Policy Analysis, Development, and Implementation

This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world.

This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world.

This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world.

This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world.

This annotated bibliography, originally created as a supplement to a research poster, compiles the output from an RTI internal research and development (IR&D) award.

There is an abundance of research about the costs of measuring the SDGs. Institutions with the mandate to measure the SDGs are busy estimating costs and making plans to improve both reporting and capacity within countries.

At CIES 2019, Dr. Benjamin Piper reflected on the use of experimental and implementation research to inform the scale-up and success of the USAID Tusome Early Grade Reading Activity in Kenya.

There is growing demand for policy based on rigorous evidence. Many consider the strongest evidence to come from studies that identify causality with high internal validity - such as RCTs - and systematic reviews of these studies.

Over the course of four years (ending in 2016), the Department of Education (DepEd) in the Philippines grew increasingly self-sufficient at managing all aspects of early grade reading assessments (EGRAs).

What conditions make it possible to accomplish significant capacity development without running any workshops, without requiring any explicit project deliverables, and with only three short-term technical assistance trips over the course of 19 months? The All Children Reading–Cambodia Activity has b