NORC at the University of Chicago is conducting a quasi- experimental impact evaluation of the NEGRP. Using early grade reading assessments, the evaluation measures the extent to which the NEGRP improved the reading outcomes of students with Nepali as their first language and students with a non-Nepali mother tongue. This is the report of the 2018 midterm evaluation.

The Early Grade Reading Barometer is an interactive dashboard that lets you: - SEE an overview of how well students are reading, the percentage of struggling readers, and how comprehension is associated with reading fluency. - VIEW information about student performance on EGRA subtasks. See how outcomes vary by key student and school characteristics. - EXPLORE how different EGRA subtasks are related to one another. View graphic displays of these relationships. - CHOOSE a target oral reading fluency benchmark, and see information on how many students are meeting the targeted benchmark now and how the percentage of students meeting the benchmark value could change over time. - SEE how countries compare with each other with respect to student outcomes on EGRA assessments and progress towards meeting UN SDG Goal 4. - REVIEW the impact of interventions aimed at improving the fundamental reading skills of students. - COMPARE how the distributions for selected EGRA subtasks have changed or remained the same over time.

CIES presentation of Early Childhood Education landscape report for the Asia region under All Children Reading - Asia.

Assessment of learning and the quality of early learning environments is an important component of early childhood education. This brief outlines the existing early learning assessments of children and environments used in the Asia region, excluding diagnostic and screening assessments.

The quality of instruction in the classroom is key to children's learning and development. This brief looks at the dimensions of guided play, emergent literacy, emergent mathematics, and language of instruction on the quality of instruction.

Training opportunities and appropriate teacher curriculum are often insufficient, and effective regulatory frameworks for preparing, staffing, and monitoring ECE teachers are often lacking. This brief presents selected country-by-country findings on policy relating to ECE teacher quality in six countries in Asia.

Governance and financing of early childhood education (ECE) are complex, involving multiple actors, levels, objectives, and approaches, from general expansion of education access to targeted coverage of the most underserved. Coordination of actors and local community engagement in ECE are important dimensions in the governance and sustainability of ECE, above and beyond specific financing sources and arrangements. More than policies or systems alone, the quality and nature of governance is directly linked to a program’s chances for sustainability.

This report examines available evidence from the Asia region on the current state of ECE interventions, focusing on the 10 countries in the region3 that currently benefit from US Agency for International Development (USAID) education programming. In Asia, many national governments have prioritized the expansion of access and quality improvements of pre-primary education (Sun, Rao, & Pearson, 2015). USAID will support those efforts as part of a coherent approach to improved learning outcomes in primary school.

Big Books Type 3 (8Pg, 2Col). Ulto Umesh. These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the Government of Nepal. The Government of Nepal adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.

Big Books Type 3 (8Pg, 2Col). Sabai saman harayen. These materials were originally developed by Room to Read. Under Creative Commons Attribution, Room to Read ceded copyright for these materials to the Government of Nepal. The Government of Nepal adapted these materials with the help of RTI International. These materials were delivered to Nepali school children in grades 1-3 in 6 districts in Nepal.