Philippines

The 2014 early grade reading assessment (EGRA) research, conducted under the USAID Blanket Purchase Order “EdData II” (DEP/AME Task Order no.

This two page brief provides summary graphics of key data on children's reading ability in schools that teach reading in Ilokano and use Ilokano as medium of instruction. The skills were measured using EGRA, conducted in Region 1 of in February/March 2014 (end of Grade 1 and Grade 2).

Synthesis of three data capacity assessments (Ghana, Mozambique, Philippines) that aimed to both to evaluate the countries’ data systems and to determine how well each country’s own data systems can: • Inform and support the development and implementation of education sector policies, plans, and s

The author reviewed Philippine and international journals and textbooks related to language, education, and reading; publications written or commissioned by organizations known for work in international education such as UNESCO, SIL, RTI International, and Save the Children; attended conferences and

A year after the first baseline EGRA was completed in four language regions, a follow-up survey was administered to samples of 30 to 40 teachers and 375 to 400 students per grade in the same regions (randomly sampled).

Following the study completed in 2013, measuring English, Filipino and Ilokano reading skills, this 2014 EGRA study is serves as a baseline for monitoring the government's Mother Tongue-Based Multilingual Education (MTB-MLE) program by conducting EGRA assessments in four mother-tongue languages—Cebu

The present report describes the results of two reading assessments that were carried out to measure performance of a representative national sample of children reading English and Filipino at the end of grade 3 (Objective 1, above) and a regional sample of children reading Ilokano in grade 1 (Objec