India

The Early Grade Reading Barometer is an interactive dashboard that lets you: - SEE an overview of how well students are reading, the percentage of struggling readers, and how comprehension is associated with reading fluency. - VIEW information about student performance on EGRA subtasks.

This presentation is based on an activity that was designed to apply lessons learned and best practices from the recent EGRA Benchmarks and Standards Research Report (RTI International, 2018) to a five-language benchmarking activity for early grade reading in India.

This presentation introduces the panel of authors who presented at CIES 2019 about their chapter of the book.

Assessment of learning and the quality of early learning environments is an important component of early childhood education. This brief outlines the existing early learning assessments of children and environments used in the Asia region, excluding diagnostic and screening assessments.

The quality of instruction in the classroom is key to children's learning and development. This brief looks at the dimensions of guided play, emergent literacy, emergent mathematics, and language of instruction on the quality of instruction.

Training opportunities and appropriate teacher curriculum are often insufficient, and effective regulatory frameworks for preparing, staffing, and monitoring ECE teachers are often lacking.

Governance and financing of early childhood education (ECE) are complex, involving multiple actors, levels, objectives, and approaches, from general expansion of education access to targeted coverage of the most underserved.

This report examines available evidence from the Asia region on the current state of ECE interventions, focusing on the 10 countries in the region3 that currently benefit from US Agency for International Development (USAID) education programming.

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (