Tagged: schools

  • October 9, 2023

    Rethink summer school to enhance and accelerate learning

    Written by
    Nancy Gannon, Senior Advisor for Teaching and Learning, FHI 360

    While disparities have long existed in education, the challenges of the COVID-19 pandemic have made them even more apparent.  

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  • March 14, 2023

    Four ways to improve climate education in the U.S.

    Written by
    Liza Rodler, Research Associate, U.S. Education, FHI 360
    Rachel Renbarger, Research Associate, U.S. Education, FHI 360

    Climate change is one of the most serious threats facing humanity, and it is only getting worse. To protect the future of all living things, we need to take collective action. Scientists and policymakers must implement a systemic response to the immediate needs, but it’s also imperative that educators equip young people to tackle the crisis.

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  • March 11, 2020

    The future of global development: The shape of U.S. education in the 2020s

    Written by
    Patrick Fine, Chief Executive Officer, FHI 360

    What are the systems, trends and ideas that are shaping education in the United States? What needs to be done to promote transformative education reform?

    In this episode of A Deeper Look podcast, I speak with education reformer Dr. Warren Simmons, currently Senior Policy Advisor at the National Education Policy Center at the University of Colorado Boulder. We draw parallels between the challenges in education reform in the United States and in low-income countries, including how inadequate funding models can perpetuate a cycle of poverty and how successful programs can be difficult to scale and replicate. We also discuss the power of local voices and community organizing and the importance of making our education systems more culturally responsive. Dr. Simmons highlights the need for cross-sector partnerships in order to achieve lasting reform and discusses how schools and communities must work together to adapt to the future.

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  • July 29, 2019

    Good Governance Barometer guides community improvements in Nepal

    Written by
    Joseph Sany, Technical Advisor, Civil Society and Peacebuilding, FHI 360
    Alex Levy, Technical Officer, Civil Society and Peacebuilding, FHI 360

    Development practitioners know that governance matters, but what is good governance and how can it be measured? FHI 360’s Good Governance Barometer (GGB) is a social accountability and development planning tool designed to bring together stakeholders, ranging from local government officials to community members, to jointly identify problems – such as improving the management of a health clinic – and determine the actions needed to resolve them. In addition, the GGB process produces action plans that strengthen and help measure the effectiveness and performance of local governance.

    FHI 360’s Civil Society: Mutual Accountability Project (CS:MAP), funded by the U.S. Agency for International Development, partners with civil society and media organizations to foster an accountable, resilient Nepali civil society. The project team is using the GGB to achieve this goal.

    Recently, we traveled to six villages in three rural districts in Nepal – Sindhupalchowk, Rukum and Gulmi – to learn how these communities are using the GGB to improve their public services and achieve this goal. Though the communities we visited were different, we saw some commonalities. Local officials often encountered service delivery challenges for reasons such as limited capacity or resources. When citizens and public officials were empowered to work together using the GGB, however, solutions were more likely to be identified.

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  • April 10, 2019

    Three ways to develop education curricula for youth in emergency settings

    Written by
    Paul Frisoli, Associate Director, Education in Emergencies, FHI 360
    Kristin Brady, Director, Youth, FHI 360

    Education is important for all young people, but it can be lifesaving to youth in emergency settings. Adolescence is a period of significant cognitive, emotional and social change for every young person. For youth in emergency contexts, education can help to protect them from recruitment into armed services, sexual exploitation, abuse and early marriage. It can also build inner resilience by offering stability, normalcy and hope.

    Given the increase in emergencies worldwide and the number of youth who are out of school, it is critical to ensure that educational curricula are holistic, relevant and meet learners’ social-emotional and developmental needs. We believe there are three elements that must be considered to successfully develop curricula for youth in emergency settings.

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