Resources

This baseline report discusses the results from an Early Grade Reading Assessment (EGRA) where data were collected from 300 randomly selected government primary schools in 15 districts in Uganda...

This article reviews the development of the EGRA and EGMA, which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly...

Recent attention has focused on the existence of non-government schools that cater to children from low-income families. These schools can now be found in the majority of developing countries,...

In spring 2013, USAID supported the MOE to conduct the first national baseline assessment of early grade reading skills. Findings of this national Grade 3 EGRA were presented to the MOE in June...

The Institute for People’s Education (Institut pour l’Éducation Populaire, or IEP) designed the Read-Learn-Lead (RLL) program to demonstrate that the new official curriculum, if properly...

The United States Agency for International Development (USAID) Malawi Teacher Professional Development Support (MTPDS) project is a three-year activity supporting the professional development of...

In 2010, the United States Agency for International Development (USAID), in collaboration with the Malawi Ministry of Education, Science and Technology (MoEST), developed a project to improve...

This analysis report was written to gain insight into both student facility with foundational skills and to better understand characteristics among Iraqi schools associated with this performance....

Under the United States Agency for International Development (USAID) Education Data for Decision Making (EdData II) contract, RTI International was awarded Task Order (TO) number 14, Iraq...

The present study on Mobile Learning and Numeracy examines how mobile learning (m-learning) could influence and improve numeracy education at early grade levels (ages 4-10) especially in...