Skip to main content

Education Links

USAID

Main Menu

  • About
  • Resources
  • Topics
  • Learning
  • Announcements
  • Events
  • Search

Search

Close

Learning

Read guidance, learning summaries, evidence trends, and country reflections from USAID and its partners.

Featured
A student reading a book. Photo by Eric Onyiego/USAID Kenya
Disability Inclusive Education

USAID Studies Explore Current Trends in Disability Inclusive Education in Sub-Saharan Africa

A literature review found that children with disabilities are less likely to get to school and, even when they do attend, less likely to stay in school. Learn more notable findings from the literature review in this blog post.
December 1, 2020
Children start their day by singing nursery rhymes and songs in post-earthquake Nepal. Photo By Kashish Das Shrestha for USAID.
Education in Crisis and Conflict

USAID’s Top 10 Education Highlights in 2020

Education content in 2020 focused on how the COVID-19 pandemic affected students across the world. Here are the top resources, blogs, and events USAID released this past year.
December 15, 2020

Do you have content you would like to share on EducationLinks?

Submit it

Topic

  • Disability Inclusive Education(22)
  • Education Finance(10)
  • Education in Crisis and Conflict(27)
  • Gender and Girls Education(10)
  • Higher Education(18)
  • Information and Communication Technology(13)
  • Reading & Literacy(26)
  • Systems Strengthening(21)
  • Youth Workforce Development(25)

Subtopic

  • Accelerated Education(10)
  • Career Guidance(5)
  • Coaching(2)
  • Conflict and Violence(8)
  • Conflict Sensitivity(4)
  • Distance Learning(9)
  • Early Childhood Development(3)
  • Entrepreneurship(8)
  • Equity(20)
  • Exchanges(1)
  • Faculty Development(4)
  • Fragile States(1)
  • Human Capacity Development(9)
  • Institutional Capacity Development(11)
  • Job Placement(7)
  • Labor Market(11)
  • Livelihoods(4)
  • Multilingual Education(7)
  • Non-state schools(3)
  • Nonformal(2)
  • Parent and Community Engagement(1)
  • Positive youth development(7)
  • Private Sector(16)
  • Reading Instruction(31)
  • Resilience(4)
  • Retention(1)
  • Safety(4)
  • Self-employment(2)
  • Self-reliance(7)
  • Social Emotional Learning(10)
  • Soft Skills(14)
  • Standards and Benchmarks(2)
  • Student Services(4)
  • Supply Chain(1)
  • Supportive Services(2)
  • Technical Skills(6)
  • Training(16)
  • Trauma(2)
  • University Partnerships(9)
  • Work Readiness(12)

Sector

  • Democracy, Human Rights, and Governance(1)
  • Economic Growth and Trade(8)
  • Education(114)
  • Global Health(4)

Program Management

  • Assessment(2)
  • Collaboration and Partnerships(15)
  • Country/Regional Strategic Planning(7)
  • Design and Implementation(50)
  • Evaluation(9)
  • Learning and Adapting(13)
  • Measurement(9)
  • Monitoring(10)
  • Policy Engagement(8)
  • Research(4)

Country

  • Afghanistan(1)
  • Cambodia(1)
  • Colombia(1)
  • Democratic Republic of the Congo(3)
  • El Salvador(1)
  • Ghana(1)
  • Guatemala(5)
  • Haiti(1)
  • India(1)
  • Indonesia(1)
  • Kenya(11)
  • Kosovo(1)
  • Liberia(2)
  • Malawi(1)
  • Mexico(1)
  • Morocco(2)
  • Nepal(1)
  • Peru(1)
  • Philippines(2)
  • Rwanda(7)
  • South Africa(1)
  • South Sudan(2)
  • Syria(2)
  • Tajikistan(2)
  • Tanzania(1)
  • Uganda(4)
  • Vietnam(1)
  • Zambia(1)

Region

  • Afghanistan and Pakistan(1)
  • Africa(27)
  • Asia(5)
  • Europe and Eurasia(1)
  • Latin America and the Caribbean(10)
  • Middle East and North Africa(4)
USAID Youth Summit 2019
Youth Workforce Development
October 23, 2020

Studies Explore Taking Risks to Innovate and Increase Impact Through Cash Benchmarking

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.
Photo: On November 14, 2019, the United States and the Ministry of Public Education launched an early grade reading and early grade math assessment pilot in Uzbekistan.
Reading & Literacy
October 21, 2020

Monitoring, Evaluation, Research and Learning (MERL) for Language Issues in Reading Programs

Language-focused MERL activities play an important role in gathering evidence and garnering support for adopting languages children use and understand outside of school for reading instruction.
LEGRA Student
Reading & Literacy
October 21, 2020

Early Grade Reading: What Does ‘Good’ Look Like and How Do We Measure It?

Learn how the USAID Soma Umenye project collaborated with the Rwanda Education Board to develop both.
Photo: A pupil reading a story written in Twi, a Ghanaian language, to the audience during the Ashanti Region’s Reading Festival in Offinso.
Reading & Literacy
October 14, 2020

Considering Language in Materials Development

One of the best ways for children to improve their reading skills is to practice reading using a variety of texts that are written in a language they use and understand. However, many children have limited access to such materials.
Photo: A USAID-supported training session for teachers in Mbandaka, northern DRC.
Reading & Literacy
October 7, 2020

Supporting Teachers in Providing Effective Reading and Language Instruction

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.
Participants at the Hands on The Future National TVET Skills Show 2019 dressed up in vocational enterprise props at the U.S. Government booth.
Youth Workforce Development
October 7, 2020

What Works in Partnering With the Private Sector for Youth Workforce Development

Youth workforce development activities recently conducted labor market analyses and included private sector engagement interventions. A closer look at several of these activities tells us more about the strategies that have been most effective.
Soyama Primary School in Sidama Zone
Education in Crisis and Conflict
October 6, 2020

Fostering Resilience During COVID-19 Through Social and Emotional Learning

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.
Photo: Students during the reading class at Darsalam School
Reading & Literacy
September 30, 2020

The Importance of Language of Instruction

Learning to read in a language that they use and understand is a critical factor in determining whether children develop the strong literacy skills that are foundational for all later learning.

Pagination

  • First page First
  • Previous page Previous
  • Page 1
  • Current page 2
  • Page 3
  • Page 4
  • Page 5
  • Page 6
  • Next page Next
  • Last page Last

Education Links

Education in Crisis & Conflict Network

Global Reading Network

  • Facebook
  • Twitter
  • Email

Main Menu

  • About
  • Resources
  • Topics
  • Learning
  • Announcements
  • Events
  • Search

Search

Close
© 2021 USAID EducationLinks
  • Accessibility
  • Contact Us
  • Privacy Policy
  • Terms of Use
  • Credits
  • USAID.gov
The information provided on this website is not official U.S. government information and does not represent the views or positions of the U.S. Agency for International Development or the U.S. Government.

USAID

EducationLinks EducationLinks AgriLinks AgriLinks MarketLinks MarketLinks LearningLab LearningLab LandLinks LandLinks ClimateLinks ClimateLinks UrbanLinks http://www.google.com
  • Strategy
  • Policy
  • Programs
  • Global Engagement
  • Learning Agendas
  • Contact Us