We document and disseminate various results, trainings, and resources from our research, programs, and projects.
The USAID-funded bilingual education program in Mozambique, SABER, is developing digital continuous professional development tools to be used by school directors, school-based coaches, and teachers. One of these tools is the ‘SABER mais’ application. The app includes instructional videos that demonstrate essential teaching routines such as decoding, reading aloud, and vocabulary acquisition in three local…
Despite the rich variety of instructional modalities in use in adult foundational education in the United States, the method for federal reporting of these activities in publicly funded adult education in the Workforce Innovation and Opportunity Act (WIOA) has not changed in decades, leaving us unaware of how many people participate in the various learning…
Since 2019, the EdTech Center @ World Education has partnered with Adobe and The Readability Consortium to advance the field of digital text readability. Our work helps to mitigate the challenges faced by those who access information on their smartphone devices. In pursuit of this goal, we have been field-testing Adobe’s free Acrobat Reader for…
This report from World Education's Transforming Immigrant Digital Equity (TIDE) project examines the drafts of ten State Digital Equity Plans with a focus on the meaningful inclusion of adult education and immigrant inclusion. The overwhelming majority of adult learners and immigrants are members of multiple covered populations prioritized under the Digital Equity Act of 2021….
The Siyakha workforce readiness model is based on over a decade of World Education’s experience and learning from both urban and rural settings on what works for engaging and adolescent girls and young women (AGYW) in workforce readiness programs, labour bridging, and sustainable livelihoods The design is premised on a theory of change that highlights…
Mozambique teaches ever greater numbers of children in its primary schools, but survey results indicate continuing obstacles to meeting literacy goals. Ministry of Education and Human Development (MINEDH) data suggest that poor outcomes are a result, at least in part, of requiring rural children with no previous exposure in Portuguese to learn reading and writing…
Careful listening, aligning to government-identified priorities, building on existing systems and strengths, and establishing trust… these exemplify critical shifts in reimagining development assistance, and are the pillars undergirding a longstanding, highly successful partnership among the Government of Zimbabwe, World Education Bantwana, and development donors. This case study documents how World Education's Bantwana Initiative worked with,…
Behavior is at the core of our mission to achieve better education and social development outcomes for all. World Education’s Behavior Initiative integrates behavioral thinking into everything we do. Moving beyond conventional approaches, we combine social, ecological, and behavioral applied sciences with innovations from marketing, design, tech, and other sectors, to help people improve their…
In Ghana, formal education is taught in English from grade 3 onwards, but many girls have limited exposure to English in their past schooling and daily lives. Their English language literacy skills are low, with the majority of students struggling to pronounce basic letter sounds, let alone comprehend grade-level text. World Education in collaboration with…
Young people already know what type of education they need to protect the future of our planet. They are demanding an education that allows them to “understand and take better action on climate change and to help reconsider the human place within nature, through whole-school approaches.” Throughout our history, World Education has approached education holistically…
World Education strives to build lasting relationships with partners across diverse geographic regions and technical sectors to produce better education outcomes for all.
