Resources

In the past two years, the COVID 19 pandemic and the ensuing and repeated school closures has caused an unprecedented upheaval to the education of children world-wide.

This presentation was part of a CIES 2022 panel on measuring learning through play and child SEL outcomes across humanitarian and LMIC contexts.

Prior Early Grade Reading Assessments (EGRA) have been used to set reading fluency benchmarks in Tanzania for USAID report and for the Government of Tanzania (GoT).

Play has the potential to transform the global learning crisis. In infancy and early childhood, play builds a strong foundation for later learning by improving brain development and growth (Goldstein, 2012).

This presentation describes findings from a study of the remote learning experience of school actors; school heads, teachers, parents and other HLPs, and learners during the first year of COVID-19 school closures in the Philippines.

This report presents case studies of five remote training activities conducted by USAID-funded and RTI-implemented programs: the Advancing Basic Education Project (ABC+) in the Philippines, the Malawi Early Grade Reading Improvement Activity (MERIT), Read Liberia, Okuu Keremet!

This MEL Framework for Technology-Supported Remote Training seeks to help education program implementers, governments, and program evaluators more effectively design, implement, and learn lessons from remote training activities.

An Instructional guide for 2 teachers in Liberia.

An instructional guide for grade 2 teachers in Liberia.

Let's Read is a grade 2 learning resource for teachers in Liberia.