Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence. A similar process for the remaining three activity areas began in May 2013 with rapid baseline assessments for pre- and in-service teacher training and ICT in Colleges of Teacher Education and primary schools. This report is one in the series that outlines not only the findings and validation process for the baseline assessment for the respective activity area, but also presents conclusions and recommendations to MOE for review and approval so that READ TA work under the associated activity area can begin.

Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence. A similar process for the remaining three activity areas began in May 2013 with rapid baseline assessments for pre- and in-service teacher training and ICT in Colleges of Teacher Education and primary schools. This report is one in the series that outlines not only the findings and validation process for the baseline assessment for the respective activity area, but also presents conclusions and early recommendations to MOE for review and approval so that READ TA work under the associated activity area can begin.

Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence. A similar process for the remaining three activity areas began in May 2013 with rapid baseline assessments for pre- and in-service teacher training and ICT in Colleges of Teacher Education and primary schools. This report is one in the series that outlines not only the findings and validation process for the baseline assessment for the respective activity area, but also presents conclusions and early recommendations to MOE for review and approval so that READ TA work under the associated activity area can begin.

This article points out the increase in RCT's for impact evaluation, and reports on a recent conference at the Center for Global Development to take stock of RCTs in development. The article mentions the RCTs in Kenya's Tusome program that have been influential because of collaboration with local governments.

The Tanzania National Early Grade Reading Assessment (EGRA) aims to gather data about the progress of Standard 2 students against the national benchmarks developed and adopted in 2014 and to collect contextual information about the implementation of the 3Rs (reading, writing, and arithmetic) reforms for early grade teachers in Tanzania. The pilot study is an important part of the life cycle of the study because the information collected helps us improve several aspects of our data collection for the full survey. This report will provide an introduction to the pilot study, describe the analyses conducted, discuss quality control measures implemented during the pilot, and explain how the assessment instruments were finalized based on the pilot study data.

Reading, writing, and arithmetic are the focus of the 3Rs campaign, a derivative of the Big Results Now initiative enacted by the Government of Tanzania in 2013. As one of the six focal areas anticipated to elevate Tanzania from a low- to middle-income country, education, particularly primary education, is receiving increased attention. In July 2013, planning commenced for the National Baseline Assessment for 3Rs (Reading, Writing, and Arithmetic) Using Early Grade Reading Assessment (EGRA), Early Grade Mathematics Assessment (EGMA), and Snapshot of School Management Effectiveness (SSME). The assessment was conducted in October of the same year. The purpose of the assessment was to establish the baseline achievement levels of Grade 2 students, specifically with regard to their foundational skills in reading, writing, and arithmetic. This brief summarizes the results of the national baseline

In July 2013, the National Baseline Assessment for 3Rs (Reading, Writing, and Arithmetic)Using Early Grade Reading Assessment (EGRA), Early Grade Mathematics Assessment (EGMA), and Snapshot of School Management Effectiveness (SSME) was initiated. The purpose of this assessment was to monitor the achievement levels of students in the early grades with regard to foundational skills in reading, writing, and arithmetic.

The Malawi Early Grade Reading Activity (EGRA), funded by the United States Agency for International Development (USAID) and implemented by RTI International, is designed to support the Malawi Ministry of Education, Science and Technology (MoEST) in improving the reading performance of Malawian learners in Standards 1–3. One of the primary goals of the Activity is improving the quality and availability of pedagogical materials for early grade reading; to do so, EGRA developed a teacher’s guide with scripted lessons plans (SLPs) for classroom teachers to follow when teaching lessons in both Chichewa and English. A goal of this study was to investigate teacher use of the SLPs in Standard 1 and 2 classrooms. EGRA included teacher training and in-class support for teachers as they used the SLPs. Teachers received several days of specific, targeted training each year regarding phonics-based reading instruction and the gradual release of responsibility model (I do, We do, You do). They also received theory- and practice-based training in the use of the SLPs to deliver high-quality instruction and practicum sessions during which they delivered lessons to groups of current Standard 1–3 learners. The purpose of this study was to shed light on how teachers were using the SLPs in their classrooms to better understand the ways in which the trainings and the materials themselves were supporting teachers, and the ways in which the trainings could be modified.

This is a recording of a webinar delivered through the Global Numeracy Community of Practice. The Tayari Program is charged with developing a tested, cost-effective and scalable model of early childhood education (ECE). It is currently being piloted in ECD centers in Kenya, targeting 4-6 year-old children. Tayari includes classroom materials for teachers and students, teacher training and ongoing in-classroom support, and a health component. In this webinar, we will focus on the mathematics classroom materials, and illustrate the collaborative process of developing teacher guides and student activity books that are aligned to the Kenyan ECD Syllabus. We will share our process of creating materials beginning with identifying core skills and aligning these skills to the Kenyan ECD Syllabus, defining our scope and sequence, creating developmentally appropriate activities for maths, and designing the teacher’s guide for ease of use by teachers.

From the CGD Website on the event: "Please join the Center for Global Development (CGD) and the Abdul Latif Jameel Poverty Action Lab (J-PAL) to take stock of the evidence and impact evaluation movement and its promise for improving social policy in developing countries. In 2006, CGD released a working group report titled “When Will We Ever Learn? Improving Lives Through Impact Evaluation.” It described an evaluation gap and proposed an international effort to systematically build evidence on “what works” in development with the aim of improving the effectiveness of social programs. Ten years later, we will reflect on progress toward these goals. Despite a host of challenges, hundreds of millions of people across the world have benefited from programs that have been rigorously evaluated and scaled up. Impact evaluation has generated knowledge about poverty and public policy leading to better programs. At the event, policymakers and evaluators will discuss examples of how evaluation has helped enhance effectiveness, and a panel of evaluation funders will reflect on lessons learned and the way forward. In a time of political transition, we seek to re-energize the movement for increased evidence and value for money in public and aid spending. Among others, the event will feature: Abhijit Banerjee (MIT), Amanda Glassman (CGD), Rachel Glennerster (J-PAL), Markus Goldstein (World Bank), Amber Gove (RTI International), Rema Hanna (Harvard), Emannuel Jimenez (3ie), Michael Kremer (Harvard), Darius Mogaka (Government of Kenya), Santhosh Mathew (Government of India), William Savedoff (CGD), and Bambang Widianto (Government of Indonesia)." Download the presentation slides from the Kenya case study using the "Download" link, or click on the external website link for more information on the event.