Global

This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects.

This paper highlights patterns in school enrollment indicators that affect the efficiency and effectiveness of education systems in a set of low-income countries: those that have expanded access quickly in the last decade or two, but have not yet absorbed that expansion efficiently.

CIES 2018 Presentation, given by Jessica Mejia. In order to understand how literacy programs differ with respect to the amount of scripting in teachers’ guides, we studied teachers’ guide documents from 19 projects in 13 countries.

CIES 2018 Presentation, given by Matthew Jukes. Randomized controlled trials (RCTs) have been used increasingly in an effort to reduce uncertainty and improve rigour of impact estimates.

CIES 2018 Presentation, given by Amber Gove and Helen Jang. The Early Grade Reading Barometer offers a wealth of actionable Early Grade Reading Assessment (EGRA) data to help to change the lives of young children. With 40 datasets from 19 places, the Barometer supports data transparency.

CIES 2018 presentation, given by Luis Crouch on behalf of Hank Healey. The EGR Sustainability Framework emanates from a) a general understanding of evidence-based EGR programs, b) the notion of a “learning coherent” education system (Pritchett, 2015), c) the notion of a “bare bones” or “core functi

CIES 2018 Presentation, given by Amber Gove.

CIES 2018 Presentation, given by Luis Crouch. Given the prominence of learning and quality in the SDGs, much discussion has gone into how to measure in a manner that is reasonably comparable. Some have argued (or feared) that this would necessitate a single, dominant, global assessment.

This presentation was prepared for UNESCO Mobile Learning Week, 2018. It describes an RTI International internal research program to learn whether mobile gaming can be used to assess soft skills important for employability.

While the SDGs now officially call for global reporting on learning outcomes, many institutions and scholars had noticed, at least since the mid-2000s, that many children were not learning much, and were starting to respond by, as a first step, advocating and developing assessments that, they felt,