This report explores teacher issues and policies in sub-Saharan African countries via three interrelated questions and methods, each of which is discussed in turn. First, the paper presents the state of issues related to teaching and learning in sub-Saharan African countries. Recent data and evidence, obtained from international, regional, and national databases for numerous sub-Saharan African countries are presented that speak to the state of teacher issues and conditions of service for teachers. Second, the paper outlines national policies and educational plans germane to teaching and learning in 11 sub-Saharan African countries. A third section of the paper highlights reasons why educational policies and plans may not be sufficiently salient to substantially influence the classroom practice of teachers.

The attached survey instruments were used to analyze various learning materials as part of the Survey of Children's Reading Materials in African Languages in Eleven Countries (part of the DERP program).

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Mozambique.

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages in the following 11 countries in sub-Saharan Africa: the Democratic Republic of the Congo (DRC), Ethiopia, Kenya, Malawi, Mali, Mozambique, Nigeria, Senegal, Tanzania, Uganda, and Zambia.

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. Thus emphasis is put on basic education, because basic education was the focus of policy attention in the most recent decade or two.

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 strategies; • Provide the basis for coordinating and aligning external assistance in support of the education sector; • Underpin the development of USAID’s five-year country strategy, sector-specific programs, and projects; and • Generate data to evaluate and report on the performance, outcomes, and impact of USAID (and other) investments.