Monitoring, Evaluation, and Research

The 2010 Nigeria Education Data Survey (NEDS) was a nationally representative sample survey implemented primarily by the National Population Commission (NPC) in collaboration with the Federal Ministry Of Education (FMOE) and the Universal Basic Education Commission (UBEC). The 2010 NEDS has the fol

The 2015 Nigeria Education Data Survey (NEDS) is a follow up to the 2013 Demographic and Health Survey, which is usually conducted to collect additional data on education from a subset of Demographic and Health Survey households.

This report presents the findings from the 2013 administration of the Ghana National Education Assessment (NEA), carried out by the Assessment Services Unit (ASU) within the Ghana Education Service (GES).

The intent of this summary report is to engender broad-based policy discussions and recommendations around one question: Why are pupils struggling with English and mathematics in P3 and P6?

Assessments of student learning in the primary grades, such as the Early Grade Reading Assessment (EGRA), offer an opportunity to determine whether students are developing the fundamental skills upon which all other literacy skills build, and, if not, where efforts might be best directed. A closer e

This presentation discusses a desk study which was designed to advance knowledge of which countries have and have not conducted early grade reading assessments, while also providing information on where literacy issues remain critical and where improvement in underway.

This report discusses Jordan's remedial pilot research program which was designed to assist teachers in improving the performance of those children who had fallen behind the general performance level of the rest of the class.

This report discusses the impact and results of the pilot intervention that was implemented during the 2013-2014 school year across 43 schools reaching more than 400 teachers and approximately 12,000 students in Jordan.

This report is one of three undertaken in the context of a situation analysis of reading in Morocco. The present report analyzes in detail teachers’ attitudes and practices.

A year after the first baseline EGRA was completed in four language regions, a follow-up survey was administered to samples of 30 to 40 teachers and 375 to 400 students per grade in the same regions (randomly sampled).