Strengthening Sustainability and Use of Data Systems for Effective Early Grade Reading Programming: Insights from Rwanda

• In Event: Highlighted Session: Lessons in Literacy: An Analysis of USAID's Investments in Early Grade Reading

Proposal

This CIES panel serves as an important platform to highlight the findings in the USAID new 10-year Early Grade Reading (EGR) Retrospective Report. The report summarizes lessons learned from 10 years of EGR programming worldwide and puts forward actionable recommendations for USAID Missions and implementing partners in designing and implementing basic education programs.
One of the key recommendations of this retrospective report is to strengthen sustainability and use of data systems for effective EGR programming. USAID/Rwanda generation 2 EGR programming reflects this recommendation. With a primary focus on USAID EGR programs in Rwanda, the panelist will specifically delve into the development of cost-effective and sustainable data collection systems, integrating them seamlessly into the existing government systems, and using them for designing targeted remediation programs to get learners back to track at a time of global learning loss due to COVID-19 pandemic. Additionally, the panelist will delve into how monitoring and assessment data can be effectively gathered and utilized to measure and report on the fidelity of implementation, identifying necessary changes in program design and elements.
The panelist will provide insights into the successful development and implementation of the data systems that Rwanda uses to measure foundational literacy outcomes, including the Local Early Grade Learning Assessment (LEGRA), the International Development and Early Learning Assessment Classroom Environment (IDELA- CE), and the Learning Achievement in Rwandan Schools (LARS). The LEGRA tool provides teachers with the instrument and process to assess Kinyarwanda reading competence of all learners in grades 1, 2 and 3 at the end of every term. The IDELA-CE is a comprehensive global tool that measures children’s early learning and development. The LARS is a government-led national assessment to measure student performance every two years. The panelist will discuss ways these tools have been integrated into the Ministry of Education’s Comprehensive Assessment Management Information System (CAMIS). He will highlight strategies that have proven effective, such as leveraging existing resources and expertise, fostering collaborations with governmental agencies, and capitalizing on technological advancements to reduce costs and ensure data quality. The panelist will also share how these data systems have been further utilized to identify struggling learners and non-readers in every class and to enable teachers and schools to implement in-class and targeted remediation activities. Understanding these practical approaches in Rwanda will provide valuable guidance for other countries and organizations striving to strengthen their own data systems within the context of EGR programs.

One critical aspect of these data systems is their ability to effectively monitor and assess the fidelity of EGR programs implementation. The panelist will analyze how data collected from monitoring efforts have been utilized to measure the extent to which USAID EGR programs in Rwanda adhere to its intended goals and objectives.

By focusing on practical interventions, lessons from Rwanda can contribute significantly to global efforts in enhancing early grade reading programs. The panelist’s discussion aims to inspire informed discussions and foster strategic collaborations among policymakers, practitioners, and researchers, building a stronger foundation for sustainable, data-driven EGR programming globally.

Author

• Aliou Tall, USAID