Numeracy Boost is Save the Children’s early grades math approach which focuses on supporting teachers, students, and communities to improve and strengthen foundational math skills.

This study will explore gender gaps in mathematics for secondary students in Ethiopia. Data for this study will correspond to subsequent evaluations of the Supporting Transition of Adolescent Girls through Enhancing Systems (STAGES) project, implemented in Ethiopia’s Wolaita Zone of the Southern Nations Nationalities and Peoples Region (SNNPR).

There has been a noted increase in attention to inclusive education from national Ministries of Education as well as from bilateral and multilateral aid communities.

The study sought to identify the incremental expenditure of including children with disabilities in mainstream public primary schools in Senegal, West Africa, collecting from schools in suburban districts of Senegal capital, Dakar, where a total of 187 children with disabilities - primarily blind or had severe low vision, were enrolled in general education primary schools.

Drawing on promising elements of established and experimental screening tools, our toolkit tested a range of abilities including vision, hearing, motor skills, language and numeracy skills, and important cognitive skills: memory, processing speed, and selective attention.

ACR GCD is a partnership between the United States Agency for International Development (USAID), World Vision, and the Australian Government that provides an ongoing series of grant and prize competitions that leverage science and technology to source, test, and disseminate scalable solutions to improve literacy skills of early grade learners in developing countries.

The paper posits that while a universal design for learning (UDL) can be applied without technology, technology makes the experience richer for many. If the aim of UDL is to produce students who are purposeful, motivated, resourceful, knowledgeable, strategic and goal-directed, technology lends itself to differentiation and accommodations and provides many options for effective teaching in the classroom.

With the aim of evaluating inclusive education policies in at least 100, regionally diverse countries, the national profiles will include the history of inclusive education in the country, government plans and policies, national definitions, models of inclusive and special needs education, and financing for inclusive and special needs education.

Tayari is funded by the Children's Investment Fund Foundation and is implemented by the Government of Kenya and RTI International.

Along with partners, Sightsavers has been testing a training intervention for caregivers at early childhood centres in rural Malawi. The study sought to understand the effect the training package would have on child development measures, caregiver retention and disability-inclusiveness of the centres as a whole.

Standardised and internationally validated tools and metrics are vital to measure disability among children and monitor their participation in services and interventions.

The intervention is designed similarly to most early grade reading interventions with a focus on capacity building activities to strengthen the Madagascar Ministry of Education’s (MoE) ability to design, implement, and monitor teaching and learning materials, as well as teacher trainings. Using the Structured Questions approach, we determine the program’s impacts on different student groups and ascertain the elements of the program that are more or less equity-building.