Learning

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.

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.

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.

More than 263 million children are out of school around the world, oftentimes due to poverty and conflict. In the Democratic Republic of Congo (DRC), as in many other countries, Accelerated Education Programs are becoming a more common approach.

Accelerated Education Programs (AEPs) need to be designed in alignment with local education authorities, including relevant ministries of education, ministries of youth or other ministries overseeing non-formal education.    

During a prolonged crisis or conflict where education services have been interrupted, communities and civil society are often the most effective in developing innovative strategies to meet the educational needs of children and youth.

Accelerated Education Program teachers require unique skills because of the unique circumstances of their students.

The first three principles of the Accelerated Education: 10 Principles for Effective Practice focus on creating a flexible, inclusive environment for every student to help achieve the program’s goals.