Resources

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects. A...

Success story about a recent kindergarten initiative under USAID's Early Grade Reading and Mathematics Project to help children and parents prepare to enter school.

The following article from the Jordan Times describes positive results of the USAID and DFID co-funded RAMP program implemented by RTI in Jordan.

Cambodia’s teacher professional development (PD) system is at a crossroads. There is a growing realization that the lower than expected learning outcomes in Cambodia are directly related to lower...

The USAID PRIORITAS project began in May 2012 with the aim of achieving expanded access to improved quality basic education (IR1). The intermediate results (IRs) that the project aimed to achieve...

The USAID/ Uganda Literacy Achievement and Retention Activity will implement an eight-week Social Behavior Change Communication (SBCC) pilot in Ssekanyonyi Coordinating Centre in Mityana district....

This paper highlights patterns in school enrollment indicators that affect the efficiency and effectiveness of education systems in a set of low-income countries: those that have expanded access...

Has reading achievement increased as a result of the USAID/Uganda Literacy Achievement and Retention Activity interventions? Early Grade Reading Assessment (EGRA) data collected for the three...

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National...

Management Systems International (MSI) led the Tusome baseline study using multiple data collection methods, including an early grade reading assessment (EGRA); surveys of pupils, teachers, head...