Malawi has benefitted from successful reading projects that provide learners with foundational reading and literacy skills to support the country’s continued development. USAID’s NextGen Early Grade Reading Activity builds on that progress by partnering with the Ministry of Education to support early literacy, improve classroom instruction, and build systemic capacity. The activity provides high-quality reading…
From 2015 through 2021, Chemonics led multiple early grade reading reform activities under the USAID All Children Reading Indefinite Delivery/Indefinite Quantity Contract. These activities include programming in Senegal to support the Ministry of National Education’s Lecture Pour Tous program; in Rwanda under the Soma Umenye project; and in Tajikistan for the Read with Me project.…
In 2021, village elders in the small Tajik community of Isfisor noticed a woman who frequently traveled the unpaved road through their neighborhood to visit the local school. Curious about the nature of the woman’s visits, they asked the school’s director, Nazira Khabibova. “I explained that our school works with the USAID Read with Me project,” says Khabibova,…
Chemonics International and One World Network of Schools (OWNOS) have entered into an institutional partnership bringing together global education practitioners with expertise in instructional leadership and a shared conviction that schools cannot outperform their leaders. The partnership uniquely positions Chemonics and OWNOS to study high-performing teachers and teacher-leaders globally through a practice-based approach. As partners,…
Before the Syrian War, over 90% of all Syrian children were enrolled in school. Today, one in every three Syrian children is out of school. In early 2021, it was reported that the vast majority of Syrian children live in areas with “severe, extreme, or catastrophic” education conditions. In response to an ever-changing landscape…
The challenge of protecting Syrian schoolchildren predates the ongoing, decade-long war. Before the start of the conflict in 2011, safeguarding practices were rare and legal frameworks non-existent. Physical and psychological abuse as forms of discipline were, sadly, commonplace. In many Syrian schools, these problems persist. In fact, over a decade of intense conflict has exacerbated…
Kouteba Al-Khalil was formerly the program and safeguarding advisor on the Syria Education Programme. He specializes in child protection, safe programming, and capacity building. He has eight years of experience in establishing and operating child and youth protection programs and developing child safeguarding systems. His past work spans protection in emergencies, early childhood development, social-emotional…
“A Conversation With…” is a series that explores the topics, experiences, and perspectives of Chemonics’ experts from around the world. This inaugural edition features Dr. Jennifer Swift-Morgan, a Fulbright U.S. scholar and a senior advisor at Chemonics, who spent one year in Cameroon teaching graduate students and working with faculty at the University of Yaoundé…
Over a six year implementation period, ACCELERE!1 worked in four languages of instruction with nearly 5,000 schools with over 3.6 million enrolled students across nine provinces in the DRC. The project aimed to increase early grade reading outcomes by making schools safer, reducing barriers for students, and partnering with parents to improve retention. ACCELERE! also…
Chemonics’ recently published toolkit, Getting to (2+6): A Toolkit for Responsive Numeracy Programs, is a resource designed to help educators implement programs that enhance student’s ability to use, interpret, and communicate mathematical information. As co-author of the toolkit, Norma Evans explains the guiding principles behind it and how it can lead to better outcomes for students…