Tanzania, United Republic of

Efforts to promote playful pedagogies in low- and middle-income countries face many challenges. Among these challenges are the norms of teacher-child interaction that have a strong cultural basis.

Prior Early Grade Reading Assessments (EGRA) have been used to set reading fluency benchmarks in Tanzania for USAID report and for the Government of Tanzania (GoT).

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs). These shortcomings are particularly concerning given the substantial learning loss due to COVID-19 from which many systems are suffering.

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs).

The Learning at Scale study aimed to investigate factors contributing to successful improvements in learning outcomes at scale in eight of the most effective large-scale education programs in LMICs (see the map of programs on the last page of this brief).

The Learning at Scale study was designed to identify existing early grade reading programs with demonstrated impact on basic skills at scale and to conduct in-depth investigations of these programs to determine what makes them successful.

Based on 2018 Operational Research on contextualizing SEL in the Tanzanian context, this study sought to: 1) improve student learning through a focus on the social and emotional climate of the classroom; and 2) encourage reflection on existing classroom management and pedagogical practices and on ac

This final report describes the progress made from October 1, 2015 - December 31, 2018 under the Tanzania National Early Grade Reading Assessment activity. USAID/Tanzania contracted RTI International to conduct two rounds of student assessments in early grade reading.

Literacy instruction programs have arguably had limited success because they focus on the technical – but not the social – aspects of literacy instruction.

Recording of #vCIES 2020 conference panel presentation entitled: Effectiveness of Coaching as a Teacher Professional Development Strategy in low-income countries