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Archives for Education and Universities

From the Field

In Mali, we will hold a launch ceremony for a new Maternal and Newborn Health collaboration framework.  Mali has been selected as one of the countries for the implementation of the joint Organisation of The Islamic Conference (OIC)-US Government ”Reaching Every Mother and Baby in the OIC with Emergency Care” strategy. USAID has been designated to lead this effort for the US Government.

In Egypt, we will celebrate forty-five new scholarships for young Egyptian students to obtain degrees from Egyptian private universities in fields of studies that are important to Egypt’s current and future development. The Leadership Opportunities Transforming University Students (LOTUS) program aims at identifying and empowering young women and men who have demonstrated academic excellence, leadership and involvement in their communities.  The program will help develop and nurture the recipients’ leadership potentials, skills and commitment to community and country so that they are prepared to become future leaders and advocates for development in local communities.

In Tanzania, it is Swahili Fashion Week.  On the last day of fashion week, USAID/COMPETE (East Africa Competitiveness and Trade Expansion Program) will organize a merchandising workshop to provide an element of training/guidance for what it takes to go commercial, and what the global market is looking for.

U.S.-India People to People Conference: Building the Foundation for a Strong Partnership

This originally appeared on Dipnote.

Tomorrow, the Department of State will host the U.S.-India People to People (P2P) Conference. Ahead of President Obama’s visit to India, this event will highlight the crucial role of Indian-Americans in the U.S.-India relationship. Secretary Clinton has been clear that connecting with all citizens, not just government officials, is essential to cultivating long-term relationships. While government cooperation remains essential, it is the myriad people-to-people connections that continue to define and further deepen the U.S.-India partnership.

The P2P conference will provide a grassroots discussion forum on four areas important to both countries: renewable energy, global health, education, and economic empowerment. By bringing together innovators and thinkers in these fields, this conference seeks to strengthen the personal networks that spark innovation. We aim to continue working with Indian Americans and others to strengthen and leverage such networks for the mutual benefit of both our countries. Tomorrow’s conference is only the start of our conversation, and we look forward to following up with all the conference attendees and participants.

You can stay connected to the conference by following the Bureau of South and Central Asian Affairs on Facebook and Twitter.

The People-To-People Conference will be hosted by the U.S. Department of State in cooperation with the Indian American Leadership Council (IALC) and the American India Foundation (AIF) in the Loy Henderson Auditorium from 12:30 p.m. to 5 p.m. on October 28, 2010. The program will consist of panel discussions related to the five pillars of the U.S.-India Strategic Dialogue, specifically Renewable Energy, Global Health, Education and Economic Empowerment. Under Secretary of State for Economic, Energy and Agricultural Affairs Robert D. Hormats will provide opening remarks. USAID Administrator Dr. Rajiv Shah will give the keynote address and Indian Ambassador to the U.S. Meera Shankar has been invited to give closing remarks. Other senior U.S. government officials will also be in attendance and participating in the various conference sessions. Click here for more information.

Ethiopia Partners with the U.S. to Put Girls’ Education First

First Lady Azeb Mesfin has been steadfast in her determination to collaborate with USAID on the award of scholarships to meritorious girls who would otherwise have to drop out of school. So it gives me great pleasure to participate in the signing of this agreement on behalf of the American people, to provide FreAddis the means to benefit over 1,000 female students.

USAID Ethiopia Mission Director Thomas Staal, First Lady Azeb Mesfin, and US Ambassador Donald Booth participate in an event sponsored by FreAddis. Photo credit: USAID

Education is one of the most effective ways to fight poverty and all its trappings: hunger, disease, resource degradation, exploitation, and despair. Women are the caretakers and economic catalysts in our communities. No country can afford to ignore their potential. We all know women whose lives were transformed through education and who in turn transformed the lives of those around them.

I am pleased to welcome FreAddis as our newest partner in the education sector where we are working with the Ministry of Education to improve the quality of teaching and classroom materials for the greatly expanded numbers of children in primary schools all over the country. FreAddis hopes to eventually expand its reach and support to girls nationwide through funds donated by Ethiopians here and throughout the Diaspora.

In the future we hope to collaborate with more local institutions enabling them to carry out their missions and to make best use of the opportunities provided by the U.S. Government.

Food Security Month @ USAID: Expanding Our Toolkit in the Fight Against Global Hunger

This orginally appeared on DipNote.

I am halfway around the world from Washington, and on October 6, I participated in the Indonesia Joint Agriculture and Investment Forum. I traveled to Malaysia and Indonesia this week to discuss trade, investment, entrepreneurship, energy, and of course, agriculture. I am proud to be part of President Obama and Secretary Clinton’s renewed commitment to political, economic, and educational engagement with dynamic emerging economies like Indonesia. I am especially pleased to be back in Indonesia after my successful visit this past spring, during which we discussed the issues of post-harvest loss and agricultural biotechnology.

The Indonesia Joint Agriculture and Investment Forum builds on that work by including many distinguished participants to chart a course for the future. Dr. Bayu Krishnamurti, Indonesian Vice Minister of Agriculture, Ambassador Eric Bost of the Borlaug Institute, and many other luminaries in the field have come together to discuss new agricultural technologies, investment in post-harvest infrastructure, and expanded cooperation at research universities.

Ultimately, we are all here to reaffirm our commitment to fight global hunger. While there are no magic bullets in this battle, we must look to new technologies, including biotechnology, for the role that they can play in the “new green revolution.’ I believe that biotechnology, and the improved crops it can develop, will prove to be an important new element in our traditional package of tools to increase productivity and address head-on the challenges of hunger and climate change.

To that end, we are renewing several key partnerships in the area of biotechnology. The U.S. Agency for International Development (USAID) will work with the Indonesian government and the Program for Biosafety Systems to develop a new and fully functional biosafety framework in Indonesia.

We are also building on long-standing partnerships with international agriculture research centers. USAID will be supporting collaboration between the International Rice Research Institute and the Indonesian Agency for Agricultural Research and Development, and other partners to roll-out Golden Rice, an important food-based approach to alleviating Vitamin A deficiency and associated serious health issues in Indonesia.

In the face of one child dying of malnutrition every six seconds, our greatest tool is increased cooperation and collaboration to develop and share the best solutions possible.

Nigeria @ 50: Partnership with USAID

USAID is helping farmers’ organizations, like this group in Kano, Nigeria, to plant and harvest higher-yielding crops. These women have boosted their incomes by producing more cowpeas than in previous years. Photo Credit:Ann Fleuret, USAID/Nigeria

In 1960, the face of Africa changed, as more than a dozen countries seized their futures and became independent nations. Nigeria was one of those countries, and the last half century has seen both successes and challenges. While the country’s economy is growing at a good clip, its healthcare and education still lag, and deeply entrenched poverty and unemployment remain two of the greatest obstacles to Nigeria reaching its full potential for development. USAID works in Nigeria to sustain development in the long term, especially in health, education, and economic growth.

Health

Nigeria is making much slower progress on improving health among mothers and children than most other African countries. A million Nigerian children die each year before their fifth birthday, and the maternal mortality rate is among the highest in the world. Nigeria also has one of the highest tuberculosis burdens in the world, and although the HIV/AIDS infection rate is low compared to other parts of Africa, an estimated 3 million Nigerians are still infected. As a result, Nigeria’s life expectancy has declined significantly: in 1991 the average life expectancy was 54 years for women and 53 years for men; by 2009 these figures had fallen to 48 for women and 46 for men.

Strengthening the health sector and improving overall health for Nigerians are among the most important development issues facing Nigeria. USAID is supporting increased access to quality family planning and reproductive health services. Maternal and child health efforts focus on routine immunization, polio eradication, birth preparedness, maternity services, and obstetric fistula repairs. The United States is increasing access to proven preventive and curative interventions—insecticide-treated bednets and malaria treatment—for children and pregnant women. To reduce death and disability due to TB, especially in the vulnerable co-infected HIV/AIDS population, USAID is working to double the case detection rate and halve the incidence of tuberculosis by 2018.

Education

The state of education in Nigeria is poor. Of the 30 million primary school-aged children in the country, an estimated seven million are not enrolled in school. Of those currently in primary school, less than one in three will attend secondary school. Nigeria has a massive number of out-of-school children and young adults with limited literacy and numeracy skills who have little hope of ever joining the formal workforce.

USAID programs support equitable access to quality basic education through teacher training, support for girls’ learning, infrastructure improvement, and community involvement, focusing on public schools, as well as Islamiyyah schools, which provide both secular and religious education. U.S. assistance also fosters higher education partnerships between American and Nigerian universities, especially those in the north and the volatile Delta regions.

Economic Growth

Nigeria has enjoyed relatively strong economic growth following a series of economic reforms in 2003. Annual agricultural growth rose from 3.5 percent between 1990 and 1999 to nearly 6 percent between 2005 and 2009. Poverty has fallen, but only from 65 percent in 1996 to 60 percent today. Nigeria, once a major food exporter to the West African region, now imports around 15 percent of its basic food requirements. Its agricultural sector is the primary source of livelihood for 70 percent of Nigeria’s people, but the sector is not productive. Only half of Nigeria’s 79 million hectares of fertile land are under cultivation, and over 90 percent of agricultural output comes from farms smaller than five hectares.

USAID programs are accelerating the uptake of proven agricultural production, processing, and marketing technologies and stimulating job creation through agribusiness enterprises. USAID is also helping to develop a policy environment for micro, small, and medium-sized enterprises, and expand access to market-driven vocational and technical training linked with private sector employment opportunities. Customs regulations and policy reform will encourage internal and external trade, and the incentives offered by the U.S. African Growth and Opportunity Act develops private sector capacity to meet international trade and export standards.

African First Ladies Fellowship to Strengthen Leadership on Health and Social Ills

Today I participated in the first RAND African First Ladies Fellowship Program workshop, hosted in partnership with American University.  The fellowship program, together with Women’s Campaign International, is working to strengthen the capacity of Africa’s first ladies and their offices to address health and social problems across Africa.

Participants include chiefs of staff and other advisers to first ladies from Angola, Burkina Faso, Kenya, Lesotho, Mozambique, Namibia, Sierra Leone, Tanzania and Zambia.

Over a two-year period, first ladies and fellows will develop and implement a plan to address one of their nation’s top challenges, such as maternal and child health, women’s issues or education.

Drawing on experience with the African Leaders Malaria Alliance where 26 African Heads of State are positioning their countries to achieve universal net coverage and save millions of lives, I discussed the import policy and advocacy role first ladies can influence with focused participation. While not having statutory authority, African first ladies can raise the profile, funding and country commitment of key areas like improving the health status of women and removing barriers that could prevent women from accessing life-saving health services that are particular to women, such as assisted deliveries for her or her children and family planning for healthy timing and spacing of births.

During the four-day workshop, other presenters included Melanne Verveer, U.S. ambassador-at-large for global women’s issues; Jocelyn Frye, deputy assistant to President Obama for domestic policy and director of policy and projects for First Lady Michelle Obama; Anita McBride, chief of staff to first lady Laura Bush from 2005 to 2009 and currently executive in residence at American University’s School of Public Affairs; and Marjorie Margolies, president and founder of Women’s Campaign International.

From the Field

In Albania, we are promoting World Contraception Day (September 26th). USAID’s two maternal and child health programs have partnered with Albania’s Institute of Public Health to raise awareness of using modern contraception to mark World Contraception Day. USAID will send out 20,000 text messages to Albanian adults 18-35 years old with the message, “It’s your life, it’s your choice – Use modern contraceptive methods to avoid unplanned pregnancies”. According to the 2009 Demographic Health Survey, Albania has one of the lowest levels of modern contraceptive use in the world; with only one in nine married women age 15–49 using a modern method of family planning. Modern contraceptives not only prevent unwanted pregnancies but are better for women’s reproductive health.

In Paraguay, we will recognize 90 municipalities improved performance under a local government assistance program. Since 2006, around 100 municipalities in Paraguay have been participating in a performance improvement process developed with local NGOs and the support of USAID. The project, called MIDAMOS (Let’s Measure in Spanish) aims at having municipalities open their institutions to to evaluate their performance and identify areas that must be improved in order to offer better services to citizens.

In West Sumatra, Indonesia, we will commemorate the Padang Earthquake Anniversary on September 28th. We will hold a brick laying event as part of the first anniversary of the West Sumatra Earthquake reconstruction efforts in which we have partnered with both the Australian and Indonesian Governments to support a large education program. The event will be located in a primary school in Kota Padang. USAID/ AusAID have committed to rebuild 34 primary schools in the area.

Education + Health = Opportunity

Submitted by Wendy Coursen

This is Education Week at USAID. We work across the globe from Dhaka to Dakar; and Kabul to Kinshasa to promote development and save lives by helping people and societies recover from disaster, escape poverty, and improve health and education.  All efforts are conducted on behalf of the American people – reflecting the care and generosity of our nation that people across the globe admire and respect.

Throughout our nearly 50-year history, USAID has developed robust education programs that have increased literacy, built local capacity to deliver basic education services, encouraged workforce development, and developed generations of leaders through scholarships and access to higher education. On a fundamental level, education empowers societies: It leads to opportunities for economic growth, promotes civic engagement and good governance, and supports (PDF)sustainable democracy.  In the development community, we often say the same about the benefits of ; in fact, education and health not only complement, but depend on each other for maximum impact.

Community Health Worker

A community health worker in Nemba, Rwanda, teaches a health education class to women. USAID, with partner Jhpiego, has trained 800 community health workers in Rwanda. Credit: Jhpeigo

For disease prevention and treatment, the communities we serve often need access to commodities like bed nets , antiretroviral drugs, and safe water.  They also need the tools and access to information about critical health concerns and what to do about them. Women who participate in literacy programs have better knowledge of health and family planning and are more likely to adopt preventive health measures or seek medical help for themselves and their children. Family planning also enables women to stay in school longer, which contributes to improved maternal and child survival and increased ability for parents to raise healthy, well-nourished children.  Healthy children, we know, are more likely to learn, more likely to thrive throughout their lives and contribute to their communities as adults.  Early and sustained investments in health and education – for men, women, and children — are truly investments for life.

In the late 1990s, USAID was instrumental in bringing the educational children’s series Sesame Street to South Africa. The country has been significantly impacted by the HIV/AIDS epidemic, and in 2002, the show introduced Kami, the world’s first HIV-positive Muppet. Through Kami, age-appropriate HIV/AIDS messages reach millions of children, parents, caregivers, and educators. Her message is also helping to reduce the fear of stigma that prevents many from seeking treatment.

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Zimbabwe’s Students Get the Tools to Learn

Zimbabwe’s primary school students will soon be able to get a better education, thanks to an influx of new materials and support provided in part by USAID. Prime Minister Morgan Tsvangirai launched the program on September 8.

Zimbabwe’s 5,300 primary schools will receive over 13 million new textbooks, dramatically improving the current situation of one textbook for every ten students to one textbook for every two students. Schools will also each get steel cabinets where they can safely store the books and other materials.

USAID is working in cooperation with the Government of Zimbabwe and several other international donors on this education fund, which will also help train teachers and school administrators and work to reform policies to allow more poor children to attend school.

The Reading Crisis among the World’s Poorest Schoolchildren

Crossposted from The Brookings Institution.

Written by: David Barth, Director of the Office of Education for the United States Agency for International Development, and Rebecca Winthrop, Senior Fellow and Director, Center for Universal Education, The Brookings Institution

Editor’s note: On September 8, the Brookings Institution and International Reading Association co-sponsored an event entitled, “Early Reading: Igniting Education for All.”  Panelist David Barth and host and moderator Rebecca Winthrop offer comments on considerations going forward.

The International Literacy Day event at Brookings on the crisis in early reading should be a wake-up call to all who are concerned about the future of education in the developing world. Recent data on the literacy skills of students in the early grades are stark. Children around the world may be going to school, but many of them are not acquiring even the most basic of reading and writing skills. Many children find themselves passing through two, three, four or more years of education and are still unable to read even a single word in their native languages. These alarming findings are softened, if only a bit, by the potential range of solutions. Between special assessments, targeted teacher training, relevant and appropriate materials, and support for students, teachers and parents, this trend can be reversed. As a matter of fact, we can achieve dramatic gains in literacy when the proper package of interventions is implemented.

Among the most interesting findings discussed yesterday was the fact that transparency and accountability seem to have a powerful effect on learning outcomes. Rapid reading assessments in the early grades generate the kinds of data that can be highly influential in community and national policy level dialogue. The development of persuasive data sets is most valuable when that data is placed in the hands of demanding consumers (parents and care-givers), as well as concerned service providers (government, teachers unions and sometimes the private sector).

When the permanent secretary of education in the Gambia became aware of the low level of reading attained by students in his system, he was provoked to action. He partnered with international donors and NGOs to train teachers and to ensure that the right materials were made available to his students. In Liberia, the simple act of releasing assessment data to teachers, parents and administrators seems to have been the catalyst behind a 29 percent gain in words per minute over baseline in literacy after only three and half months. One interesting effect of a similar experiment in Kenya is that teachers who were part of the control group not being provided additional training sought out independently to learn “the tricks” of teaching reading that was being provided in other schools. Their hunger to excel at work and their desire to get the most current and effective methodologies in the classroom moved those teachers to extend themselves to acquire new tools. That’s a powerful thing.

Rapid assessments of reading and math in the early grades provide direct and nearly immediate measures of education quality. Results can be easily reported and interpreted by teachers, parents and school administrators — people who are in a position to change their behavior to achieve better results. This raised awareness and changed behavior in turn will contribute to improving institutional effectiveness and opportunities for multitudes of learners. Linking this type of information about school-level learning outcomes with how schools and education systems are financed through national education accounts would be one possible strategy for how to use education resources more effectively to ensure the children are learning.

Another important conclusion from yesterday’s event on early reading was that there is still more to learn. USAID will be looking to work with the Center for Universal Education at Brookings and other concerned actors to delve more deeply into the connection between transparency, accountability and educational achievement. For many years, educators have repeated the mantra, “knowledge is power.” In the case of the crisis in early grade reading, wide-spread knowledge of the quality of performance of a school system may be the most powerful tool for reform.

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