Learning

USAID’s Bridges to Employment partner INTRADESA, a textile company in El Salvador, recently shifted its production from casual clothing to protective gear for healthcare workers. Here's how they did it.

In the Democratic Republic of Congo, participants in the USAID DRC Integrated Youth Development Activity, implemented by the Education Development Center, have worked diligently to combat the spread of COVID-19 within the community. 

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.

USAID visited two Young Women Transform Prize grant recipients to gain insight into what methods produced the best outcomes and collect lessons learned about how other organizations might incorporate youth-led approaches in their program design.

In an effort to improve the quality of life for youth in the Western Highlands of Guatemala—as measured by employment, education, development assets and hopefulness indicators—USAID funded Puentes.

When developing and implementing disability inclusive education programs, it is incumbent upon practitioners to understand the nuances of disability, as well as the resources required for quality and equitable education for learners with disabilities.

Youth workforce development is many things to many actors. Understanding how to program for it begins with knowing what it is.

While social and emotional learning is important for all children and youth, for those in conflict and crisis, it is critical. Research from the developed world and emerging evidence in crisis-affected countries demonstrates that the harmful effects of toxic stress can be stopped or even reversed when children are exposed to safe and predictable learning environments, and actively participate in explicit social-emotional learning (SEL) activities.