The USAID Huguka Dukore activity is a 5-year (December 9, 2016-December 8, 2021) youth employment program that will provide 40,000 out-of-school youth, including 34,000 new youth and 6,000 Akazi Kanoze alumni, with market-relevant employability skills and pathways to new or better employment. Huguka Dukore will build upon and scale up successfully proven Akazi Kanoze interventions, across at least 19 districts (of 30 total) countrywide using innovations that will invite more youth to participate in Rwanda?s continued economic growth.
A randomized controlled trial (RCT) found that students in the Akazi Kanoze 2 workforce development program were 8 percent more likely to land jobs than youth who did not participate in the program. The study, involving more than 1,500 young people during Year 1 of the three-year program, also showed increased work readiness and increased confidence in job-seeking.
Education Development Center (EDC) through the Akazi Kanoze 2 (AK2) Project supported the curriculum development process when the AK2 work readiness program was integrated into the CBC. As part of REB’s orientation on the CBC at the sector level, they helped schools and teachers to develop a strategy for School-Based In-service Training (SBI). The SBI is a peer-learning training model that encourages teachers and administrators to share skills and knowledge they learn in trainings with other teachers.
Results and Lessons Learned from the L3 Initiative
The Literacy, Language, and Learning (L3) Initiative was a five-year project funded by United States Agency for International Development (USAID) and implemented in Rwanda between August 2011 and January 2017. L3’s strategic objective was to strengthen teaching and learning, so that children leave primary school with solid literacy and numeracy skills. This executive report summarizes the activities of the project, recommendations and lessons learned.
Teachers’ literacy knowledge, instructional practices, and their students’ reading performance in PAQUED-supported schools in the Democratic Republic of Congo
The findings from this study show that experimental teachers’ knowledge of how to teach reading and writing is more closely aligned with sound literacy instruction than their IAI-only and control counterparts. Experimental teachers’ practice also changed significantly within a year of using the reading program. As a result, the performance of the students of these experimental teachers in key reading skills like letter identification and fluency showed 3 dramatic differences in comparison to their control counterparts.