This material discusses the various technological innovations the USAID/Read Liberia Activity employed for data collection, teacher training, assessment, coaching and even virtual support to teachers during COVID.

This material highlights the eleven tasks Read Liberia coaches performed to support teachers and schools.

Children with a strong foundation in oral language and emergent literacy skills have a much greater chance of becoming successful readers, and success in reading in early primary grades can predict success in later years of schooling. Read this brief to learn about how Read Liberia partnered with the MOE to improve KG students' emergent literacy skills!

This brief highlights data from Read Liberia's external impact evaluation conducted by NORC

Read this brief to learn more about Read Liberia's community engagement component and the data from its evaluation.

In Liberia, as elsewhere around the world, recent school closures disrupted learning for all students. The effects of the COVID-19 pandemic have exacerbated pre-existing education inequality, especially disadvantaging girls, students with disabilities, people living in extreme poverty, and other marginalized groups. For Read Liberia’s technical team, the recent pandemic was a catalyst for innovation. The project quickly adapted to a new virtual implementation model to continue trainings, community engagement, and teacher instructional coaching. Read this brief to learn more about what the Activity did to ensure Liberia's students continued to learn during the pandemic.

In 2019, Read Liberia transitioned to the use of mobile money to remit per diem payments to teachers upon completion of twice-yearly trainings. Mobile money had a significant impact on Read Liberia's operations, training continuity, and its teachers. Read this brief to find out how.

Motivated teachers are vital for successful and effective classroom instruction. They show up consistently and inspire and engage their students. Enthusiastic teachers assess students’ abilities, give feedback, and collaborate with other teachers. They are passionate about the important role they play and enjoy what they do. Many factors affect a teacher’s motivation to work. Read this brief to find out what Read Liberia learned about motivating and inspiring teachers.

This paper brings together two promising intellectual trends in development: Doing Development Differently (DDD), and whole-system reform. In addition, it provides a framework for evaluating system reforms, as rigorously as possible. This paper adapts some concepts from the paper “A Practical Approach to In-Country Systems Research” written for the Research on Improving Systems of Education (RISE) Programme. This version turns more toward the Doing Development Differently movement rather than education systems reform. The original paper was presented at the first RISE conference in Washington, DC, June 18–19, 2015.

DepEd ICTS requested support from the USAID/All Children Reading Philippines activity for evaluating the recently-launched DepEd Commons online resource portal to ensure that it could live up to its potential as a key strategy for giving all Filipino learners access to educational resources. In response to this request, RTI in collaboration with the DepEd ICTS EdTech Unit, designed a process for reviewing the DepEd Commons to identify evidence-based recommendations for a fully sustainable and impactful DepEd Commons. Although we use the term ‘evaluation’, this is a formative exercise, recognizing that the platform is in a nascent stage and would benefit most from forward-looking and actionable recommendations for living up to its potential, not a backward-looking judgment of implementation quality or completeness at a certain point in time. In line with the approach stated above—that the evaluation of the DepEd Commons would be a formative exercise designed to provide actionable recommendations for improvement, given the early stage of development of the platform—we chose a SWOT analysis methodology to frame the exercise. SWOT analyses are conducted to identify strengths, weaknesses, opportunities, and threats. The study team carried out key informant interviews with stakeholders from the implementing department in DepEd and in other departments with similar systems; a quantitative analysis of platform statistics containing usage data; and a self-administered survey focusing on usage and usability of the platform.