Lessons from our collaboration with local and international educational experts on best practices for foundational literacy in Liberia.
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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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How can we equip teachers to support student literacy in the midst of global and regional uncertainties? Fred Kasongo reflects on the ACCELERE!1 project's training-of-trainers activities designed to strengthen early grade literacy in Eastern DRC, despite COVID-19, Ebola, and armed conflicts.
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Audrey Spencer explains why disability identification and policy reform alone can leave teachers and students waiting and calls for more immediate, practical techniques to create inclusive classrooms.
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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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For two first graders in the Democratic Republic of the Congo, where a quarter of the population is illiterate, being able to write a sentence on the board is an important step in the right direction.
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Boys and girls read together in a Zambian classroom receiving support from USAID's Zambia Strengthening Educational Performance - Up Program.
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