Occasional Papers | 23 March 2018
Universal Assessment and the Bottom of the Pyramid
While the SDGs now officially call for global reporting on learning outcomes, many institutions and scholars had noticed, at least since the mid-2000s, that many children were not learning much, and were starting to respond by, as a first step, advocating and developing assessments that, they felt,
Instruments and Questionnaires | 13 March 2018
Ghana Teacher Questionnaire
Under the USAID Partnership for Education: Testing activity, a teacher questionnaire was introduced to the 2015 national EGRA/EGMA survey in Ghana.
Briefs | 25 February 2018
Tangerine: Evaluaciones Móbiles de Manera Sencilla
Tangerine overview in Spanish
Reports | 23 February 2018
ACR-Asia: Research Report: Investing in Early Grade Reading in Lower and Middle-income Countries in Asia
USAID/Washington, via the All Children Reading (ACR)—Asia task order, commissioned RTI International to conduct research on whether lower and middle-income countries in Asia should invest in early grade reading.
Reports | 23 February 2018
All Children Reading-Asia: EGRA Benchmarks and Standards Research Report
The Early Grade Reading Assessment (EGRA) is widely used to assess reading proficiency in developing countries. Benchmarks were introduced to simplify EGRA results into a single indicator against which countries could measure their children’s reading progress.
Instruments and Questionnaires | 8 February 2018
2017 Tanzania National EGRA, EGMA, SSME, and Life Skills Instruments
Final, validated instruments used in the 2017 Tanzania National EGRA. The EGRA and SSME were made possible with funding from USAID. The EGMA component was made possible by funding from Global Affairs Canada. The Life Skills component was funded by UNICEF Tanzania.
Literature Reviews and Desk Studies | 1 February 2018
Measures of quality through classroom observation for the Sustainable Development Goals: Lessons from low-and-middle-income countries
Background paper prepared for the 2016 Global Education Monitoring Report Education for people and planet: Creating sustainable futures for all
With the adoption of the United Nations General Assembly’s Sustainable Development Goals (SDGs), global education agencies are grappling with how quality c
Reports | 11 October 2017
Repetition of Primary 1 and Pre-primary Education in Uganda
This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and
attendance in pre-primary education.
Briefs | 11 October 2017
Primary 1 Repetition and Pre-Primary Education in Uganda (Research Brief)
As a result of Universal Primary Education (UPE) and reform efforts, primary school enrollment in Uganda doubled from 2.9 million in 1995 to 5.8 million by 1998. By 2016, enrollment had reached 8.3 million.
Reports | 6 September 2017
Independent Evaluation of the Effectiveness of Institut pour l’Education Populaire’s “Read-Learn-Lead” (RLL) Program in Mali
The Institute for People’s Education (Institut pour l’Éducation Populaire, or IEP) designed the Read-Learn-Lead (RLL) program to demonstrate that the new official curriculum, if properly implemented and supported, can be a viable and effective approach to primary education, using mother tongue and a