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.

Inclusive, supportive classroom environments can help students from disadvantaged backgrounds. USAID has been supporting the Government of Tajikistan (GOT) to improve learning outcomes in primary education for over a decade. USAID’s programs have contributed to some improvement in oral reading proficiency in the early grades. As can be seen in the chart on the right, from 2014 to 2022 average oral reading fluency increased for grade 2 and grade 4 students. These average improvements are equivalent to roughly a half year of schooling for grade 2 and a full year for grade 4. However, the education system’s ability to improve learning is not evenly distributed among the diversity of settings and learners across schools and communities in Tajikistan. Schooling in Tajikistan produces inequities in the development of early literacy based on geography, gender, the language learners use in the home, as well as their parents’ levels of education. Differences in classroom environments play a role in how well students learn to read, and importantly, how schools are run and how teachers teach can help overcome some of the disparities associated with non-school factors.

Over the last decade, USAID has been supporting the Government of Tajikistan (GOT) to improve learning outcomes in primary education. The GOT has not previously used a national objective assessment to measure those learning outcomes. USAID introduced the Early Grade Reading Assessment to measure the impact of its investments. An EGRA has been implemented about every two years since 2013.