Resources

This success story outlines the co-creation process for the Uzbekistan Education for Excellence Program in From February 2020. RTI held a collaborative, interactive Co-Development Workshop to 1)...

It is difficult to imagine an effective teacher who does not have mastery of the content nor command of the pedagogical skills needed to teach literacy. Yet many teachers, particularly in low- and...

Briefer: Final Early Grade Reading Assessment Results from the USAID/Uganda School Health and Reading Program. This briefer compares English and local language reading fluency and comprehension...

The traditional face-to-face (FTF) survey method cannot accommodate the privacy needed to mitigate the effect of social-desirability bias, particularly with the most sensitive topics such as...

POLICY BRIEF: Mother Tongue-Based Multilingual Education (MTB-MLE)

The purpose of the facilitator’s Guide for Remedial Instruction Program for School Pupils is to provide guidance to facilitators during the teacher training to make it more practical and active,...

This annotated bibliography, originally created as a supplement to a research poster, compiles the output from an RTI internal research and development (IR&D) award. Each fiscal year, RTI...

The central role that the school and classroom environment or ‘school climate’ plays in social and emotional learning (SEL) is well documented, albeit mostly from US-based studies. RTI...

In Kenya, USAID supports the training of deaf education teachers like Martha Mwangu to improve learning outcomes of children with disabilities in grade 1, 2, and 3 through the Tusome Literacy...

Programs to promote social and emotional learning (SEL) risk making assumptions about the global relevance of core competences. Because scholarship is lacking about SEL in many parts of the world,...