Learning

USAID has made significant progress in establishing an approach to linking country-level learning assessments to global proficiency expectations so countries can set appropriate targets for achieving outcomes in early grade literacy and math.

The USAID Center for Education has developed six guidelines in the Good Practice Brief on Engaging Non-State Schools to inform agency stakeholders on incorporating non-state schools.

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.

While some youth report struggling in leadership roles due to a perceived lack of experience, SafePlan Uganda and KCEO are showing that programs led by youth are successful not in spite of their leadership but because of it.

Have you ever walked into a school that doesn’t have enough resources? Classes may be over-crowded and students might not have any books or reading materials. Without the proper resources, students cannot perform at their fullest potential. 

When it comes to implementing programs, managers must think about how to manage financial resources in all program development phases. Depending on the nature of the education program, this can be done by using a few different approaches. 

Using this framework, USAID staff and implementing partners can make sustainable investments that enable all children and youth to get the education and skills needed to be productive members of society.

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.