The goal of this study was to learn whether and how teachers in grades 2 and 4 were using the new ULA and Mathematics TG and STBs and applying the SCSs therein. The study consisted of two phases. The Program used Phase 1 results and ensuing recommendations to inform the development and finalization of materials and ongoing TPD efforts. Phase 2 results served to determine whether teachers became more proficient over time in their application of the SCSs embedded in the TGs.

The U.S. Agency for International Development (USAID) Uzbekistan Education for Excellence Program, implemented by RTI International, conducted the Teaching and Learning Material (TLM) Uptake Study to inform immediate- and medium-term revisions to the TLMs developed by both the Program and the Ministry of Preschool and School Education (MoPSE). This desk review forms part of the TLM Uptake Study. Under the desk review, we evaluated the quality of the teacher guides (TGs) and student textbooks (STBs) developed for the Uzbek Language Arts (ULA) and Mathematics courses for grades 1–4 during the piloting of these materials in schools.

Jordan's RAMP initiative, funded by USAID and UKAID, conducted an evaluation study of a pilot project that aimed to implement the 'School's Guide for Parental Engagement in Supporting their Child's Literacy Learning.' This guide contains a collection of 31 tools designed to enhance overall student learning and specifically improve reading and writing skills in Arabic during the early grades. Among these tools, five are mandatory: 1. Model and Example of Implementation Plan. 2. Parent Volunteering Form: We Love Parent Volunteers. 3. Presentation to Foster the Love of Reading Habits in Your Children. 4. Presentation on the Most Important Activities that Enhance Reading and Writing Skills in Your Child. 5. Guide for Providing Sustainable, Needs-Based Support. The remaining tools are optional, with schools encouraged to adapt them to meet their specific needs. The primary objective of this study was to assess the effectiveness of the guide in engaging parents to support their children's literacy development. The Queen Rania Foundation for Education and Development implemented the study during the 2021/2022 academic year, involving 35 supervisors across various MOE directorates to evaluate the guide's content and usage in 84 schools from different regions in Jordan. Data collection methods included questionnaires and focus groups. The study's findings regarding parent engagement revealed the following: In the quantitative aspect of the results: • All trained teachers and school staff found the guide practical and effective, with 100% of them reporting significant positive engagement with parents as a result of using the guide and its tools. • The application of these tools proved effective, with all educational supervisors and over 90% of school principals and teaching staff confirming a noticeable positive change in the level and quality of parental involvement with the school after implementing the program and its tools. This strengthened the relationship between the school and the local community, leading to increased communication through social media, more visits to participating schools for activities, and greater contributions within the classroom to improve children's reading and writing skills. • Nearly all schools implemented both the mandatory (96%) and optional (98%) tools based on their specific needs. Parental involvement was deemed beneficial and effective by all participants, including supervisors, school principals, and parents themselves. These results indicated that the application of the tools effectively increased parental interaction and engagement with the school, resulting in a stronger relationship between the school and the local community. Parental involvement manifested through increased communication via various channels, more school visits, and voluntary participation inside the classroom to support students' reading and writing skills. However, the effective community engagement and parental involvement programs faced some challenges, including content confusion and overlap. Previous studies conducted by the Queen Rania Foundation in high-achieving schools highlighted the importance of successful school-parent interaction and engagement in supporting children's learning. It was acknowledged that some parents may face difficulties in providing the necessary support for their children's reading skills and lack confidence in their interactions with the school. In light of the positive results of the 'School's Guide for Parental Engagement in Supporting their Child's Literacy Learning,' it was deemed essential to integrate and standardize various program elements into a unified parental engagement program with the school. To address the challenge of busy parents unable to attend school physically, the program increased remote participation through virtual meetings and online communication channels. Several recommendations were made to address these challenges. 1. Work with the Ministry to coordinate community engagement programs, avoiding duplication, and integrate this guide's content into existing programs to benefit all schools. 2. Provide unified team training for school staff during program implementation. 3. Develop flexible programs for schools to tailor to their needs, and periodically review and determine mandatory tools. 4. Distribute hard copies of the guide to schools for use in case of internet unavailability or lack of smart devices or skills. 5. Improve training with a focus on practical aspects, extended duration, suitable timing and locations, revised trainer criteria, and school supervisors conducting training. 6. Add mobile download feature, create a tool index, clarify terminology, distinguish between tools and resources, and merge some tools to reduce overlap. 7. Boost teacher motivation to participate despite busy schedules due to program significance and positive results. 8. Assist schools in providing computer devices and internet connectivity. 9. Maintain electronic resources for content sharing with parents, relieve financial burdens, and encourage schools to involve parents using the "We Love Parent Volunteers" tool.

The Uzbekistan Ministry of Preschool and School Education (MoPSE) spearheaded an initiative to reform its curricula based on international best practices. The USAID-funded Uzbekistan Education for Excellence Program brought together a diverse cohort of international and local experts to help revitalize the country’s public school curricula under the leadership of RTI International. Together with MoPSE staff, the Program addressed the challenges of increasing student engagement and critical thinking by developing standards-based textbooks and teacher guides for Uzbek Language Arts (ULA) and mathematics.

Educators are the critical link between learning materials and students. Their approach to instruction influences learning and classroom dynamics every day. While the Government of Uzbekistan has made significant investments in regular professional development opportunities for teachers, the trainings reinforced a teachercentered instruction style. In the classroom, teachers struggled to practically address diverse student needs. While some students excelled in this environment, many fell behind.

A national curriculum and its learning materials are the backbone of an education system. At their best, they reflect student needs, a country’s aspirations for its youth, and a realistic path to gaining the knowledge that will bridge them. The Government of Uzbekistan Ministry of Preschool and School Education (MoPSE) is investing in a strong education system for the long-term success of students and the nation. Uzbekistan boasts an impressive adult literacy rate of over 99 percent and the country’s support for education is evidenced in the policies and executive decrees of recent years. Yet, challenges persisted in the national curriculum and educational materials,which were not well integrated and did not consistently reflect current evidence on how children learn nor the unique context of Uzbek youth.

Central to the Ministry of Preschool and School Education (MoPSE) reform agenda is the shift to a modern standards-based education approach that aligns instruction and outcomes to specific competencies or standards. Such an approach includes student learning standards — the knowledge, concepts, and skills that students need to acquire — and materials, assessments, instructional practices, and teacher professional development that align to the student standards. In 2019, the Republican Education Center defined learning objectives for each subject in the benchmark years and stated that improvement was needed to develop well-defined, wellarticulated, and grade-level appropriate standards for language arts skill areas of listening, speaking, reading, and writing for each grade. A move to a standards-based approach required that instructional materials aligned to standards and that teachers were equipped with the resources they need to bring standards-based instruction to life in their classroom.

To improve the quality of instruction and learning, a challenge that many ministries must confront, is the need to provide teacher professional development at scale. Uzbekistan has approximately 10,104 schools, 502,687 teachers, and 6,336, 933 students.2 In 2022, when MoPSE rolled out the new EFL teacher and student books, it struggled to reach and train all teachers.

Leveraging the significant contributions made by MoPSE partners, the US Agency for International Development’s (USAID) Uzbekistan Education for Excellence Program was strategically designed to enhance and support mathematics quality enhancement initiatives. Specifically, the Program crafted high-quality, research-based standards. Student learning standards are the foundation or core of an educational system, and every component of each subject is based on these standards. Once complete, student standards inform the development of scope and sequences, textbooks, and assessments

Developing the standards for EFL education is a major step towards the Uzbekistan’s vision of an English-speaking nation by 2030. MoPSE experts and Program technical advisors developed a set of EFL standards as the basis of a standards-based curriculum. This brief provides an overview of the development and review of EFL student learning standards for grades 1-11