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.

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.

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.

In the DRC, ACCELERE!1 (A!1), a USAID and UKAID funded project implemented by Chemonics, has launched “Lecture pour la vie,” a local language interactive audio instruction radio pilot program in response to COVID-19 school closures.

Language-focused MERL activities play an important role in gathering evidence and garnering support for adopting languages children use and understand outside of school for reading instruction.

Learn how the USAID Soma Umenye project collaborated with the Rwanda Education Board to develop both.