Unlocking the Power of “Super Levers” for Sustained Instructional Reform

Why do certain educational reforms endure and flourish while others fade away, or only take root in specific schools or with certain teachers? What does it truly require to maintain new teaching practices at large scale over the long haul?  In a concerted effort to answer these questions, earlier this year Chemonics spearheaded a collaboration…

Unlocking Resilience: The Journey of a Trauma-Informed Education in Northwest Syria

Psychological, emotional, cognitive, spiritual, and social wellbeing are deeply affected when communities and individuals are exposed to traumatic or distressing events. These feelings can be exacerbated when survivors are excluded from the decision-making processes that shape the response to issues that affect them, making them feel invisible and powerless. Chemonics UK drew from its experiences…

Incorporating a Trauma-Informed Approach in Primary Education Programming in Northwest Syria

Constant exposure to traumatic or distressing events can impact an entire community, as well as an individual’s psychological, emotional, cognitive, spiritual, and social wellbeing. This can be exacerbated when survivors are excluded from the decision-making processes regarding issues that affect them, making them feel invisible and powerless. Building on its experiences with fragile and conflict-affected…

News: USAID and Chemonics Partner to Support Basic Education in East Africa

Chemonics, with a diverse consortium of partners, is proud to be one of five large-business implementing partners awarded as a holder of USAID’s Reading for East Africa’s Development (READ) indefinite delivery indefinite quantity (IDIQ) contract. Through the READ IDIQ, Chemonics will provide technical assistance and services to increase access to high-quality basic education, as defined…

Improving Basic Education for Children in East Africa

USAID has made great strides in improving student learning outcomes in East Africa, particularly in primary school student reading skills. However, much work remains to be done, especially considering learning disruptions due to COVID-19. With the need to re-engage learners, it is critical to focus on early-grade reading for continued retention, success in future grades,…

Advancing Quality Inclusive Education for Children in Syria

Lily is a nine-year-old girl from northwest Syria who has Down’s syndrome. Like many other children with disabilities in northwest Syria, Lily missed out on her early school years due to a lack of accessible classrooms and trained teachers. This experience was exacerbated by conflict and instability which made even the most basic services hard…

Final Report: Lecture Pour Tous

The five-year Lecture Pour Tous program, funded by the United States Agency for International Development (USAID) and completed in December 2021, made marked improvements in early grade reading outcomes in Senegal. The initiative directly supported reform efforts led by the Ministry of Education (Ministère de l’Education Nationale, or MEN) to use evidence-based approaches, including national…

Creating Stability through Education in Syria

Children, young people, and adults alike have been traumatized by more than a decade of conflict in Syria. With more than 2 million children out of school, education remains one of the country’s hardest-hit local governance sectors. Issues that affect children’s abilities to access quality education services range from a lack of infrastructure to the…

Final Report: Soma Umenye

Soma Umenye targeted all children in grades P1-P3 attending public and government-aided schools nationwide to ensure that at least 70 percent of these students could read grade-level text with fluency and comprehension. USAID Soma Umenye helped: Create and distribute an essential core of Grade 1-3 teaching and learning materials Provide professional development to Grade 1-3…