Resources

In partnership with the Ministry of Education and Culture (MOEC), the Ministry of Religious Affairs (MORA), and the United States Agency for International Development (USAID/Indonesia), RTI International administered the two surveys to 4,812 grade 2 students, equally divided between boys and girls a

Article published in the Journal of Human Development and Capabilities Volume 17, 2016 - Issue 4: Investing in Early Childhood Development. Published abstract: "Children’s early development serves as the foundation for later health, learning and well-being.

This article describes the launch of the Lancet series on early childhood education, and a study co-authored by Dr. Maureen Black, Distinguished Fellow at RTI International. See related resources for more information.

Article published in the journal The Lancet Early Childhood Development Series. Published Abstract: "Early childhood development programmes vary in coordination and quality, with inadequate and inequitable access, especially for children younger than 3 years.

This article in AllAfrica (October 2016) describes the launch of the USAID and DfID cofinanced Malawi MERIT project, implemented with support from RTI International.

This article that appeared in The Economist (online and print editions) refers to work that RTI implements on behalf of USAID/Kenya for the Tayari project, as well as research that appeared in the Journal "The Lancet". See "related resources".

Article published in Journal of Research on Educational Effectiveness.

Egypt, currently in the throes of major political change, will likely undergo reforms of various sorts in the next few years. Some of these reforms are likely to give local entities, including schools, greater control over education finances.

Recent attention has focused on the existence of non-government schools that cater to children from low-income families. These schools can now be found in the majority of developing countries, many of which have a prescribed public policy to provide free public education.

This article reviews the development of the EGRA and EGMA, which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum.