Learning

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.

Learning to read in a language that they use and understand is a critical factor in determining whether children develop the strong literacy skills that are foundational for all later 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.

Kenya implemented the Tusome Early Grade Reading Activity in 2014. It introduced interventions at the grade 1 level beginning in 2015. Taking its name from the Kiswahili word for “let’s read,” the Tusome program was a five-year, nationwide effort.

In 2010, less than ten percent of Kenya’s primary school-aged children were reading at the national level benchmarks. Ten years later, largely due to the success of the Tusome program, nearly 66 percent of grade two students now read at grade level.

Today’s children are tomorrow’s leaders, and they must have access to education. Educational institutions need to meet students’ varied needs by providing a lot of ways to access information. 

USAID’s engagement in ICT4E dates back to the use of radio in the 1970s. The Agency’s commitment to ICT4E has only grown stronger with time and investments in the Internet, wireless networks, television, and mobile technologies.

The question is no longer whether ICT has a role to play in education, but rather how ICT-driven interventions can be most useful and effective in improving learning and facilitating positive educational outcomes.