Reports

Jordan's RAMP initiative, funded by USAID and UKAID, conducted an evaluation study of a pilot project that aimed to implement the 'School's Guide for Parental Engagement in Supporting their Child's Literacy Learning.' This guide contains a collection of 31 tools designed to enhance overall student l

Between June 2021, and May 2022, RAMP, in coordination with the Ministry of Education (MOE) and in collaboration with INTEGRATED, implemented the Let’s Live in Harmony (LLH) pilot program based on the LLH initiative funded by UNICEF in 2018-2019.

In May 2023, the MoE’s Examination and Test Managing Directorate (ETMD), with technical support from Jordan's RAMP initiative, funded by USAID and UKAID, conducted a final national survey over 8 years (2015-2023) to measure RAMP’s impact and the impacts of remedial programs addressing students’ lear

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.

Introducing the groundbreaking Reading and Mathematics Program (RAMP), a USAID-funded initiative with a mission to transform early-grade education in Jordan's government primary schools.

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

Traditional projects in education introduce innovations at the school level, sometimes improving learning in a defined number of schools. The hope is that somehow piloted successes can be replicated or taken to scale. But too often they are not.

The Status of Instruction Study (SIS) aims to shed light on teachers’ knowledge, attitudes, beliefs, skills, and behaviors, as well as the available resources at the school level and for the targeted subjects, and how these resources are used.

This report summarizes the findings of an effort to develop and validate tablet-based, self-administered assessments of English-language foundational literacy and numeracy in the early grades.