Software bridges gap between Moroccan Sign Language and Arabic
By Corinne Vinopol
Education of deaf and hard of hearing children in Morocco is extremely limited. More than 95 percent of primary school-aged children in Morocco attend school, but only about 15 percent of deaf children attend school.
Early grade teachers in Zambia face a myriad of challenges in teaching reading. Large class sizes, learners with limited previous exposure to books, and lack of tools and training make their jobs difficult. It is in this context that GraphoGame™ is being implemented—to equip teachers to meet these challenges and open the world of reading to their students.
Imagine going to the library as a young child–eager to learn about caterpillars, soccer or the color red–and finding no storybooks in the language you speak at home. Or, imagine if the books you do find are written at a much higher level than someone your age can understand.
Winning entries on display for public at February 6 Washington, D.C. event
WASHINGTON, February 3, 2015 – The All Children Reading: A Grand Challenge for Development (ACR GCD) partners are pleased to announce 14 new grantees in 2015. Winners represent the most promising, creative and impactful solutions in literacy innovations and were chosen from a competitive process that elicited 213 proposals from 50 countries.
The All Children Reading: A Grand Challenge for Development (ACR GCD) partners – in collaboration with the Office of the United Nations High Commissioner for Refugees (UNHCR) and Norwegian Agency for Development Cooperation (NORAD) – today announced a “Technology to Support Education in Crisis and Conflict Settings” challenge to source ideas for innovative, technology-supported approaches for children to maintain access to basic education despite disruptions experienced during crisis or conflict.