READING INTERNATIONAL INC

IGF::CL::IGF BASIC EDUCATION: THE DRC FACES ENORMOUS DIFFICULTIES IN DELIVERING EDUCATION SERVICES TO SCHOOL-AGED CHILDREN AROUND THE COUNTRY 68 PERCENT OF THIRD AND FOURTH GRADERS WERE UNABLE TO READ A SINGLE WORD IN A SIMPLE TEXT. OF THOSE WHO MANAGED TO READ A SENTENCE, 91 PERCENT DID NOT UNDERSTAND WHAT THEY HAD READ. POOR LEARNING OUTCOMES SPILL OVER TO AFFECT ACCESS AND COMPLETION. JUST 28 PERCENT OF GIRLS AND ONLY 37 PERCENT OF BOYS WHO START WILL SUCCESSFULLY COMPLETE PRIMARY SCHOOL. IN FY 2014, IN RESPONSE TO THESE CHALLENGES, USAID SUPPORTED THE GDRC MINISTRY OF EDUCATION TO DEVELOP A READING PROGRAM WITH GRADE-LEVEL READING PERFORMANCE BENCHMARKS; CLEAR, DETAILED STANDARDS FOR GRADE-LEVELED TEXTS; AND REQUIREMENTS FOR APPROPRIATE READING ASSESSMENT INSTRUMENTS. IN FY 2014 AND FY2015, USAID WILL CONTINUE IMPLEMENTATION TO INCREASE ACCESS TO QUALITY EDUCATION AND INCREASE COMMUNITY OVERSIGHT AND ENGAGEMENT WITH SCHOOLS. USAID IS WORKING TO INCREASE GOVERNANCE, ACCOUNTABILITY, AND TRANSPARENCY IN THE EDUCATION SECTOR, PARTICULARLY IN RELATION TO TEACHER PAY, THE LEADING CAUSE OF SCHOOL FEES AND EXCLUSION OF CHILDREN FROM BASIC EDUCATION SERVICES. IN ADDITION, PROGRAMMING WILL TARGET OUT-OF-SCHOOL YOUTH, ORPHANS, GIRLS AND VULNERABLE CHILDREN THROUGH ALTERNATIVE BASIC EDUCATION LEARNING OPPORTUNITIES. THESE RESULTS WILL BE ACHIEVED THROUGH CONTRACTS AND GRANTS TO U.S. AND INTERNATIONAL ORGANIZATIONS. KEY INTERVENTIONS: SUPPORT ADOLESCENT GIRLS' TRANSITION FROM PRIMARY TO SECONDARY SCHOOL IN A SAFE LEARNING ENVIRONMENT THAT WILL ENABLE THEM TO ASSUME LEADERSHIP ROLES IN THEIR COMMUNITIES THROUGH THE EMPOWERING ADOLESCENT GIRLS TO LEAD THROUGH EDUCATION (EAGLE) PROGRAM. INCREASE EQUITABLE ACCESS TO EDUCATION THROUGH THE ROOM TO LEARN INITIATIVE PROVIDE TECHNICAL ASSISTANCE TO THE GDRC TO DEVELOP NATIONAL POLICIES TO STRENGTHEN THE EDUCATION SECTOR. ENHANCE THE QUALITY OF TEACHER TRAINING PROGRAMS THROUGH INNOVATIVE TECHNOLOGIES. IMPROVE READING INSTRUCTION THROUGH THE DEVELOPMENT OF READING STANDARDS AND INDICATORS, TEACHER TRAINING PROGRAMS, AND THE DISTRIBUTION OF TEACHING AND LEARNING MATERIALS. REHABILITATE AND EQUIP SCHOOLS IN TARGETED AREAS. HARNESS COMMUNITY ENGAGEMENT AND PARTICIPATION TO IMPROVE QUALITY OF EDUCATION. INCREASE CAPACITY TO ENSURE IMPROVED GOVERNANCE, ACCOUNTABILITY, AND TRANSPARENCY IN THE EDUCATION SECTOR AT THE NATIONAL, PROVINCIAL, DISTRICT, AND SUB-DISTRICT LEVELS.

"CRITICAL FUNCTIONS" IGF::CT::IGF DESIGN NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP) ASSESSMENT INSTRUMENTS AND SAMPLE DESIGN SPECIFICATIONS THAT MEET THE HIGHEST INDUSTRY AND NCES STANDARDS FOR PROVIDING VALID AND USEFUL NATIONAL, REGIONAL, STATE, AND SCHOOL DISTRICT RESULTS AS WELL AS FOR SIGNIFICANT SUBGROUPS; ANALYZE DATA TO PRODUCE STATISTICS IN ALL ASSESSED AREAS AND TARGETED SPECIAL REPORTS USING STATISTICALLY AND PSYCHOMETRICALLY RIGOROUS METHODOLOGIES THAT HELP IN DETECTING QUALITY CONTROL PROBLEMS, ASSIST IN THE UNDERSTANDING OF RESULTS AND MAKE IT POSSIBLE TO FOCUS ON RELEVANT AND TIMELY EDUCATIONAL ISSUES; REPORT TIMELY ASSESSMENTS RESULTS (I.E., WITHIN SIX MONTHS OF THE END OF DATA COLLECTION FOR READING AND MATHEMATICS AT FOURTH AND EIGHTH GRADES AND WITHIN TWELVE MONTHS FOR ALL OTHER ASSESSMENTS) IN A WAY THAT COMMUNICATES EFFECTIVELY WITH THE GENERAL PUBLIC AND OTHER STAKEHOLDERS, INCLUDING THOSE MORE TECHNICALLY SOPHISTICATED; PROVIDE RESULTS IN PRINTED AND WEB-BASED FORMATS.

THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP) IS REQUIRED TO PROVIDE, IN A TIMELY MANNER, A FAIR AND ACCURATE MEASUREMENT OF EDUCATIONAL ACHIEVEMENT IN READING, MATHEMATICS, AND OTHER CONTENT AREAS INCLUDING WRITING, SCIENCE, HISTORY, GEOGRAPHY, CIVICS, ECONOMICS, FOREIGN LANGUAGES AND THE ARTS. THE ASSESSMENTS ARE REPRESENTATIVE OF THE NATION, REGIONS, AND WHERE APPROPRIATE, STATES AT GRADES 4, 8, AND 12. NAEP SHALL ALSO REPORT ON NATIONAL LONG TERM TREND ASSESSMENTS IN READING AND MATHEMATICS FOR STUDENTS AT AGES 9, 13, AND 17. NAEP IS ADMINISTERED BY THE ASSESSMENT DIVISION (AD) WITHIN THE NATIONAL CENTER OF EDUCATION STATISTICS (NCES).

IGF::CL::IGF - THIS IS A FULL AND OPEN COMPETITIVE CONTRACT FOR THE IMPLEMENTATION OF NORTHERN NIGERIA EDUCATION INITIATIVE PLUS AWARD. EDUCATION FLAGSHIP PROGRAM FOR READING AND ACCESS.

INEXPENSIVE BOOK DISTRIBUTION PROGRAM: TO ESTABLISH AND IMPLEMENT A MODEL PARTNERSHIP BETWEEN A GOVERNMENTAL ENTITY AND A PRIVATE ENTITY, TO HELP PREPARE YOUNG CHILDREN FOR READING, AND TO MOTIVATE OLDER CHILDREN TO READ THROUGH THE DISTRIBUTION OF INEXPENSIVE BOOKS.

IGF::CL::IGF-USAID/ALL CHILDREN READING GOAL IS TO IMPROVE READING OUTCOMES OF CHILDREN IN THE EARLY GRADES OF PUBLIC SCHOOL AND THE EQUIVALENT GRADES IN DAARAS IN THE TARGET REGIONS IN SENEGAL.

IGF::CL::IGF THE OBJECTIVE OF SOMA UMENYE IS TO IMPROVE READING OUTCOMES IN KINYARWANDA FOR AT LEAST 1 MILLION CHILDREN IN PUBLIC AND GOVERNMENT-AIDED SCHOOLS IN RWANDA BY THE END OF GRADE 3. SPECIFICALLY, SOMA UMENYE WILL TARGET ALL CHILDREN IN GRADES 1-3 ATTENDING PUBLIC AND GOVERNMENT-AIDED SCHOOLS NATIONWIDE AND ENSURE THAT AT LEAST 65 PERCENT OF STUDENTS ARE ABLE TO READ GRADE-LEVEL TEXT WITH FLUENCY AND COMPREHENSION BY THE END OF GRADE 3.

IGF::OT::IGF EARLY GRADE READING IMPROVEMENT (MERIT) ACTIVITY IN MALAWI

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THE NEXT GENERATION EARLY GRADE READING (NEXTGEN) ACTIVITY WILL SOLIDIFY AND BUILD ON THE CONTRIBUTIONS MADE TO DATE AS PART OF THE IMPLEMENTATION OF MALAWI NATIONAL READING PROGRAM (NRP).