Powerful learning experiences often happen outside of the school day. EDC builds, implements, and evaluates out-of-school and nonformal programs that deliver core civic, educational, and life skills to young people in diverse environments.
In the United States, EDC’s support for out-of-school time (OST) and nonformal learning leverages children’s and youth’s strengths to help them succeed at school, engage in their communities, and lead productive and healthy lives. We design, evaluate, and provide technical assistance on high-quality OST programs that prepare young people for success—whether pursuing social and academic enrichment after school or leaving school and starting a first job.
Internationally, EDC develops and implements programs that support educational and economic opportunities for out-of-school youth. Working within the unique context of each country, we partner with governments, industry, and nongovernmental organizations to provide young people with the skills, knowledge, and opportunities they need to be market-ready and contribute to society.
EDC Talks: How Do You Develop High-Quality Out-of-School-Time Programs?
Children can learn a lot from programs that take place outside of school hours.
4 Ways to Strengthen Youth Programs in Conflict and Crisis Areas
Building youth programs in unstable regions can be challenging. Here are four ideas for practitioners.
A Success Story in Senegal
Meet Adama Diedhiou, a participant in EDC’s workforce development program in Senegal.
A Second Chance at School in Mali
In Mali, accelerated education is helping thousands of children get back to school.
3 Ways to Stop the Summer Slide
Want to help kids keep learning this summer? Here are some tips for parents and caregivers.
New Entrepreneurs Launched in Rwanda
EDC’s workforce development efforts in Rwanda are helping young people build the skills for work.
This brief describes the importance of expanding access to computer science (CS) learning and details EDC’s work to ensure all students have high-quality CS educations.
This document highlights lessons learned in implementing the youth mapping development model internationally.
The following stories were developed through the support of USAID’s Core Education Skills for Liberian Youth (CESLY) program.
This report presents findings from a study that EDC conducted for the Massachusetts Departments of Early Education and Care and of Elementary and Secondary Education.
This report is part of a series of publications summarizing what is being learned “on the ground” from projects in more than a dozen countries, and is the product of the pilot phase of the first EQ
Developed by EDC, this set of eight briefs outlines research related to the challenges and recommendations for K–12 STEM education.
Technology has proven to be one of the missing links in order to guarantee educational and workforce improvement in developing countries.
Drawing on its extensive work in fragile environments, EDC developed this set of case studies that chronicles best practices, lessons learned, and stories of success.
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 paper explores how the Government of Mali, with support from the U.S. Agency for International Development and Education Development Center, Inc., used innovative tools and methods (including georeferencing, mapping, and school/village surveys) to better understand the twin challenges posed by home-school distance and inefficient teacher distribution in rural communities and why Mali chose an old-school solution: one-room, multi-grade schools equipped with trained teachers and appropriate materials.