The U.S. Agency for International Development has awarded EDC $22 million over five years to assist the Ministry of Education in Rwanda in creating new national standards for literacy and numeracy. EDC will implement the Literacy, Language, and Learning Initiative, to be known as L3, which also aims to improve education in grades 1 to 4.
The findings from this study show that experimental teachers’ knowledge of how to teach reading and writing is more closely aligned with sound literacy instruction than their IAI-only and control counterparts. Experimental teachers’ practice also changed significantly within a year of using the reading program. As a result, the performance of the students of these experimental teachers in key reading skills like letter identification and fluency showed 3 dramatic differences in comparison to their control counterparts.
The DRC faces severe challenges in educating young children. Access to schooling is limited; the primary school enrollment rate is only about 60 percent. Nearly 20 percent drop out in their first year. Also, nearly a third of government teachers go unpaid, contributing to a high rate of teacher absenteeism and children sitting idle in the classroom.
The Project D’Amelioration de la Qualite de l’Education (PAQUED) was a 5-year project intended to strengthen teaching and learning so that children leave primary school with solid literacy/numeracy skills. A 6-month extension in 2014-15 focused on supporting Ministry of Education partners in the effective roll-out of their national reading and writing curriculum and teacher training policy. PAQUED was financed by the United States Agency for International Development (USAID) and implemented by Education Development Center, Inc.
To track and measure changes in student reading performance over a period of time, data was collected from randomly selected second grade students in a comparison cohort in school year 2013/14 and in an intervention cohort in school year 2014/15.