This report presents detailed midline findings from the Partners in Play Program (P3) implemented by Right to Play in Ghana, based on data collected between November and December 2022.

This report presents detailed midline findings from the Tucheza Kujifunza (TuKu) program implemented by Aga Khan Foundation in Kenya, based on data collected in October 2022.

This report presents detailed midline findings from the Scaling LTP program implemented by the United Nations Children’s Fund (UNICEF) in Rwanda based on data collected in June 2022.

This report presents detailed midline findings from the iPLAY program implemented by the Flemish Association for Development Cooperation and Technical Assistance (known as VVOB) in Vietnam, based on data collected in May 2023.

The Play Accelerator grant presents a unique opportunity to examine five large-scale educational interventions focused on improving learning through play (LtP) in Bangladesh, Ghana, Kenya, Rwanda, and Vietnam. One aspect of this activity is determining if and how these five programs change the practice and attitudes of key education stakeholder and whether or not this leads to improved holistic learning outcomes through increasing playful pedagogies. This in turn will generate much-needed rigorous evidence on implementing playful pedagogies successfully through government teacher professional development systems at scale. This report presents detailed endline findings from the iPLAY program implemented by the Flemish Association for Development Cooperation and Technical Assistance (VVOB), based on data collected in May 2024.

The Play Accelerator grant presents a unique opportunity to examine five large-scale educational interventions focused on improving learning through play (LtP) in Bangladesh, Ghana, Kenya, Rwanda, and Vietnam, respectively. One aspect of this activity is determining if and how these five programs change the practice and attitudes of key education stakeholders and whether or not this leads to improved holistic learning outcomes through increasing playful pedagogies. This in turn will generate much-needed rigorous evidence on implementing playful pedagogies at scale successfully through government systems for teacher professional development systems. This report presents detailed endline findings from the Tucheze Kujifunza (TuKu) program implemented by Aga Khan Foundation (AKF), based on data collected in January 2024.

This report presents baseline findings collected in February and March 2023 from the Bangladesh Learning through Play: Creating, Implementing, and Sustaining a Model of Playful Pedagogy in Government Primary Schools in Bangladesh program, implemented by Bangladesh Rural Advancement Committee (BRAC). The goal of this report is to provide comprehensive baseline estimates for the BRAC Learning through Play program. These results will serve two purposes: (1) provide a starting point against which program impact will be measured at endline, and (2) provide programs with data-driven recommendations of areas to focus on for improved implementation throughout the remainder of their programming.

This report presents baseline findings collected in May 2022 from the Vietnam Integrating Play-based Learning Activities for Young learners (iPLAY) program, implemented by the Flemish Association for Development Cooperation and Technical Assistance (VVOB). The goal of this report is to provide comprehensive baseline estimates for the iPLAY program. These results will serve two purposes: (1) provide a starting point against which program impact will be measured at midline and endline and (2) provide programs with data-driven recommendations of areas to focus on for improved implementation throughout the remainder of their programming.

The rapidly changing climate is a threat that sees no borders and its impact on the education sector is severe. Yet, often in the wake of climate disasters, the education sector is widely overlooked and underfunded. The purpose of this group panel presentation is thus to explore different examples of research and programming which aim to improve the education sector’s resilience to the impacts of climate change. The panel is comprised of stakeholders from USAID and international educational research and implementing organizations from around the globe which have experience with how education systems can become more resilient to such disasters. This panel will draw from new global frameworks and strategies on climate resilience, as well as research and implementation examples from the case study of Pakistan, where unprecedented 2022 flooding severely impacted an already beleaguered education system. Further, the panel will explore the intersection of climate change impact and marginalized communities.

This report presents the findings of a deep dive impact evaluation of the United States Agency for International Development (USAID) Uzbekistan Education for Excellence Program (The Program), which was initiated on December 9, 2019, and originally scheduled to end on December 8, 2023, then extended through March 31, 2024. The Program is implemented by a consortium of partners including RTI International (RTI) as the consortium lead and Florida State University and Mississippi State University as partners. For this report, the Program used a comparative analysis of Early Grade Reading and Mathematics Assessments (EGRA and EGMA, respectively) administered at baseline in 2021 and at endline in 2023. The Program evaluation focused on students in grades 2 and 4. In November and December of the 2021-22 school year, the baseline EGRA and EGMA were administered to students who completed grades 2 and 4 and had been in grades 3 and 5 for three months. The endline assessments were administered to students in grades 2 and 4 in May of 2023, a few weeks prior to the end of that school year. This meant that students at endline were being assessed after having completed 68 fewer days of schooling than those who were assessed at baseline.