Learning

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.

Classroom teachers, principals, and specialists are embracing an understanding that they do not need to wait for diagnosis or identification of a child’s disability to teach responsively. And, they are putting that understanding to work.

Kenya implemented the Tusome Early Grade Reading Activity in 2014. It introduced interventions at the grade 1 level beginning in 2015. Taking its name from the Kiswahili word for “let’s read,” the Tusome program was a five-year, nationwide effort.

In 2010, less than ten percent of Kenya’s primary school-aged children were reading at the national level benchmarks. Ten years later, largely due to the success of the Tusome program, nearly 66 percent of grade two students now read at grade level.

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.

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.

In 2010, USAID and the Peace Corps signed the Global Education Framework (GEF) agreement to further encourage collaboration between Peace Corps and USAID in implementing programs that advance host country educational goals.

Deaf children represent a majority of all children with disabilities in Kenya. These children are not only an underserved group of students, but also a distinct language minority that uses Kenyan Sign Language as their native language.