Resources

This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects.

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 quickly in the last decade or two, but have not yet absorbed that expansion efficiently.

This report, from the All Children Reading-Cambodia project, documents the results of the teacher survey, desk review and compilation of assessment data and communicates the implications of that research in the form of recommended updates to the syllabus, curriculum and materials for grades 1-2

CIES 2018 Presentation, given by Tara Weatherholt. A current challenge in the equitable access to quality pre-primary education for young children is the current lack of relevant and reliable data on pre-primary education to inform improvement of the education sector in developing country contexts.

CIES 2018 Presentation, given by Scholastica Tiguryera. While in-service training is an essential component of early grade reading (EGR) projects, it only addresses the current force of teachers and is usually a one-time, resource intensive undertaking.

CIES 2018 Presentation, given by Yasmin Sitabkhan.

CIES 2018 Presentation, given by Ben Piper.

CIES 2018 Presentation, given by Ben Piper. Tusome is supporting the Ministry’s systems to increase the utilization of monitoring data, and to expand the accountability structures of the government using the data provided by the national literacy program.

CIES 2018 Presentation, given by Ben Piper. This paper examines the influence of Mother Tongue (MT) as a medium of instruction in lower primary schools in 4 zones of Machakos County based on the PRIMR program.

CIES 2018 Presentation, given by Ben Piper. To improve the quality of preprimary education in Kenya, the Ministry of implemented the Tayari program in collaboration with four county governments.