Resources

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...

This presentation describes findings from a study of the remote learning experience of school actors; school heads, teachers, parents and other HLPs, and learners during the first year of COVID-19...

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....

This case study examines a training targeting 18,000 head teachers and subject heads over seven days using IVR accompanied by electronic materials shared via WhatsApp conducted by the USAID-funded...

The Early Grades Reading and Mathematics Initiative (RAMP) attaches great importance to the quality of data related to the initiative’s activities, both in terms of... Relating to data of trainees...

Play has the potential to transform the global learning crisis. In infancy and early childhood, play builds a strong foundation for later learning by improving brain development and growth...

This presentation was delivered as part of the 2022 Comparative and International Education Society (CIES) conference as part of a panel describing the Education Futures research activity...

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...

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

The CRLA was initially conceived as a 5-minute start-up reading assessment designed to help teachers quickly determine the reading profiles of their G1-G3 learners, and develop appropriate reading...