Learning

Authors share insights on how to ensure girls are supported, continue their education, and develop the life skills they need for long-term success during COVID-19.

Research and experience demonstrate that school-based social-emotional learning (SEL) has lifelong, positive effects on students’ academic performance, professional career development and overall well-being.

In the years following the 2014 Ebola outbreak, Sierra Leone emerged as one of the most challenging educational contexts on Earth.

Across the globe, as coronavirus cases surge and schools in many countries are either fully or partially closed, access to books is more inequitable than ever.

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.