Learning

Each of the case studies examines, describes, and analyzes the specific localized processes and decision-making of education system stakeholders from March 2020 to April 2021.

When students return to education, they may feel fear or anxiety regarding the pandemic. Educators will need to deploy existing skills in new ways and/or develop new skills to overcome such adversity and continue to thrive.

Before we move into 2020, we wanted to take a look back at what education looked like in 2019.

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.

In Morocco, it’s often the more educated people that are most likely to be un- or under-employed. In fact, the unemployment rate among those with degrees is 17.1%. 

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.

SEL adds to the lives of individuals and communities in many ways, from combating toxic stress to academic achievement to strong economic returns.

USAID is among the world’s largest bilateral supporters of information and communication technology (ICT) projects in education. USAID adheres to 10 key principles when conceptualizing, designing and implementing ICT in education systems.