Learning

Read guidance, learning summaries, evidence trends, and country reflections from USAID and its partners.

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Syrian Teacher Teaching Children to Read in Jordan
Disability Inclusive Education

What We’re Learning in Social and Emotional Learning

This series is intended for Education Officers in USAID partner countries and implementing partners who are designing and managing new activities, evaluations, and/or research efforts.
May 10, 2022
Creative Associates for All Children Reading
Information and Communication Technology

CIES 2022: Spotlight on Distance Learning

The 2022 Comparative & International Education Society Conference brought together researchers, analysts, practitioners, and students in the field of international education to explore a wide range of educational issues.
May 16, 2022
Manija practices reading in Braille with her teacher Roziya during a home visit.
Disability Inclusive Education
December 15, 2020

Accessible to All: Creating Learning Materials for Children with Disabilities in Cambodia, Kenya, Rwanda, and Tajikistan

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 Youth Summit 2019
Youth Workforce Development
October 23, 2020

Studies Explore Taking Risks to Innovate and Increase Impact Through Cash Benchmarking

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.
LEGRA Student
Reading & Literacy
October 21, 2020

Early Grade Reading: What Does ‘Good’ Look Like and How Do We Measure It?

Learn how the USAID Soma Umenye project collaborated with the Rwanda Education Board to develop both.
Photo: Primary 1 students practice reading with their Kinyarwanda textbooks during a Kinyarwanda Reading Camp 2019, Burera District.
Disability Inclusive Education
April 14, 2020

The Case for Practical Techniques for Inclusive Classrooms: Experiences from Rwanda and Tajikistan

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.
Photo: Literacy, Language and Learning Plus is a component of the early-grade reading program that has trained school principals and teachers to identify and accommodate students with disabilities
Disability Inclusive Education
December 6, 2019

Recommendations From Rwanda’s Inclusive Education Workshop

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.
A student at the USAID Soma Umenye project.
Reading & Literacy
July 9, 2019

Rwanda Pilots an Improved Benchmarking Method

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.
Girls enjoying buddy reading time
Reading & Literacy
June 11, 2019

How a Partnership with Peace Corps Increased Education Outcomes

In 2010, USAID and the Peace Corps signed the Global Education Framework (GEF) agreement to further encourage collaboration between Peace Corps and USAID in implementing programs that advance host country educational goals.
Class two pupil at Ganjoni Primary School.
Information and Communication Technology
April 16, 2019

Adapting eBooks for Accessibility Across Open Publishing Platforms in Africa

Deaf children represent a majority of all children with disabilities in Kenya. These children are not only an underserved group of students, but also a distinct language minority that uses Kenyan Sign Language as their native language.