Link to an announcement and background information about an ECCN-sponsored webcast, March 29, at 10 a.m. EST, about education in Syria, especially in Dara’a, Idlib, and Aleppo. This webcast features a review of the literature carried out by RTI for USAID in late 2016. Learn more and join the discussion on a number of important issues, including: the status of key inputs that make an education system function; education delivery systems inside Syria and how they differ in areas controlled by the Syrian government, the Syrian Interim Government (SIG), and other areas under the control of ISIS or unknown actors; as well as the international community’s response to the crisis.

From the CGD Website on the event: "Please join the Center for Global Development (CGD) and the Abdul Latif Jameel Poverty Action Lab (J-PAL) to take stock of the evidence and impact evaluation movement and its promise for improving social policy in developing countries. In 2006, CGD released a working group report titled “When Will We Ever Learn? Improving Lives Through Impact Evaluation.” It described an evaluation gap and proposed an international effort to systematically build evidence on “what works” in development with the aim of improving the effectiveness of social programs. Ten years later, we will reflect on progress toward these goals. Despite a host of challenges, hundreds of millions of people across the world have benefited from programs that have been rigorously evaluated and scaled up. Impact evaluation has generated knowledge about poverty and public policy leading to better programs. At the event, policymakers and evaluators will discuss examples of how evaluation has helped enhance effectiveness, and a panel of evaluation funders will reflect on lessons learned and the way forward. In a time of political transition, we seek to re-energize the movement for increased evidence and value for money in public and aid spending. Among others, the event will feature: Abhijit Banerjee (MIT), Amanda Glassman (CGD), Rachel Glennerster (J-PAL), Markus Goldstein (World Bank), Amber Gove (RTI International), Rema Hanna (Harvard), Emannuel Jimenez (3ie), Michael Kremer (Harvard), Darius Mogaka (Government of Kenya), Santhosh Mathew (Government of India), William Savedoff (CGD), and Bambang Widianto (Government of Indonesia)." Download the presentation slides from the Kenya case study using the "Download" link, or click on the external website link for more information on the event.

The purpose of this case study is to illuminate how and why US Agency for International Development (USAID) education programs in the West Bank and Gaza were able to achieve the lasting impact in basic, higher, and non-formal education despite the considerable political and environmental challenges. This study attempts to illuminate the pathways to sustained reform, the underlying reasons for the programs’ success, and the key lessons learned. It focuses far more on the how and why of program impact than on the “what” of program content.

This infographic provides an overview of key data related to attendance rates and schooling status in Nigeria, based on the NEDS 2015 data set.

This report presents the findings from the 2013 administration of the Ghana National Education Assessment (NEA), carried out by the Assessment Services Unit (ASU) within the Ghana Education Service (GES). In addition to the performance results, this volume offers a substantial amount of contextual background and technical detail regarding the methodology for the 2013 NEA test development, sampling, data collection, and data analysis. Available separately is a brief document titled Ghana 2013 National Education Assessment: Summary of Results, which focuses more narrowly on the findings. The summary version is intended for use in discussions of policies and recommendations around instruction and educational assessments in Ghana.