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Learning

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

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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

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Topic

  • Disability Inclusive Education(12)
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  • Higher Education(5)
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  • Youth Workforce Development(15)

Subtopic

  • Conflict Sensitivity(1)
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  • Faculty Development(1)
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  • Reading Instruction(5)
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  • Economic Growth and Trade(1)
  • Education(12)

Program Management

  • Design and Implementation(11)
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Country

  • Kenya(3)
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  • South Africa(1)
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Region

  • Africa(5)
  • Middle East and North Africa(1)
Photo: Primary 1 students practice reading with their Kinyarwanda textbooks during a Kinyarwanda Reading Camp 2019, Burera District.
Disability Inclusive Education
April 14, 2020

The Case for Practical Techniques for Inclusive Classrooms: Experiences from Rwanda and Tajikistan

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.
Photo: Doreen Okeyo reads a passage from the TUSOME textbooks during an English lesson.
Disability Inclusive Education
April 14, 2020

Tusome's Approach to Inclusive Education in Kenya

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.
Photo: One of KCEO’s female mentors. She is paraplegic and is able to relate well with other women with disabilities.
Disability Inclusive Education
January 3, 2020

Serving Marginalized Populations in Kenya Through Entrepreneurship Training and Advocacy

Kibera is the largest slum in Africa and KCEO’s Young Mothers Incubation Program has served over 200 women with disabilities, empowering them to be active in their communities through entrepreneurship and advocacy.
Photo: Literacy, Language and Learning Plus is a component of the early-grade reading program that has trained school principals and teachers to identify and accommodate students with disabilities
Disability Inclusive Education
December 6, 2019

Recommendations From Rwanda’s Inclusive Education Workshop

Soma Umenye, a USAID reading project, teamed with the Ministry of Education (MINEDUC) and the Rwanda Education Board (REB) to lead a three-day workshop for more than 60 stakeholders and partners.
Third-year nursing students at the Kenya Medical Training College, Kisumu County.
Higher Education
November 8, 2019

Higher Education and Inclusion: A Win-Win Strategy

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.
 
USAID Basic Education Program
Disability Inclusive Education
September 25, 2019

Las mejores prácticas para recopilar datos sobre personas con discapacidad

Los siguientes consejos pueden ayudar a utilizar las preguntas del cuestionario breve elaborado por el grupo de Washington (Cuestionario WG) en la recopilación de datos sobre personas con discapacidad.
Class two pupil at Ganjoni Primary School.
Information and Communication Technology
April 16, 2019

Adapting eBooks for Accessibility Across Open Publishing Platforms in Africa

Deaf children represent a majority of all children with disabilities in Kenya. These children are not only an underserved group of students, but also a distinct language minority that uses Kenyan Sign Language as their native language.
Georgia Disability Advocacy Project
Disability Inclusive Education
November 26, 2018

Approaching Disability: Social & Rights-Based Models

Various models have been employed over time to address disability inclusion in education programming, with social and rights-based models preferred.

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