Resources

Setting benchmarks or standards that clearly state expectations about how well students or teachers should be performing on various skills at each stage of education and then collecting data to...

In its programs, the United States Agency for International Development (USAID) attempts to address inclusion and equality issues that are not limited to education but that relate to all...

In Liberia, as elsewhere around the world, recent school closures disrupted learning for all students. The effects of the COVID-19 pandemic have exacerbated pre-existing education inequality,...

Liberian public schools closed in March 2020, and the MOE Teach by Radio program ran from March 30 through June 30, 2020. Drawing upon its existing materials, Read Liberia developed and recorded a...

This material discusses the various technological innovations the USAID/Read Liberia Activity employed for data collection, teacher training, assessment, coaching and even virtual support to...

Motivated teachers are vital for successful and effective classroom instruction. They show up consistently and inspire and engage their students. Enthusiastic teachers assess students’ abilities,...

This brief presents findings on what worked to improve learning outcomes at scale under 8 successful early grade literacy programs, with a focus on findings from the Tusome program in Kenya.1...

Between June 2021, and May 2022, RAMP, in coordination with the Ministry of Education (MOE) and in collaboration with INTEGRATED, implemented the Let’s Live in Harmony (LLH) pilot program based on...

Prior Early Grade Reading Assessments (EGRA) have been used to set reading fluency benchmarks in Tanzania for USAID report and for the Government of Tanzania (GoT). Since the EGRA requires...

Existing research on the uptake of technologies for adult learning in the global South is often focused on the use of technology to reinforce in-person learning activities and too often involves...