Lessons from our collaboration with local and international educational experts on best practices for foundational literacy in Liberia.
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Chemonics UK drew from its experiences with fragile and conflict-affected communities worldwide to support potentially trauma-affected individuals in Northwest Syria through its Syria Education Programme.
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Understanding the distinct challenges facing girls is central to stopping harm and addressing gender-based discrimination.
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Let's have a conversation with Jennifer Swift-Morgan, senior advisor at Chemonics, about building equity in education, fostering country-led development, and teaching and learning in Cameroon.
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What do you need to measure improvement in early grade literacy? Early grade reading benchmarks and a way to frequently assess every student’s performance. Learn how the USAID Soma Umenye project collaborated with the Rwanda Education Board to develop both.
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A multi-sectoral approach is key to strong supply chains. Juan Felipe shares how this is critical in strengthening the teaching and learning materials supply chain.
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As Chemonics celebrates International Youth Day, we commit to providing youth with quality services and opportunities — helping them to further contribute their unique aspirations, energy, and ideas.
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Jennifer Swift-Morgan discusses her upcoming stint as a Fulbright U.S. Scholar in Yaoundé, Cameroon and her desire to help prepare the country’s young academics, policymakers, program managers and social entrepreneurs to lead Cameroon’s sustainable development.
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To contribute positively to their communities and become productive adults, young people need a safe, respectful space to learn.
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Children in conflict zones arrive at school with needs that are difficult to anticipate and complicated to respond to. How can we make sure education programs do not leave these children behind or, worse, exacerbate the conflict?
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In crisis situations, education services should be provided along with food, water, and shelter. Paige Morency Notario argues that assessment is an essential part of ensuring the success of educational programming in such environments.
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Poulami Banerji shares three recommendations for effectively addressing gender inequality in education programming.
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