Ethiopia has made significant gains in improving access to schooling over the past 20 years; however, the expected return from investment is jeopardized by severe equity and quality challenges, especially in reading. Early Grade Reading Assessment (EGRA) results from 2010 and 2014 show that many primary school children are unable to read. For example, in 2014, 79.6% and 58.6% of Grade 2 students from Hadiyissa and Wolayttatto language groups, respectively, had scores of zero on reading comprehension.
Reading for Ethiopia’s Achievement Developed Monitoring and Evaluation (READ M&E) is designed to foster effective use of assessment tools, testing methodology, and the data they generate, to improve early-grade reading and writing, and ultimately student learning. In implementing the project, AIR monitors and evaluates early grade reading fluency and comprehension, and provides overall monitoring and evaluation support to the USAID on their suite of reading programs in Ethiopia. We also provide monitoring and evaluation information and capacity building to the Ethiopian Ministry of Education and other local government stakeholders.
READ M&E has three objectives:
- Monitor the implementation of the three other READ activities
- Administer EGRAs and other assessment tools to measure student learning outcomes (2016 and 2018)
- Build the capacity of the Ministry of Education in EGRA and in national learning assessments administration and analysis
The READ M&E project includes the development of a continuous assessment system to inform teachers about challenges linked to mother-tongue acquisition and the development of reading skills. The project team is also working with the National Educational Assessment and Examinations Agency and its regional bureaus to strengthen their capacity to conduct EGRAs and national learning assessments independently.
READ M&E is funded by USAID. It began in December 2014 and will continue until December 2019.