The USDA-funded “McGovern-Dole International Food for Education and Child Nutrition Program (FFE)” implemented by Mercy Corps (MC) in partnership with Research Triangle Institute (RTI) and the Borlaug Institute (BI) is a five-year project that is aimed at improving the literacy of school-age children and increasing the use of health, nutrition, and dietary practices among 100,000 students in primary grades 1-4 of 416 target schools and 100 public libraries in the Kyrgyz Republic. In May 2022, the USDA McGovern-Dole program conducted an Early Grade Reading Assessment (EGRA) in target 50 schools. According to this assessment, about 30% of surveyed schools never hold extracurricular literacy activities with parents. Sixteen percent of interviewed students reported that they never read with someone at home. To address this critical issue, the USDA McGovern-Dole program is working with public libraries that are the centers for the development of literate modern citizens. The program builds their capacity and help them host events and activities that promote student literacy and a culture of family reading. Additionally, the program supports public libraries by providing them reading materials, books developed by local authors and illustrators, and methodological guidelines. The books are age- and reading level-appropriate. The methodological guidelines include community engagement strategies such as collaborating with parents, teachers, and community organizations to raise awareness about the importance of reading. The guidelines also cover organizing reading events, summer reading camps, book fairs, and literary festivals to celebrate reading and literacy. The project delivered about 80,000 Kyrgyz and Russian books to 100 target public libraries. Public Libraries are centers for the development of literate modern citizens. And to strengthen the capacity of the schools and public librarians, the program conducted summer camps in 64 target schools and 100 public libraries. More than 1,700 early grade students participated in the reading summer camps.

This study is Phase II of a two-part Teacher’s Guide Uptake Study (TGUS) for ICT and EFL. Phase I was conducted in December 2021 and field tested the above-referenced ICT TGs and the addendum to the EFL TGs to determine, within a short period of time, what changes and adaptations in terms of content, instructional strategies, and design needed to be made before revising the books and submitting them to MoPE for nationwide printing and rollout at the end of Year 3 of the Program (beginning of 2022/2023 school year). TGUS Part I also served to test TGUS data collection tools, built team capacity to use Tangerine, RTI’s opensource data collection platform, and determine the current level of use of student-centered instructional strategies by ICT and EFL teachers. The purpose of Phase II of this study, conducted in May 2022, was to continue to track teachers’ use of the new TGs and their application of selected student-centered teaching strategies in the classroom. Findings from Phase II also informed the overall design of the ULA and Mathematics TPD approach employed to support teachers during the pilot of the ULA and Mathematics TGS and STBs in the 2022/2023 school year. For comparative purposes and to show levels of uptake over time, this report combines select Phase I findings with Phase II findings.

This first phase of this Teacher Guide Uptake Study (TGUS I) examines teachers’ use of TGs and application of student-centered teaching strategies to provide targeted feedback for the revision of the TGs. The second phase of the TGUS will continue to examine the adoption of the new ICT and EFL teaching materials as part of the pilot process. PURPOSE- The purpose of this first phase study is to determine what changes and adaptations, in terms of content, classroom instruction, and design, should be made to ICT and EFL TGs.

Учебно-методические материалы, включая руководство для учителя и учебники, являются основой структурированной педагогической программы. Эти материалы должны быть разработаны для поддержки навыков в соответствии с учебной программой и объемом и последовательностью, обсуждаемыми в подробно в Руководство 3 из этой серии Структурированной педагогики. Здесь мы обсудим решения, которые необходимо принять, и шаги, которые следует предпринять при разработке УММ. Несмотря на то, что в этом кратком документе не рассматривается подробно, пилотирование материалов перед широкомасштабным внедрением имеет важное значение, равно как и планирование пересмотра материалов на основе отзывов учителей и проблем, обнаруженных во время внедрения. Важно также отметить, что этот процесс разработки, начиная с объема и последовательности и заканчивая готовыми к печати копиями, обычно занимает 6-12 месяцев. Попытки ускорить процесс неизбежно приводят к снижению качества материалов и чревата задержками в доставке книг учащимся.

Эффективность структурированных педагогических программ зависит от ключевых решений, касающихся дизайна программы. Даже самая наилучшая реализация программы не будет иметь успеха при слабом дизайне разработке программы. В данном руководстве представлен ряд ключевых решений для эффективной разработки дизайна программ, составления дизайна крупномасштабной программы, подлежащей реализации в рамках правительственных систем, а также организации программ, учитывающих различные варианты.

One week sample of the 2nd grade teacher's guide and embedded student textbook for Uzbekistan under the UEEP project.

Teacher StandardsCurriculum Product Brief

Teacher Guide-Curriculum Product Brief

Student Textbook-Curriculum Product Brief

Student Learning Standards Curriculum Product Brief