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The Reading and Mathematics Initiatives (RAMP), in close collaboration and coordination with the Ministry of Education (MOE), have developed a comprehensive sustainability plan.

In 2021, Jordan’s Ministry of Education (MOE) is committed to modernizing education assessment and enhancing learning outcomes.

This study, conducted in collaboration with the USAID Early Grade Reading and Mathematics Initiative (RAMP) and the Ministry of Education between December 2017 and August 2018, aims to identify types of kindergarten services, providers, and factors influencing parental enrollment decisions.

The Time on Task study was completed as part of the USAID Jordan Reading and Mathematics Project (RAMP), RAMP was a 7-year project aimed at improving foundational learning skills.

The Decodable Levelled Reading Books Study Report- Jordan/RAMP Discover the Power of Decodable Books: Bridging the Reading Gap in Jordan's Education System Introducing the groundbreaking Reading and Mathematics Program (RAMP), a USAID-funded initiative with a mission to transform early-grade educati

An integral part of a decentralized education system hierarchy is the “middle tier” comprising subnational actors in charge of education delivery at the regional, provincial, state, district, municipality, city, or circuit and cluster levels.

The USAID-FCDO Jordan Early Grades Reading & Mathematics Initiative (RAMP) started in 2015 with the goal to improve Kg-Gr.3 students reading and mathematics skills through improving curriculum system coherency, teacher professional development and coaching, increasing parental involvement, and i

The purpose of this panel presentation is to present the results of two uptake studies to understand how mathematics, Uzbek language arts, ICT, and EFL teachers in Uzbekistan are using and applying newly developed teaching and learning materials in the classroom.

The Kingdom of Jordan’s Human Resource Development (HRD) Strategy mandates the universal provision of kindergarten (KG2) by 2025.

The lack of information about children’s oral language skills limits our understanding of why some children do not respond to literacy instruction.