Learning

Here are some examples from Cambodia, Kenya, Rwanda, and Tajikistan that show how good practices in the provision of accessible learning materials are being put into practice during COVID-19.

USAID and its partners recently experimented with cash benchmarking to better understand the cost-effectiveness of its investments. There are currently five cash benchmarking studies underway, each with a different research design.

Learn how the USAID Soma Umenye project collaborated with the Rwanda Education Board to develop both.

As education actors scramble during and post COVID-19 to reimagine teaching and learning beyond the classroom, here are six important lessons we can learn from Zanzibar’s distance learning efforts.

Over 1.5 billion children and youth around the world have been affected by school closures due to COVID-19. Morocco was prepared for virtual learning, in part thanks to two USAID-funded projects.

Classroom teachers, principals, and specialists are embracing an understanding that they do not need to wait for diagnosis or identification of a child’s disability to teach responsively. And, they are putting that understanding to work.

Soma Umenye, a USAID reading project, teamed with the Ministry of Education (MINEDUC) and the Rwanda Education Board (REB) to lead a three-day workshop for more than 60 stakeholders and partners.

USAID and its partners have used different methods to set performance benchmarks for primary school students over the years, with the vast majority of benchmarking exercises relying on student reading assessment data to identify proficiency levels.