In the News and Impact Stories | 7 November 2016
"Malawi: USAID and Dfid Launch Merit to Improve Malawi Education", AllAfrica (Oct. 2015)
This article in AllAfrica (October 2016) describes the launch of the USAID and DfID cofinanced Malawi MERIT project, implemented with support from RTI International.
Publications | 24 October 2016
Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial
Article published in Journal of Research on Educational Effectiveness.
Occasional Papers | 21 October 2016
Education Finance in Egypt: Problems and a Possible Solution
Egypt, currently in the throes of major political change, will likely undergo reforms
of various sorts in the next few years. Some of these reforms are likely to give local entities, including schools, greater control over education finances.
Publications | 21 October 2016
Low cost private schools for the poor: What public policy is appropriate?
Recent attention has focused on the existence of non-government schools that cater to children from low-income families. These schools can now be found in the majority of developing countries, many of which have a prescribed public policy to provide free public education.
Publications | 21 October 2016
Classroom-up policy change: Early reading and math assessments at work
This article reviews the development of the EGRA and EGMA, which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum.
Publications | 21 October 2016
Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya
Article published in the International Journal of Educational Development. Published abstract: "What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy?
Publications | 21 October 2016
The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations
Article published in the International Journal of Educational Development. Volume 40, January 2015, Pages 315–322. Published abstract: The rise and widespread adoption of the early grade reading assessment (EGRA) has produced an ample supply of critics and converts.
Publications | 21 October 2016
Pro-poor PRIMR: Improving early literacy skills for children from low- income families in Kenya
Article published in Africa Education Review, Volume 12, 2015 - Issue 1. Published Abstract: Children from low-income families are at risk of learning outcome difficulties, particularly in literacy.
Literature Reviews and Desk Studies | 21 October 2016
Mobile Learning and Numeracy: Filling gaps and expanding opportunities for early grade learning
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.
Publications | 21 October 2016
Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya
Article published in the Journal of Development Effectiveness, Volume 8, 2016 - Issue 3.