Learning

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.

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

Let’s look at six ways USAID’s Higher Education programming in the timeframe of the Higher Education Landscape Analysis was inclusive of marginalized or vulnerable populations.
 

We’ll walk you through the new reporting requirements that take effect in 2019, including timelines and additional resources available to facilitate the uptake of the new and revised education-related indicators. 

The USAID Education Policy’s focus on “sustained, measurable improvements in learning outcomes and skills development” is at the heart of USAID’s work in education finance, and USAID’s interest in education finance is focused on sustainability.  

In 2010, USAID and the Peace Corps signed the Global Education Framework (GEF) agreement to further encourage collaboration between Peace Corps and USAID in implementing programs that advance host country educational goals.

The first three principles of the Accelerated Education: 10 Principles for Effective Practice focus on creating a flexible, inclusive environment for every student to help achieve the program’s goals.

Deaf children represent a majority of all children with disabilities in Kenya. These children are not only an underserved group of students, but also a distinct language minority that uses Kenyan Sign Language as their native language.