EGRA Plus in Liberia Liberia began an early grade reading intervention, called EGRA Plus: Liberia, in 2008. By the end of the project in 2010, students' reading performance had nearly tripled. This video shows that large improvements in reading are possible on a relatively fast schedule. At the same time, there are many children in Liberia who still can't read. Now that there is proof that reading can be improved in short periods of time, this video calls for urgent attention to this issue and provides a few tips to parents as to what they can do to assist teachers in improving their children's reading performance.

This document was designed as a practical response to requests from USAID’s Africa Missions, which have increasingly indicated their need for more guidance on the role of language of instruction (LOI) in their efforts to achieve Goal 1 of the 2011 USAID education strategy: Improved reading skills for 100 million children in primary grades (USAID, 2011). This need reflects a call by USAID in the Technical Notes of its 2011 USAID Education Strategy (the Bureau of Economic Growth Agriculture and Trade, Office of Education [EGAT/ED]), which identified LOI among the seven areas in which Missions were likely to need technical assistance or additional resources for designing or implementing early grade reading programs.

The attached document is the Teacher's Guide for teaching French language developed under the USAID-funded Haiti ToTAL Project. The manual was developed in 2013.

This report discusses two overarching themes for the behavior change communication (BCC) activity under Education Data for Decision Making (EdData II), Task Order 20. We begin by presenting a summary of pertinent health behavior theories and studies, which aim to inform the BCC activity and suggest possible techniques and strategies that can be applied to the education sector. We then move to describing a proposed applied research study, which will use the results of the health behavior studies to develop a possible model to be used for implementing a literacy intervention in a developing country.

The 2010 Nigeria Education Data Survey (NEDS) was a nationally representative sample survey implemented primarily by the National Population Commission (NPC) in collaboration with the Federal Ministry Of Education (FMOE) and the Universal Basic Education Commission (UBEC). The 2010 NEDS has the following specific objectives: Provide data on the schooling status of Nigerian children of basic education age, including factors influencing whether children ever enroll in school and why students drop out of school Quantify household expenditures on children’s schooling by examining different patterns of expenditure by various background characteristics Measure parents’ attitudes to schooling, including the quality of schooling and provide an understanding of attitudes that shape their willingness to send their children to school Measure the frequency of student absenteeism and reasons for missing school in order to suggest possible approaches to maximizing attendance Provide data that allows for trend analysis and State comparisons A very high overall response rate of 98% was achieved with interviews completed in 26,934 households.

The 2010 Nigeria Education Data Survey (NEDS) was a nationally representative sample survey implemented primarily by the National Population Commission (NPC) in collaboration with the Federal Ministry Of Education (FMOE) and the Universal Basic Education Commission (UBEC). The 2010 NEDS has the following specific objectives: Provide data on the schooling status of Nigerian children of basic education age, including factors influencing whether children ever enroll in school and why students drop out of school Quantify household expenditures on children’s schooling by examining different patterns of expenditure by various background characteristics Measure parents’ attitudes to schooling, including the quality of schooling and provide an understanding of attitudes that shape their willingness to send their children to school Measure the frequency of student absenteeism and reasons for missing school in order to suggest possible approaches to maximizing attendance Provide data that allows for trend analysis and State comparisons A very high overall response rate of 98% was achieved with interviews completed in 26,934 households.

In classrooms, teachers use a variety of assessments. Formative and summative assessments provide them information on the effectiveness of the instruction they are providing during and after a lesson. Assessments also differ in the type of information they provide. Criterion-referenced assessments measure what students know against a set of skills or knowledge. Results from norm-referenced assessments indicate how well a student did in relation to a group of similar students. Each type of assessment has a function and provides unique information to the system.

The 2010 Nigeria Education Data Survey (NEDS) was a nationally representative sample survey implemented primarily by the National Population Commission (NPC) in collaboration with the Federal Ministry Of Education (FMOE) and the Universal Basic Education Commission (UBEC). The 2010 NEDS has the following specific objectives: Provide data on the schooling status of Nigerian children of basic education age, including factors influencing whether children ever enroll in school and why students drop out of school Quantify household expenditures on children’s schooling by examining different patterns of expenditure by various background characteristics Measure parents’ attitudes to schooling, including the quality of schooling and provide an understanding of attitudes that shape their willingness to send their children to school Measure the frequency of student absenteeism and reasons for missing school in order to suggest possible approaches to maximizing attendance Provide data that allows for trend analysis and State comparisons A very high overall response rate of 98% was achieved with interviews completed in 26,934 households.

Evolution, coverage, Results, Challenges and opportunities of early grade reading assessments (EGRA).

This presentation was prepared for the Comparative and International Education Society Annual Conference held in Washington, D.C. on 10 March, 2015. The presentation looks at teachers and teaching by evaluating education policy in 11 countries in terms of constraints to more effective teaching and policy recommendations.