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.

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).

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.

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.