The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in Ethiopia.

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages. This document specifically summarizes the findings from Early Grade Reading Materials Survey conducted in the Democratic Republic of Congo.

The purpose of the Reading Materials Survey was to develop an approach to collecting information on the available supply of early grade reading (EGR) materials. The approach included the development of a questionnaire and a protocol for data collection. The survey results will serve primarily to inform the Global Reading Repository by providing a detailed description of the current supply of EGR materials in African languages in the following 11 countries in sub-Saharan Africa: the Democratic Republic of the Congo (DRC), Ethiopia, Kenya, Malawi, Mali, Mozambique, Nigeria, Senegal, Tanzania, Uganda, and Zambia.

This report, which is broadly tasked with presenting evidence on the state of teacher effectiveness in sub-Saharan Africa, represents an attempt to bridge the gap between what has hitherto been a sustained focus on teacher characteristics or student outcomes and a more holistic conceptualization of effective teaching, one that also emphasizes teachers' actual instructional practice and pedagogical moves. To do so, the report draws on data and findings germane to teacher effectiveness from international databases and assessments and critically supplements these data with recent findings from donor-funded projects and evaluations that specifically attempt to observe teachers' classroom instruction. The second section of the report presents evidence from the educational plans and policies of 11 sub-Saharan African countries and shows that these often focus on teacher characteristics, classroom inputs, professional guidelines, and (to some extent) teaching practices. A third section of the report describes four barriers to focusing more on effective teaching (as opposed to effective teachers and successful teaching) in sub-Saharan African countries. The report concludes with policy recommendations and considerations.

Day-by-day teacher’s guide (180 pages, low-resolution PDF). Companion to Kiswahili Kitabu cha Mwanafunzi, 2 [Kiswahili Pupil’s Book, 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.

The objective of this sector assessment activity is to identify strengths, weaknesses, and key leverage points to improve children’s reading outcomes within the institutional context of Cambodia’s education system.

The objective of this sector assessment activity is to identify strengths, weaknesses, and key leverage points to improve children’s reading outcomes within the institutional context of Cambodia’s education system.

This brief discusses an intervention in Jordan which was developed following the 2012 EGRA and EGMA revealed that Jordanian children in the early grades were not reading with comprehension or doing mathematics with understanding. As a result, the MoE Curriculum Team and the Senior Reading and Mathematics Supervisors, to develop an intervention pilot research program that would support teachers in providing deliberate, structured, and developmentally appropriate daily practice in foundational skills for reading and mathematics.

This brief discusses the Nigeria Reading and Access Research Activity and the research on education access conducted through the various desk studies, surveys, and evaluations as part of the activity.

This report addresses the main research question: In Cohort 1 and Cohort 2 schools, were the pupils who participated in the United States Agency for International Development’s Liberia Teacher Training Program (LTTP) Phase II (LTTP II) reading and mathematics interventions now achieving better results?