Ethiopia, Malawi and Rwanda —education cards spread messages addressing parental attitudes and early childhood learning. They can be shared through a variety of platforms including community meetings, ECD centres and community health worker visits.
Zambia and Rwanda — interactive radio instruction reinforces positive parenting practices.
Rwanda and Ethiopia — community members train parents and caregivers on how to engage with their children in learning and play activities during their daily routines.
Primary education
Malawi — interactive radio instruction has been effectively used for students in grades 1 to 4.
Malawi, Rwanda and Ethiopia — community reading activities like reading in groups and discussing stories, reading in pairs where one reader is more skilled than another, borrowing books, and participating in literacy celebrations have shown gains in reading comprehension.
In many countries, the importance of reading outside of school hours has been taken up across national reading programmes; in part seen by the recent shift in USAID-funded reading programmes in Malawi, Ethiopia and Rwanda.
Adolescents and Young people
Burkina Faso, Egypt, Ethiopia, Malawi and Uganda — evidence from a youth programme for out-of-school boys and girls suggests that more strategic and explicit involvement of the family in development programmes for adolescents can determine not only how well they use the skills they learn but also the longer-term sustainability of the livelihoods they eventually select.
Strengthening parental support for learning by reducing barriers to formal schooling like child labour and early marriage, especially for girls whose education is not always prioritized.
Engaging parents, caregivers and communities to support youth’s social and emotional competencies alongside their livelihoods.