Learning

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.

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

Pre-primary education includes any group-based, organized instruction and can be school- or community-based.

To support the development and implementation of high-quality pre-primary programming, USAID has created a new resource to systematically plan for new or adapted programming.

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.

As education actors scramble during and post COVID-19 to reimagine teaching and learning beyond the classroom, here are six important lessons we can learn from Zanzibar’s distance learning efforts.

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.

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.