RTI International

These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the government of Nepal. The GON adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.

These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the government of Nepal. The GON adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.

These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the government of Nepal. The GON adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.

These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the government of Nepal. The GON adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.

These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the government of Nepal. The GON adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.

Dissemination of the results from the 2015/2016 round of the Early Grade Reading Assessment (EGRA), the Early Grade Mathematics Assessment (EGMA), the Snapshot of School Management Effectiveness (SSME), and Life Skills occurred at four forums. First, a National Dissemination Workshop for education stakeholders, government representatives, and development partners occurred in mid-June 2016 in Dar es Salaam, Tanzania. This workshop was followed by three locally led, Regional Dissemination Workshops held in late October 2016 in three central regions and attracted practitioners and education representatives from surrounding districts and regions. Third, a Directors’ Meeting was held in mid-November 2016 in Dodoma, Tanzania. The Directors’ Meeting attracted high-level representatives from relevant branches of the Ministry of Education, Science, and Technology (MoEST) and key stakeholders to discuss the findings and their implications for education policy and planning for Tanzania. The final event was a two-hour presentation to the Ministry of Education in Zanzibar to present findings specific to the Zanzibar context. The four events are further discussed in the remainder of this report.

Findings report from the Tanzania National EGRA, EGMA, SSME, and Life Skills.

Final, validated instruments used in the 2016 Tanzania National EGRA. The EGRA and SSME were made possible with funding from USAID. The EGMA component was made possible by funding from Global Affairs Canada. The Life Skills component was made possible by UNICEF Tanzania.

This report explores teacher issues and policies in sub-Saharan African countries via three interrelated questions and methods, each of which is discussed in turn. First, the paper presents the state of issues related to teaching and learning in sub-Saharan African countries. Recent data and evidence, obtained from international, regional, and national databases for numerous sub-Saharan African countries are presented that speak to the state of teacher issues and conditions of service for teachers. Second, the paper outlines national policies and educational plans germane to teaching and learning in 11 sub-Saharan African countries. A third section of the paper highlights reasons why educational policies and plans may not be sufficiently salient to substantially influence the classroom practice of teachers.

Ce rapport est axé sur les leçons pratiques tirées de la mise en oeuvre de ces évaluations qui pourraient s’avérer utiles pour d’autres évaluations en RDC et ailleurs.