Learning

The USAID Data and Evidence for Education Programs (DEEP) team recently worked with DDI/EDU to develop a series of education data briefs, covering disability-inclusive education, foundational skills, higher education, and youth workforce development.

In the DRC, ACCELERE!1 (A!1), a USAID and UKAID funded project implemented by Chemonics, has launched “Lecture pour la vie,” a local language interactive audio instruction radio pilot program in response to COVID-19 school closures.

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.

Youth workforce development activities recently conducted labor market analyses and included private sector engagement interventions. A closer look at several of these activities tells us more about the strategies that have been most effective.

Across the globe, students do not always attend school in a safe setting, and many experience unacceptably high rates of school-related gender-based violence (SRGBV).

Reading, the bedrock of literacy, is the foundational skill necessary for all academic progress. Designing high-quality primary grade reading programs is essential to ensuring a pipeline of students who remain in school, achieve educational success, and contribute to economic growth.

The challenge of youth unemployment in low and middle-income countries is well-known. This topic was front and center at the Global Youth Economic Opportunities Summit supported in part by USAID and held in Washington D.C. from October 1-4.

Los siguientes consejos pueden ayudar a utilizar las preguntas del cuestionario breve elaborado por el grupo de Washington (Cuestionario WG) en la recopilación de datos sobre personas con discapacidad.