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.

At the 2022 Global Disability Summit (GDS), USAID announced new commitments to disability inclusive education, cementing its role as a leader and joining global partners to advocate for education for every learner.

By the time the pandemic will be over, learning poverty will most probably rise by at least 10 percent as the impacts of school closures, lost learning hours, and increased dropout rates take their toll.

USAID continues to prioritize foundational reading skills and currently funds 19 early grade reading projects across sub-Saharan Africa.

Determining reach and engagement is critical before outcomes can be assessed. Additionally, collecting contextual and demographic data is critical to understanding the distance learning context and reach, engagement, and outcome measures.

In recent years, there has been a paradigm shift in the way we perceive disability.

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.

Here are some examples from Cambodia, Kenya, Rwanda, and Tajikistan that show how good practices in the provision of accessible learning materials are being put into practice during COVID-19.