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The United States Agency for International Development (USAID) Malawi Teacher Professional Development Support (MTPDS) project is a three-year activity supporting the professional development of teachers in Malawi and implementation of the National Primary Curriculum (NPC) with the goal of improving

A two day workshop on November 12 and 13, 2014 brought together 26 education stakeholders, including representatives of the Department for Inspection and Advisory Services, The Department of Basic Education, the Department for Teacher Education and Development, the Malawi Institute for Education, Do

The purpose of this paper is to assess Mozambique’s education data and information systems’ ability to help formulate education sector plans and policies. Emphasis is put on existing policy over the last decade or so, with some attention to more recent trends.

Synthesis of three data capacity assessments (Ghana, Mozambique, Philippines) that aimed to both to evaluate the countries’ data systems and to determine how well each country’s own data systems can: • Inform and support the development and implementation of education sector policies, plans, and s

The objective of this sector assessment activity is to identify strengths, weaknesses, and key leverage points to improve children’s reading outcomes within the institutional context of Cambodia’s education system.

This brief discusses an intervention in Jordan which was developed following the 2012 EGRA and EGMA revealed that Jordanian children in the early grades were not reading with comprehension or doing mathematics with understanding.

EdData II, sponsored by the United States Agency for International Development (USAID), provided survey expertise to help national and local governments as well as the donor community assess education status in low income countries.

The author reviewed Philippine and international journals and textbooks related to language, education, and reading; publications written or commissioned by organizations known for work in international education such as UNESCO, SIL, RTI International, and Save the Children; attended conferences and

This report summarizes the findings from a baseline assessment that was conducted in February and March, 2014 to determine the current status of reading achievement in the “Cluster 2” schools in which the Program will be working, as well as achievement in control1 schools that will be used as a basi

In November 2013, the Ministry of Education and Vocational Training (MoEVT), with support from the U.S.