Benchmarks

The USAID Leading Through Learning Global Platform (LTLGP) and USAID Improving Learning Outcomes for Asia (ILOA) presented a panel at the 2024 CIES Conference on what each project has been learning about establishing and implementing learning networks.

On mainland Tanzania, most resource allocation decisions are centralized. The President’s Office - Regional Administration and Local Government (PO-RALG) recruits and assigns teachers, supplies teaching and learning materials and funds capital construction projects.

Setting benchmarks or standards that clearly state expectations about how well students or teachers should be performing on various skills at each stage of education and then collecting data to monitor these skills enables governments to see how individuals and education systems overall are progress

Prior Early Grade Reading Assessments (EGRA) have been used to set reading fluency benchmarks in Tanzania for USAID report and for the Government of Tanzania (GoT).

On January 18, 2022, the USAID’s Bureau for Asia collaborated with RTI International to reflect on the journey of early grade reading around the globe. The first presenter, Rosalina J. Villaneza, gave an introduction of national-scale early grade literacy assessments in the Philippines.

The Barometer offers a dynamic tool for interactive use of data on early grade reading outcomes.

This presentation is based on an activity that was designed to apply lessons learned and best practices from the recent EGRA Benchmarks and Standards Research Report (RTI International, 2018) to a five-language benchmarking activity for early grade reading in India.

Improving early grade reading and writing outcomes has implications more far-reaching than simply raising scores on national and international assessments. Reading is a fundamental tool for thinking and learning, which has an integrated and cumulative effect on comprehension in all subject areas.

The Ministry of Education and Higher Education (MOEHE) conducted the first EGRA assessment in the West Bank in March 2014 among a nationally representative sample of Grade 2 students, followed by a benchmarking exercise in September 2014.

The Sustainable Development Goals (SDGs) for education represent a major departure from the Millennium Development Goals (MDGs) - at least if educational leaders act seriously in their pursuit - in at least two important respects. First, the goals now pertain to learning outcomes.