Pouezevara, S.

This presentation was delivered at the 2021 mEducation Alliance Symposium in a panel on the subject of education technologies for basic education in the Philippines.

Presentation delivered at CIES.This study attempts to determine whether or not the complexity of the L1 should be a factor in interpreting reading achievement in multilingual contexts, as well as in planning early grade reading teaching and learning materials and curricula in settings with complex l

This research dives into the results of a 2019 survey of district ICT coordinators, school ICT coordinators and teachers in the Philippines, which collected information on the use of ICT in schools before the pandemic and school closures.

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in 2013 and 2019.

This presentation describes results from the 2019 National EGRA study, comparing it to the same study that was done in 2013. It was presented at the International Mother Languages Conference and Festival, organized in the Philippines in 2021.

An overview of the results of a nationally-representative Early Grade Reading Study conducted in 2019 in the Philippines. The full report is available.

This study explores the extent to which mother-tongue-based multilingual education (MTB-MLE), as implemented at scale in the Philippines, is having an impact on students’ reading and writing skills in English and Filipino at the end of Grade 3.

This toolkit was developed for the All Children Reading Philippines project to support Department of Education staff in developing and reviewing electronic resources for the DepEd Commons (online OER repository).

The present study on Mobile Learning and Numeracy examines how mobile learning (m-learning) could influence and improve numeracy education at early grade levels (ages 4-10) especially in low-income countries.

This report presents a cross-country analysis of three qualitative case studies completed in Jordan, Uganda, and Bangladesh in late 2019.