Resources

The Uganda Early Years Enrolment and Repetition Study presentation references the work undertaken by RTI International to examine repetition rates and over-enrolment in primary 1 in Uganda, to analyze the financial impact of these inefficiencies in the education sector, and present a cost projection

The Uganda Early Years Study policy brief describes the findings and presents policy recommendations from the associated research study funded by the British Department for International Development.

The British Department for International Development (DFID) has partnered with the Ugandan Ministry of Education and Sports (MoES) to conduct empirical research on inefficiencies in the Ugandan education system.

This presentation was prepared for UNESCO Mobile Learning Week, 2018. It describes an RTI International internal research program to learn whether mobile gaming can be used to assess soft skills important for employability.

While the SDGs now officially call for global reporting on learning outcomes, many institutions and scholars had noticed, at least since the mid-2000s, that many children were not learning much, and were starting to respond by, as a first step, advocating and developing assessments that, they felt,

This is a list of select peer-reviewed publications by International Education staff between 2015 and 2018. For some of the publications, links to information about the documents and related resources can be found on this websiate. Where possible, the DOI has been included in the attached brief.

The primary 4 English lessons are structured around a genre that is explored in reading and writing activities. Activities are provided for word study, vocabulary, grammar, oral language, and the writing process. Transition lessons are a distinct section to support learning academic language.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills.

Under the USAID Partnership for Education: Testing activity, a teacher questionnaire was introduced to the 2015 national EGRA/EGMA survey in Ghana.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills.