Publications | 11 March 2020
Indonesia Country Report: Scaling Access and Impact - Realizing the Power of EdTech
This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world.
In the News and Impact Stories | 2 March 2020
Is It Possible to Improve Learning at Scale? Reflections on the Process of Identifying Large-Scale Successful Education Interventions
Improving learning outcomes at scale is hard. That may seem obvious, but only recently have policymakers and donors become aware of just how dire—and broad—the learning crisis is.
In the News and Impact Stories | 2 March 2020
Guiding Teachers Rather than Scripting Them
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 middle-income countries, lack these very skills.
Reports | 26 February 2020
Evaluación de Lectura Inicial en El Salvador: Informe Final
La Agencia de los Estados Unidos para el Desarrollo Internacional (USAID) decidió financiar este estudio para proporcionar información actual al Ministerio de Educación (MINED) y al Gobierno El Salvador sobre el desempeño en lectura de los estudiantes de segundo y tercer grado a nivel nacional y,
Briefs | 24 February 2020
USAID Uganda School Health and Reading Program EGRA results Cluster 1 End of Primary 5, Cluster 2 End of Primary 4, Cluster 3 End of Primary 3
To measure the impact of SHRP on reading achievement, EGRA data were collected at the beginning of Primary 1 (P1) and then at the end of every school year through Primary 3, 4 or 5 depending on when the local language entered the program.
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Follow up 3 End of Primary 3: Lebacoli, Lugbarati, Lumasaba, and Runyoro-Rutoro and English
Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program? Early Grade Reading Assessment (EGRA) data collected for Cluster 2 at the end of P3 suggests improved progress towards reading proficiency in all 4 program languages.
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 2 Follow up 2, End of Priamry 2: Lebacoli, Lugbarati, Lumasaba, and Runyoro-Rutoro and English
Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program? Is classroom teacher behavior improving based on program interventions?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 2 Follow up 1, End or Primary 1: Lebacoli, Lugbarati, Lumasaba, and Runyoro-Rutoro and English
Have fundamental reading skills increased as a result of the USAID/Uganda School Health and Reading Program interventions?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 2 Baseline: Lebacoli, Lugbarati, Lumasaba, and Runyoro-Rutoro and English
This report summarizes the findings from a baseline assessment that was conducted in February and March, 2014 to determine the current status of reading achievement in the “Cluster 2” schools in which the Program will be working, as well as achievement in control1 schools that will be used as a basi
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 3 Baseline: Lugwere, Lusoga, Lhukonzo, Ŋakarimojoŋ and English
This report summarizes the findings from a baseline assessment that was conducted in February and March, 2015 to determine the current status of reading achievement in the “Cluster 3” schools in which the Program is currently working, as well as achievement in control 1 schools that will be used as