Learning

Each of the case studies examines, describes, and analyzes the specific localized processes and decision-making of education system stakeholders from March 2020 to April 2021.

Higher education institutions must continually adapt to mitigate the impacts of the COVID-19 pandemic. These three case studies show how three universities served as central actors in crisis response and in locally-led development.

Here are some examples from Cambodia, Kenya, Rwanda, and Tajikistan that show how good practices in the provision of accessible learning materials are being put into practice during COVID-19.

After Kenya closed schools in response to the pandemic, the Kenya Institute of Curriculum Development requested that eKitabu support students who are deaf by developing sign language videos that support early grade literacy for deaf children.

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.

SafePlan Uganda and KCEO have adopted many promising approaches as youth-led organizations that focus on robust relationship building with partners, youth networks, and involving influential community leaders.

Kibera is the largest slum in Africa and KCEO’s Young Mothers Incubation Program has served over 200 women with disabilities, empowering them to be active in their communities through entrepreneurship and advocacy.