Briefs

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs).

The Learning at Scale study aimed to investigate factors contributing to successful improvements in learning outcomes at scale in eight of the most effective large-scale education programs in LMICs (see the map of programs on the last page of this brief).

ACR–Philippines falls under All Children Reading–Asia, a broader program implemented by RTI International across multiple countries in the Asia Region. The activities directly contribute to USAID’s education goal to improve early grade reading (EGR) skills for 100 million children worldwide.

The Remote Learning Study was conducted during the 2020–2021 school year to investigate how mother-tongue-based multilingual education reading instruction proceeded in 20 schools around the country while classrooms were closed.

This brief describes the use of qualitative analysis in international education research.

The research involved a review of the existing literature on the contextual factors affecting reading outcomes and analysis of existing LARA and SHRP datasets.

LARA’s Theory of Change places school climate in a central role for improved reading and retention.With aims to promote, a positive learning environment, eliminate violence in schools, and increase retention, the Journeys intervention is based on an awareness-based system change model.

An overview of the results of a nationally-representative Early Grade Reading Study conducted in 2019 in the Philippines. The full report is available.

This a graphic and easy to understand summary of the Ministry of Education and Sports Reporting, Tracking, Referral and Response (RTRR) Guidelines.

Research shows that mother tongue-based education in the early years improves reading and learning outcomes. Participating pupils begin learning to read in their local language in Primary 1. They also begin to learn oral English in Primary 1 and gradually read in English in Primary 2 and Primary 3.