Resources

This report presents a cross-country analysis of three qualitative case studies completed in Jordan, Uganda, and Bangladesh in late 2019. It reflects a snapshot of information about the refugee...

In 2009 the Philippines Department of Education issued Order No. 74, “Institutionalizing Mother Tongue-Based Multilingual Education (MTB-MLE),” calling for the use of the learners’ mother tongues...

The objective of this study was to provide insight into the relationships between the teachers’ and students’ language usage, the MTB-MLE policy implementation, and student reading outcomes,...

This study measured students’ reading ability and gathered basic demographic information from children and teachers. Some standard context information was also gathered from children about their...

In 2018, the Literacy Achievement and Retention Activity embarked on a longitudinal study to better understand how the Journeys intervention positively shifts its intermediate results and the...

The primary objective of the study is to evaluate the success of the Journeys intervention in improving school climate; shifting gender attitudes toward more gender equality; strengthening...

Case studies of RTI's work on strengthening institutional capacity in Nepal, Jordan, Malawi, and Uganda focusing on three core functions: (1) setting and communicating expectations; (2) monitoring...

The United States Agency for International Development (USAID)/Uganda-funded Literacy Achievement and Retention Activity designed an eight-week social and behavior change communication (SBCC)...

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in...

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in...