International Education Projects: Africa Regional

Evaluation Manager Girl's Education Challenge Fund (EGEC) (2012-2016)

Client/Agency

U.K. Department for International Development

Countries

Democratic Republic of Congo, Ethiopia, Kenya, Mozambique, Sierra Leone, Somalia, Tanzania, Zimbabwe

Description

DFID's Girls Education Challenge Fund (GEC) is a four-year project aimed at enabling approximately 650,000 marginalized girls to complete a full six year cycle of primary school (or approximately 1 million marginalized girls to complete three years of junior secondary school). RTI is a member of a consortium, led by Coffey International, and will serve as the Evaluation Manager for GEC. RTI will draw on its experience to design a research framework for the project, which will include use of the Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) and a survey of school effectiveness to evaluate the educational impact of the project.

Data for Education Research and Programming (DERP) in Africa (2012-2014)

Client/Agency

United States Agency for International Development

Countries

Ethiopia, Ghana, Kenya, Uganda

Description

Through this project, RTI is working to supply USAID with more comprehensive and reliable data and new knowledge on education in Africa, both for upstream purposes when the Agency is making decisions, and downstream when assessing outcomes, impact, cost-effectiveness, and valuable lessons learned. Outputs from the project will support the USAID Africa Bureau in its efforts to support the agency-wide commitment to achieve measurable progress in education, as manifest in USAID's three Education Strategy Goals: (1) Improved reading skills for 100 million children in primary grades by 2015; (2) Improved ability of tertiary and workforce programs to generate skills relevant to a country's development goals; and (3) Increased equitable access to education in crisis and conflict environments for 15 million learners by 2015. The results of this project will help ensure that USAID has accurate and timely education data to facilitate bureau and mission programming decisions in Africa.

Monitoring of Learning Outcomes in Sub-Saharan Africa (2008-2011)

Client/Agency

The William and Flora Hewlett Foundation

Countries

Kenya, Mali, Senegal, Uganda

Description

With a grant from the William and Flora Hewlett Foundation, we conducted national-level baseline Early Grade Reading Assessments (EGRAs) in both mother tongue languages and national or official languages (e.g., French or English) in Kenya, Mali, Senegal, and Uganda. The specific study objectives were to provide national-level baseline data on early reading outcomes in both the official and mother tongue language(s) in selected countries; to assess the relationship between language of instruction and early reading competencies, using classroom observation and student and teacher instruments; and to further develop selected country experience and technical capacity in the development, administration, and use of EGRAs. Following the development and piloting of EGRAs in each country, we trained teams of NGO and ministry staff to administer the assessment.