Learning

USAID’s vision is a world where partner country education systems enable all children and youth to acquire the education and skills needed to be productive members of society.

The Multi-Country Study on Inclusive Education (MCSIE) is the first major, multi-country effort by USAID to investigate what works when supporting children with disabilities as they learn to read. The purpose of the study is to derive lessons to sustainably advance teaching and learning outcomes for children with disabilities in varying contexts.

USAID commissioned the Higher Education Landscape Analysis (HELA) to take stock of the depth of its HE programming across sectors and regions. The HELA found that during fiscal years 2014-2018, USAID implemented five primary activity types.

Here are five recommendations the Higher Education Landscape Analysis team made to USAID taking into account the lessons learned, challenges, and gaps the review identified. 

We recently spoke with Tamara Jacques, an Education Program Advisor in Haiti, about the challenges that Haiti faces at the governmental level as well as within their education system.

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, Kenya faced a severe learning challenge. While nationally education received significant funding (23.7 percent of the government expenditure), the majority of funds went to salaries.

The following retrospective focuses on systems strengthening initiatives that exist across global organizations, within sectors at USAID, and then more specifically in education programs in Africa.