Resources

The Mathematics Knowledge for Teaching (MKT) is a short survey (23 items) that measures primary grade teacher knowledge by a) math domains and b) pedagogical and content knowledge. Math domain included Number Sense, Operations, Geometry, and Measurement.

This presentation focused on learning through play-based pedagogies in Kenya, Rwanda and Ghana.

While there is growing evidence of the impact of learning through play (LtP) on student outcomes in high-income countries, there is little research linking LtP to learning outcomes in low-and middle-income contexts in primary schools.

The purpose of this formal group panel presentation is to hold an in-depth discussion on USAID’s investments into system strengthening across Asia over the past decade and how these efforts are situated within the broader global move to focus more intentionally and coherently on education system str

The method used is a historical analysis of the route through which education in Japan and South Korea was framed, and then implemented, in the period starting in 1870 (approximately) in the former and 1945 (approximately but especially after the Korean war) or so in the latter.

The Uzbekistan Education for Excellence Program conducted a multi-phased Status of Instruction Study (SIS1 and 2) to understand the resources available and in use by schoolteachers in Uzbekistan.

This presentation featured an SEL Guidebook, which builds on the USAID-commissioned systematic review of SEL.

In 2014, the Nepal Ministry of Education, Science, and Technology (MOEST) developed a National Early Grade Reading Program (NEGRP), aimed at improving the reading achievement of early-grade students throughout Nepal.

This presentation on development of an assessment system under Senegal's new bilingual policy includes an explanation of the bilingual policy in Senegal and plans for development of a national assessment system including use of the ANLAS methodology (Analysis of National Learning Assessment Systems)

Since 2010, USAID has increased funding to partner country institutions by 50% [1], and the current administration’s localization agenda suggests that the government-to-government (G2G) modality may be increasingly frequent.