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.
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.
Improving Literacy in Zambia
Improving literacy among Zambia’s children is necessary to improve their financial futures and the country’s achievements.
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.
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.
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…
The Problem with Teacher Observation
Low literacy rates are a persistent problem in the Global South. Even with the increased enrollment in primary schools, illiteracy rates have not shifted. To actually move the needle on literacy, we need to focus not just on getting students into the classroom but on helping teachers be more effective. One of the best ways…
What It Takes to Beat the Odds
In May, I had the chance to return to the Democratic Republic of the Congo (DRC). Having previously worked on an ex-combatant reintegration project in the DRC from 2004 to 2006, I was eager to see the progress the country had made in recovering from its protracted civil war. I went to the DRC with…
Assessing for Success: Education in Crisis and Conflict Environments
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…
How to Prepare Today’s Youth for Tomorrow’s Job Market
After setting the global development agenda in 2000 with the Millennium Development Goals, the United Nations highlighted the need to focus on enhancing economic growth through sustainable and meaningful work in its 2015 Sustainable Development Goals (SDGs). Today, the UN calls for the “promotion of inclusive and sustainable economic growth, employment, and decent work for…
News: Chemonics Presents at #CIES2017
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…
How We Get to 100 Million Improved Readers
Reading is essential for learning across all academic subject areas. As children progress through school, schools, teachers, and communities must help them to become critical and independent readers and learners. Their future depends on it. This is why USAID and its partners, like Chemonics, aim to improve literacy for 100 million children. Research suggests that…
Business Is for Kids Too: What Business Leaders Are Teaching Young Students in Georgia
Is business just for adults? In many countries, the business community’s involvement in education is limited to the secondary or post-secondary levels. Under USAID’s Georgia Primary Education (G-PriEd) program, however, we are trying another approach: engaging local businesses in primary education (Grades 1-6) with the goal of equipping children with basic business skills that will…
Teacher Learning Circles: A Locally Owned Complement to Coaching
Coaching is a welcomed response to the need for active and continuous teacher professional development, which is linked to student achievement gains. Coaching provides significant short-term impact on instruction, but comes with potential long-term sustainability issues due to its high price tag and possible lack of local ownership. Teacher learning circles (TLCs) can serve as…
Radical Transparency: 3 Benefits of Formative Assessment in Promoting Student Learning
Education is a fundamental building block for human development and a vital precursor for a country’s overall growth and advancement. When countries prioritize the provision of high-quality primary education, they experience long-term positive correlations in workforce development, economic growth, life expectancy, and democracy and governance processes. USAID’s Education Strategy reflects this fact through a strong…
Reading Is Thinking: Using Read-Alouds for Comprehensive Literacy Instruction
Phonics teaches kids the most basic building blocks of literacy: how to read and pronounce the letters, letter groups, and syllables that come together to create meaning. But phonics-based education for children can and should be more than learning to recognize words. When coupled with interactive exercises, learning to read can unlock children’s imaginations and…