Randolph, E.

This presentation summarizes the findings from Occasion 2 of the Uganda/Literacy Achievement and Retention Activity longitudinal study of the impact of the Journeys intervention that aims to reduce SRGBV, strengthen student's SEL, and improve school climate.

The central role that the school and classroom environment or ‘school climate’ plays in social and emotional learning (SEL) is well documented, albeit mostly from US-based studies.

This study sought to identify the factors in the organizational culture and environment of a small sample primary schools in Malawi and Uganda that make them more (or less) conducive to children’s social and emotional development.

RTI conducted a small pilot study in Malawi and Uganda to identify the factors in the organizational culture and environment of primary schools that make them more (or less) conducive to children’s social and emotional development.

This report presents the findings from the 2013 administration of the Ghana National Education Assessment (NEA), carried out by the Assessment Services Unit (ASU) within the Ghana Education Service (GES).