DFAT commissioned an independent evaluation to assess the contribution of Australia’s support to ALMA on teaching quality, school leadership, and early grade literacy outcomes. The evaluation used classroom observations, Early Grade Reading Assessments, and comparative analysis across schools. It found a strong association between ALMA’s leadership centred, mentoring based approach—especially engagement with school administrators—and improved literacy outcomes, with higher reading fluency and comprehension and fewer non readers in schools where implementation fidelity was high. However, only around one third of schools met this threshold, highlighting persistent challenges related to uneven implementation at scale, remoteness, gender disparities, and basic enabling conditions such as learning materials and nutrition.
Final Report
- ALMA: Comparative analysis of teaching and learning outcomes [DOCX 3.5 MB]
- ALMA: Comparative analysis of teaching and learning outcomes [PDF 3 MB]