Asia Region/ILOA and ACR-Asia

The purpose of this field guide is to introduce concepts, tools, and group activities that can be used to guide educators in co-creating locally defined prototypes of future learning spaces that will not only enhance social, emotional, and academic learning for all Filipino learners, but will ensure

In February 2022, ACR–Philippines initiated conversations with USAID and the Philippines Department of Education (DepEd) on developing a prototype technology to enable automated assessment and scoring of learners’ oral reading fluency, listening, and reading comprehension skills.

In June 2020 the Philippines Department of Education (DepEd) adopted the Basic Education Learning Continuity Plan (BE-LCP), a framework to guide the 2020–2021 school year in light of school closures that started in March 2020, during the final weeks of the 2019–2020 school year.

DepEd ICTS requested support from the USAID/All Children Reading Philippines activity for evaluating the recently-launched DepEd Commons online resource portal to ensure that it could live up to its potential as a key strategy for giving all Filipino learners access to educational resources.

The All Children Reading–Asia (ACR–Asia) Return to Learning Cambodia Case Study was designed to research the Cambodia Ministry of Education, Youth, and Sport’s (MoEYS’s) response to the disruption in learning created by the COVID-19 pandemic during different phases of school closure and reopening in

This presentation was delivered as part of the 2022 Comparative and International Education Society (CIES) conference as part of a panel describing the Education Futures research activity undertaken by the Philippines Department of Education, with support from USAID/Philippines through the All Child

In the past two years, the COVID 19 pandemic and the ensuing and repeated school closures has caused an unprecedented upheaval to the education of children world-wide.

This presentation describes findings from a study of the remote learning experience of school actors; school heads, teachers, parents and other HLPs, and learners during the first year of COVID-19 school closures in the Philippines.

This report describes findings and lessons learned from an online teacher training course in the Philippines.

ACR–Philippines falls under All Children Reading–Asia, a broader program implemented by RTI International across multiple countries in the Asia Region. The activities directly contribute to USAID’s education goal to improve early grade reading (EGR) skills for 100 million children worldwide.