Resources

RTI conducted a small pilot study in Malawi and Uganda to identify the factors in the organizational culture and environment of primary schools that make them more (or less) conducive to children’s social and emotional development.

CIES presentation of Early Childhood Education landscape report for the Asia region under All Children Reading - Asia.

The Barometer offers a dynamic tool for interactive use of data on early grade reading outcomes.

The Government of Tanzania is in the process of implementing a policy of one year of free and compulsory pre-primary education for all children. The policy pronouncement was made within the context of limited resources for education and unclear implementation guidelines.

Several forces are at play in determining whether pedagogical approaches are optimally adapted to the culture of children’s behaviour and of teacher-child interaction in the classroom.

There is growing demand for policy based on rigorous evidence. Many consider the strongest evidence to come from studies that identify causality with high internal validity - such as RCTs - and systematic reviews of these studies.

This presentation is based on an activity that was designed to apply lessons learned and best practices from the recent EGRA Benchmarks and Standards Research Report (RTI International, 2018) to a five-language benchmarking activity for early grade reading in India.

The Tayari Program – Getting Children Ready for School is a Children’s Investment Fund Foundation (CIFF) funded early education program in Kenya with a goal to increase school readiness skills of pre-primary children in Kenya, including sufficient cognitive, physical, social, and emotional well-bein

This panel shared presentations from Uganda government officials and development partners which are collaboratively engaged in the efforts to improve and assess EGR in Uganda’s primary schools.

This presentation introduces the panel of authors who presented at CIES 2019 about their chapter of the book.