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.

Across the globe, students do not always attend school in a safe setting, and many experience unacceptably high rates of school-related gender-based violence (SRGBV).

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.

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.