Resources

Cambodia has a long-standing history of directly addressing disability issues, from supporting the rehabilitation of landmine survivors to promoting the current disability-inclusive development....

Foundational to children’s learning to read are school learning environments that enable students to reach their potential in a setting that is safe, gender-responsive, inclusive, and supportive...

The USAID/Uganda Literacy Achievement and Retention Activity (LARA) undertook an assessment of an eight-week social and behavior change communication (SBCC) pilot campaign in the Ssekanyonyi...

Arabic version

The British Department for International Development (DFID) has partnered with the Ugandan Ministry of Education and Sports (MoES) to conduct empirical research on inefficiencies in the Ugandan...

RTI International and our partner AMIDEAST are pleased to submit this Inventory of Non- Governmental Organizations (NGOs) and Community-Based Organizations (CBOs) to the US Agency for...

The Early Grade Reading Assessment (EGRA) is widely used to assess reading proficiency in developing countries. Benchmarks were introduced to simplify EGRA results into a single indicator against...

This report, from the All Children Reading-Cambodia project, documents the results of the teacher survey, desk review and compilation of assessment data and communicates the implications of that...

During 2016/2017, RTI implemented an assistive technology initiative to improve reading instruction in inclusive grade two public school classrooms in 63 schools in five regions of Ethiopia....

USAID/Washington, via the All Children Reading (ACR)—Asia task order, commissioned RTI International to conduct research on whether lower and middle-income countries in Asia should invest in early...