We provide a wide variety of policy reform assistance to orient education systems toward improving learning outcomes, particularly in early-grade reading and math. This includes improving data-driven decision-making through education management and information system assessment and development; refining decentralization policies to bring decision-making closer to parents, students, and communities; altering school funding formulas to equitably distribute resources to urban and rural schools; and aligning institutional incentives with educational outcomes through modern human and capital resource management policies.
Education Systems Strengthening and Policy Reform.
USAID/Senegal 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,and encouraged parents to read with their children.
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.
ACCELERE!1 Reading and Writing
ACCELERE!1, a USAID and UKAID-funded early grade reading program implemented by Chemonics, supports early grade reading and writing programs in the DRC. This video highlights the benefits of using teaching and learning materials.
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.
Generating Jobs and Growth in Tunisia
Economic and political stability in Tunisia hinges on sustainable employment opportunities.
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.
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.
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.
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.
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 Juan Felipe Sanchez Franco
During the past two years, the USAID Honduras Quality Reading Materials Activity (QRMA) Project worked with the Ministry of Education to acquire, print, and distribute more than 3 million teaching and learning materials. Chief of Party Juan Felipe Sanchez Franco offers some insight about the project’s successful collaboration with the ministry and other stakeholders. How did partnerships…
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…
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…
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…
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…
3 Imperatives for Gender Programming in Education
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…
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…
News: Chemonics Presents at CIES 2016
What are the goals and responsibilities of the field of international education? How can best practices be shared and scaled across countries with very different contexts? The 2016 Annual Conference of the Comparative and International Education Society (CIES), which takes place March 6 – 10 in Vancouver, tackles these questions that span the topics of education, governance,…
Can Software Increase Graduation Rates?
UNNES is a university partner of USAID’s Higher Education Leadership and Management (HELM), implemented by Chemonics. Since 2012, HELM has worked since 2012 with twenty-five higher education institutions to use action research to address challenges unique to each institution. Action research uses research to address an immediate problem, mobilizing a team to solve the problem…