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Established in 2002, the GEM Report is an editorially independent report, hosted and published by UNESCO. The GEM Report’s vision is to serve as the main resource for decision-makers who seek comparative research and knowledge to inform their actions on inclusive and equitable quality education at national, regional, and global levels. It synthesizes, analyzes, andRead more

STS led the design and facilitation of two training courses to strengthen Chemonics International’s in-house capacity so that staff may successfully incorporate theory of change (TOC) methodology and models into project design, monitoring, and systematic learning. Working with Chemonics’ Environment & Natural Resources Team, STS developed the curriculum and related materials for two virtual coursesRead more

Over a five-year period, the Transforming Teacher Education Activity will give more than 60 Zambian teacher educators the skills to deliver effective instruction to 9,000 college and university students studying to become primary grade teachers. Funded by the United Agency for International Development and implemented by Florida State University, in partnership with School-to-School International andRead more

All Children Reading: A Grand Challenge for Development (ACR GCD), established in 2011 as a partnership between the U.S. Agency for International Development (USAID), World Vision and the Australian Government, advances EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts. ACR GCD is an ongoing series of competitions that leveragesRead more

USAID has partnered with the Government of Malawi to improve the reading skills of students in the first four years of primary school through the Malawi National Reading Program (NRP). The NRP is revising the curriculum and instructional approach to be founded upon evidence-based practices for teaching reading in Chichewa as well as English. TheRead more

The USAID-funded project worked in 1,300 public schools in six provinces to improve student performance by focusing on reading and math in the early grades. The project, implemented in partnership with the Zambian Ministry of Education, Science, Vocational Training and Early Education, built teachers’ skills through training and special literacy tools, improved school management byRead more

The Ministry of National Education and Professional Training in Djibouti (MENFOP) seeks to improve early grade reading in Djibouti at the school, community, and policy level. The Djibouti Early Grade Reading Activity (the Activity) will support MENFOP to achieve this goal by improving classroom materials and teacher training; building Civil Society Organization (CSO), Parent TeacherRead more

The Strengthening Education Systems for Improved Learning (SESIL) program aims to improve learning outcomes for primary school children in Uganda by strengthening the capacity of education delivery systems at the national, regional, and district levels. The four-and-a-half-year project supports professional development, research, and assessment methods to create a motivated and skilled workforce of teachers andRead more

The USAID/Mali Selective Integrated Reading Activity (SIRA), led by EDC, seeks to improve the teaching and learning of reading and writing of pupils in first- and second-year classes in the regions of Koulikoro, Segou, Sikasso, and District of Bamako for more than 300,000 students. STS will lead the capacity building component of the project, collaboratingRead more

STS provided technical assistance and services to the Malawi Ministry of Education, Science and Technology (MoEST) to implement the country’s five-year National Reading Strategy (NRS). STS engaged reading and pedagogical experts to assist the Government of Malawi (GOM) to implement the principles outlined in the NRS for the teaching of reading in Chichewa and EnglishRead more