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.

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.

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.

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.

In 2010, Kenya faced a severe learning challenge. While nationally education received significant funding (23.7 percent of the government expenditure), the majority of funds went to salaries.