Jordan's RAMP initiative, funded by USAID and UKAID, conducted an evaluation study of a pilot project that aimed to implement the 'School's Guide for Parental Engagement in Supporting their Child's Literacy Learning.' This guide contains a collection of 31 tools designed to enhance overall student learning and specifically improve reading and writing skills in Arabic during the early grades. Among these tools, five are mandatory: 1. Model and Example of Implementation Plan. 2. Parent Volunteering Form: We Love Parent Volunteers. 3. Presentation to Foster the Love of Reading Habits in Your Children. 4. Presentation on the Most Important Activities that Enhance Reading and Writing Skills in Your Child. 5. Guide for Providing Sustainable, Needs-Based Support. The remaining tools are optional, with schools encouraged to adapt them to meet their specific needs. The primary objective of this study was to assess the effectiveness of the guide in engaging parents to support their children's literacy development. The Queen Rania Foundation for Education and Development implemented the study during the 2021/2022 academic year, involving 35 supervisors across various MOE directorates to evaluate the guide's content and usage in 84 schools from different regions in Jordan. Data collection methods included questionnaires and focus groups. The study's findings regarding parent engagement revealed the following: In the quantitative aspect of the results: • All trained teachers and school staff found the guide practical and effective, with 100% of them reporting significant positive engagement with parents as a result of using the guide and its tools. • The application of these tools proved effective, with all educational supervisors and over 90% of school principals and teaching staff confirming a noticeable positive change in the level and quality of parental involvement with the school after implementing the program and its tools. This strengthened the relationship between the school and the local community, leading to increased communication through social media, more visits to participating schools for activities, and greater contributions within the classroom to improve children's reading and writing skills. • Nearly all schools implemented both the mandatory (96%) and optional (98%) tools based on their specific needs. Parental involvement was deemed beneficial and effective by all participants, including supervisors, school principals, and parents themselves. These results indicated that the application of the tools effectively increased parental interaction and engagement with the school, resulting in a stronger relationship between the school and the local community. Parental involvement manifested through increased communication via various channels, more school visits, and voluntary participation inside the classroom to support students' reading and writing skills. However, the effective community engagement and parental involvement programs faced some challenges, including content confusion and overlap. Previous studies conducted by the Queen Rania Foundation in high-achieving schools highlighted the importance of successful school-parent interaction and engagement in supporting children's learning. It was acknowledged that some parents may face difficulties in providing the necessary support for their children's reading skills and lack confidence in their interactions with the school. In light of the positive results of the 'School's Guide for Parental Engagement in Supporting their Child's Literacy Learning,' it was deemed essential to integrate and standardize various program elements into a unified parental engagement program with the school. To address the challenge of busy parents unable to attend school physically, the program increased remote participation through virtual meetings and online communication channels. Several recommendations were made to address these challenges. 1. Work with the Ministry to coordinate community engagement programs, avoiding duplication, and integrate this guide's content into existing programs to benefit all schools. 2. Provide unified team training for school staff during program implementation. 3. Develop flexible programs for schools to tailor to their needs, and periodically review and determine mandatory tools. 4. Distribute hard copies of the guide to schools for use in case of internet unavailability or lack of smart devices or skills. 5. Improve training with a focus on practical aspects, extended duration, suitable timing and locations, revised trainer criteria, and school supervisors conducting training. 6. Add mobile download feature, create a tool index, clarify terminology, distinguish between tools and resources, and merge some tools to reduce overlap. 7. Boost teacher motivation to participate despite busy schedules due to program significance and positive results. 8. Assist schools in providing computer devices and internet connectivity. 9. Maintain electronic resources for content sharing with parents, relieve financial burdens, and encourage schools to involve parents using the "We Love Parent Volunteers" tool.

Between June 2021, and May 2022, RAMP, in coordination with the Ministry of Education (MOE) and in collaboration with INTEGRATED, implemented the Let’s Live in Harmony (LLH) pilot program based on the LLH initiative funded by UNICEF in 2018-2019. This initiative aimed to establish a positive learning environment for students across 96 Double Shifting Schools (DSSs) in Jordan. The study addressed educational challenges faced by underprivileged students in Jordan, particularly those in double-shift public schools with a mix of Jordanian and Syrian students. At the beginning of the school semester in 2021, 1310 tablets were updated with the Ministry of Education (MoE)-approved LLH content material application. These tablets were strategically distributed among the 96 DSSs for students in Grades 1 to 3, with the allocation based on the number of students in each class to ensure equitable access to resources. The study employed tablets with multimedia content to facilitate interactive learning. Achievements encompassed teacher training, updated materials, curriculum alignment, and enhanced program delivery. These initiatives addressed challenges posed by refugees and the pandemic, leading to improvements in reading fluency, comprehension, and literacy. The study underscored the significance of adaptable educational solutions. The LLH activities were introduced to supervisors through a WhatsApp group to facilitate interactive communication. Integrated into the curriculum, the activities aimed to enhance Arabic literacy for grades 1-3. MOE supervisors ensured fidelity through observations and feedback. Additionally, the study focused on institutionalizing LLH within the MOE, involving various departments and the School and Directorate Development Program (SDDP). Lessons learned included role clarification, formal adoption, capacity building, and effective communication strategies for integration. Findings highlighted LLH's potential impact on reading skills and emphasized the need for ongoing support. Recommendations encompassed further capacity-building, recognition, incentives, and improved communication strategies between schools and the MOE.

In May 2023, the MoE’s Examination and Test Managing Directorate (ETMD), with technical support from Jordan's RAMP initiative, funded by USAID and UKAID, conducted a final national survey over 8 years (2015-2023) to measure RAMP’s impact and the impacts of remedial programs addressing students’ learning loss during epidemic-related school closures. The study included 2,181 schools and approximately 244,389 G2 and G3 students, encompassing both Syrian and refugee camp schools. Using previous surveys as benchmarks, the study revealed substantial improvements in reading and mathematics skills for G2 and G3 students in 2023 compared to 2019 and 2021. Notably, G2 students in MoE traditional schools showed remarkable progress, with reading proficiency increasing from 10.7% in 2021 to 42.4%, while G3 students improved from 39.4% to 60.3%. Similar improvements were seen in Syrian refugee schools, with G2 students' reading proficiency rising from 7.2% in 2021 to 36.3% in Syrian day schools and from 4.1% to 15.8% in refugee camp schools. G3 students in Syrian day schools improved from 43.9% to 51.6%, and those in refugee camp schools increased from 15.9% to 29.6%. Notably, there was a decrease in students receiving zero scores in oral reading fluency (ORF) in MoE traditional schools, with G2 students dropping from 21.3% in 2021 to 4.2% in 2023. Similar improvements were observed in Syrian schools, as G2 students in Syrian day schools decreased from 26.1% to 7.7%, and those in refugee camp schools decreased from 69.4% to 22.2%. Regarding mathematics, improvements were noted in 2023: G2 from 6.1% to 13.7%, and G3 from 18.4% to 29.3%. However, there was no progress compared to 2019, with G2 at 13.7% (down from 18.7%) and G3 stable at 29.3% (up from 29.2%). The report emphasized recommendations, including supporting low-performing schools, implementing specialized programs to engage parents in supporting their children's learning, particularly in mathematics. It highlighted the need for teacher training in mathematics, increasing weekly mathematics lessons, and assigning specialized mathematics teachers for early grades. Further suggestions encompassed continuous capacity-building for teachers and supervisors, a focus on effective assessment methodologies, and fostering professional accountability. The report underscored the importance of practical, in-person teacher training and the necessity for ongoing monitoring and evaluation to drive improvements in early-grade education.

This study, conducted in collaboration with the USAID Early Grade Reading and Mathematics Initiative (RAMP) and the Ministry of Education between December 2017 and August 2018, aims to identify types of kindergarten services, providers, and factors influencing parental enrollment decisions. It also emphasizes the need to reevaluate KG2 expansion policies in Jordan. The study's sample included 520 schools, encompassing both rural and urban areas per governorate, along with "vulnerable districts" as designated by UNICEF/Jordan and UNRWA schools. The study surveyed 10,500 parents of grade 1 children from across Jordan regarding their children’s school participation in the previous year. Findings showed a significant gap between reported attendance rates (84%) and official enrollment statistics (60%), indicating substantial unrecognized KG provision. KG2 attendees were primarily enrolled in full-time formal classes, with cost identified as a major enrollment factor. Discrepancies in KG access between urban and rural areas were observed, with public provision being more prevalent in rural regions. Syrian children exhibited lower KG2 attendance rates, attributed to financial constraints. Proposed strategies include offering affordable KG options in areas with a concentration of Syrian families. The study highlights a strong demand for KG services in Jordan, particularly among urban families with limited access to public KG. The study underscores the necessity of strategies that promote affordable, high-quality KG choices, encourage private sector involvement, and provide customized solutions. Its insights can inform policy decisions aimed at improving KG services, contributing to the goal of achieving universal KG access aligned with national development objectives.

The Time on Task study was completed as part of the USAID Jordan Reading and Mathematics Project (RAMP), RAMP was a 7-year project aimed at improving foundational learning skills. The time on task study aims to understand how time is allocated throughout the school day, how that time is used to teach various subjects, and the effectiveness of instructional approaches used to teach Arabic. The study examined grades 1-3 classrooms in schools that were selected as high-growth and low-growth schools based on the results of the 2019 RAMP endline survey. In high-growth schools, students demonstrated growth in reading skills based on reading comprehension and zero scores. Conversely, in low-growth schools where there was a decline in reading comprehension and/or an increase in zero scores. The sample included a total of 34 schools: 16 high-growth schools and 18 low-growth schools. The study utilized classroom observations, teacher and principal interviews, and innovative instructional methods to identify teaching strategies associated with higher student engagement and better learning outcomes. The time on task study took place between October 2022 and March 2023. The results show that while there are existing good practices in terms of effective Arabic instructional pedagogies in early-grade classrooms, there remains a need for adjustments to diversify and expand teachers’ pedagogical skills, along with increasing opportunities for students to engage in reading and writing. Teachers need to provide effective reading instruction that aligns with students' developmental progression of skills incorporating diverse materials and extending Arabic lesson time. Additionally, teachers should design high-quality tasks that foster better understanding and learning. The study was undertaken to inform Arabic literacy instruction and decisions that can be made by Jordan's Ministry of Education (MoE) decision-makers.

Introducing the groundbreaking Reading and Mathematics Program (RAMP), a USAID-funded initiative with a mission to transform early-grade education in Jordan's government primary schools. It addresses the need for enhanced foundational abilities in reading and math among early-grade students, particularly those facing challenges. The program emerged from a 2019 survey indicating that while national scores improved, struggling students, especially those in refugee camps, did not progress as desired. The survey underscored the need for tailored reading materials to master phonics, crucial for fluency and comprehension. Consequently, RAMP analyzed Arabic reading textbooks and identified gaps, primarily in grade 2, prompting the introduction of decodable leveled reading books. The study's central objective is to gauge the effectiveness of these books in classrooms. Designed to bolster phonics skills, they aim to bridge proficiency gaps among different-performing students. The literature review discusses decodable and leveled reading books, highlighting their benefits. The study employs a mixed-methods approach, using pre-tests, post-tests, and questionnaires to measure changes in reading fluency, comprehension, and perceptions. The results showed a significant improvement in first-grade emergent readers using decodable books, while struggling third-grade readers exhibited enhanced oral reading proficiency. Second-grade results were less clear. Students reported increased interest and faced challenges, underscoring the need for tailored resources. Teachers largely endorsed the books and recommended wider implementation. In conclusion, the study seeks to advance the "all children reading" goal by enhancing foundational skills for struggling students.

The Decodable Levelled Reading Books Study Report- Jordan/RAMP Discover the Power of Decodable Books: Bridging the Reading Gap in Jordan's Education System Introducing the groundbreaking Reading and Mathematics Program (RAMP), a USAID-funded initiative with a mission to transform early-grade education in Jordan's government primary schools. It addresses the need for enhanced foundational abilities in reading and math among early-grade students, particularly those facing challenges. The program emerged from a 2019 survey indicating that while national scores improved, struggling students, especially those in refugee camps, did not progress as desired. The survey underscored the need for tailored reading materials to master phonics, crucial for fluency and comprehension. Consequently, RAMP analyzed Arabic reading textbooks and identified gaps, primarily in grade 2, prompting the introduction of decodable leveled reading books. The study's central objective is to gauge the effectiveness of these books in classrooms. Designed to bolster phonics skills, they aim to bridge proficiency gaps among different-performing students. The literature review discusses decodable and leveled reading books, highlighting their benefits. The study employs a mixed-methods approach, using pre-tests, post-tests, and questionnaires to measure changes in reading fluency, comprehension, and perceptions. The results showed a significant improvement in first-grade emergent readers using decodable books, while struggling third-grade readers exhibited enhanced oral reading proficiency. Second-grade results were less clear. Students reported increased interest and faced challenges, underscoring the need for tailored resources. Teachers largely endorsed the books and recommended wider implementation. In conclusion, the study seeks to advance the "all children reading" goal by enhancing foundational skills for struggling students.

Traditional projects in education introduce innovations at the school level, sometimes improving learning in a defined number of schools. The hope is that somehow piloted successes can be replicated or taken to scale. But too often they are not. Dissatisfied with this, donors may choose policy-level interventions that promote resource reallocations, specific policy reforms, and investments in administrative and management capacity to effect system-wide change. But the record of policy reforms having impact on learning at the school level is disappointing. If we fund school-level projects, the challenge lies in how to create policy and institutional reforms that support replicable school-level success. If we support policy-level interventions, the challenge lies in how to ensure that national reforms lead to changes in the day-to-day practice of schools. Both approaches require effective programs of what we call reform support. Why is reform support needed? Ten years ago USAID published the Education Reform Support (ERS) series to answer just this question. ERS recognizes that the existing arrangements in the education sector—urban-rural inequities, management environments skewed by bureaucratic concerns, teaching improvements constrained by union prerogatives—are not accidental. Powerful political forces benefit from, shape, and defend the current situation. Changes within the system cannot realistically be implemented without first dealing with the preexisting institutional environment. Altering that environment means recognizing who stands to win or lose from pro-posed reforms, and what incentives signal them to either work for change or defend the status quo. The literature supporting such an understanding of education reform is rich. ERS draws on that literature and goes one step further to outline the tools and techniques for sup-porting and strategically managing the reform process.

The Status of Instruction Study (SIS) aims to shed light on teachers’ knowledge, attitudes, beliefs, skills, and behaviors, as well as the available resources at the school level and for the targeted subjects, and how these resources are used. The SIS was designed to inform the customization and development of student textbooks, teacher guides, and teacher professional development approaches. This report presents the SIS methodology and findings from online surveys with over 4000 teachers, 183 school directors and 131 methodologists from all regions of Uzbekistan, including the Republic of Karakalpakstan and Tashkent City.

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