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.

USAID commissioned the Higher Education Landscape Analysis (HELA) to take stock of the depth of its HE programming across sectors and regions. The HELA found that during fiscal years 2014-2018, USAID implemented five primary activity types.

Let’s look at six ways USAID’s Higher Education programming in the timeframe of the Higher Education Landscape Analysis was inclusive of marginalized or vulnerable populations.
 

Here are five recommendations the Higher Education Landscape Analysis team made to USAID taking into account the lessons learned, challenges, and gaps the review identified. 

We recently spoke with Tamara Jacques, an Education Program Advisor in Haiti, about the challenges that Haiti faces at the governmental level as well as within their education system.

In 2010, Kenya faced a severe learning challenge. While nationally education received significant funding (23.7 percent of the government expenditure), the majority of funds went to salaries.