USAID Impact Photo Credit: USAID and Partners

Archives for Youth

Primary Education in Kenya: A Focus on Quality and Learning

If you close your eyes and listen to children playing in the schoolyard, it could be any elementary school in the world, but this is Ithange Primary School two hours east of Nairobi, Kenya, off the main highway down a red dirt road partly washed away by recent rains.  With the help of trained teachers and quality textbooks paid for by USAID, many of the second graders here are able to read their older siblings’ textbooks, say the parents who make up the local school board.

: Ithange Primary School and others that are participating in the Kenya Primary Math and Reading (PRIMR) Initiative are doing so well that the federal government would like to expand the initiative to all Kenya’s primary schools. The PRIMR Initiative is an agreement between USAID and the Government of Kenya. Photo Credit: Katie Donohoe, USAID

We have come to observe teacher Ann’s classroom where she is commanding the attention of 40-plus students and introducing them to new words in a story they are about to read.  “How many of you can read the word ‘skirt’?” she asks.  The children put their thumbs up if they know.  “Who can tell the others what a skirt is?”  She calls on several children.  She pulls a skirt from her bag and holds it up.  “Who can make a sentence using the word skirt?”

Brian, who is sitting in front of me at the back of the room wants to answer every question.   The teacher has been taught to call on children randomly to make sure that each child is involved.  “The teacher wears a skirt,” says Anna.   Teacher Ann nods in affirmation and points to her own red skirt.  Then she teaches the word “wear” and calls on Brian to come to the front of the room.  He removes his green school uniform sweater and puts it on again.   “Brian wears a sweater,” the teacher instructs.  He is pleased to be in front of the class, a teacher in the making, perhaps. After they read the short passages about the clothes children wear, she asks them questions to be sure they have understood what they read.  Then she asks a question that can’t be answered from the story.  She is teaching them the difference between a factual question and an inference, says Dr. Ben Piper who runs this USAID-funded program implemented by RTI International. Beside Ben sits the head teacher, who is evaluating teacher Ann’s performance.

Christie Vilsack meets and presents certificates to teachers at Ithange Primary school who are receiving training in how to encourage active learning and participation by both girls and boys in the classroom. Photo Credit: Katie Donohoe, USAID

She works hard for 45 minutes, with a piece of chalk, a few props she brought from home and most importantly, the confidence gained from effective training.  She knows that what she’s doing works.  The schools that are participating in this Kenya Primary Math and Reading (PRIMR) Initiative are doing so well that the federal government would like to expand the initiative to all Kenya’s primary schools with help from global donors, especially USAID.  This “scaling up” is an attempt to move from a focus on providing access to a primary education for all children, to a focus on providing a quality education and learning for all primary children.

Currently, one third of children in second grade in Kenya cannot read a single word, and just three percent can read with proficiency. PRIMR is laying the foundation to measurably improve the language and mathematics skills of 3 million Kenyan children by the end of Grade Two by 2015. Photo Credit: Katie Donohoe, USAID

The parents I spoke with in the schoolyard after the lesson are convinced it works.  They have the anecdotal evidence, but they’ve also seen the data being gathered to assess reading and math programs in schools like Ithange Primary. Now parents are turning their attention to creating a community learning center where teachers and the children can access supplemental books, and one parent mentions the necessity of preparing Kenya’s pre-school teachers in the same way teacher Ann has been prepared.

Youth Win in Central America

“Miss Stefanie.” I turned around to see who had just called my name.  “Can I practice my English with you?” asked Eddie, one of the two Honduran youth moderators who would be leading the following day’s event to officially launch the USAID “A Ganar” (To Win) program in Central America.

Since 2005, the A Ganar program has reached over 11,000 youth between the ages of 16-24, 7,000 of which have graduated from the program. Photo Credit: USAID

Since 2005, the A Ganar program has reached over 11,000 youth between the ages of 16-24, 7,000 of which have graduated from the program. Photo Credit: USAID

Eddie explained that he had been practicing his English skills while participating in the A Ganar program, a youth workforce development program which teaches life and employability skills to at-risk youth through sports.  He was proud of his progress and motivated by the chance to speak in front of Honduran President Porfirio Lobo and United States Ambassador to Honduras Lisa Kubiske (not to mention a few hundred of his fellow A Ganar participants).

I listened to him intently, impressed by his thoughtful and well-written remarks in English.  The next day, I watched him stand on stage, exuding confidence, as he addressed his country’s President and the U.S. Ambassador.

Eddie is from San Pedro Sula, Honduras, the most dangerous city in the most dangerous country in the world.  Those odds put him at-risk of falling victim to a life of crime, drugs, or gang violence.  The program provided Eddie with an alternate path; one that has helped lead him toward a positive and productive future.

A growing number of young people throughout Latin America and the Caribbean continue to leave school without basic literacy and life skills, contributing to alarming youth unemployment rates and rising gang violence. Oftentimes a lack of basic skills, combined with challenging and dangerous circumstances, makes it difficult for young people to break from this cycle of violence in their communities.

Through the A Ganar program, USAID targets at-risk youth like Eddie in fifteen countries across Latin America and the Caribbean, using soccer as a powerful motivator and tool to teach young people important values like respect and responsibility, as well as other vital skills that will help them achieve success as they enter the workforce, pursue their education further, or start their own business.

Sports-based activities, such as playing soccer while holding hands with a teammate, are used to facilitate lessons about teamwork and communication.  The field-based A Ganar curriculum is reinforced in the classroom where youth strengthen their basic reading, writing, math and technical skills, and gain the self-confidence and motivation they need to help them succeed.

Since 2005, the A Ganar program has reached over 11,000 youth between the ages of 16-24, 7,000 of which have graduated from the program.  Over 70% of graduates have gone on to find formal employment, start their own business, or return to school.

 

 

Living Positively: The Importance of Pediatric HIV Disclosure

During the month of May, IMPACT will be highlighting USAID’s work in Global Health. From May 18-27 we will be focusing on an AIDS-Free Generation. 

As a public health practitioner and as a physician, I have seen the challenges that pediatric HIV brings to communities and to families. But I have also seen first-hand the positive, transformative effect that disclosing an HIV status can have. One case from my medical practice stands out as an example:

A grandmother brought in her seven-year-old grandchild, who had been orphaned by AIDS, for emergent care. At the clinic, we discovered that the child was HIV-positive, and we provided the grandmother with medication and dosing instructions. Not long after, the grandmother and her grandchild returned to the clinic. Because she did not know she was HIV-positive, the child was beginning to rebel against taking her medication and was getting very sick again. After careful consideration, it became clear to me, as her physician, and to her grandmother, that it was time to disclose her HIV status to her to help this child become adherent to her medications. Through a collaborative process, the child’s grandmother and I were able to help her understand that she had an illness and that it was very important to take medication so that she would continue to feel good. It was through this process of disclosure that the child was able to begin living positively.                         

Statistics from the World Health Organization show that across the world there are approximately 1.3 million children under the age of 15 living with HIV. These children will need anti-retroviral therapy and medical care for their entire lives to stay healthy. There’s a conflicting factor, though—many of these kids don’t even know they have HIV.

Children and adolescents knowing their HIV status is important for the global goal of “getting to zero.” Some studies show that pediatric HIV disclosure at a younger age decreases mortality due to HIV by half among adolescents. Other studies show that disclosure can increase medication adherence by 20 percent. These positive results highlight the importance of pediatric disclosure for living longer, healthier lives.

Disclosure can also play an important role in the psycho-social development of children living with HIV. Early disclosure may decrease anxiety and depression in kids, and make them feel more normal. Overall, disclosure holds great benefits for a child’s ability to engage and maintain medical treatment.

Although the process of pediatric disclosure is important for a child’s health, it is also complex. Many children who are HIV-positive live with other family members who are also positive. This makes disclosure very sensitive and personal. Disclosure also makes a child’s role in his or her own treatment important, and not all children are ready for this kind of responsibility. For these reasons, disclosure must be tailored to children’s own understanding of their illness and its impact on their life.

The AIDSTAR-One Pediatric and Youth Disclosure Materials (examples below) are designed to help tailor the disclosure process to a child’s specific needs. They are intended to be interactive and to encourage discussion among the child, his or her caregivers, and health professionals. The color booklets and accompanying cue cards are easy-to-read, and suited for children of varying ages. They will be printed in French, Portuguese, and Xhosa.

HIV programs can also use these materials as guidelines for establishing HIV disclosure interventions for their own populations. The materials can be used by health care workers, parents, caregivers and children together, throughout the disclosure process to ensure disclosure is completed appropriately and supportively. Just like the seven-year-old grandchild and her grandmother, all children and their caregivers deserve an appropriate disclosure experience; these materials will help other children with disclosure and encourage them to live longer, healthier lives.

Illustration explaining the importance of medication for children ages 2-6 from AIDSTAR-One’s “Booklet 1: How to Keep Healthy." Photo credit: AIDSTAR-One

Explaining HIV transmission to children 6-12 years of age in AIDSTAR-One’s “Booklet 2: Knowing about Myself.” Photo credit: AIDSTAR-One

“Booklet 3: Living a Life of Health” is AIDSTAR-One’s disclosure materials geared towards children over the age of 9. Photo credit: AIDSTAR-One

AIDSTAR-One is funded by PEPFAR through USAID’s Office of HIV/AIDS. The project provides technical assistance to USAID and U.S. Government country teams to build effective, well-managed, and sustainable HIV and AIDS programs.

Follow USAID for Global Health (@USAIDGH) on Twitter and use #GHMatters to join in the conversation.

The Road to a ‘Data Ecosystem’ for Modern Abolitionists

In March, the United States Agency for International Development (USAID) and its partners announced the winners of its Counter-Trafficking in Persons (C-TIP) Campus Challenge Tech Contest– a global call to college students to develop creative technology solutions to help prevent human trafficking. USAID invited some of the contest winners and participants to Washington, D.C., this April to participate in the White House Forum to Combat Human Trafficking and discuss their winning concepts with USAID staff and partner organizations – this is a blog about one of the student’s trip to Washington.

I consider it a tremendous privilege to contribute to the fight against modern day slavery. I remember a student conference in 2003, listening to the speaker’s impassioned plea to intervene on the behalf of those in chains, and yet, despite many attempts to get connected to the work of fighting human trafficking, it took the better part of the last decade for me to plug into the field.  Remembering this time of frustrated passion, I am so encouraged seeing initiatives like USAID’s Challenge Slavery invite people into the movement and engage new generations of abolitionists. There is a new spirit in the anti-trafficking movement – perhaps, the simple realization that we can now call it a “movement” captures this sense.

Traffickers have a market worth billions of dollars, and traffickers find it far too easy to collaborate online. We, on the other hand, have to work hard in order to collaborate – for example, the competition for grants in the non-profit world often dissuades organizations from working together. This creates an “anti-market” where information is scarce and people have a hard time finding places where they can help. But this is changing, as evidenced by the thousands of student groups raising awareness about human trafficking on campus and off and the success of consumer apps that target a consumer’s “slavery footprint“. Rather than spending their time trying to find some way to help, this next generation is able to spend their time actually helping.  I believe that technology can help us take this trend to the next level, by creating a “synthetic market” where information flows readily and people can easily get to the right places to plug in.

Toward this end, I believe a “Data Ecosystem” can provide the technical backbone organizations and activists need in order to collaborate – a place where all their systems can talk to each other, basically a common language for the movement. An emergency shelter should be able to send a file to law enforcement if a friend of one of their clients is in danger. A volunteer should be able to link to a website, describe their skill sets, and plug into an organization within the anti-trafficking movement. A local partnership of non-governmental organizations (NGOs) should be able to link up their networks and analyze the local trafficking situation together.

Technology is really about relationships – it isn’t simply a program or a piece of hardware, but a means for people to interact with other people. The best way that the ecosystem works is by creating efficient collaboration spaces or “shared networks” for partnerships that already exist – like the Bay Area Anti-Trafficking Coalition– so that we can amplify and accelerate the good work and best ideas that are already happening. Then, we connect the networks, and from their conversation, we get a grassroots picture of what’s really going on and what we can all do to help. If we get all the really great tech people involved in the anti-trafficking movement in a room together, empowered by their leaders to build this shared space, I truly believe we can make all of this happen.

Virginia Tech Students Fight Human Trafficking, One App at a Time

In March, the United States Agency for International Development (USAID) and its partners announced the winners of its Counter-Trafficking in Persons (C-TIP) Campus Challenge Tech Contest– a global call to college students to develop creative technology solutions to help prevent human trafficking. USAID invited some of the contest winners and participants to Washington, D.C., this April to participate in the White House Forum to Combat Human Trafficking and discuss their winning concepts with USAID staff and partner organizations. This is a blog about their trip to Washington. 

Popular culture has pegged Washington, D.C., as the home of the bureaucrat, a city where red tape rules. Our time in the capital is a testament to the narrowness of this idea. While we don’t pretend that we got a full picture of the federal government during our brief stay, the experiences we shared speak to a government that still has compassionate members and is made up of individuals that see love as “central to this fight.” This was a phrase that Ambassador Luis CdeBaca used as he spoke during the presentation of the President’s Advisory Council on Faith-Based and Neighborhood Partnerships report on “Building Partnerships to Eradicate Modern-Day Slavery.” This event was one of many meetings we attended during our two days, a time spent better understanding government intervention in human trafficking and developing further the ideas that were awarded first and second place prizes in the USAID C-TIP Campus Challenge.

C-TIP Campus Challenge Tech Contest participants meet with Sarah Mendelson, USAID Deputy Assistant Administrator for Democracy, Conflict and Humanitarian Assistance. Photo Credit: USAID

Our two winning concepts – AboliShop a web browser application that helps online shoppers make smart choices by alerting them to products that may have forced or exploited labor in their supply chains, and a Mxit trafficking hotline (PDF) that marries Africa’s largest social network with existing hotline technologies – were tuned and refined by a variety of trafficking experts while we were in Washington. This refinement process has seen us through to the other side, where we are now in a position to move toward making these products available for public use in the near future.

During our time in Washington, USAID connected us with a variety of groups, from religious leaders to large corporations to passionate activists, all aiming to end trafficking on a global scale. We saw much of the public sector’s commitment at the White House Forum to End Human Trafficking and the private sector’s commitment at the Google announcement of their Global Trafficking Hotline Network. Our discussions with these groups made a difference in the future of AboliShop and the Mxit trafficking hotline and also reshaped the way we will be involved in the fight on a personal level.

As for the future of our projects, we want to see AboliShop become a common, not a niche, experience for online consumers, which will only be possible with the energy and resources of groups willing to work alongside us. Africa is in desperate need of trafficking hotline resources, as the existing hotlines are both sparse and limited by a variety of factors. We hope that we can be part of the solution to this problem, joining the organizations already working on the ground to grow the African trafficking hotline network. Keep an eye out for news from AboliShop and Mxit in the days to come.

Better Diagnostics Critical to the Fight against Typhoid

During the month of May, IMPACT will be highlighting USAID’s work in Global Health. From May 1-10, we will be featuring the role that Science, Technology & Innovation plays in Global Health.

The lack of a robust, sensitive, and easy-to-use diagnostic test is one of the most serious barriers to the control and prevention of typhoid fever.

Typhoid fever is a severe bacterial infection spread through water or food that has been contaminated with human waste. The disease causes high fever, flu-like symptoms, abdominal pain, and systemic illness that can result in severe morbidity or death.

An estimated 21 million people fall ill due to typhoid each year, and unfortunately, the burden of disease is greatest among the most vulnerable: school- and pre-school-age children. These children primarily live in poverty throughout Asia and Africa, typically in crowded and unsanitary conditions without access to safe water or basic sanitation.

Women and children in Bihar state, India. Photo credit: Esther Havens

When they fall ill with typhoid, recovery is no guarantee. WHO estimates at least 216,000 people die from typhoid each year. The disease can be treated with antibiotics, but resistance to common drugs is widespread and increasing.

The lack of effective diagnostics means it is more difficult to identify patients, provide effective treatment and prevent the disease from spreading, especially for drug resistant typhoid. It also hinders our ability to conduct surveillance and to identify high-burden and at-risk populations. For policymakers, ministries of health, and others, this lack of diagnostics obscures the true impact of the disease, and reduces the sense of urgency that is required to address it.

There are vaccines available to prevent typhoid; however, they have limitations. Existing vaccines are only moderately effective and provide limited protection to young children. But without a more trusted method for identifying patients, it is also more difficult to conduct efficacy trials of next generation vaccines and clinical therapies. The lack of a sensitive diagnostic test increases the number of patients that must be recruited for these trials and, as a result, dramatically increases the associated costs and time. As a result, in the past few decades, the field has moved forward only with public sector investment.

We don’t have to wait for next generation diagnostics to make a strong case that international organizations and national governments should invest in the control and prevention of typhoid. Timely case identification and management with antibiotics has dramatically reduced case fatality rates, and access to clean water and basic sanitation will provide the best long-term solution.

But at the same time, we know that next generation vaccines providing high levels of lasting protection as early as infancy and effective clinical care may not become available to the children that would benefit most because the cost of needed trials is too high. And when children’s lives are at stake, we need to move quickly.  That’s why we need to rise to the challenge of developing better typhoid diagnostics, and soon.

Learn more about typhoid fever and how to get involved at www.coalitionagainsttyphoid.org.

Follow USAID for Global Health (@USAIDGH) on Twitter and use #GHMatters to join in the conversation.

Young Communicators Promote Climate Change Awareness

In recognition of Earth Week last week, we explore the connections between climate change and the environment we depend on to sustain us. 

Climate change is already impacting life in the Dominican Republic. Hurricanes, flooding, and dramatic changes in weather are all becoming more prevalent and severe. Throughout the country, rainfall is highly variable—in some areas, rain is becoming increasingly more extreme, while in other areas lower rainfall and high temperatures are bringing more prolonged droughts. This is threatening the already shaky livelihoods of farming communities whose soil, crops, and livestock are highly sensitive to the changing climate. In coastal communities, like Samaná, coral reefs and mangrove forests are rapidly being degraded by both climate and non-climate stresses, leaving communities without their natural buffers to protect their precious beaches from erosion and their property from storm surges and flooding.

High schoolers in Samaná, Dominican Republic learn about climate change so they can help educate others in their community, in a USAID mission funded adaptation project. Photo credit: Nora Ferm, USAID

USAID is supporting programs in the Dominican Republic to help people of all ages not only understand the effects of climate change, but also communicate those changes to their fellow citizens, creating new leaders in this critical area.

As part of this effort, USAID and partners—The Nature Conservancy and the Center for the Conservation and Eco-Development of Samaná Bay and its Surroundings (CEBSE)—are holding workshops about climate change adaptation for local youth. Youth in Samaná are now fired up and eager to put into practice the knowhow they have picked up from their recent training. They are reaching out to other members of their community and teaching them about the dangers of climate change and ways to adapt to these changes locally.

Workshop participants Ulrich and Vanessa say that they want to hit the ground running: “We’re going to communicate in schools and colleges what we learned in the climate change workshops so that young people in our communities get to know the environmental problems that face us…and realize that part of the solution is that we have to adapt and that this in turn requires a change in our attitudes to our environment.”

The focus on youth is essential—more than 60 percent of the population of the province of Samaná is composed of young people. They have an important role to play in solving problems affecting their environment, and bringing this awareness of how to act in a climate-sensitive manner into the future.

Leani and Deliz, two other workshop participants, are eager to get started by using twitter and blogs to “communicate on the internet about climate change, not only with our peers but also with a view to exchange ideas with young people from other areas of the Dominican Republic as well as from neighboring islands facing the same threats.”

According to one participant, “I did not really understand what global warming and the greenhouse effect meant. Now I know how they relate to climate change…but more importantly, I learned about mangroves and coral reefs. Although we live so close to them we were not aware how they protect our coast and what an important role they play in our livelihoods.”

The youth benefitting from this workshop are already becoming leaders in their community by leading conservation efforts as volunteers with CEBSE, working in their local Mayors’ offices, and seeking learning opportunities on climate change outside of the program. Fifteen-year-old participant Daniel Aurelio Reyes Gomez has grand aspirations to keep his momentum going and eventually become a great political leader for his nation. The program will continue to support these future Dominican leaders by expanding to
education centers and fifteen high schools, training 20-50 students at each school.

USAID is also helping smallholder farmers in the Dominican Republic to access and use new methods to deal with climate risks, such as adjusting planting cycles, and better managing natural resource inputs. Farmers are being instructed in ways to take full advantage of climate and weather forecasts and market-based insurance products that complement risk reduction efforts. Such efforts help ensure that farm productivity is sustainable into the future.

This not only reduces the impacts of shocks that farmers themselves face, but also improves the environmental condition of resources downstream, such as the mangroves and coral reefs in coastal communities like Samaná, which are degraded by an onslaught of negative impacts, from upstream agricultural pollution to climate change-induced alterations in ocean chemistry.

By working with those whose livelihoods are currently impacted by the effects of climate change, and by engaging the youth in impacted communities, USAID is promoting multigenerational awareness of and engagement with climate change resiliency.

Embracing Innovation and Discovery to Accelerate Global Health Progress

Ariel Pablos-Mendez, PhD, serves as assistant administrator for Global Health

During the month of May, IMPACT will be highlighting USAID’s work in Global Health. From May 1-10, we will be featuring the role that Science, Technology & Innovation plays in Global Health.

Improving women’s and children’s health is critical to the development of successful economies and stable communities. It not only saves lives, but it helps communities move themselves out of poverty. Yet every year, 6.9 million children die of preventable causes and more than 287,000 women die from complications of pregnancy and childbirth.

In his State of the Union Address earlier this year, President Obama set forth a vision to, within the next two decades, achieve some of the greatest contributions to human progress in history– eliminate extreme poverty, ensure an AIDS-free generation, and end preventable child and maternal deaths.

To many, these goals seem impossible. They seem like nothing more than a catchy statement, in a political speech. But in reality, these goals are achievable, and we’ve already begun to see tremendous progress.   For example, we’ve supported the scale up of a simplified newborn resuscitation program, “Helping Babies Breathe” through a public-private partnership. The partnership has trained and equipped 100,000 health providers in 50 countries in the last two years. This past year, USAID reached more than 84 million women with family planning information and services. By enabling women to delay and space pregnancy, this helped to prevent 15,000 maternal deaths and save the lives of more than 230,000 infants. These are just a couple examples of the recent advancements we’ve made.

But while we have tools and knowledge that can save and improve lives today, we must also look toward the future. Millions around the globe still do not have adequate access to reproductive, maternal and child health services. There is no guarantee that today’s tools will meet tomorrow’s challenges. We must not become complacent.

USAID and the broader global health community invest in innovation, science & technology to find game-changing solutions. Solutions that will help accelerate the goal of ending preventable child and maternal deaths, and creating an AIDS-free generation.

Through the Grand Challenges for Development, Development Innovation Ventures, and the Higher Education Solutions Network, USAID is helping to drive breakthroughs in science and technology that can transform development challenges. Recently, we launched the Center for Accelerating Innovation and Impact in Global Health to help promote and discover innovative, business-minded approaches to address key bottlenecks in the development, introduction and scale-up of global health technologies and interventions.

And since 2011, Saving Lives at Birth has supported 39 exciting and potentially transformational solutions to women’s and newborns’ health. The innovative ideas include an instrument-free, low-cost, rapid point-of-care CD4 test; a postpartum intrauterine device simulation training model; a counterfeit and substandard drug detector device for use in the developing world; and a low-cost, sustainable health cooperative.

At USAID, we are committed to finding innovative solutions to global health  problems (PDF) and if the global health community can harness science, technology and innovation for the poorest communities in the world, we can leave an unparalleled legacy in global health in this next decade. Over the next few days, we will be blogging about some of the latest cutting-edge solutions that are changing the global health arena. By working together to discover and build new solutions, we can maximize our impact and expand what is possible in development.

Follow USAID for Global Health (@USAIDGH) on Twitter and use #GHMatters to join in the conversation.

Education: The Most Powerful Weapon for Changing the World

School girls in Sana’a gather for their lesson.

School girls in Sana’a gather for their lesson / Clinton Doggett, USAID

As Nelson Mandela says, “Education is the most powerful weapon which you can use to change the world.”

Education is the key to eliminating gender inequality, to reducing poverty, to creating a sustainable planet, to preventing needless deaths and illness, and to fostering peace. And in a knowledge economy, education is the new currency by which nations maintain economic competitiveness and global prosperity.

Education is an investment, and one of the most critical investments we can make. This is true not only for the United States, but for countries around the world.

Arne Duncan serves as U.S. Secretary of Education

The UN’s Millennium Development Goals (MDGs) of providing universal primary education to all and eliminating gender inequities, has propelled many nations and multi-governmental organizations to boost educational spending. But the work is not easy, and many countries are falling short of achieving these goals, particularly the 2015 target date that was set when the goals were adopted in 2000.

Today, around the globe, an estimated 61 million primary-aged children are out of school, almost half of them in conflict-affected poor countries. Too often, even those students who do go to school finish without basic literacy and numeracy skills: it is estimated that 250 million children cannot read, write or count well.

Expanding educational access for girls is not just an urgent economic and social need. In many cases, it is literally a matter of life and death. A mother who can read can better protect her children from chronic illnesses, from AIDS, and from dying young. A child born to a mother who can read is 50 percent more likely to survive past age five. And in Africa’s poorest states, UNESCO projects that the lives of 1.8 million children could have been saved if their mothers had at least a secondary education.

In announcing his Global Education First initiative, United Nations Secretary-General Ban Ki-moon reminded us that, “We cannot afford to waste the talents of a generation.” He related this to his own experience growing up in the Republic of Korea as it recovered from war. “People today often ask about my country’s transformation from poverty to prosperity. Without hesitation, I answer that education was the key.”

USAID supports the Haitian Government's plan to get 1.5 million students in school by 2016, improve curricula, train teachers, and set standards for schools. / Kendra Helmer, USAID

USAID supports the Haitian Government’s plan to get 1.5 million students in school by 2016, improve curricula, train teachers, and set standards for schools / Kendra Helmer, USAID

The Global Education First initiative, along with the Learning for All Ministerial event in Washington, D.C. last week with the UN, World Bank, the Global Partnership for Education, USAID and others, are building momentum around the global movement for education: to put every child in school, to improve the quality of learning, and to foster global citizenship. With roughly 1,000 days to the 2015 MDG deadline, the pressure is on to accelerate progress to expand access, improve equity and boost student achievement.

Education is the foundation of peace and prosperity. I can’t imagine a better world without a global commitment to providing better education for women and youth and I urge all of us to reinvigorate our efforts to accelerate progress in improving access, quality and student achievement worldwide.

Video of the Week: Education in Ghana

In Ghana, most children attend school but the quality of education is very poor. Many schools have no classroom buildings, so many classes are held under a tree or some other makeshift space. This is a problem in rainy season when children are sent home until the skies clear. Also, rain brings mud and mud brings illness.

Many teachers are poorly trained, if they have any training at all. Many students don’t have enough books, and children often walk long distances to the nearest school. Some children even bring their own desks and chair to school every day.

To address these issues, USAID’s education program is building 69 new latrines, 118 kindergarten, elementary and junior high schools and rehabilitating over 100 schools. Funding is also training teachers, supporting students with necessary school supplies, like pens, pencils and notebooks. The schools are also working with their communities to support the students and the school administration.

The impact of USAID’s investments is dramatic. For example, at the Suhyen school, three new classroom blocks are in place and the community is stepping up to support the teachers, the students and the administration.

Ghana is committed to cutting illiteracy in half in the next 5 years.

Page 9 of 22:« First« 6 7 8 9 10 11 12 »Last »