Learning

The USAID Private Sector Engagement (PSE) Policy is an Agency-wide call to action to work hand-in-hand with the private sector to design and deliver programs across all sectors.

There are many data sources that can inform education in emergencies policies and programs. However, these data are often difficult to navigate and use. To address this, under the MEERS program, FHI 360 has developed a series of EiE Data Tip Sheets.

Over 1.5 billion children and youth around the world have been affected by school closures due to COVID-19. Morocco was prepared for virtual learning, in part thanks to two USAID-funded projects.

How can practitioners and donors develop effective programming to help youth truly understand what entrepreneurship is and engage as entrepreneurs themselves?

Classroom teachers, principals, and specialists are embracing an understanding that they do not need to wait for diagnosis or identification of a child’s disability to teach responsively. And, they are putting that understanding to work.

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.

The MEERS program is a four-year activity that supports data collection, data analysis, research, training, and capacity building related to the most pressing education issues in the Middle East and North Africa (MENA) region.

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.