Home / Central Data Catalog
Showing 1,831-1,845 of 6,141
Qlit_6c - Q6: Literacy group test - question 6 option 'c'
Qn6c: Giving missing word from conversation: JUMA: It was __________
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_6d - Q6: Literacy group test - question 6 option 'd'
Qn6d: Giving missing word from conversation: SERA: Could you __________(4) give me your notes I copy?
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_6e - Q6: Literacy group test - question 6 option 'e'
Qn6e: Giving missing word from conversation: SERA: __________ you Juma. May God bless you
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_6f - Q6: Literacy group test - question 6 option 'f'
Qn6f: Giving missing word from conversation: JUMA: You ______________
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_7a - Q7: Literacy group test - question 7 option 'a'
Qn7a: Filling blanks from a family tree diagram: Mateo and Natalina are__________ and __________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_7b - Q7: Literacy group test - question 7 option 'b'
Qn7b: Filling blanks from a family tree diagram: Nanet is Tande's__________ and Biba is his __________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_7c - Q7: Literacy group test - question 7 option 'c'
Qn7c: Filling blanks from a family tree diagram: Zabeti and Tande are __________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_7d - Q7: Literacy group test - question 7 option 'd'
Qn7d: Filling blanks from a family tree diagram: Nanet is Tekela's __________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_7e - Q7: Literacy group test - question 7 option 'e'
Qn7e: Filling blanks from a family tree diagram: Mateo is Tande's __________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_7f - Q7: Literacy group test - question 7 option 'f'
Qn7f: Filling blanks from a family tree diagram: Safina is Natalina's __________.
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_8 - Q7: Literacy group test - question 8
Qn8: listening and writing story
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_9a - Q9: Literacy group test - question 9 option 'a'
Qn9a: Answering from a diagram: How many people live in sector A?
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_9b - Q9: Literacy group test - question 9 option 'b'
Qn9b: Answering from a diagram: If Sectors B and D were combined, how many people would be in the new sector?
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_9ci - Q9: Literacy group test - question 9 option 'ci'
Qn9ci: Answering from a diagram: Suggest four reasons why you think Sector C has the least population
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Qlit_9cii - Q9: Literacy group test - question 9 option 'cii'
Qn9cii: Answering from a diagram: Suggest four reasons why you think Sector C has the least population
Improving learning outcomes and transition to secondary school through community participation and after school support among disadvantaged girls, A pilot study in Nairobi informal settlements
Kenya - APHRC-GEC-2017-1.0
Showing 1,831-1,845 of 6,141
Select number of records to show per page: 15 30 50 100