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What Have We Learned from Ethiopia’s National Quality Education Reform Programme: Lessons for the Ministry of Education

Mesele Araya
Tassew Woldehanna
Pauline Rose
Ricardo Sabates
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Working Paper

23/125

Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case

Mesele Araya
Caine Rolleston
Pauline Rose
Ricardo Sabates
Dawit Tibebu Tiruneh
Tassew Woldehanna
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Working Paper

22/121

Teacher Incentives and Attendance: Evidence from Tanzania

Youdi Schipper
Daniel Rodriguez-Segura
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Working Paper

22/119

Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices

Bich-Hang Duong
Vu Dao
Joan DeJaeghere
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Insight Note

Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and after They Reopened

Mesele Araya
Pauline Rose
Ricardo Sabates
Dawit Tibebu Tiruneh
Tassew Woldehanna
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Insight Note

Trends in Mathematics Learning in Ethiopia: 2012-2019

Dawit Tibebu Tiruneh
Ricardo Sabates
Caine Rolleston
John Hoddinott
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Insight Note

Designing and Testing a Scalable Teacher Incentive Programme in Tanzania

Youdi Schipper
Isaac Mbiti
Mauricio Romero
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Blog

Three Issues for Sub-Saharan Africa’s Educational Development: My Reflections on RISE Tanzania Regional Research Validation and Dissemination Workshops

Julius Atuhurra
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Working Paper

22/099

Back to the Basics: Curriculum Reform and Student Learning in Tanzania

Daniel Rodriguez-Segura
Isaac Mbiti
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Insight Note

Identifying Effective Teachers: Highlights from Four Classroom Observation Tools

Deon Filmer
Ezequiel Molina
Waly Wane
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