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Monitoring Learning Outcomes in Sub-Saharan Africa

With a grant from the William and Flora Hewlett Foundation, RTI International 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, teams of NGO and ministry staff were trained to administer the assessment.

For project documents, search EDDATA using the project name.

Implementation Timeframe
January 1, 2008 - December 31, 2011
Primary Implementing Organization: 
RTI International
Funding Organization: 
William and Flora Hewlett Foundation
Reading Assessment
Capacity Building
Total Number of Students Targeted: 
Other Description Tag Words: