Resources

The purpose of this activity was to develop and pilot a CB-EGRA in the Khmer language for validation and use in Cambodia. The CB-EGRA is a paper-based assessment that can be administered with...

This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and...

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...

This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have...

This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have...

This document provides a summary of research exploring the systems, policies, and school-level practices that have supported learning continuity in Asia during and after the COVID-19 pandemic....

The All Children Reading–Asia (ACR–Asia) Return to Learning Cambodia Case Study was designed to research the Cambodia Ministry of Education, Youth, and Sport’s (MoEYS’s) response to the disruption...

ACR–Philippines falls under All Children Reading–Asia, a broader program implemented by RTI International across multiple countries in the Asia Region. The activities directly contribute to...

This study uses national Grade (G) 3 Early Grade Reading Assessment (EGRA) data from 2013, when G3 students learned to read in Filipino and English rather than a mother tongue, and comparable data...

This reference document is a companion to the Language Complexity Study conducted by RTI International under the All Children Reading–Philippines project in 2020. The study was a secondary...