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This circular from the Uganda Ministry of Education and Sports (MoES) describes a new mandatory requirement under the "National Strategy and Action Plan on Violence Against Children in Schools (VACiS), the Reporting, Tracking, Referral and Response (RTRR) Guidelines on Violence Against Children in S

Article published in the IJEDICT, Vol. 13, No. 3 (2017). Published Abstract: "Previous large-scale education technology interventions have shown only modest impacts on student achievement.

During 2016/2017, RTI implemented an assistive technology initiative to improve reading instruction in inclusive grade two public school classrooms in 63 schools in five regions of Ethiopia.

The USAID PRIORITAS project began in May 2012 with the aim of achieving expanded access to improved quality basic education (IR1).

RTI International has been honored with a 2018 Digital Edge 50 Award for being a leader in digital innovation.

Success story about a recent kindergarten initiative under USAID's Early Grade Reading and Mathematics Project to help children and parents prepare to enter school.

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects.

This presentation was delivered by Wendi Ralaingita at the Open Learning Exchange (OLE) conference in Kathmandu, Nepal (November 2017). It provides an overview of RTI's evidence-based approach to ICT integration, based largely on the Improvement Science literature, particularly Edward Deming.

This is a presentation about Tangerine:Class, which was delivered at the 2016 Pacific Circle Consortium in Saipan.

Cambodia’s teacher professional development (PD) system is at a crossroads. There is a growing realization that the lower than expected learning outcomes in Cambodia are directly related to lower than desirable classroom teaching.