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. With the onset of the...

Efforts to promote playful pedagogies in low- and middle-income countries face many challenges. Among these challenges are the norms of teacher-child interaction that have a strong cultural basis....

Digital transformation: an opportunity for long-lasting improvement of quality of education service delivery in Kyrgyz Republic, Tajikistan, and Uzbekistan Over the past decade, Uzbekistan,...

Description of collaborative process used ensure coherence and alignment of curricular content of preservice teacher preparation and in-service teacher professional development.

Describes the development of mother tongue supplementary materials to support the implementation of the MTB-MLE approach to language education.

Due to increasing rates of COVID19 infection in Cambodia, primary schools were closed from March 2021 through the end of the school year. In Kampong Thom, Kampot, and Kep, the USAID-funded and...

In 2009 the Philippines introduced a mother tongue-based multilingual education language policy requiring the “mother tongue” as the language of instruction (LOI) in kindergarten through grade 3....

The LQAS methodology has a number of objectives in the education sector, including: Holding schools greater accountability; Increasing implementation fidelity and credibility; Identifying schools...

This first phase of this Teacher Guide Uptake Study (TGUS I) examines teachers’ use of TGs and application of student-centered teaching strategies to provide targeted feedback for the revision of...

RAMP Field Directorates Indicators Guide Community Mobilization Tool.