King, S.

The theme of CIES asks our society of academics and practitioners to confront the ways in which education is a space of debate and contestation, and how stakeholders both internal and external to education systems seek to effect change (or maintain the status quo).

The conventional ways that new pedagogies are taught and supported in low- and middle-income countries rarely leverage the social networks and relationships that are paramount for individuals to shift their beliefs and make positive decisions about adopting new methodologies, and for them to sustain

This report summarizes the findings of additional analyses conducted to delve deeper and develop more insight into the piloting of the Self-Administered Early Grade Reading Assessment (SA-EGRA) and the Self-Administered Early Grade Mathematics Assessment (SA-EGMA).

This report summarizes the findings of an effort to develop and validate tablet-based, self-administered assessments of English-language foundational literacy and numeracy in the early grades.

The All Children Reading–Asia (ACR–Asia) Return to Learning Cambodia Case Study was designed to research the Cambodia Ministry of Education, Youth, and Sport’s (MoEYS’s) response to the disruption in learning created by the COVID-19 pandemic during different phases of school closure and reopening in

This report presents key findings of the 2018 national assessment of early grade reading skills in Chichewa, a core language for reading and language development in Malawi.

This presentation was delivered to a team of researchers who participated in a "Data Deep Dive" convened by the XPRIZE Foundation after the announcement of the Global Learning XPRIZE award.

This report presents the results of a baseline assessment of upper preschool and grade 1 student performance in pre-literacy and early grade reading. The assessment included samples drawn from three provinces in Cambodia: Kampong Thom, Siem Reap, and Battambang (control).

Published abstract: "Summer learning loss – decreased academic performance following an extended school break, typically during the period after one grade ends and before another grade starts – is a well-documented phenomenon in North America, but poorly described in sub-Saharan African contexts.

Background paper prepared for the 2016 Global Education Monitoring Report Education for people and planet: Creating sustainable futures for all With the adoption of the United Nations General Assembly’s Sustainable Development Goals (SDGs), global education agencies are grappling with how quality c