We support improving early-grade reading and math skills by addressing the diverse issues that affect student learning. Working with ministries of education at the national and district levels, we support improved approaches for teacher behavior change and professional development; introduce mentoring or coaching techniques to schools; develop and distribute age- and culture-appropriate reading and math materials; and train teachers and school leaders in curriculum development, school safety, gender-sensitive and inclusive instruction, formative/summative assessment, and improving time on task. We also work with communities to increase public support and parental engagement in schools, as well as improving home and school learning environments.
Advancing Quality Education.
USAID/Senegal’s COVID-19 Response: Lecture Pour Tous
USAID’s Lecture Pour Tous activity helped Senegalese children continue reading during school closures due to COVID-19. Reading programs were broadcast on radio and television, encouraging parents to read with their children.
Devising New Ways to Learn Remotely: Intranet in an IDP Camp
In response to the COVID-19 pandemic, the Injaz II program introduced an intranet to support virtual classrooms and distance learning for children in IDP camps.
Success Story from Bokhtar, Tajikistan
In Tajikistan, USAID distributed 600 Braille books to specialized schools and classes in 2020. Thanks to USAID, now children with low vision have access to Braille books and more opportunities to read.
Helping All Children Read in Senegal
Since 2016, USAID has supported Senegal to implement a national early reading program using three national languages. This video showcases one classroom, highlighting the positive impact the Lecture Pour Tous program has achieved.
Promoting Quality Education in Tajikistan
The Learn Together Activity (LTA) is a five-year project which aims to improve Tajik primary students learning skills, with a focus on improving reading comprehension, critical thinking skills, and mathematics.
Strengthening Education for Youth in Syria
The Syrian conflict has raised an unparalleled need for access to education so that young Syrians have a chance to learn and thrive.
Ensuring Quality Education in Afghanistan
To fulfill the goals in Afghanistan’s National Education Strategic Plan, the Ministry of Education is improving its services, procedures, and systems.
Stronger Book Supply Chains for Honduran Schools
With schools able to access more reading materials through a stronger supply chain, students in Honduras are benefiting from higher-quality education.
Accelerating Access and Learning in the Democratic Republic of the Congo
In a country where more than 7 million children are not currently in school, a systematic effort is targeting the primary education sector to help close that gap.
Helping Kids in Afghanistan to Read
Education in Afghanistan has progressed remarkably since 2001, with student enrollment increasing from 900,000 to more than 8 million.
Education Innovations in Tajikistan
By creating a strong foundation in schools that reinforces the value of reading, Tajikistan aims to position young children for lifelong success.
New Lessons in Indonesia’s Higher Education System
Because the strength of Indonesia’s education system is vital to its economic and social growth, the Indonesian government has focused on improving the country’s institutions of higher education.
Scaling Up Early Grade Reading in Senegal
After increasing access to education, Senegal is turning its attention to ensuring that all children learn to read in the early grades.
Encouraging Young Readers in the Kyrgyz Republic
The Kyrgyz Republic is building momentum to improve how reading is taught and increase the availability of age-appropriate reading materials nationwide.
Paving a Path to Literacy in Rwanda
One of the first countries to embrace USAID’s new reading-focused education policy in 2011, Rwanda is maintaining its momentum, advancing the literacy of at least 1 million children in the first through third grades.
High-Quality Basic Education for Students in Sindh
Sindh, Pakistan’s second largest province, has made recent economic progress, but its education indicators are still low, with about 4 million children ages 5 to 12 not in school.
Improving Early Grade Reading Skills in Morocco
Moroccan schools are making an effort to transform reading instruction in Arabic to improve primary students’ basic literacy skills.
A Brighter Future in Georgia
To improve primary school students’ performance in reading and math, Georgian and ethnic minority schools must develop stronger instructional materials and transform approaches to teaching.
Improving Literacy in Zambia
Improving literacy among Zambia’s children is necessary to improve their financial futures and the country’s achievements.
Breaking Financial Barriers to Education in the DRC
In the DRC, many parents struggled to pay school fees for their children's education. ACCELERE!1 leveraged existing cultural traditions to help families earn and save money to keep kids learning.
News: Chemonics Joins CIES 2021 to Discuss Pressing Global Education Issues
From April 25 to May 2, Chemonics will join the global education community at the 2021 Virtual Annual Conference of the Comparative & International Education Society (CIES 2021) to present and share lessons from implementation and discuss high-priority education issues. Chemonics’ specialists will present on a range of topics facing the education community, including approaches…
News: Chemonics and Reading Partners Bring High-Quality Literacy Tutoring to D.C. Elementary Schools
Chemonics International and Reading Partners are pleased to announce their partnership for the 2020–2021 school year. Through the partnership, select Chemonics employees are dedicating up to two hours weekly to tutor students from five Washington, D.C. elementary schools at each student’s precise instructional level as part of Reading Partners’ proven literacy program. Chemonics and Reading…
Early Grade Reading: What Does ‘Good’ Look Like and How Do We Measure It?
Parents send their child to school and expect that she will learn to read. A teacher is expected to deliver quality instruction and provide appropriate support to students who are struggling. A head teacher is expected to turn an underperforming school into a high-performing one. An education official is expected to ensure national education performance.…
3 Questions with Fred Kasongo on Expanding Early Grade Literacy in Crisis-Affected Communities
1) Why do you think it is important to expand activities to Beni and Butembo? As a Congolese citizen, I’m aware of the challenges in various parts of my country, and in particular, in Beni and Butembo in Eastern Democratic Republic of Congo (DRC). Approximately 1 million inhabitants of these cities face heightened insecurity from…
Psychosocial Support for Children Counters the Legacy of Violent Extremism in Syria
Exposure to violent and radical ISIS ideologies has damaged Syrian children’s mental health. In areas touched by violent extremism, transforming classrooms into mental health positive spaces that deliver psychosocial support can kickstart the healing process.
The Case for Practical Techniques for Inclusive Classrooms
While efforts to improve inclusion of learners with disabilities are gaining traction with donors and ministries of education, those efforts largely focus on identification and disability mapping to get policy into place. Approaching inclusive education solely from the lens of policy development leaves the classroom teacher and the children she serves waiting. Practical implementation of…
News: Chemonics Welcomes New Education and Youth Practice Director
Chemonics is pleased to announce Audrey Spencer as its new Education and Youth Practice director. Ms. Spencer is an accomplished international education professional with 13 years of experience in programming and training for literacy, teacher training, and healthy youth practices grounded in inclusive and gender-equitable foundations. Prior to joining Chemonics, Ms. Spencer served as an…
Creating Space for Youth to Thrive: A Philosophy on Youth Development
The celebration of International Youth Day today, August 12, calls for the global development community to reflect on its work with young people across sectors. In this spirit, Chemonics is excited to share our corporate philosophy on youth development — the foundational tenets on which we build our work and the core areas in which…
3 Questions with Jennifer Swift-Morgan on Supporting Cameroonian Scholars
Education and governance specialist Jennifer Swift-Morgan serves as technical director for the USAID All Children Reading project in Senegal and is a founding member of Chemonics’ Center for Politically Informed Programming. She was recently selected for a Fulbright award in Cameroon, where she will work with graduate students and university faculty in Yaoundé. Sponsored by…
News: Chemonics Tackles High-Priority Global Education Issues at CIES 2019
From April 15 to April 18, Chemonics will present at the 2019 Annual Conference of the Comparative & International Education Society (CIES) in San Francisco, California. The conference convenes thousands of researchers, students, practitioners, and policymakers from around the globe to discuss high-priority education issues. In their presentations at CIES, Chemonics’ education specialists will tackle…
Disability Measurement Challenges: Not an Excuse to Delay Inclusive Education
According to the World Report on Disability, more than one billion people (15 percent of the world’s population), have a disability, and most children with disabilities in low- and middle-income countries have limited to no access to education. Though staggering, this statistic is likely higher because we have a hard time measuring disability. As a…
More than ABCs: Enabling Environments for Youth Start with Primary School
Youth in developing countries around the world frequently feel disenfranchised and disempowered when it comes to making a difference in their communities, regions, and nations. As a result, civic participation among youth — whether at the community or national level — may be limited, and young people are often unaware of their fundamental civil rights…
Going Beyond Building the School
Aleze looked down the hill near the food distribution center as he ran the red dirt through his hands, again and again. It was wet and soft, and left a red residue on his hands as he let it fall slowly onto the stained ground. His father’s French faded to the background and the screeching sound of…
Fighting Illiteracy with High-Quality Kindergarten
The critical importance of early experiences to a person’s life is well established. Early childhood (birth to age 8) is an amazing time of growth and learning when young children are developing the skills to roll over, crawl, walk, talk, synthesize information, think critically, and much, much more. During this time brains are developing more…
News: Re-Mapping Global Education at #CIES2018
From March 25 to 29, education and literacy experts from Chemonics will participate in the 2018 Annual Conference of the Comparative and International Education Society (CIES) in Mexico City, Mexico. The event brings together more than 3,000 researchers, students, practitioners, and policymakers from around the world to discuss high-priority issues in this sector. In addition…