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.

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.

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.

Writing well is not just a skill; it’s an art. This was the core theme of Guatemala’s first-ever National Writing Conference held from August 20-22, 2019.

Rhoda Ayieko, Lusanda Magwape, and Zipho Falakhe are the recipients of the 2019 Young Women Transform Prize.