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.
Basa Pilipinas is USAID/Philippines’ flagship basic education project in support of the Philippine Government’s early grade reading program. Implemented in close collaboration with the Department of Education (DepEd), Basa Pilipinas aims to improve the reading skills for at least one million early grade students in Filipino, English and selected mother tongues. This will be achieved by improving reading instruction, reading delivery systems, and access to quality reading materials.
Gaga Simon teaches math and science at Ligi Primary School in South Sudan’s Central Equatoria state. Like most of the school’s teachers, Simon had no formal training and relied on methods such as rote memorization, just like he was taught when he was a boy.
In South Sudan, teachers are hampered by a lack of formal training and a student-teacher ratio of 100 to 1. EDC’s South Sudan Teacher Education Project is providing educators with the skills they need to address these challenges.