Task Order 15: Data for Education Programming in Asia and the Middle East (DEP/AME) Scale-Up of Early Grade Reading Programs
In August 2012, RTI began discussions with USAID on a potential analytic topical study of scale up and sustainability of early grade reading programs. These discussions reflected a clear gap that was not addressed in the global education sector regarding reading: there was limited evidence-based guidance to Missions on how to actually reach Goal 1 of 100 million children reading. It was recognized that knowledge of "what works" in early grade reading is a question that continues to spark debate in USAID Missions and elsewhere, and that the synthesis of descriptions and knowledge of effective programs is not complete. By working closely with the public sector, the country’s ministry or department of education, development agencies like USAID aim to support national government strategies by moving pilot programs to large scale reforms in the teaching and learning of reading. The core challenge USAID programs are facing is how to work through government education systems to implement, at scale or on increasing scale.
To contribute to the growing body of literature in addressing this challenge faced by USAID and to close the gap with nationally-scaled reading programs, RTI submitted Terms of Reference (TOR) for a topical analysis on scale-up and sustainability to USAID in 2012. The resulting report highlights distinct approaches to different phases of the process through the judicious selection and discussion of illustrative cases. In addition, the report incorporates useful and relevant concepts drawn from other analytic frameworks on the topic, notably those of Management Systems International (Cooley and Kohl, 2006) and The Brookings Institution (Perlman Robinson, Winthrop, and McGivney, 2016).
Saturday, October 1, 2016