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?

Lead Implementing Organization(s)
Location(s)

Global

Activity URL

https://www.edu-links.org/resources/strategies-accelerating-learning-post-crisis

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