Learning

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.

Across the globe, as coronavirus cases surge and schools in many countries are either fully or partially closed, access to books is more inequitable than ever.

COVID-19 radio distance education program prepares Haitian children for return to in-person learning.

While data and information on new education channels is still becoming available, different strategies and outcomes used in two USAID-funded programs implemented by FHI 360 are also emerging: embedding resilience and self-reliance as winning strategies.   

As a research institute, RTI uses evidence-based approaches to strengthen policy, management, and practice in the countries where we work, with each context presenting unique challenges and opportunities based on their conditions.

Learn how the USAID Soma Umenye project collaborated with the Rwanda Education Board to develop both.

Reading, the bedrock of literacy, is the foundational skill necessary for all academic progress. Designing high-quality primary grade reading programs is essential to ensuring a pipeline of students who remain in school, achieve educational success, and contribute to economic growth.

The Reading Comprehension Interest Group of the Global Reading Network has spent the last year discussing how to ensure children understand what they read. Group meetings focused on teaching reading comprehension strategies and a range of topics including language factors, materials development, social-emotional learning connections, and assessment, which demonstrate how complex it can be to help children read with understanding.