Learning

A literature review found that children with disabilities are less likely to get to school and, even when they do attend, less likely to stay in school. Learn more notable findings from the literature review in this blog post.

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.

USAID and its partners recently experimented with cash benchmarking to better understand the cost-effectiveness of its investments. There are currently five cash benchmarking studies underway, each with a different research design.

Learn how the USAID Soma Umenye project collaborated with the Rwanda Education Board to develop both.

After Kenya closed schools in response to the pandemic, the Kenya Institute of Curriculum Development requested that eKitabu support students who are deaf by developing sign language videos that support early grade literacy for deaf children.

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.

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.