Learning

USAID’s new evidence review, Reigniting Learning: Strategies for Accelerating Learning Post-Crisis, identifies evidence-based strategies to adapt the curriculum, modify instructional time, and refine pedagogy to accelerate learning.

As education actors scramble during and post COVID-19 to reimagine teaching and learning beyond the classroom, here are six important lessons we can learn from Zanzibar’s distance learning efforts.

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.

As a young, independent Balkan nation working toward integration to the European Union, Kosovo’s development priorities include strengthening governance and reforming its public administration and education systems. 

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.