The Uganda Early Years Study policy brief describes the findings and presents policy recommendations from the associated research study funded by the British Department for International Development. The study investigates the magnitude of repetition in primary 1 in Uganda, examines the financial impact of repetition, and presents a cost-projection model which underscores the importance of investing in pre-primary and early primary education in reducing inefficiency.

This is a list of select peer-reviewed publications by International Education staff between 2015 and 2018. For some of the publications, links to information about the documents and related resources can be found on this websiate. Where possible, the DOI has been included in the attached brief.

The primary 4 English lessons are structured around a genre that is explored in reading and writing activities. Activities are provided for word study, vocabulary, grammar, oral language, and the writing process. Transition lessons are a distinct section to support learning academic language. They use informational text structure, glossaries, graphics and bold terms which will be helpful when engaging with textbooks in other subjects.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

The United States Agency for International Development, the Department for International Development and the government of Malawi, through the MoEST, are collaborating to implement a National Reading Programme (NRP). This reading programme aims to improve early grade learners' literacy skills. Central to achieving this goal is building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. The NRP introduces teachers to effective reading instruction through the five essential components of Phonological Awareness, alphabetic principle, vocabulary, fluency and comprehension. The NRP also includes oral language development and writing as part of reading instruction. The NRP aims to provide teachers and head teachers with training in how to better teach children in the early primary grades to read and write in Chichewa and English. The NRP focuses on strengthening teachers' skills and knowledge of how to teach literacy by providing them with opportunities for training and ongoing professional development through coaching.

Published abstract: "Summer learning loss – decreased academic performance following an extended school break, typically during the period after one grade ends and before another grade starts – is a well-documented phenomenon in North America, but poorly described in sub-Saharan African contexts. In this article, we use the term ‘grade-transition break’ loss in lieu of ‘summer’ loss to refer to the period after one grade ends and before another grade starts. This study analyses data from early grade reading assessments in Malawi, estimating statistically significant average reductions of 0.38 standard deviations (SD) across several measures of reading and pre-reading skills during two grade-transition breaks. The data show the loss in reading skills during the extended breaks between grades 1 and 2 and between grades 2 and 3 in two consecutive years. The study found no gender-based differences in loss. The findings suggest a need for early grade reading interventions to develop and evaluate mitigation strategies lest significant proportions of within-year performance gains be lost over the break between academic years."

The following article from the Jordan Times describes positive results of the USAID and DFID co-funded RAMP program implemented by RTI in Jordan.

Day-by-day pupil's activity book. Companion to Kiswahili Teacher's Guide, Grade 2. Prepared with funding from the USAID and DFID Tusome Early Grade Reading Activity, implemented by MoEST with technical assistance from RTI International, 2014–2018. Tusome is a national-scale program for improving the reading skills of learners in grades 1 and 2.

Day-by-day Grade 1 Teacher's Guide in Kiswahili. Companion to Kiswahili Kitabu cha Mwanafunzi, 1 [Kiswahili Pupil’s Book, 1]. Prepared with funding from the USAID and DFID Tusome Early Grade Reading Activity, implemented by MoEST with technical assistance from RTI International, 2014–2018. Tusome is a national-scale program for improving the reading skills of learners in grades 1 and 2.