Reports

The British Department for International Development (DFID) has partnered with the Ugandan Ministry of Education and Sports (MoES) to conduct empirical research on inefficiencies in the Ugandan education system.

USAID/Washington, via the All Children Reading (ACR)—Asia task order, commissioned RTI International to conduct research on whether lower and middle-income countries in Asia should invest in early grade reading.

The Early Grade Reading Assessment (EGRA) is widely used to assess reading proficiency in developing countries. Benchmarks were introduced to simplify EGRA results into a single indicator against which countries could measure their children’s reading progress.

During 2016/2017, RTI implemented an assistive technology initiative to improve reading instruction in inclusive grade two public school classrooms in 63 schools in five regions of Ethiopia.

The USAID PRIORITAS project began in May 2012 with the aim of achieving expanded access to improved quality basic education (IR1).

This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and attendance in pre-primary education.

The Institute for People’s Education (Institut pour l’Éducation Populaire, or IEP) designed the Read-Learn-Lead (RLL) program to demonstrate that the new official curriculum, if properly implemented and supported, can be a viable and effective approach to primary education, using mother tongue and a

USAID's Education Data for Decision Making (EdData II) was implemented over a 12 year period beginning in 2004. EdData II had at its core the goal of improving access to data for USAID Missions and host country ministries, to use for making informed policy decisions.

Midterm evaluation of longitudinal study conducted through the Tayari Early Childhood Development and Education Programme.

Management Systems International (MSI) led the Tusome baseline study using multiple data collection methods, including an early grade reading assessment (EGRA); surveys of pupils, teachers, head teachers, curriculum support officers (CSO) and households; and classroom observation.