Today’s students are tomorrow’s leaders. Guided by this tenet, the USAID Georgia Primary Education project aligned with USAID’s global education priorities and the Georgian Ministry of Education and Science’s national strategy to improve reading and math education for children in grades 1-6. The project worked in collaboration with the ministry to strengthen teachers’ capabilities and…
The number of displaced persons in the world has reached historic highs, with one out of every four school-aged children living in countries affected by conflict and crisis, where access to education is frequently a challenge. The International Network for Education in Emergencies (INEE) states that “funding for education response should be given equal priority…
To bolster recent higher education reforms enacted by the Indonesian government and respond to the needs of the workforce, USAID/Indonesia launched the five-year Higher Education Leadership and Management project (HELM) in November 2011. Designed to improve the performance of Indonesia’s higher education system, HELM focused on four key management areas and five special initiatives across…
Successful and sustainable gender-sensitive policies in education that promote equity require commitment from all stakeholders of the education ecosystem within a country context. Without incorporating commitment, understanding, and partnership into the development of gender-sensitive policies, there is no guarantee that program initiatives will be sustained after the project lifecycle. Often, even though gender policies might…
We are driven by our insistence that tomorrow’s world must be better than today’s, which is why our work with youth is central to our mission. With more than half of the world’s population under 30 years of age, it is critical that we empower young people to serve as tomorrow’s leaders. We see youth…
From March 5 through 9, the 2017 Annual Conference of the Comparative and International Education Society (CIES) takes place in Atlanta, Georgia, bringing together more than 3,000 researchers, students, practitioners, and policymakers from around the world. As a sponsor, Chemonics has two booths and is presenting in 12 sessions that highlight the development impact of our education…
USAID’s Strengthening Educational Performance-Up (STEP-Up) Zambia Project was conceived to address the root causes of learner underperformance. The project worked through the education system to produce a shift in knowledge, attitudes, and practices that would contribute to improving learning outcomes, especially reading achievement at the primary education level. Rather than prescribing actions, STEP-Up supported education stakeholders…
Teacher Learning Circles (TLCs) serves as a promising addition to the existing coaching model in Georgia, by addressing the fundamental problems of price and a lack of local ownership. The Georgia Primary Education Project (G-PriEd) has put this model to the test by using TLCs in its programming. The learning circles have already positively impacted…
Comprehensive reading programs equip students with the ability to learn to read, while also providing opportunities for authentic learning to take place through methods such as interactive read-alouds. With interactive read-alouds, teachers can highlight new themes and structure opportunities for learning. By watching teachers and listening to them, young children acquire foundational skills related to…