Learning

Each of the case studies examines, describes, and analyzes the specific localized processes and decision-making of education system stakeholders from March 2020 to April 2021.

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.

Over 1.5 billion children and youth around the world have been affected by school closures due to COVID-19. Morocco was prepared for virtual learning, in part thanks to two USAID-funded projects.

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.

USAID’s engagement in ICT4E dates back to the use of radio in the 1970s. The Agency’s commitment to ICT4E has only grown stronger with time and investments in the Internet, wireless networks, television, and mobile technologies.

We recently spoke with Tamara Jacques, an Education Program Advisor in Haiti, about the challenges that Haiti faces at the governmental level as well as within their education system.

In Morocco, it’s often the more educated people that are most likely to be un- or under-employed. In fact, the unemployment rate among those with degrees is 17.1%.