Learning

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

Featured
eKitabu’s signed Digital Story Time included in Kenya Ministry of Education’s distance learning program.
Disability Inclusive Education

Pivoting in a Pandemic: eKitabu Provides Sign Language Video Content For Students

After Kenya closed schools in response to the pandemic, the Kenya Institute of Curriculum Development requested that eKitabu support students who are deaf by developing sign language videos that support early grade literacy for deaf children.
September 11, 2020
Photo: Participants at the Hands on The Future National TVET Skills Show 2019 dressed up in vocational enterprise props at the U.S. Government booth.
Youth Workforce Development

Looking at What Works in Partnering With the Private Sector for Youth Workforce Development

Engaging businesses in the design and execution of workforce development activities helps ensure young people gain expertise and adopt the attitudes desired by their future employers. 
October 7, 2020
Photo: Youth Summit 2019
Youth Workforce Development
October 23, 2020

Taking Risks to Innovate and Increase Impact Through Cash Benchmarking

USAID and its partners recently experimented with cash benchmarking—a new, rigorous research design methodology—to better understand the cost-effectiveness of its investments.  
Photo: On November 14, 2019, the United States and the Ministry of Public Education launched an early grade reading and early grade math assessment pilot in Uzbekistan.
Reading & Literacy
October 21, 2020

Monitoring, Evaluation, Research and Learning (MERL) for Language Issues in Reading Programs

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.
LEGRA Student
Reading & Literacy
October 21, 2020

Early Grade Reading: What Does ‘Good’ Look Like and How Do We Measure It?

Learn how the USAID Soma Umenye project collaborated with the Rwanda Education Board to develop both.
Photo: A pupil reading a story written in Twi, a Ghanaian language, to the audience during the Ashanti Region’s Reading Festival in Offinso.
Reading & Literacy
October 14, 2020

Considering Language in Materials Development

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.
Photo: A USAID-supported training session for teachers in Mbandaka, northern DRC.
Reading & Literacy
October 7, 2020

Supporting Teachers in Providing Effective Reading and Language Instruction

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.
Photo: Participants at the Hands on The Future National TVET Skills Show 2019 dressed up in vocational enterprise props at the U.S. Government booth.
Youth Workforce Development
October 7, 2020

Looking at What Works in Partnering With the Private Sector for Youth Workforce Development

Engaging businesses in the design and execution of workforce development activities helps ensure young people gain expertise and adopt the attitudes desired by their future employers. 
Photo: Soyama Primary School in Sidama Zone.
Education in Crisis and Conflict
October 6, 2020

Fostering Resilience During COVID-19 Through Social and Emotional Learning

When students return to education, they may feel fear or anxiety regarding the pandemic. Educators will need to deploy existing skills in new ways and/or develop new skills to overcome such adversity and continue to thrive.
Photo: Students during the reading class at Darsalam School
Reading & Literacy
September 30, 2020

The Importance of Language of Instruction

Learning to read in a language that they use and understand is a critical factor in determining whether children develop the strong literacy skills that are foundational for all later learning.

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