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.

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.

USAID and its partners recently experimented with cash benchmarking to better understand the cost-effectiveness of its investments. There are currently five cash benchmarking studies underway, each with a different research design.

When students return to education, they may feel fear or anxiety regarding the pandemic. Educators will need to deploy existing skills in new ways and/or develop new skills to overcome such adversity and continue to thrive.

Before we move into 2020, we wanted to take a look back at what education looked like in 2019.

USAID and its partners have used different methods to set performance benchmarks for primary school students over the years, with the vast majority of benchmarking exercises relying on student reading assessment data to identify proficiency levels.

While social and emotional learning is important for all children and youth, for those in conflict and crisis, it is critical. Research from the developed world and emerging evidence in crisis-affected countries demonstrates that the harmful effects of toxic stress can be stopped or even reversed when children are exposed to safe and predictable learning environments, and actively participate in explicit social-emotional learning (SEL) activities.

SEL adds to the lives of individuals and communities in many ways, from combating toxic stress to academic achievement to strong economic returns.