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.

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.

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.

In March 2020 DevTech began planning to conduct a RERA in urban and peri-urban school communities receiving migrant Venezuelans. The Government of Colombia needed RERA data to implement flexible and effective models of education.

Here are five recommendations the Higher Education Landscape Analysis team made to USAID taking into account the lessons learned, challenges, and gaps the review identified. 

USAID commissioned the Higher Education Landscape Analysis (HELA) to take stock of the depth of its HE programming across sectors and regions. The HELA found that during fiscal years 2014-2018, USAID implemented five primary activity types.

Why does USAID use a Positive Youth Development approach, and how can education practitioners integrate PYD into their programs?

As a young, independent Balkan nation working toward integration to the European Union, Kosovo’s development priorities include strengthening governance and reforming its public administration and education systems.