Learning

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.

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.

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.

When children don’t learn to read by age 8, they’re more likely to fall behind academically, drop out of school, and live in poverty according to this recent article from APM reports.

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.

A recent report by the Inter-American Dialogue shows that education in Latin America and the Caribbean (LAC) over the past 2 decades has been, in many ways, a success story. Since the turn of the century, major efforts by donors, governments, and civil society have drawn millions of children to school across all levels, countries, and socioeconomic groups.

Getting education right has a huge impact on a country’s development journey: a quality education can place youth on a path to securing hopeful, stable futures. Education can also break the cycle of extreme poverty, opening access to opportunities that enable youth to reach their full potential.