Day-by-day pupils' activity book in Kiswahili. 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.

The USAID PRIORITAS project began in May 2012 with the aim of achieving expanded access to improved quality basic education (IR1). The intermediate results (IRs) that the project aimed to achieve are as follows: * strengthened instruction in schools in targeted districts (IR1-1) * improved education management and governance in targeted schools (IR1-2) * strengthened coordination between all levels of the Government of Indonesia (GOI) and education institutions (IR1-3). This report covers the duration of the project, from May 2012 to September 2017.

Success story about a recent kindergarten initiative under USAID's Early Grade Reading and Mathematics Project to help children and parents prepare to enter school.

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects. A randomised controlled trial of mother-tongue literacy instruction, the Primary Math and Reading (PRIMR) Initiative, was implemented in Kenya from 2013 to 2014. We compared the impacts of the PRIMR mother-tongue treatment group in two languages with those of another group that did not use mother tongue, but utilised the same instructional components. Results showed that assignment to the mother-tongue group had no additional benefits for English or Kiswahili learning outcomes beyond the non-mother-tongue group, and that the mother-tongue group had somewhat lower mathematics outcomes. Classroom observational analysis showed that assignment to the mother-tongue group had only small impacts on the usage of mother tongue in other subjects. Advocates for mother-tongue programmes must consider such results alongside local implementation resistance in programme design.

Teachers guide in Chichewa for Standard 4.

Teachers guide for Chichewa for Standard 3.

Teachers Guide for Standard 2

Cambodia’s teacher professional development (PD) system is at a crossroads. There is a growing realization that the lower than expected learning outcomes in Cambodia are directly related to lower than desirable classroom teaching. To respond to this reality, Cambodia aims to put in place improved systems for pre-service teacher preparation (moving to a 12+4 system and introducing a new Bachelor of Arts in Education (BA [Ed.]) degree, intensive upgrading of existing teachers, and continuous professional development and mentoring. A working group organized by the Teacher Training Department is bringing together stakeholders to assist in the design and implementation of an improved in-service training (INSET) system. The present document aims to bring together pertinent information and evidence on effective continuous professional development (CPD) to support the work of this group.

This report summarizes applicable research on education in multilingual contexts and on the use of L1-based, bilingual instruction in particular. It also briefly presents the education and sociolinguistic environment in Senegal, as well as a summary of relevant national language education programs in the country. Lastly, the report makes recommendations aimed at supporting a transition toward the use of national languages for instruction in primary schools.

A video overview of the Nigeria Reading and Access Research Activity (RARA) approach to teaching reading in Hausa. Narrated in Hausa with English subtitles.