Strategies for Accelerating Learning Post-Crisis
Research Brief and Full Report
USAID commissioned this evidence review to aggregate, analyze, critique, and present existing evidence on how to effectively accelerate learning for all learners at the basic and secondary education levels, including the most marginalized. The acceleration of the learning process refers to helping students develop knowledge and skills more quickly, more deeply, and more effectively. Accordingly, this evidence review is guided by the following question:
What teaching and learning strategies help to accelerate learning (to learn faster, deeper, more effectively) in an equitable and inclusive way?
Two sub-questions further elaborate the research aims:
- What are effective strategies for condensing curricula and adapting instructional time to accelerate learning for all learners, including the most marginalized?
- What are effective pedagogical practices (including the integration of psychosocial/social-emotional learning [PSS/SEL] and distance learning strategies and approaches) to accelerate learning for all learners, including the most marginalized?
Findings draw upon the literature from both developing and high-income country contexts. Findings provide insights into successful configurations of curriculum, instructional time, and pedagogy, but fall short of identifying one approach that has proven effective in multiple contexts.