Learning

USAID continues to prioritize foundational reading skills and currently funds 19 early grade reading projects across sub-Saharan Africa.

USAID has made significant progress in establishing an approach to linking country-level learning assessments to global proficiency expectations so countries can set appropriate targets for achieving outcomes in early grade literacy and math.

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.

Education content in 2020 focused on how the COVID-19 pandemic affected students across the world. Here are the top resources, blogs, and events USAID released this past year.

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.

One of the best ways for children to improve their reading skills is to practice reading using a variety of texts that are written in a language they use and understand. However, many children have limited access to such materials.

Teachers must teach in the same language that their students use and understand. These language skills, coupled with pedagogical content knowledge and instructional approaches, are essential for providing effective reading instruction.