Resources

EGR developed the EGR book leveling tool in cooperation with the personnel from the Ministry of Education and Higher Education (MOEHE).

The purpose of this formative assessment is to contribute to the community outreach component of the EGR program by collecting and analysing information about target audiences, specifically their knowledge, attitudes and behavior.

This report is part of EGR’s contractual task C.5.1.2: Updated National Standards for Early Grade Reading and Writing Adopted. The review of standards with recommendations for future revisions defines the skills required for students to have a solid foundation in early grade reading and writing.

Arabic version

Since 2014, the Ministry of Education and Higher Education (MOEHE) has worked closely with USAID to advance educational initiatives. The results from two major early grade-reading assessments and a study conducted to measure the amount of classroom time allocated to foundational reading instruction

RTI International and our partner AMIDEAST are pleased to submit this Inventory of Non- Governmental Organizations (NGOs) and Community-Based Organizations (CBOs) to the US Agency for International Development’s (USAID) for its Early Grade Reading (EGR) activity.

Education interventions and decisions should be justified. This time-on-task study is an example of gathering evidence with applicable tools to inform subsequent activities.

This report presents the results of a baseline assessment of upper preschool and grade 1 student performance in pre-literacy and early grade reading. The assessment included samples drawn from three provinces in Cambodia: Kampong Thom, Siem Reap, and Battambang (control).

Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program.

This paper explores an innovative assessment framework for measuring children’s formal and informal mathematical knowledge.