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The Global Education Monitoring Report (or GEM Report) is an editorially independent, authoritative, and evidence-based annual report. This report monitors progress in education in the Sustainable Development Goals (SDGs), which have been adopted as part of the 2030 Agenda for Sustainable Development. The Report is funded by a group of governments, multilateral agencies and foundationsRead more

Launched in 2022, the Malawi STEP Activity will work with the Ministry of Education to strengthen pre-service primary school teacher education at all teacher training colleges and higher education institutions in Malawi. The STEP Activity’s work in pre-service will emphasize early grade literacy instruction and inclusive education practices. The STEP Activity will also support theRead more

To better serve the needs of all students in all learning environments, USAID is looking to prototype—that is, design, develop, and test for proof-of-concept and acceptability—an early grade reading assessment for students who are deaf and hard-of-hearing to be asynchronously administered with remote assessors. STS will work with RTI International and Resources for the Blind,Read more

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

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

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

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 supports MENFOP by improving classroom materials and teacher training; building CSOs, PTAs, SMCs, and family capacity to support reading; and strengthening the policyRead more