Reports

This study explores the extent to which mother-tongue-based multilingual education (MTB-MLE), as implemented at scale in the Philippines, is having an impact on students’ reading and writing skills in English and Filipino at the end of Grade 3.

This report presents the findings of the Jordan Early Grade Reading and Mathematics Initiative (RAMP) endline survey conducted at the end of the 2018–2019 school year (in May 2019).

The present study on Mobile Learning and Numeracy examines how mobile learning (m-learning) could influence and improve numeracy education at early grade levels (ages 4-10) especially in low-income countries.

This report presents a cross-country analysis of three qualitative case studies completed in Jordan, Uganda, and Bangladesh in late 2019.

This qualitative case study describes the experiences of young refugee children and their families accessing early childhood development (ECD) services in Uganda in late 2019.

This qualitative case study describes the experiences of young refugee children and their families accessing early childhood development (ECD) services in Bangladesh in late 2019.

This qualitative case study describes the experiences of young refugee children and their families accessing early childhood development (ECD) services in Jordan in late 2019.

This study measured students’ reading ability and gathered basic demographic information from children and teachers. Some standard context information was also gathered from children about their exposure to reading in the home.

The objective of this study was to provide insight into the relationships between the teachers’ and students’ language usage, the MTB-MLE policy implementation, and student reading outcomes, especially in areas with linguistically heterogeneous populations.

As the world faces higher and higher unemployment rates among its youth, there is increasing interest in evaluating whether schools are adequately preparing their youth to enter the workforce.