H.E. Minister of Education, Dr. Azmi Mahafzah, with the esteemed presence of USAID. The Minister endorsed the plan, indicating that the MOE would seek approval from the MoE educational board and establish a dedicated committee or secretariat to manage the NLS plan's implementation. Jordan's launch of its first five-year National Literacy Strategy is a moment of pride and hope. This strategy marks a transformative step towards fostering a generation of passionate readers, improving literacy, and promoting reading as an enjoyable habit. It's not just a milestone for Jordan but also sets an inspiring model for literacy improvement across the Middle East. Jordan's National Literacy Strategy is not just a plan; it's a beacon of hope, a promise of a brighter future, and a testament to the power of collaboration and dedication in the pursuit of educational excellence.

The Reading and Mathematics Initiatives (RAMP), in close collaboration and coordination with the Ministry of Education (MOE), have developed a comprehensive sustainability plan. This plan was created through active engagement with MOE Directorates and extensive consultations with stakeholders, both within the initiative and the Ministry of Education. It outlines a detailed strategy for each of the four key areas: Curricula, Professional Development/Training, Support and Supervision, and Assessment. Additionally, it includes several overarching recommendations critical to achieving sustainability and enhancing educational outcomes. The plan contains two levels: Level 1 focuses on defining the specific elements of new concepts or activities introduced under RAMP; Level 2 focuses on ensuring that these concepts or activities are seamlessly integrated throughout the system, ensuring that each department understands its role and responsibility for implementation. Structure of the Sustainability Plan Level One: This level addresses the essential procedures and plans required to seamlessly integrate the methodologies and projects initiated by RAMP into the Ministry's educational framework. It focuses on both current and future methodologies and projects, ensuring their alignment with the phases of the educational process. Specific, measurable objectives have been established, and they are applied within predefined timelines to enhance and consolidate concepts, methods, tools, and information technology currently utilized by the Ministry of Education. For instance, the MOE has effectively sustained and improved the e-supervision system, a crucial tool for identifying underperforming schools and devising coaching plans to bolster their performance. This system has led to substantial enhancements in data collection, evidence-based decision-making, as well as monitoring and accountability systems. Level Two: At this level, procedures and plans are outlined to identify high-level recommendations aimed at fostering coherence, consistency, data flow, and accountability within the Ministry of Education. These recommendations are designed to enhance key procedures related to early-grade education in reading and mathematics, extending to ensure coordination among various MOE directorates and other stakeholders. It's important to note that the recommendations at this level are not limited to RAMP methodologies; they encompass all aspects of the Ministry's systems, procedures, and methodologies. For example, the MOE has established a committee comprising education experts from different MOE directorates. This committee collaboratively works to ensure coherence and consistency in early-grade education practices across diverse MOE directorates. Together, they have standardized the following elements mentioned in the sustainability plan related to early grades: 1. Student performance indicators have become essential components of the Education Strategic Plan (ESP). Simultaneously, the National Center for Curriculum Development (NCCD) has successfully incorporated RAMP's reading and mathematics instructional approaches into the newly developed curriculum framework and learning materials designed for early grades. 2. The Examination and Testing Directorate has played a vital role in institutionalizing the Early Grades National Assessment Framework, which includes the biannual Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), annual surveys based on the Lot Quality Assurance Sampling (LQAS) methodology, and the implementation of a class-level diagnostic assessment system with accompanying tools. Standard operating procedures were meticulously designed to ensure consistency and effectiveness in this process. 3. The Education and Training Center (ETC) has accredited the Continuing Professional Development (CPD) Program specifically tailored for Kindergarten (KG) and early grades teachers. The RAMP Sustainability Plan transcends mere documentation – it serves as a guiding compass steering the MOE towards sustained excellence in early-grade strategies and approaches within the broader education framework, system, and policies."