Guidance for Promoting Diversity, Equity, Inclusion, and Accessibility in Educational Materials
The Guidance for Promoting Diversity, Equity, Inclusion, and Accessibility in Educational Materials equips development workers to identify and create educational materials that promote equity and inclusion across the education continuum, from pre-primary through higher education, and within the populations they seek to serve.
Who is the Guidance for?
The Guidance is primarily intended for use by USAID Missions and Operating Units, to foster dialogue among relevant stakeholders and provide direction during the process of identifying, revising, or creating materials for teaching and learning in education systems. However, it can be applied broadly to educational materials across sectors and in a range of resource contexts.
What is the Guidance for?
This Guidance is applicable to fiction and non-fiction educational materials across all modalities of delivery, including print, audio and radio, video and television, mobile phone, and online/digital. It is applicable across the learning continuum, pre-primary through higher education, and training programs. This Guidance may be applied to a stand-alone educational material, or to a collection of educational materials taken as a whole (e.g., one singular radio segment, or a radio mini-series that comprises multiple segments).
How is the Guidance structured?
This Guidance has four sections: Design Team, Technology/Connectivity, Content, and Reflection and Growth. Each section includes at least one guiding question to facilitate individual reflection and/or group discussion. When the answer to all of the guiding questions is “yes,” the educational materials can be considered exemplary in terms of promoting diversity, equity, inclusion, and accessibility. To inform answers to the guiding questions, each section of the Guidance includes enumerated criteria (optional). Each criterion has its own line with a definition/explanation, scoring scale, and notes column. The figure below provides an example.
