Afghan Children Read

  • P Project/Program

I Inactive

Key Information

The program’s learning laboratory will pilot innovative and cost-effective approaches to create a model for a safe, inclusive and equitable learning environment that will support all children in Grades 1 to 3 in learning to read and write. This lab will serve as a platform to understand what approaches and strategies are showing successes and where challenges are confronted. By doing so, it will inform and shape the early grade reading model to better fit the context and contours of Afghanistan.

Lead Implementing Organization(s)

Location(s)

South Asia

Afghanistan

Activity URL

Not applicable or unknown

Government Affiliation

Non-governmental program

Years

2016 - 2021

Partner(s)

Equal Access, SIL LEAD

Ministry Affiliation

Unknown

Funder(s)

COVID-19 Response

Adapted

Geographic Scope

National

Meets gender-transformative education criteria from the TES  

Unknown

Areas of Work Back to Top

Education areas

Attainment

  • Primary completion
  • Primary to secondary transition

Quality

  • Curricula/lesson plans
  • Teacher training

Skills

  • Literacy

Cross-cutting areas

  • COVID-19 Response

Program participants

Target Audience(s)

Boys in school, Girls in school, School administrators, Teachers - female, Teachers - male, Youth

Age

5 - 12

School Enrolment Status

All in school

School Level

  • Lower primary
  • Upper primary

Other populations reached

Not applicable or unknown

Participants include

Not applicable or unknown

Program Approaches Back to Top

Access to school

  • Alternative learning centers/mobile schools/home schools

Community engagement/advocacy/sensitization

  • Community-based monitoring (e.g. school report cards)

Curriculum/learning

  • Remedial education/skills

Facilities construction/improvement

  • Construction/improvement of classrooms

Increased availability of learning materials

  • Increased availability of Fiction/non-fiction books (paper)
  • Increased availability of Writing materials
  • Textbooks (paper)

Mentoring/psychosocial support

  • Teachers as mentors

Other

  • Informational interventions (e.g. returns to education)

School-related gender-based violence

  • Training of school personnel (including teachers)

Teaching

  • Hiring more teachers (both men and women)
  • In-service teacher training – pedagogy general
  • Pre-service teacher training – pedagogy general
  • Teacher incentives
  • Teaching materials (e.g. lesson plans, curricula)

Tutoring/strengthening academic skills

  • Literacy - in the classroom
  • Literacy - outside the classroom

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Program Goals Back to Top

Education goals

  • Improved academic skills (literacy and numeracy)
  • Increased enrolment in primary school
  • Increased literacy
  • Increased primary school completion
  • 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