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Reading in the Democratic Republic of Congo

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Abstract:

In 2009, RTI began to research reading in the Democratic Republic of the Congo (DRC). The USAID/PAQUED project, which this research supports, aims to improve educational quality in the DRC through work with communities in the provinces of Equateur, Orientale and Bandundu, as well as technical partners and the Ministry of Primary, Secondary and Professional Education (MEPSP). The boost in educational quality is expected to be the result of both an improvement in the school environment and the strengthening of teachers’ and students’ literacy and numeracy skills in the three target provinces. RTI is leading efforts to monitor student the literacy and numeracy learning outcomes through the use of Early Grade Reading Assessment (EGRA) in French, and Early Grade Mathematics Assessment (EGMA) adapted to the context of the DRC. The EGRA baseline will inform student and teacher programming and be used to measure the impact of the PAQUED project. In 2010, RTI administered EGRA to approximately 5,500 students in grades 2, 4 and 6, including a student environmental questionnaire. The data will be analyzed based on region, gender, age, SES, and other factors related to reading. We will present the findings and draw a richer picture through research on the context, and in particular, education in DRC. We believe that discussion around the findings and context will contribute to deeper thinking about how assessments of student performance in reading can be improved for crisis-affected populations.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494112_index.html
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MLA Citation:

Miksic, Emily. "Reading in the Democratic Republic of Congo" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494112_index.html>

APA Citation:

Miksic, E. V. "Reading in the Democratic Republic of Congo" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494112_index.html

Publication Type: Panel Paper
Abstract: In 2009, RTI began to research reading in the Democratic Republic of the Congo (DRC). The USAID/PAQUED project, which this research supports, aims to improve educational quality in the DRC through work with communities in the provinces of Equateur, Orientale and Bandundu, as well as technical partners and the Ministry of Primary, Secondary and Professional Education (MEPSP). The boost in educational quality is expected to be the result of both an improvement in the school environment and the strengthening of teachers’ and students’ literacy and numeracy skills in the three target provinces. RTI is leading efforts to monitor student the literacy and numeracy learning outcomes through the use of Early Grade Reading Assessment (EGRA) in French, and Early Grade Mathematics Assessment (EGMA) adapted to the context of the DRC. The EGRA baseline will inform student and teacher programming and be used to measure the impact of the PAQUED project. In 2010, RTI administered EGRA to approximately 5,500 students in grades 2, 4 and 6, including a student environmental questionnaire. The data will be analyzed based on region, gender, age, SES, and other factors related to reading. We will present the findings and draw a richer picture through research on the context, and in particular, education in DRC. We believe that discussion around the findings and context will contribute to deeper thinking about how assessments of student performance in reading can be improved for crisis-affected populations.


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