Advancing Girls’ Education and Skills

In 2016, Pakistan ranked second to last in the Global Gender Gap report. More than three million girls are not in school and only one-quarter of Pakistan’s young women enter the labor force. The AGES program provides an integrated, holistic solution through four key components:

  • Education: Increasing access to school and skills training to help girls and young women succeed
  • Work: Partnering with the private sector to create work opportunities for young women
  • Awareness: Engaging communities to encourage girls and young women to reach their full potential
  • Research & Policy: Applying data and analysis to enhance education and workforce policies empowering girls and women.


Developing Rehabilitation Assistance to Schools & Teacher Improvement Program II

D-RASATI’s Phase 2 was a $24.5 million, two-year project, initially planned to run from October 2013 to September 2015. The program which built on the achievements of Phase 1 and contributed to the implementation of MEHE’s Education Sector Development Plan. World Learning implemented the program to reach the specific objectives of enhancing the learning environments in public schools and providing dynamic learning opportunities for school administrators and teachers, while increasing parent and community involvement in the public school system development. The project involved staff from MEHE and from the Center for Education and Research and Development (CERD) in each of its components to embed institutional capacity building and operational and technical know-how in the structure of Lebanon’s public school system. In response to the situation produced by the Syrian crisis and its impact on the hosting communities and the public education system, D-RASATI 2 received an additional $4.5 million in September 2014 and was extended until March 2016

D-RASATI 2’s activities included developing key strategy and guidance documents for MEHE; a set of standards for extracurricular activities, leadership development, school improvement, and community engagement; a comprehensive national strategy to promote extracurricular activities within the education system including seven modules for schools; an ICT action plan to guide the deployment of ICT across the entire public school system; and training of trainers training materials on ICT, extracurricular activities, leadership development, school improvement, and community engagement.

D-RASATI 2 provided key interactive learning opportunities to public school system administrators on approaches to school development through the leadership development and school improvement. This was coupled with continuous mentoring, coaching, and small grants to put learning into action. The project also provided teachers with English language training to improve the delivery of teaching in English, trained teachers with advanced language skills on language instruction and methodology, delivered intensive coaching on integrating ICT in the classroom, and offered training on organizing and delivering extracurricular activities. D-RASATI 2 provided equal opportunity for all to participate in and benefit from its activities.

In addition to the project’s main activities, D-RASATI 2 focused on schools located in communities hosting high concentrations of Syrian refugees to support the Lebanese government efforts to alleviate the pressure on the public education system as a result of the Syrian crisis. The project conducted trainings on human rights-based management skills and psychosocial support skills for school staff in order to improve social cohesion among Syrian refugees in the classroom and community and established a mechanism to closely monitor these activities and measure the reduction in tensions between students at the school level. Stipends were also available to 65 schools to finance teaching and learning materials to satisfy the needs of the increased student population.

For more information, visit the D-RASATI 2 Facebook page.

Egypt STEM Schools Project

The project transformed Egypt’s only STEM school into a collaborative network that serves as a catalyst for system-wide STEM education reform. The eleven model schools, established throughout the country, deliver comprehensive support to students, teachers, and administrators, as well as key policy, private sector, and community stakeholders. Through targeted awareness raising, institutional capacity development, teacher training, curriculum development, and student learning assessment, the STEM model schools serve as incubators for future leaders and innovators who will have the potential to advance research and development initiatives that fuel scientific invention and generate employment opportunities and economic growth.  By the end of the project, 11 schools were equipped with science and Fab Lab equipment, 2,799 students (1,586 boys & 1,213 girls) students were enrolled in STEM schools, 458 students (294 boys, 164 girls) have graduated and gone on to higher education in Egypt and abroad, 604 teachers, 62 school administrators and 503 Ministry of Education officials were trained to maintain and expand the STEM schools, 52 preparatory schools received training and materials to introduce STEM extracurricular activities, and 18 public-private partnerships were formed to support the STEM school network. 

Kids Can Code

Watch this video from our partner Kano to learn more about Kids Can Code:

Pakistan Reading Project

World Learning leads the implementation of all project activities in Gilgit-Baltistan (GB) and in Azad Jammu Kashmir (AJK) and is responsible for the technical leadership of PRP’s scholarship activities. This includes administering 3,659 scholarships to Pakistani students studying to earn either two-year associates degrees in education or four-year bachelor of education degrees in select Pakistani universities or Teacher Training Institutes (TTIs).

In addition, World Learning will collaborate with 110 TTIs to strengthen reading and reading assessment training for pre-service teachers by facilitating the development of a reading curriculum for the associates’ and bachelors’ degree programs, training pre-service teachers on the use of teaching and learning materials developed by PRP, and strengthening linkages between practicum schools and PRP intervention schools. The project works closely with Ministry of Education officials, provincial governments, university faculty, the Higher Education Commission (HEC), and the National Accreditation Council for Teacher Education (NACTE) to ensure all TTIs obtain accreditation of their teacher education programs and revised reading specialization curricula.

Quality Instruction Towards Access and Basic Education Improvement (QITABI)

The project provides technical assistance and capacity building within the context of three project components:

Component 1: Improving reading outcomes for primary level public school students

QITABI Component 1 focuses on improving early grade students’ Arabic language reading skills in 260 primary public schools, Grades 1 to 4. The project has instituted an early grade reading assessment to track and monitor students’ reading skills and progress, established an early warning system to identify and support struggling readers, and developed teacher training modules and classroom materials to enhance learning. QITABI has already provided training and coaching to more than 1,000 primary school teachers and continues to offer day-to-day support through project facilitators and hosts parental and community awareness reading activities. It also trains government teacher mentors and master trainers from the Center for Education and Research and Development (CERD) to support oversight of the program and continued professional development for educators. In addition, QITABI provides key educational resources including flip charts, audio systems, bookshelves, and classroom libraries to enhance reading instruction and learning for more than 42,800 students and ICT equipment and digital content to improve classroom learning environments for more than 58,600 students across Lebanon.

Component 2: Expanding access to safe and relevant education for vulnerable public school students

QITABI’s Component 2 aims to increase enrollment and retention of students in the formal education system by addressing barriers to attendance and bettering the school experience. To achieve this goal, the project works with 300 public schools across the country, with a focus on those in marginalized communities, to equip them with ICT resource rooms and improve the overall school environment. More than 73,700 students have already benefited from these changes. QITABI also works with the Ministry of Education and Higher Education to build child-friendly schools by developing social and psychosocial support activities and designing and implementing a strategy to bring ICT resources into primary schools. In addition, the project procured and delivered 100 school buses to provide transportation to school for students who live in rural areas. QITABI also uses buses to reach students not currently in school to conduct basic literacy and numeracy classes and perform outreach to promote enrollment in formal education. These buses will help up to 5,000 vulnerable out-of-school children and youth gain access to a high-quality education.

Component 3: Strengthening management (resilience in the education system to better direct and monitor education)

The effectiveness of Components 1 and 2 relies on the presence of strong institutional systems within MEHE to ensure sustainability. Activities under Component 3 strengthen MEHE’s ability to monitor education services, design, and oversee reform efforts effectively. This includes stakeholder analysis and policy mapping, compiling and analyzing data collected at the school-level, and familiarizing MEHE units and departments with evidence-based decision-making. These activities help develop and strengthen policies and guidelines that will create a more resilient Lebanese education system.


  • 260 public primary schools are improving early grade reading outcomes through teacher training and coaching, strengthened support systems for struggling readers, new early grade reading materials, and increased parental involvement.
  • 34,222 public primary school students in grades 1-4 are benefiting from teacher training, improved school learning environments, new classroom materials, and increased community-based opportunities to practice reading.
  • 1,007 teachers have received training and coaching on reading education and student assessments, new classroom resources and materials, and a teacher support network.
  • 260 schools have received ICT equipment to improve reading outcomes and 300 schools have received ICT resource rooms to enhance the overall school learning environment.

The project is implemented by World Learning in partnership with Management Systems InternationalAna Aqra’ and AMIDEAST.

Keep up with the latest information on QITABI by following the program on YouTube,  Facebook and Twitter. 

QITABI 2 is a continuation of the successful five-year QITABI program. Starting  in 2020, QITABI 2 began rolling out its QITABI Arabic literacy program to all primary public schools in Lebanon.