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.

The new Lebanon Education in Emergencies Data Snapshot documents the overall educational situation for refugees and factors related to the COVID-19 pandemic that bear on education provision in Lebanon.

In March 2020 DevTech began planning to conduct a RERA in urban and peri-urban school communities receiving migrant Venezuelans. The Government of Colombia needed RERA data to implement flexible and effective models of education.

In the Democratic Republic of Congo, participants in the USAID DRC Integrated Youth Development Activity, implemented by the Education Development Center, have worked diligently to combat the spread of COVID-19 within the community. 

Pakistan is doing its part to ensure continuity of learning through various means, like developing instructional videos for public television. These videos not only respond to the current crisis but also serve as a valuable resource for future needs.

There are many data sources that can inform education in emergencies policies and programs. However, these data are often difficult to navigate and use. To address this, under the MEERS program, FHI 360 has developed a series of EiE Data Tip Sheets.

Over 1.5 billion children and youth around the world have been affected by school closures due to COVID-19. Morocco was prepared for virtual learning, in part thanks to two USAID-funded projects.

The MEERS program is a four-year activity that supports data collection, data analysis, research, training, and capacity building related to the most pressing education issues in the Middle East and North Africa (MENA) region.