Kenya

The Kenya Big Data Activity is an operations research study to help the Kenya Ministry of Education, Science, and Technology (MoEST) identify the challenges, opportunities, and capacity requirements for implementing a school-based digital Education Management Information System (EMIS) at scale and s

This article points out the increase in RCT's for impact evaluation, and reports on a recent conference at the Center for Global Development to take stock of RCTs in development.

This is a recording of a webinar delivered through the Global Numeracy Community of Practice. The Tayari Program is charged with developing a tested, cost-effective and scalable model of early childhood education (ECE).

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 wo

Article published in the International Journal of Education and Development, Volume 50. From Journal abstract: "Initial access to school is nearly universal in Kenya, but many children who enroll drop out before completing primary school.

In response to the growing need to improve learning outcomes, USAID's 2011 Education Strategy focused on improving the teaching and learning of reading in early grades.

This report describes the baseline findings of an external evaluation of the Tayari pre-primary school programme. Tayari is an early childhood development and education intervention funded by the Children’s Investment Fund Foundation (CIFF).

This article that appeared in The Economist (online and print editions) refers to work that RTI implements on behalf of USAID/Kenya for the Tayari project, as well as research that appeared in the Journal "The Lancet". See "related resources".

Article published in Journal of Research on Educational Effectiveness.

This article reviews the development of the EGRA and EGMA, which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum.