In 2009 the Philippines introduced a mother tongue-based multilingual education language policy requiring the “mother tongue” as the language of instruction (LOI) in kindergarten through grade 3. Using teacher classroom language data collected from four LOI groups in 2019, we compared the frequency of teachers’ use of the target LOI in different contexts, including urban versus rural classrooms, classrooms with relatively homogeneous student language backgrounds versus more heterogeneous classrooms, and classrooms with materials in the target language versus classrooms without. We also examined language usage against characteristics of the teacher populations, including language background, years of experience, training, and beliefs about the best language for initial literacy. The results strongly suggest that the most influential levers for increasing teacher usage of a designated LOI in these contexts are ensuring that teachers are assigned to schools where the LOI matches their own first language and providing teaching and learning materials in the target LOI, especially teacher’s guides. These two factors were more strongly and more consistently correlated with teacher use of the LOI than all other variables examined. The linguistic homogeneity of the student population also showed a statistically significant though lower impact on teacher language usage. This document was developed with support from the American people through the United States Agency for International Development.

This report summarizes the findings of an effort to develop and validate tablet-based, self-administered assessments of English-language foundational literacy and numeracy in the early grades. The tools described in the report were developed at the request of Imagine Worldwide with the support of the Jacobs Foundation. RTI carried out field testing and a pilot study to assess the tools' internal consistency, test-retest reliability, and concurrent validity with respect to "traditional" EGRA and EGMA. RTI International developed the two assessments, known respectively as the Self-Administered Early Grade Reading Assessment (SA-EGRA) and the Self-Administered Early Grade Mathematics Assessment (SA-EGMA), with the support and at the direction of Imagine Worldwide. The assessments are deemed “self-administered,” because children complete the assessments independently in response to instructions and stimuli imbedded in the tablet-based software. However, adults typically supervise the organization and conduct of the assessment as well as the collection of individual data from the tablets for analysis. The tools have been developed under an open-source license. The code can be viewed and downloaded for reuse or modification at https://github.com/ICTatRTI/SE-tools/blob/main/README.md. Users of RTI's Tangerine software may request that the SA-EGRA and SA-EGMA tools be added to their Tangerine groups via https://www.tangerinecentral.org/contact

The purpose of this field guide is to introduce concepts, tools, and group activities that can be used to guide educators in co-creating locally defined prototypes of future learning spaces that will not only enhance social, emotional, and academic learning for all Filipino learners, but will ensure that learners flourish and develop a sense of agency, proactive citizenship, and work readiness for a successful future. The guide was created from selected content, exercises, and group processes that were introduced in the Leaders in Futures of Education (LIFE) course (June 20–July 19, 2022) and the Prototyping Future Learning Spaces Workshop (August 15–19 2022), which were attended by DepEd central office representatives, representatives from three regional offices (i.e., Region III: Central Luzan; Region VI: Central Visayas; and the Cordillera Administrative Region), and prototyping teams consisting of representatives from five SDOs—Tanauan City, Tuguegarao City, Pasig City, Caloocan City, and Quezon City—and at least one cooperating school in each SDO. This field guide provides a framework for DepEd partnerships across the country to begin their prototyping journey for co-designing future learning spaces for Filipino students.

In February 2022, ACR–Philippines initiated conversations with USAID and the Philippines Department of Education (DepEd) on developing a prototype technology to enable automated assessment and scoring of learners’ oral reading fluency, listening, and reading comprehension skills. The idea resonated with DepEd leadership for several reasons. During the school years of 2020-2022, the COVID-19 Pandemic made face-to-face assessments challenging, particularly in remote learning settings. Teachers were stretched in time and resources to assess learners one-on-one their reading skills against the most essential learning competencies. Further, other international assessments like PISA use a computerbased format, and this will be an opportunity to understand how well-prepared students are to take computer-based tests. In response, ACR-Philippines sought to produce a ‘proof of concept’ that explores the feasibility of a self-administered computer-based reading assessment (CoBRA) in English and Filipino for students in the Philippines. The technology would incorporate voicerecognition software to enable students to read directly into their device. The software would automate the score of the students’ reading scores through an artificial-intelligence (AI) algorithm designed to calculate words-per-minute (wpm) and reading accuracy rate. The platform will produce reports providing students, parents, and/or teachers immediate feedback on their performance. This is a report of that pilot experience.

This manual guides teachers through the process of designing and using Individual Education Programs (IEPs) for learners with specific learning needs.

It is essential that the Government of Liberia has the skills and resources to monitor and assess their schools, students, and teachers as part of an evidenced-based education system on the road to self-reliance. Read Liberia maintained a focus on assessment and data use—not only to improve classroom-based instruction and equip school leadership with the knowledge and tools they need to foster quality education, but also to build the capacity of county and district officers in USAID’s six priority counties.

Setting benchmarks or standards that clearly state expectations about how well students or teachers should be performing on various skills at each stage of education and then collecting data to monitor these skills enables governments to see how individuals and education systems overall are progressing toward the goal of improved learning. This information allows governments to identify where improvements are needed and to chart progress year-to-year and against global standards. So how did Read Liberia do it? Read this brief to find out more!

In June 2020 the Philippines Department of Education (DepEd) adopted the Basic Education Learning Continuity Plan (BE-LCP), a framework to guide the 2020–2021 school year in light of school closures that started in March 2020, during the final weeks of the 2019–2020 school year. The plan introduced an adjusted and condensed curriculum, the Most Essential Learning Competencies, to support schools and teachers in delivering learning through alternative modalities in lieu of face to face classes. DepEd also modified the 2020–2021 school calendar to start October 5, 2020, and end in June 2021. The school year typically runs from June through March in the Philippines, but regions, divisions, and schools needed additional time to prepare and operationalize the BE-LCP. For example, regions were tasked with determining appropriate remote learning1 delivery modalities based on local context. Approaches were further adapted and defined at the individual school level as schools contextualized the learning continuity plan. Given DepEd’s decentralized approach to contextualizing and ensuring learning continuity for learners, it became clear that remote learning would look vastly different across regions, divisions, and within schools. Subsequently, this mixed-methods study was designed to take an in-depth look at schools and families across the country to understand their experiences with teaching and learning during school closures—and particularly to understand how early language and literacy learning can best be supported in the distance learning context.

This brief described how the design of the Read Liberia Activity applied comprehensive supports to help teachers implement sound literacy instruction in the classroom. Insights from Read Liberia's model may have potential implications for the design of education programs targeting large-scale change.

Liberian public schools closed in March 2020, and the MOE Teach by Radio program ran from March 30 through June 30, 2020. Drawing upon its existing materials, Read Liberia developed and recorded a series of 30-minutes lessons covering key components of early grade literacy and language arts instruction, including phonological awareness, phonics, vocabulary, listening comprehension, reading comprehension, and grammar. In response to an MOE initiative to support students’ psychosocial needs during this global pandemic, Read Liberia also wove into these radio lessons opportunities for students to reflect on their feelings and find productive ways to handle them. Read this brief to learn more!