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.

The desk review found that youth are becoming increasingly relevant actors in research and knowledge production across sectors.

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.

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.

When students return to education, they may feel fear or anxiety regarding the pandemic. Educators will need to deploy existing skills in new ways and/or develop new skills to overcome such adversity and continue to thrive.

In the Democratic Republic of Congo, participants in the USAID DRC Integrated Youth Development Activity, implemented by the Education Development Center, have worked diligently to combat the spread of COVID-19 within the community. 

As education actors scramble during and post COVID-19 to reimagine teaching and learning beyond the classroom, here are six important lessons we can learn from Zanzibar’s distance learning efforts.