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Tajikistan Rural Household Survey (TRHS) 2025

The Tajikistan Rural Household Survey (TRHS) is a survey data collection effort led by the International Food Policy Research Institute (IFPRI) and the Tajik Academy of Agricultural Sciences (TAAS). It is an ambitious attempt to generate data critical to filling pertinent evidence gaps on the livelihoods and the resilience of rural households in Tajikistan. The TRHS interviewed 3,267 households in the country’s three most populated regions (Sughd Region, Khatlon Region, and Districts of Republic Subordination). The in-person household survey includes a household-level questionnaire that was administered to any knowledgeable adult household member. An accompanying individual-level questionnaire was administered in private to one randomly selected household member, aged 18 to 54 years old. In households were no adult was present in the specified age range, another household member 55 years or older was allowed to respond to the individual-level questionnaire. The dataset also consists of a brief enumerator survey.

Armed conflict, community-based cash transfers, and social cohesion: Evidence from a randomized intervention in Ethiopia

The effect of teacher training and community literacy programming on teacher and student outcomes

Motivated by extremely low levels of basic reading skills in sub-Saharan Africa, we experimentally evaluate two interventions designed to enhance students’ early-grade literacy performance in rural Mozambique: a relatively light-touch, scalable teacher training in early-grade literacy including the provision of pedagogical materials, and teacher training and materials in conjunction with community-level reading camps. Using data from 1,596 third graders in 160 rural public primary schools, we find no evidence that either intervention improved teachers’ pedagogical knowledge or practices or student or teacher attendance following two years of implementation. There are some weak positive effects on student reading as measured by a literacy assessment, primarily observed in a shift away from scores of zero, and these effects are consistent across arms. Our findings are aligned with the growing consensus that more intensive school- and/or community-based interventions are required to meaningfully improve learning.