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Early Childhood Services for Young Refugee Children: Jordan Case Study

May, 2020
This qualitative case study describes the experiences of young refugee children and their families accessing early childhood development (ECD) services in Jordan in late 2019. The study team...

Early Childhood Services for Young Refugee Children: Bangladesh Case Study

May, 2020
This qualitative case study describes the experiences of young refugee children and their families accessing early childhood development (ECD) services in Bangladesh in late 2019. The study team...

Early Childhood Services for Young Refugee Children: Uganda Case Study

May, 2020
This qualitative case study describes the experiences of young refugee children and their families accessing early childhood development (ECD) services in Uganda in late 2019. The study team...

Early Childhood Services for Young Refugee Children: Cross-Country Analysis

May, 2020
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...

2019 Language Usage Study in Bahasa Sug, Chavacano, Magindanawn, and Mëranaw Mother Tongue Schools (USAID ACR Asia Philippines)

April, 2020
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...

2019 Language Usage Study in Bahasa Sug, Chavacano, Magindanawn, and Mëranaw Mother Tongue Schools

April, 2020
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,...

2019 Regional Early Grade Reading Assessment (EGRA): Bahasa Sug, Chavacano, Magindanawn, and Mëranaw

April, 2020
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...

Literacy Achievement and Retention Activity Uganda School-Related Gender-Based Violence Longitudinal Study–Occasion 2

March, 2020
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 Intersection of School Climate, Social and Emotional Learning, and Emerging Reading: Longitudinal Study Baseline Report

November, 2019
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...

Strengthening institutional capacity to produce learning at scale: Case studies from Jordan, Malawi, Nepal, and Uganda

October, 2019
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...

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