Philippines

This reference document is a companion to the Language Complexity Study conducted by RTI International under the All Children Reading–Philippines project in 2020.

This study uses national Grade (G) 3 Early Grade Reading Assessment (EGRA) data from 2013, when G3 students learned to read in Filipino and English rather than a mother tongue, and comparable data from 2019, when G3 students would have, according to policy, first learned to read in their mother tong

Taken together, the case studies in this Report highlight the core components of an effective performance and accountability framework – a comprehensive system to optimize individual and system-wide performance through establishing outcome goals, tracking, and incentivizing progress against them The

The United States Agency for International Development's (USAID's) Bureau for Asia conducted a strategic review to examine the depth and breadth of USAID higher education (HE) programming in Asia over the five-year period from 2016 through 2021.

One-page fact sheet describing the Improving Learning Outcomes for Asia (ILOA) Activity.

Implementing mother-tongue based education in a multilingual context like the Philippines requires a full appreciation of the many languages spoken across communities and schools and among students and their teachers.

Wanting to support effective learning in the early grades of school in a linguistically diverse country such as the Philippines it is important answer some basic questions, such as: • What languages do children come to school speaking? • Do children have more than one language that they can use when

POLICY BRIEF: Mother Tongue-Based Multilingual Education (MTB-MLE)

The purpose of this formal group panel presentation is to hold an in-depth discussion on USAID’s investments into system strengthening across Asia over the past decade and how these efforts are situated within the broader global move to focus more intentionally and coherently on education system str

In 2009 the Philippines introduced a mother tongue-based multilingual education language policy requiring the “mother tongue” as the language of instruction (LOI) in kindergarten through grade 3.