Strategies for Accelerating Learning Post-Crisis

  • R Research Project/Report/Study

I Inactive

Key Information

USAID commissioned this evidence review to aggregate, analyze, critique, and present existing evidence on how to effectively accelerate learning for all learners at the basic and secondary education levels, including the most marginalized. The acceleration of the learning process refers to helping students develop knowledge and skills more quickly, more deeply, and more effectively. Accordingly, this evidence review is guided by the following question:
What teaching and learning strategies help to accelerate learning (to learn faster, deeper, more effectively) in an equitable and inclusive way?


Location(s)

Global

Government Affiliation

Non-governmental program

Years

2020 - 2020

Partner(s)

Data and Evidence for Education Programs (DEEP)

Ministry Affiliation

Unknown

Funder(s)

Not applicable or unknown

COVID-19 Response

New for COVID-19

Geographic Scope

Global / regional

Meets gender-transformative education criteria from the TES  

Unknown

Areas of Work Back to Top

Education areas

Other skills

  • Life skills/sexuality education

Quality

  • Curricula/lesson plans
  • School quality

Skills

  • Literacy
  • Numeracy

Cross-cutting areas

  • COVID-19 Response

Program participants

Target Audience(s)

Boys in school, Girls in school, Youth

Age

5 - 18

School Enrolment Status

All in school

School Level

  • Lower primary
  • Upper primary
  • Lower secondary
  • Upper secondary

Other populations reached

Not applicable or unknown

Participants include

Not applicable or unknown

Program Approaches Back to Top

Access to school

  • Extending school hours

Curriculum/learning

  • Competency-level grouping
  • Remedial education/skills

Life skills education

  • Social and emotional learning (SEL) skills building

Mentoring/psychosocial support

  • Peer mentors

School-related gender-based violence

  • Support in and around schools (e.g. peer counseling, adult-to-student counseling)

Social/gender norms change

  • Group activities with students or school-age children/adolescents

Teaching

  • In-service teacher training – pedagogy general
  • Pre-service teacher training – pedagogy general

Tutoring/strengthening academic skills

  • Literacy - in the classroom
  • Numeracy - in the classroom
  • Tutoring - general

Program Goals Back to Top

Education goals

  • Improved academic skills (literacy and numeracy)
  • Increased grade attainment
  • Increased school completion (general)
  • Increased test scores
  • Reduced grade repetition

Cross-cutting goals

Not applicable or unknown

Additional Information Back to Top

Primary Contact

Bethany Johnson
United States Agency for International Development (USAID)
Senior Gender and Policy Advisor, Office of Education
bjohnson@dexisonline.com