Learning

The Ten Years of Early Grade Reading Programming: A Retrospective report provides an unique opportunity to reflect on the progress made and the challenges that remain in USAID’s efforts to contribute to the goal that ALL children can read.

This year’s theme is, Transforming Literacy Learning Spaces: Building resilience and ensuring quality, equitable, and inclusive education for all.

This series is intended for Education Officers in USAID partner countries and implementing partners who are designing and managing new activities, evaluations, and/or research efforts.

By the time the pandemic will be over, learning poverty will most probably rise by at least 10 percent as the impacts of school closures, lost learning hours, and increased dropout rates take their toll.

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

Determining reach and engagement is critical before outcomes can be assessed. Additionally, collecting contextual and demographic data is critical to understanding the distance learning context and reach, engagement, and outcome measures.

Funded through USAID, the Gabay project ensures Filipino children who are blind, deaf or deafblind receive language and literacy support and resources beginning at an early age.

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.