Reports | 13 February 2017
Pre-Service Teacher Education Programs at Colleges of Teacher Education in Ethiopia (A READ-TA Baseline Assessment)
Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence.
Reports | 13 February 2017
Teacher Professional Development and Support Systems: An Analys is of Seven Language Areas in Ethiopia (A READ TA Baseline Assessment Report)
Beginning in Spring 2013, MOE, in collaboration with READ TA, began the process of developing new reading curriculum and materials for MT reading in grades 1-8 by first reviewing and validating findings for what was currently in existence.
Reports | 25 January 2017
Nigeria Reading and Access Research Activity (RARA): Results of an Approach to Improve Early Grade Reading in Hausa in Bauchi and Sokoto States
From December 2014 to June 2015, the Nigeria Reading and Access Research Activity (RARA) evaluated the effectiveness of an instructional approach to improving Hausa early grade reading outcomes among Primary 2 pupils in the Northern Nigerian states of Bauchi and Sokoto.
Briefs | 25 January 2017
Improving Learning Outcomes through Mother Tongue-Based Education
This four-page brief provides an overview of the learning and other advantages of providing educational instruction in mother tongue, or familiar, languages. The brief also contains information on factors to consider when developing a mother tongue-based education program.
Reports | 7 December 2016
Malawi Early Grade Reading Activity: Scripting Study Report
The Malawi Early Grade Reading Activity (EGRA), funded by the United States Agency for International Development (USAID) and implemented by RTI International, is designed to support the Malawi Ministry of Education, Science and Technology (MoEST) in improving the reading performance of Malawian lear
Multimedia | 7 December 2016
Tayari: Ready for Maths!
This is a recording of a webinar delivered through the Global Numeracy Community of Practice. The Tayari Program is charged with developing a tested, cost-effective and scalable model of early childhood education (ECE).
Publications | 7 December 2016
“I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya.
Article published in the International Journal of Education and Development, Volume 50. From Journal abstract: "Initial access to school is nearly universal in Kenya, but many children who enroll drop out before completing primary school.
Briefs | 28 November 2016
Reading Skills and Gender: An Analysis
A brief summary of EGRA results across countries (through 2011) highlighting differences in achievement by gender.
Multimedia | 22 November 2016
The First 1,000 Days and Beyond: Integrated Approaches to Early Childhood Development (Video recording)
In October 2016, experts from RTI International, USAID, the Inter-American Development Bank, and the Children’s Investment Fund Foundation participated in a panel discussion examining how stakeholders in early childhood education, health and nutrition can break down the silos represented by these fi
Sample Teacher and Pupil Materials | 14 November 2016
Nigeria Reading and Access Research Activity: Story Read Aloud for Primary 2
This early grade reading material is made possible by the support of the American people through the United States Agency for International Development (USAID) under the Nigeria Reading and Access Research Activity (EdData Task Order Number 26, EHC-E-00-04-00004-00) implemented by RTI International.