Monitoring, Evaluation, and Research

Title: Right-fit EdTech: Leveraging Loquat and other (machine) learning to support foundational learning in LMICs Abstract The COVID-19 pandemic has severely disrupted global education systems: according to the Global Education Monitoring Team, over 1.6 billion students have lost significant instru

Policy linking is a standard-setting methodology, long used in many countries, to set benchmarks (or cut scores) on learning assessments that allow those countries to determine what percentage of students in their country are meeting minimum proficiency requirements for key skills such as reading an

This presentation was part of a CIES 2022 panel on measuring learning through play and child SEL outcomes across humanitarian and LMIC contexts.

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).

Play has the potential to transform the global learning crisis. In infancy and early childhood, play builds a strong foundation for later learning by improving brain development and growth (Goldstein, 2012).

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs). These shortcomings are particularly concerning given the substantial learning loss due to COVID-19 from which many systems are suffering.

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs).

The Learning at Scale study aimed to investigate factors contributing to successful improvements in learning outcomes at scale in eight of the most effective large-scale education programs in LMICs (see the map of programs on the last page of this brief).

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 Learning at Scale study was designed to identify existing early grade reading programs with demonstrated impact on basic skills at scale and to conduct in-depth investigations of these programs to determine what makes them successful.