EDC’s collaborative process brings together scientists, researchers, educators, creative artists, media and technology specialists, and intended users—from young children to the elderly—to design, test, refine, and disseminate high-quality curricula, trainings, interventions, and other resources.
We create professional development and continuing education programs for busy practitioners, open-source online courses that reach hundreds of thousands of budding entrepreneurs around the world, and digital tools and applications that promote basic literacy and health.
Our work demonstrates that the best learning integrates knowledge and experience to empower individuals with critical skills and to achieve sustainable improvements in services and systems.
Learn about EDC’s work to strengthen early childhood interventions with Continuous Quality Improvement.
Transition to Algebra is a full-year curriculum designed by EDC to run concurrently with first-year algebra to raise the competence and confidence of students who may benefit from supports
This learning series summarizes the results of participant studies in the USAID Advancing Youth Project in Liberia. The studies explored topics in alternative basic education such as leadership,
This report summarizes the lessons learned and methodology developed in establishing work-based learning (WBL) in Rwandan schools.
This annotated bibliography features a “starter set” of key research reports, practice briefs, policy papers, and tools to inform efforts to strengthen elementary science in schools and communities.
Beauty and Joy of Computing is an Advanced Placement (AP) Computer Science Principles course developed by EDC and the University of California, Berkeley.
The Possible Worlds website offers free digital games and instructional resources to help middle school science teachers address students’ persistent misconceptions.
This study examines the effects of EDC’s interactive radio instruction (IRI) programming on student learning outcomes in classrooms in India, documenting the significant positive effects of the structured support for instructional improvement that IRI provides.
This report summarizes the results of a review, conducted by external experts, of the quality and content of the Out-of-School Literacy Assessment (OLA).
This report summarizes the results of the Time to Learn project in Zambia, which was funded by the U.S.
This guide provides youth-serving program developers and practictioners with a practical set of suggestions and reference materials to improve youth livelihood development practices and to expand programming in this important area.