Policy, Systems, and Governance

To reinforce school-based education efforts, increased attention is being paid to what happens when children are not in school, especially when they are at home.

The purpose of this case study is to illuminate how and why US Agency for International Development (USAID) education programs in the West Bank and Gaza were able to achieve the lasting impact in basic, higher, and non-formal education despite the considerable political and environmental challenges.

This reports summarizes a process to improve performance management and accountability that emphasized participatory data collection and use in Northern Nigeria.

In response to the growing need to improve learning outcomes, USAID's 2011 Education Strategy focused on improving the teaching and learning of reading in early grades.

Egypt, currently in the throes of major political change, will likely undergo reforms of various sorts in the next few years. Some of these reforms are likely to give local entities, including schools, greater control over education finances.

Recent attention has focused on the existence of non-government schools that cater to children from low-income families. These schools can now be found in the majority of developing countries, many of which have a prescribed public policy to provide free public education.

USAID/Nepal is interested in developing a program to help improve reading outcomes in the early grades of basic education.

The purpose of this paper is to assess Mozambique’s education data and information systems’ ability to help formulate education sector plans and policies. Emphasis is put on existing policy over the last decade or so, with some attention to more recent trends.

Social and Behavior Change Communication is the systematic application of interactive, theory-based, and research-driven communication processes and strategies to address tipping points for change at the individual, community, and social levels. The files included with this resource include the pres

This study examines why some districts performed better than others in implementing their Teacher Deployment Plans.