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Archives for Youth

Empowering Women Through a Simple Purse

Imagine giving birth without the help of sterile tools, a doctor, nurse or midwife. This is the experience of nearly half of women giving birth in low-income countries — and many are at high risk of infection. With limited access to antibiotics, these infections often prove fatal.

One woman is trying to change that.  

Zubaida Bai, founder and CEO of ayzh, speaking at USAID's Partnering to End Extreme Poverty and Achieve the Global Goals event. / USAID

Zubaida Bai, founder and CEO of ayzh, speaking at USAID’s Partnering to End Extreme Poverty and Achieve the Global Goals event. / USAID

Zubaida Bai is the co-founder of ayzh, an organization providing women’s health resources to underserved women globally.  The venture’s first product is a clean birthing kit that includes all the items recommended by the World Health Organization to prevent infection at birth.

Infections at birth affect more than 6 million women annually. Even worse, poor hygiene and sanitation during birth is directly linked to the preventable deaths of more than 1 million women and newborns each year.

In celebrating International Women’s Day earlier this month, we recognize women like Zubaida who are revolutionizing their field and making history with their achievements. With the support of USAID and other organizations, Zubaida’s work establishing ayzh has saved the lives of women and newborns on a global scale.

Zubaida posing with the clean birthing kit. / Ayzh

Zubaida posing with the clean birthing kit. / Ayzh

This is her story: After earning her engineering degree, Zubaida Bai decided to go back to India to serve the women she had seen suffer her whole life from health and financial hardship.

She worked in India for four years developing technology appropriate for low-resource settings, before she decided to spin off on her own. Both Zubaida and her husband Habib were passionate about helping women, so they started looking for opportunities to design for this underserved population.

On a field visit to a rural village, Zubaida discovered that some midwives used a sickle — normally used for cutting grass — to cut the umbilical cord. This was an “aha” moment for her.

Reflecting on the infection she contracted when her first child was born in one of the best facilities in India, she thought, “If I had everything and had to suffer an infection, what would women in these villages be facing?” This is the moment that launched Zubaida into a whole new world of maternal health.

“It made me very determined to make my childhood dream come true – to improve the lives of women,” she said in a blog for TED.

In 2007, Zubaida and her husband participated in MIT’s International Development Design Summit, a program that brings together people from across the globe to collaborate and build projects that address issues faced by the world’s poorest communities.  The program exposes participants to practical design for development.

Zubaida and other IDDS participants in morning circle, the way that summits start their days with team building exercises, announcements, and appreciations. / IDIN

Zubaida and other IDDS participants in morning circle, the way that summits start their days with team building exercises, announcements, and appreciations. / IDIN

After studying how to best succeed in markets in developing countries, Zubaida founded ayzh in 2009 and a year later launched the clean birth kit. She called it “janma,” which means “birth” in Sanskrit. The $3 purse comes with six items to ensure a safe and sterile delivery at half the cost of comparable birth kits.

Ayzh hires local Indian women to assemble the packages, allowing them to develop a stable income. Since 2010, about 250,000 kits have been sold in India, Afghanistan, Gambia, Laos, Ghana, Malawi, Nigeria, Zambia, and Haiti — reaching 500,000 mothers and babies.

Ayzh plans to reach 6 million women over the next five years, improving maternal health and breaking the cycle of poverty one woman at a time.

With support from USAID’s Higher Education Solutions Network (HESN) through MIT’s International Development Innovation Network, ayzh is developing a similar kit for newborns. It will provide the tools necessary to make transitions for new mothers and their babies as smooth and healthy as possible.  

Through HESN, USAID is empowering entrepreneurs and researchers at universities so that people like Zubaida can get the funding and mentoring they need to jump start their ventures.

Zubaida Bai and ayzh intern Kelly Brennan iterating on potential impact metrics they can use when communicating with their stakeholders during a workshop in Chennai, India. / Kyle Munn, SEAD

Zubaida Bai and ayzh intern Kelly Brennan iterating on potential impact metrics they can use when communicating with their stakeholders during a workshop in Chennai, India. / Kyle Munn, SEAD

Last year, ayzh was selected to be a part of a cohort of innovators at the Social Entrepreneurship Accelerator at Duke  — another HESN partner — to receive mentorship and capacity building to expand their global reach and impact. The Evidence Lab at Duke is providing support to ayzh to find the best ways to measure and communicate its impact.

With the support of USAID and other organizations, we hope this venture and others like it will continue to improve the health of women around the world.

ABOUT THE AUTHOR

Danielle Somers is a communications analyst for the U.S. Global Development Lab’s Higher Education Solutions Network (HESN). Emily Jablonski is a virtual intern for HESN and student at the University of Michigan.

Young Entrepreneurs Develop Startups in Serbia

The room was full of energy and promise. Huddled around computers, young adults worked in teams in a bright, open-concept, collaborative environment resembling a startup, creating innovative apps and IT platforms.

This is Serbia’s ICT Hub, a business incubator in Belgrade for information and communications technology (ICT) entrepreneurs.

Last fall, I visited the ICT Hub — a partner project of USAID, DNA Communications and Orion Telekom – to learn more about economic opportunities for young adults in Serbia, a country where the unemployment rate for this population is about 50 percent.  However, jobs in ICT are growing for people entering the workforce.

So far, over 60 young Serbians have participated in the ICT Hub’s intensive training for developing entrepreneurship skills and business strategies, and many more have engaged in monthly lectures open to the general public on strategy, leadership and tech entrepreneurship.

The ICT Hub provides a space available 24/7 where teams can collaborate, receive mentorship support from local business executives, have access to business and legal resources, and develop programs and applications specific to the IT sector.

As a young communications professional and an ICT aficionado, I was delighted to discover a general sentiment of optimism and hope when I spoke to my fellow ICT-enthusiast peers at the Hub about their various apps and innovations.

First, I met ICT Hub Project Director Kosta Andrić, who emphasized that the goal of the Hub is to build the potential for tech entrepreneurship while changing the mindset of young adults and the work culture within the country.

Young adults who first come to the Hub often fear failure, but through the program, they learn to take chances and innovate. Not all ideas and products may succeed, but the skills developed through the hub are transferrable to future ventures.

Kosta introduced me Milan Brindić, 26, co-creator of Bincode Entertainment, a gaming studio that produces mobile games. Milan enrolled in the ICT Hub’s program after an initial investment from a Bulgarian accelerator, a business incubator that provided mentorship and support for his startup. His team now has a space to work on the game as well as support from the hub’s extensive network of contacts, and a pathway for fulfilling his dream of publishing his game.

“Life in Serbia is hard for a young person … but, despite that, every person must follow his dream,” Milan said.  “The ICT Hub is very useful to me and helps me the most with networking…every tenant helps each other, so we are like family.”

Integrating communication and technology, Milan’s passion for gaming has a regional twist; his role-playing mobile game apps are based on Slavic mythology.

“We are inspired by all the other great role-play games in the world,” he said. “Each team member is in love with this genre of games. But one important fact — everyone knows what Greek mythology is, but we are inspired by Slavic mythology, and we want to educate our players about Slavic mythology and about Slavs.”

Milan Brindić, 26, co-creator of Bincode Entertainment, collaborates with team members at the ICT Hub. / Laura Jagla, USAID

Milan Brindić, 26, co-creator of Bincode Entertainment, collaborates with team members at the ICT Hub. / Laura Jagla, USAID

A creative path for many

Since the ICT Hub opened in fall 2014, several products developed have been quite successful. Some participants have created mobile games, such as extreme sports game Longboard Mapp, which has more than 15,000 users. ICT Hub participant Vuk Nikolić, creator of TruckTrack, a management software for the trucking industry, was connected to U.S. venture capital seed fund 500 Startups, which invested money and expertise in Nikolić’s software and team. Now, TruckTrack’s team has expanded, and the platform has over 2,000 companies registered.

Other teams are just getting their start, though they are enthusiastic about their potential. Nemanja Stefanovic, 25, creator of HireApp – an application connecting youth and others with part-time jobs – remarked that the creative space and mentorship offered by the hub contributed to his success

HireApp creator Nemanja Stefanovic and team member (left). New ICT Hub participants Vanja Belić, Stevan Janković, and Vuk Spplajković (right). / Laura Jagla, USAID

HireApp creator Nemanja Stefanovic and team member (left). New ICT Hub participants Vanja Belić, Stevan Janković, and Vuk Spplajković (right). / Laura Jagla, USAID

Investing in the future

The next ICT Hub session of pitching to potential investors will take place this spring. Hope lingered in the air as participants worked in a flurry to innovate.

After meeting with the young entrepreneurs at the Hub, I can summarize the experience in one word: possibilities.

In the words of Milan Brindić, “In the next five to 10 years, I see myself running a gaming company in San Francisco, focused on game design and experience. I am making awesome games… So, my dream is… I don’t have any dream, I am living it already!”

ICT Hub is a model that could be replicated in other countries to promote entrepreneurship, leadership development, and increased economic opportunity.

Possibilities, indeed.

ABOUT THE AUTHOR

Laura Jagla is a Communications Specialist in USAID’s Bureau for Economic Growth, Education and Environment.

Online to On the Ground: How Students in Virginia Supported Nepal Earthquake Recovery

Students and staff from AidData and the College of William & Mary participating in a Crisis Mapping event in April, 2015. / Hannah Dempsey, AidData

A massive 7.8 magnitude earthquake hit Nepal just as I was finalizing plans to spend the summer working there.

At the time, I was a student at the College of William & Mary and a Summer Fellow with the AidData Center for Development Policy, a research and innovation lab that helps the development community improve transparency by mapping where funds and efforts flow. The geospatial data tools we create help universities, think tanks and civil society organizations make better decisions about aid allocation, coordination and evaluation.

In the midst of planning for my trip to Nepal, the earthquake struck, leaving 9,000 people dead, entire villages flattened and hundreds of thousands homeless. After receiving news that our friends and colleagues were safe, my classmates and I looked for a way to help Nepal from our campus in Virginia.

Our solution? Crisis mapping from our laptops.

As student researchers at AidData, our day-to-day focus is tracking, analyzing and mapping development finance data. With specialized data skills, we were ready and equipped to rapidly collect, process and send spacial data to the people in Nepal who needed it. We partnered with USAID and other organizations to identify areas of Nepal in need of assistance, and mapped this information so that responders, community members and others could take action.

Within 48 hours of the earthquake, my student team started Tweeting to recruit other students to data mapping trainings on our campus.

Disaster mappers needed

More than 50 students responded to our call to action. We mobilized volunteers quickly, teaching them how to use the Humanitarian OpenStreetMap Team (HOT) platform to create and edit online maps of humanitarian and natural disasters — Nepal’s earthquake, in this case.

Volunteers meticulously combed through aerial images of the Nepali landscape for buildings, roads and residential areas damaged by the earthquake. Along with thousands of other mappers around the globe, we also examined satellite images to pinpoint areas of destruction outside of Kathmandu and provide data on where shelters were. Over the next five months, volunteers at William & Mary provided more than 111,000 updates to the map.

Satellite maps created through the AidData Nepal Info Portal played an important role in recovery efforts in Nepal. / AidData’s Nepal Info Portal

One challenge we faced was how to make all of our data, along with geo-referenced news reports and YouTube videos of the damage, accessible to policymakers and first responders. Save the Children and USAID helped us get our data where it was needed, informing the efforts of and keeping them out of harm during search and rescue operations.

Even though the immediate needs of the earthquake have subsided, our work continues. Inspired by the mapping fervor following the Nepal disaster, students began organizing open-source ”mapathons” and even created an OpenStreetMap club to further develop their skills so that they will be ready to mobilize the next time the call for disaster assistance goes out.

I was amazed by how quickly and easily students could plug into global efforts, make tangible differences and help the lives of strangers halfway across the globe.

This experience spurred my passion for using data to positively impact global development and I look forward to doing even more to uplift humanity through this type of work in the future.

ABOUT THE AUTHOR

Hannah Dempsey is a Research Assistant with AidData and a Senior at the College of William & Mary, one of eight university-based Development Labs that is a part of the U.S. Global Development Lab’s Higher Education Solutions Network (HESN).

The AidData Center for Development Policy is one of eight USAID Higher Education Solutions Network (HESN) university-based Development Labs. As part of the U.S. Global Development Lab, HESN is the Lab’s flagship program to engage universities in global development using science, technology and innovation-focused approaches. AidData, based at the College of William & Mary, is made up of full-time staff as well as a cohort of student research assistants that collectively work to improve development outcomes by making development finance data more accessible and actionable.

A Time of Unparalleled Need

A young boy smiles as he walks out of his local bakery, arms full of freshly baked bread. Families such as this boy’s family rely on local bakeries to get their daily bread.

A young boy smiles as he walks out of his local bakery, arms full of freshly baked bread. Families such as this boy’s family rely on local bakeries to get their daily bread.

It’s hard to believe that what began as a simple cry for opportunity and human rights has become the biggest humanitarian crisis of our time.

Five years ago, at the height of the Arab Spring, the Syrian people took to the streets to peacefully protest for fundamental freedoms from an increasingly authoritarian leader. The response from the Syrian regime was unequivocal force and brutality that has left half of all Syrians dead or displaced, and spawned a breeding ground for extremists like the so-called Islamic State or Daesh.

If you want to know how this crisis feels, talk to some of the more than 17 million Syrians directly impacted by the violence—their homes bombed, their schools destroyed, their relatives and friends killed. That’s like upending the lives of everyone living in the New York City, Los Angeles, Chicago and Houston. And lives have certainly been shattered.

Ayyush is 80 years old. She recently lost her son in the conflict in Syria. She now only wishes for more years ahead to raise her grandchildren. Ayyush and her family live in the Islahiye refugee camp in Turkey where they receive monthly food assistance through an e-food card program.

Ayyush is 80 years old. She recently lost her son in the conflict in Syria. She now only wishes for more years ahead to raise her grandchildren. Ayyush and her family live in the Islahiye refugee camp in Turkey where they receive monthly food assistance through an e-food card program.

Today, 4 million Syrian refugees are living in neighboring countries—Jordan, Lebanon, Turkey, Iraq, Egypt—in donated apartments, relatives’ spare rooms and tents. Another 6.5 million are displaced internally, trapped in a living hell that includes daily indiscriminate barrel bombing by the Assad regime on the one hand and Daesh’s murderous reign of terror on the other.

Behind the figures are children and the parents who would do anything and risk everything to keep them safe. For families inside Syria, the choice is agonizing: Stay and risk your child being killed on the way to school, or risk their safety on a treacherous journey across borders.

What are these Syrians facing every day?

Hunger for one. Since this crisis began nearly five years ago, USAID has provided $1.55 billion in food assistance, more than all other donors combined. Since 2013, we have given bakeries still operating inside the country 122,000 metric tons of flour and yeast, which comes out to more than 300 million daily bread rations. USAID has also helped distribute food vouchers—essentially preloaded debit cards—so refugees can shop for the familiar foods they yearn for and, at the same time, boost the local economies of Syria’s neighbors.

These two Syrian sisters now live as refugees in Mafraq, Jordan. / Peter Bussian for USAID

These two Syrian sisters now live as refugees in Mafraq, Jordan. / Peter Bussian for USAID

Nearly 2 million children in Syria and another 700,000 Syrian refugees are out of school because of the conflict. As Secretary of State John Kerry said recently: “The burden of the conflict falls most heavily on the smallest shoulders.” Without that daily stability in their lives, children are at risk of being exploited as laborers and young girls in particular may face the pressures of early marriage.

Our teams on the ground are helping refurbish and modernize public school buildings in Lebanon and Jordan so they can accommodate the extra load of new learners. Some of the schools have doubled or tripled shifts to ensure everyone gets a chance to learn and thrive.

USAID is also providing health care to people in need across 14 governorates in Syria—2.4 million this year alone—as well as clean water to 1.3 million.

We are also supporting women to be change agents for peace inside Syria, and assisting moderate civilian actors inside Syria to keep schools open, repair public services and literally keep the lights on for communities under siege.

We are proud to say that we reach 5 million people every month in spite of the often dangerous conditions to make those connections happen.

Our assistance inside Syria and the region is not only keeping people alive, but keeping their aspirations alive, too. A future Middle East needs peace and opportunity, not spirals of retribution.

“Our dreams are very simple,” said Mohamad, a former bus driver in Syria who is now a refugee living in a cramped apartment in Jordan with what is left of his family. He lost three sons in the conflict.

Bags of wheat flour inside a storage room at a Syrian bakery wait to be turned into bread. Bakeries such as this one are vital to providing food to Syrians in need.

Bags of wheat flour inside a storage room at a Syrian bakery wait to be turned into bread. Bakeries such as this one are vital to providing food to Syrians in need.

What he wants now is what any person would want: “To have a decent living so that we can be self-sufficient and not put out a hand to beg. We want people to look at us as humans because we are just like them.”

Though the United States has been generous—$4.5 billion in humanitarian assistance over nearly five years in addition to other aid—our funding that supports the heroic organizations working with Syrians on the ground throughout the region is simply not enough. Additional support is sorely needed.

The United Nations’ appeals for humanitarian aid to address the crisis in Syria are still only 48 percent funded for this year. This is a shortfall of over $4.4 billion in life-saving services.

We must support those suffering inside Syria as well as those fleeing across the border.

As President Barack Obama reminded the world at the G20 Summit in Turkey, Syrian refugees are leaving their country to escape violence and terrorism. “Slamming the door in their faces would be a betrayal of our values,” he said. “Our nations can welcome refugees who are desperately seeking safety and ensure our own security. We can and must do both.”

This conflict has spiraled out of control for too long. And while we are undertaking herculean efforts to help the Syrian people and Syria’s neighbors, we cannot alleviate this crisis without more help. If we do not continue to work with our partners to address the Syrian crisis and its impacts now, the problem will only get worse.

That is why we are asking you to stand in solidarity with USAID, our partners and, most critically, the people of Syria. Visit Humanity Acts to learn more about the humanitarian crisis that directly impacts the majority of Syrian people and how you can join us in supporting them.

We’re on social media using the hashtag #HumanityActs and we invite you to use it as well. Together we can help put an end to the biggest humanitarian emergency of our time. It starts here.

ABOUT THE AUTHOR

Tom Staal is the senior deputy assistant administrator in USAID’s Bureau for Democracy, Conflict and Humanitarian Assistance. Follow that office at @USAID_DCHA

16 Days: Making Schools Safe Everywhere For Students Anywhere

In 2013, this 11-year-old girl from the Democratic Republic of Congo was raped by a family friend. In the aftermath she faced social stigma, isolation and teasing in school. USAID-supported interventions like counseling and medical care helped her regain her voice and her dignity. / Morgana Wingard, USAID.

In 2013, this 11-year-old girl from the Democratic Republic of Congo was raped by a family friend. In the aftermath she faced social stigma, isolation and teasing in school. USAID-supported interventions like counseling and medical care helped her regain her voice and her dignity. / Morgana Wingard, USAID.

“He told me I couldn’t tell anyone.”

Angelina was only 14 years old when she was sexually abused by her teacher. Born into a poor family in rural Mozambique, she sold eggs on the side of the road to help cover the cost of her education and dreamed of becoming a nurse.

Teachers wield incredible power to positively influence young lives. However, they are also able to abuse that power. In this case, Angelina’s teacher promised financial support in exchange for her silence.

Scared and struggling to afford school fees, Angelina continued to suffer abuse for an entire year. It wasn’t until she participated in a school health program run by USAID partner ANDA that Angelina realized what was happening to her was wrong.

Worldwide, 246 million children experience gender-based violence at or on their way to school every year. A report released by the United Nations Human Rights Council noted that attacks on schools occurred in at least 70 countries between 2009 and 2014, and that about 3,600 attacks against schools, teachers and students were recorded in 2012 alone.

A student at the Saffa Girls School in the West Bank raises her hand in class. The school is one of 57 in the area that USAID provided teacher training to. The school now also has 28 rehabilitated classrooms, a computer and science lab, a library, resource center, and a protected playground. / Bobby Neptune for USAID.

A student at the Saffa Girls School in the West Bank raises her hand in class. The school is one of 57 in the area that USAID provided teacher training to. The school now also has 28 rehabilitated classrooms, a computer and science lab, a library, resource center, and a protected playground. / Bobby Neptune for USAID.

And those are the numbers we know. The truth is that gender-based violence in schools is happening in every country around the world right now. It is a global phenomenon depriving children, especially girls, of their right to a safe, quality education.

From kidnappings to shootings, from acid attacks to poisoning, and from discrimination to intimidation, girls are being threatened, harassed, attacked and killed while trying to learn.

With the help of her school health program, Angelina was finally able to recognize her abuse, prosecute her abuser, and pursue an education free from fear and harassment.

In Mozambique and around the world, going from the classroom to the courtroom can be incredibly challenging. It requires survivors, communities, teachers, law enforcement and governments to work together for justice. But Angelina’s counselor hopes other girls will have the courage to say no and speak out.

We at USAID believe that schools free from abuse and violence are possible. It is exhausting and difficult work. Changing mindsets, fighting stigma, and speaking up for those who’ve been silenced can sometimes feel futile.

But behind every statistic and every story is a hero like Angelina and the brave men and women who worked tirelessly to support her. We must continue to fight alongside them until schools everywhere are safe so students anywhere can reach their potential.

The 16 Days of Activism Against Gender Violence campaign begins today. The 2015 global theme is From Peace in the Home to Peace in the World: Make Education Safe for All. This year, USAID will spotlight 16 teachers, students, leaders and activists worldwide who have triumphed over gender-based violence and/or are helping students learn and thrive.

Whether it’s creating safe spaces for students to grow and play, strengthening laws to protect the most vulnerable, or training teachers to give support when it’s needed, these individuals are working to ensure that girls and boys, and women and men, can realize their universal human right to education. Starting today and throughout the campaign, follow their stories on Instagram and Medium.

ABOUT THE AUTHOR

Susan Markham is USAID’s Senior Coordinator for Gender Equality and Women’s Empowerment. Follow her @msmarkham.

Back in the Classroom: Displaced Students in Nigeria Find Education & Hope

Ikilima Shuib Chiroma teaches a class of adolescent girls on Sept. 21 in a non-formal education facility in Yola, capital of the state of Adamawa in Nigeria. Creative is implementing USAID’s Education Crisis Response program here through partner agency International Rescue Committee to assist youth displaced by Boko Haram. / David Snyder for USAID

Ikilima Shuib Chiroma teaches a class of adolescent girls on Sept. 21 in a non-formal education facility in Yola, capital of the state of Adamawa in Nigeria. Creative is implementing USAID’s Education Crisis Response program here through partner agency International Rescue Committee to assist youth displaced by Boko Haram. / David Snyder for USAID

Like most 10-year-old students, Dinah solves her math problems in the old-fashioned way—with her fingers. She counts to six and jots down the number.

For Dinah’s extended family, they are counting something entirely different—the months since the girl lost her mother during a raid by Boko Haram insurgents on her village in northern Nigeria.

After the vicious attack, the young girl eventually made it to a center for internally displaced persons. Dinah’s uncle drove from the city of Bauchi to bring her to his home.

Today, some seven months after the incident, Dinah is adjusting to a new school and a new future.

An insurgency has wreaked havoc on parts of Nigeria, forcing some 2.2 million people from their homes—one of the largest concentrations of internally displaced persons in Africa. Hundreds of thousands of school-aged children have been set adrift inside the country, ripped from their communities and their schools.

With the magnitude of the situation, USAID, state officials and NGOs stepped in with the Education Crisis Response program.

Launched in 2014, the goal of the program is to expand access to quality and protective non-formal education and alternative education opportunities for out-of-school children, ages 6 to 17, in three Nigerian states and reduce the burden on local schools already stretched thin by limited resources. It is implemented by Creative Associates International and the International Rescue Committee, along with local NGOs.

The project has established 294 non-formal learning centers that provide education, in-class meals and psycho-social services to the displaced children, says Ayo Oladini, director of the Education Crisis Response program.

Local facilitators identified and trained by the program use a government-approved curriculum to teach basic literacy, numeracy and life skills. The learning centers are housed in existing structures like schools or meeting houses that are made available by the local community.

The students attend class three days a week for at least two hours each day and are provided basic school materials.

Adolescent girls in a non-formal education class on Sept. 21 at a school in Yola, capital of the state of Adamawa in Nigeria. Creative is implementing USAID’s Education Crisis Response program here through partner agency International Rescue Committee to assist youth displaced by Boko Haram. / David Snyder for USAID

Adolescent girls in a non-formal education class on Sept. 21 at a school in Yola, capital of the state of Adamawa in Nigeria. Creative is implementing USAID’s Education Crisis Response program here through partner agency International Rescue Committee to assist youth displaced by Boko Haram. / David Snyder for USAID

Paving the way for mainstream education

State officials evaluating the non-formal learning centers say they are working.

“The type of education they do receive is a good one,” says Halilu Usman Rishi of Bauchi’s State Education Secretariat. “That is going to [pave the] way for them to mainstream to a formal system of education.”

The opportunity to return to class is life changing, especially for the many who have been displaced and out of school for years.

“For the kids who had forgotten most of what they have learned [and are] now coming back to a classroom — to say it is therapeutic is an understatement,” Oladini said. “It’s a thing of joy.”

Youth displaced by Boko Haram take part in a non-formal learning class in Gombe, Nigeria on Sept. 26 as part of USAID’s Education Crisis Response program. / David Snyder for USAID

Youth displaced by Boko Haram take part in a non-formal learning class in Gombe, Nigeria on Sept. 26 as part of USAID’s Education Crisis Response program. / David Snyder for USAID

Addressing psychosocial needs

And while education is the foundation of the program, children traumatized by conflict and upheaval can only learn when their fears are also addressed.

USAID responded to the psychological needs of the displaced children by incorporating a psychosocial approach to teaching. Facilitators are trained to teach in a student-friendly manner by incorporating group exercises and encouraging positive, interactive student-teacher relations. Working through local partner agencies, the program also encourages the local community to spread messages of peace.

“We make sure that we don’t create any more trauma, either for these children or within the community where they live,” Oladini explained. “We tell them ‘Look, the future is still there for you. You [may] have lost this, you [may] have lost that…but there is still hope for you.’”

Officials in Bauchi are embracing this strategy to help students deal with what has happened to them and their families.

“The program is, in fact, doing as much as possible to ensure that the children are associating with their friends in the learning centers,” says Bauchi’s Rishi. “Some of them used to tell us as we go around to discuss with them, that initially, they found it very difficult to associate with the other children. But as they interact so much with their friends in the learning centers, they forget thinking about such ugly happenings.”

Preparing for sustained success

Scheduled to phase out in 2017, the Education Crisis Response program is supported by Nigeria’s state and federal governments, which, Oladini said, will help ensure the long-term sustainability of the program.

From the outset, government education officials have been involved in every detail of program planning and worked with the program to identify communities, develop a teacher training manual and sit in on classes.

For every learning center, Education Crisis Response has also trained two local government education officials to serve as mentor teachers whose job is to work with the facilitators and provide feedback to teachers.

“From day one, we made sure [the government understood] that this is your program, it’s not our program,” Oladini said. “So from year one before the end of year two, they’ll be able to plan within their budget to see how they can scale up all these programs.”

And while government’s support of the Education Crisis Response program is essential, it is one part of an overall effort that also depends largely on the communities themselves.

“We’re letting them know that with or without parents, there is what we call ‘your own mindset’ – your own ability to move forward and persevere in a state of difficulty,” Oladini said. “This is what we are teaching them.”


Produced for USAID by Creative Associates International, with reporting by Michael J. Zamba and Ernest Akoma in Nigeria.

ABOUT THE AUTHOR

Michael J. Zamba is senior director of communications at Creative Associates International and David Snyder is a photographer and writer. Creative Associates International is implementing USAID’s Education Crisis Response program in northern Nigeria. Follow Creative @1977Creative.

Saving Mothers, Giving Life

The Chikomeni Rural Health Centre in eastern Zambia offers Basic Emergency Obstetrics and Newborn Care services to its clients. / Anne Jennings, Rabin Martin.

The Chikomeni Rural Health Centre in eastern Zambia offers Basic Emergency Obstetrics and Newborn Care services to its clients. / Anne Jennings, Rabin Martin.

For the staff at the Matanda Rural Health Center in northern Zambia, help during emergencies was hard to find. The nearest hospital is 60 kilometers away—40 of them over a rough gravel road. Lacking a cell tower, health center staff would walk or ride 27 kilometers in order to call for an ambulance. Until recently, nurse Esther Kabaye was the center’s only clinician; she treated women in the region when complications arose during pregnancy.

Through Saving Mothers, Giving Life, a public-private partnership launched in 2012, Kabaye began a mentorship program in which she met once a month with a district mentor, developing the necessary skills and knowledge for emergency obstetric and neonatal care.

These efforts were rewarded after only a few months, when Helen, a 35-year-old woman from a nearby village, was brought to the health center in labor. She successfully delivered a healthy baby, but afterwards began bleeding heavily. Kabaye identified the emergency as a postpartum hemorrhage, and promptly performed a bimanual compression of the uterus, saving Helen’s life.

“I am so happy that I am able to effectively handle emergencies and save lives that would have been lost,” Kabaye said. She now teaches other nurses, amplifying the lifesaving impact that she has had on her own community and others nearby.

Stories like Kabaye’s are not uncommon within Saving Mothers, Giving Life districts. USAID is a founding member of the partnership, launched in 2012 by then Secretary of State Hillary Clinton as an innovative, integrated approach to health systems. Saving Mothers, Giving Life seeks to reduce maternal and newborn mortality by increasing the demand for services, facilitating access to lifesaving care, and strengthening health systems at the district level.

The initiative is supported by a range of partners, including the governments of Uganda, Zambia, the United States and Norway; Merck for Mothers; Every Mother Counts; Project C.U.R.E.; and the American College of Obstetricians and Gynecologists.

Target districts in Uganda (left) and Zambia. High levels of success during Phase 1 (June 2012-June 2013) led to the expansion of the program during Phase 2. Mid-Initiative results show even greater improvements in maternal mortality during Phase 2. / Saving Mothers, Giving Life

Target districts in Uganda (left) and Zambia. High levels of success during Phase 1 (June 2012-June 2013) led to the expansion of the program during Phase 2. Mid-Initiative results show even greater improvements in maternal mortality during Phase 2. / Saving Mothers, Giving Life

Initially implemented in four districts each in Uganda and Zambia, Saving Mothers, Giving Life emphasizes adequate and timely care for pregnant women and new mothers. The initiative focuses on three primary delays to lifesaving maternal care: the delay in seeking services, reaching services, and receiving high-quality care. The initiative generated astounding results: The target facilities in both Uganda and Zambia saw a 35 percent drop in maternal mortality in a single year.

Based on such astonishing success, the program was expanded in 2014 to an additional 12 districts in Zambia, and another 6 districts in Uganda. This week, I am excited to share the continued success of the initiative with our 2015 Mid-Initiative Report.

In Uganda, the institutional maternal mortality rate has fallen by 45 percent since the beginning of the initiative. This reflects a 30 percent increase in the rate of delivery in facilities that provide emergency obstetric and newborn care. Such inspiring results are not limited to health facilities, however: Across the target districts as a whole, maternal deaths have decreased by 41 percent—not just among women who delivered in a facility, but among the districts’ entire population

Women queue up for health services at the Chikomeni Rural Health Centre in eastern Zambia. / Anne Jennings, Rabin Martin.

Women queue up for health services at the Chikomeni Rural Health Centre in eastern Zambia. / Anne Jennings, Rabin Martin.

In Uganda’s Kabarole District, District Health Officer Dr. Richard Mugahi faced a challenge. “We had enough midwives and equipment, but mothers were not delivering in facilities,” he says. “They preferred delivering with the support of traditional birth attendants.”

With the support of Saving Mothers, Giving Life, the Kabarole District established a Demand Creation Committee to encourage women to take advantage of family planning services, prenatal care visits, and health facility deliveries. The Kabarole District has also used radio broadcasts to educate communities about the risks of giving birth at home and encourage them to give birth in a facility. The initiative is community-owned, sustainable in the long term, and—most importantly—effective.

The results from Zambia are equally as encouraging. Since the launch of Saving Mothers, Giving Life, institutional maternal mortality has fallen by 53 percent in the target districts. Nearly 90 percent of women are now giving birth in a facility, compared to 63 percent at the outset of the initiative. And the number of women who have received treatment to prevent the spread of HIV/AIDS to their infants has increased by 81 percent.

Mwasemphangwe Zonal Rural Health Centre in Zambia offers Basic Emergency Obstetrics and Newborn Care services to its clients. / Anne Jennings, Rabin Martin.

Mwasemphangwe Zonal Rural Health Centre in Zambia offers Basic Emergency Obstetrics and Newborn Care services to its clients. / Anne Jennings, Rabin Martin.

These results are heartening. They speak to the success of the approach employed through Saving Mothers, Giving Life that revolves around localized, evidence-based interventions. Efforts at the district level strengthen districts’ health systems as a whole, while community-level interventions generate demand for services among women and their families by changing social norms. The initiative is active in two dozen districts across Uganda and Zambia, with expansions underway in additional districts, as well as in Nigeria.

Yet perhaps even more encouraging is the potential that Saving Mothers, Giving Life has to extend far beyond the borders of Uganda, Zambia and Nigeria. The approach has proven to be successful, and is continuously fine-tuned and developed through extensive monitoring and feedback. The organizing principles employed by Saving Mothers, Giving Life can serve as an example to countries across the globe, who can adapt the model for use in their own communities.

The partnership has brought together the diverse strengths of a variety of organizations, contributing substantially to the mission to end preventable child and maternal deaths within a generation. Saving Mothers, Giving Life has amazed and inspired me over the past two and a half years that I have directed the Secretariat, and I am excited to see what we are able to accomplish in two and a half more.

ABOUT THE AUTHOR

Claudia Morrissey Conlon is USAID’s Senior Maternal and Newborn Health Advisor and the U.S. Government lead for Saving Mothers, Giving Life.

Advocating for Sign Language Education as a Human Right

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Georgine Auma in Washington, D.C. for the Young African Leaders Initiative. / Georgine Auma

As children growing up in Kenya, Georgine Auma and Natha Yare were excluded from their right to education.

Why? Because they are deaf. Access to education in sign language is still denied to millions of deaf and hard of hearing children, and even those who are lucky to receive an education — like Georgine and Natha — often lack teachers or specialists adequately trained in sign language, causing children to miss early language acquisition milestones that assistive devices like cochlear implants or hearing aids cannot provide.

For Natha, being deaf meant she couldn’t go to a local school, and instead attended a school for the deaf 15 hours away by bus. Even there, though, Natha was denied her right to a quality education.

“The government decided to introduce new teachers that knew no Kenyan Sign Language; these teachers filled blackboards with words and gestured for us to copy,” Natha said. “When we finished, we felt like we accomplished something. Afterwards, we went outside to run and play, not understanding what was copied.”

In many countries like Kenya, social stigma causes parents and community members alike to perceive deaf and hard of hearing children as impaired or altogether unable to learn.

NathaYare

Natha Yare (far right) with the deaf football team she helped organize at the Dadaab Refugee Camp in Kenya. / UNHCR

When Georgine became deaf at the age of 9, her parents didn’t know what to do with her. Although she already had a strong language foundation, her parents kept her from school for a full year before deciding to re-enroll her equipped with what they believed was a solution: hearing aids.

“I returned to the same school I was in before — needless to say, I never understood a thing taught in class,” Georgine said. “As a coping mechanism, I developed a love for books and literally read everything I could. Reading helped me stay within the top three of my class.”

Georgine recounted struggling with isolation and an identity crisis while growing up. “I thought I was the only deaf person in the world until I discovered Kenyan Sign Language at Maseno School for the Deaf,” she said. “There, I finally found my identity and felt a sense of belonging.”

USAID’s Commitment to Access and Inclusion

When I hear stories like Georgine and Natha’s, it takes me back to Kenya, where I worked at two schools for the deaf as a Peace Corps volunteer. The challenges faced by deaf and hard of hearing people are still prevalent, though; I recently attended the quadrennial World Federation of the Deaf conference, where over 100 deaf youth representatives echoed the same themes of barriers to sign language and education.

USAID is working to change this, providing access to education and sign language around the world. Education projects promoting sign language have been implemented in countries including Ecuador, Georgia and Morocco.

USAID partnered to produce Ecuador’s first-ever sign language dictionary, and with the current All Children Reading Grand Challenge initiative, the Agency is developing revolutionary software to support bilingual education in Morocco and Georgia. In Morocco, with early grade reading software using both Moroccan Sign Language and Arabic, deaf students have been shown to develop better literacy skills, learn better, and thinking more outside of the box than they did before.

Inclusive education is becoming an important theme on the global stage. It is important to ensure that students like Georgine or Natha aren’t left behind. Quality education for deaf and hard of hearing students means equipping teachers with fluency in sign language, thus creating truly inclusive spaces for all learners — because every child has a right to be educated.

ABOUT THE AUTHOR

Josh Josa is a Program Analyst working in USAID’s Office of Education. Follow him @JoshJosa.

Overcoming the Stigma of Disability Across the Globe

USAID Senior International Education Advisor Christie Vilsack greets young women in an English class at the Lao Disabled Women’s Development Centre in July 2015. / David Lienemann, Official White House Photographer

USAID Senior International Education Advisor Christie Vilsack greets young women in an English class at the Lao Disabled Women’s Development Centre in July 2015. / David Lienemann, Official White House Photographer

Growing up in Laos, Chanhpheng Sivila contracted polio at the age of 3, which affected her leg and spine and made walking difficult. When it came time to go to school, her parents wouldn’t let her attend, telling her they couldn’t afford a school uniform for all 12 of their children.

But Chanhpheng was determined to get an education. Defying her family’s reservations, Chanhpheng decided one day to steal her big sister’s old school uniform and then secretly followed her to school. Her boldness paid off. The teachers at school saw Chanhpheng’s determination and convinced her parents to let her attend.

The 4-foot-7 Chanhpheng battled her way through school and eventually went on to earn a bachelor’s degree from the National Academy of Politics and Public Administration in Vietnam and a bachelor’s degree in business administration from Rattana College in Laos. She refused to let the stigma of having a disability get in her way.

In 1990, Madam Chanhpheng founded an organization that became the Lao Disabled Women’s Development Centre. She is now a tireless and inspiring advocate for the rights of women and girls with disabilities.

25 Years of Empowerment

As Madam Chanhpheng’s center celebrates 25 years of empowering women and girls with disabilities in Laos, the United States is celebrating the 25th anniversary of the Americans with Disabilities Act. This landmark legislation guarantees rights of individuals with disabilities in the United States.

It also serves as model legislation informing disability rights internationally, including in many of the countries where USAID works today. The law’s principles of access, inclusion and non-discrimination are woven into USAID’s own Disability Policy, which promotes the inclusion of persons with disabilities across all of our programs.

Dr. Jill Biden and USAID Senior International Education Advisor Christie Vilsack pose with students from Hanoi College of Information Technology in July 2015. / David Lienemann, Official White House Photographer

Dr. Jill Biden and USAID Senior International Education Advisor Christie Vilsack pose with students from Hanoi College of Information Technology in July 2015. / David Lienemann, Official White House Photographer

I recently accompanied Second Lady of the United States Dr. Jill Biden on a trip to Laos and Vietnam. On the trip we saw some of USAID’s efforts to give children and youth with disabilities access to education as well as workforce development training.

Dr. Biden recognized the Lao Disabled Women’s Development Centre for its work educating and empowering young women in Laos over the last two and a half decades. Each year, the center provides basic education, life skills and job-related training for 35 young women. Since 2002, over 500 young women with disabilities have graduated from the center.

Our delegation visited a reading class and a papermaking demonstration, and then we bought scarves woven by the women in the program. The center benefitted from a USAID grant given to World Education Laos through the Senator Patrick Leahy War Victims Fund; the fund primarily helps individuals with disabilities in conflict-affected countries.

While in Asia, Dr. Biden and I also visited students from the Hanoi College of Information Technology in Vietnam, where USAID has collaborated with Catholic Relief Services since 2007 to provide advanced computer skills training to over 700 youth with disabilities. About 70 percent of the program’s graduates have found jobs; a few have even found their life partners in the class and have plans to marry.

The U.S. Government has supported inclusive development programs in Vietnam for the last 25 years, even before normalization of diplomatic relations in 1995.

The Road Ahead

Madam Chanhpheng Sivila shows off a scarf made by young women at the Lao Disabled Women’s Development Centre. / David Lienemann, Official White House Photographer

Madam Chanhpheng Sivila shows off a scarf made by young women at the Lao Disabled Women’s Development Centre. / David Lienemann, Official White House Photographer

According to UNESCO, most children with disabilities in developing countries are out of school. The problem isn’t that they don’t want to be in school or that they can’t afford it. The reason is often negative and discriminatory attitudes, like those faced by Madam Chanhpheng, combined with physical barriers.

USAID is committed to finding new strategies to reach people with disabilities. Earlier this year, our All Children Reading Grand Challenge for Development awarded funding to five organizations for their low-cost, technology-based solutions to promote literacy for children with disabilities. They are developing and implementing these reading technologies over the next two years in Georgia, India, Lesotho, Morocco and the Philippines.

Another major obstacle to addressing the out-of-school issue is the lack of data on children and youth with disabilities. A great first step would be to gather data on the numbers of children with disabilities in and out of school, disaggregated by type of disability. This would help us to know who is being left out of the education system and allow us to study the barriers in order to plan effective interventions.

The data would undoubtedly be telling, but we will also need to open our minds to what is happening behind the numbers. By learning from people like Madam Chanhpheng, we will be better positioned to steer the agenda for educating children and youth with disabilities.

ABOUT THE AUTHOR

Christie Vilsack is the Senior International Education Advisor at USAID. Follow her @ChristieVilsack.

Around the World in Videos: How USAID is Helping Curb Child and Maternal Deaths

Mom and baby are doing fine because mom was taught how to perform Kangaroo Mother Care to keep her premature newborn warm. / Molly Ronan, Embrace Global

Mom and baby are doing fine because mom was taught how to perform Kangaroo Mother Care to keep her premature newborn warm. / Molly Ronan, Embrace Global

In 1990, more than 12 million children under the age of 5 died every year because of preventable conditions and diseases. Today, we face a situation considerably less bleak.

But still, far too many children today are being robbed of the chance to lead full, healthy lives. They are being robbed by illnesses we can prevent and treat. And far too many mothers won’t get to hold their newborn in their arms. These women won’t have the chance to raise their families or contribute to their communities.

Over the past six years, the Obama administration has strategically focused our maternal and child health programs in the 24 countries that account for more than 70 percent of child and maternal deaths globally.

By providing expectant mothers with high-quality and respectful care during delivery, resuscitation for newborns, vaccinations, diarrhea treatment and education about the importance of breastfeeding and handwashing, it is estimated we have helped save the lives of nearly 2.5 million children and nearly 200,000 mothers since 2008.

Acting USAID Administrator Alfonso Lenhardt joins Indian Prime Minister Shri Narendra Modi and heads of delegations from around the world at the Call to Action Summit on Aug. 27 in New Delhi, India. / Clay Doherty, USAID

Acting USAID Administrator Alfonso Lenhardt joins Indian Prime Minister Shri Narendra Modi and heads of delegations from around the world at the Call to Action Summit on Aug. 27 in New Delhi, India. / Clay Doherty, USAID

This week in New Delhi, I join health ministers from those priority countries and experts from across the globe for The Call to Action Summit to take stock of progress, share best practices and forge alliances.

Here are snapshots of some of USAID’s efforts around the world.

India

Like all mothers, Satyawati wants the best for her children, including for her newborn son. In a world where motherhood is still a risky endeavour, her story reflects the Indian Government’s new approach to maternal and child survival. With help from her local health worker, Satyawati knows how to best care for her children. She has had them vaccinated, and she practices proper hygiene at home.

Millions more have benefited from India’s recent efforts to reduce maternal and child deaths. In fact, under-5 mortality has dropped from 126 per thousand live births in 1990 to 53 per thousand live births in 2013. The government is using a scorecard to track its progress, providing transparency and accountability.

Malawi

“It’s heartbreaking to not have the equipment you can use on a baby to survive,” said Indira Chikomoni, a nurse at Zomba Central Hospital in Malawi. But with USAID’s support, 27 hospitals throughout Malawi now have access to a device called the Pumani bCPAP, which helps newborn babies breathe until their lungs have fully developed. The device has tripled the survival rate for babies treated for respiratory distress syndrome.

Gloria Mtawila’s son Joshua, who was struggling to breathe at birth, stayed on the machine for a month until eventually he could breathe on his own, and now he is a healthy baby boy.

Ethiopia

Adanech Belay is a proud mother of three, one of millions of rural families that used to live beyond the reach of the health system in Ethiopia. With USAID’s help, the Ethiopian Government has trained more than 38,000 health workers and deployed them around the country. Now, Belay can give birth in a clinic. She knows about vaccines, hygiene and family planning. Health extension workers now form the backbone of Ethiopia’s health care system, empowering families like hers to take charge of their own health. And the efforts are working.

In September 2013, Ethiopia announced it had achieved Millennium Development Goal 4—reducing child mortality by two-thirds by 2015—a full two years ahead of schedule. In 1990, Ethiopia’s under-5 mortality rate was one of the highest in the world at 204 for every 1,000 live births; by 2013, this rate had been slashed to 64 for every 1,000 live births.

Nepal

Until recently, three in 100 Nepali babies died before they were 1 month old, often from infections introduced into the body through the umbilical cord stump. In Nepal, where home delivery is common, a newborn’s umbilical cord has traditionally been cut with dirty household tools, and substances like oil, turmeric or even cow dung were rubbed on the stump to encourage “healing.”

All that is changing now with the support of USAID. With our partner JSI, we’ve helped develop a low-cost antiseptic gel we’re providing to pregnant women free of charge. A network of 50,000 female volunteer health workers are teaching communities how this little tube and new healthy practices can save their babies’ lives.


When a child dies, and when a mother dies giving birth, it is a tragedy for all of us. Because we miss out on everything they might have offered, and because it continues the cycle of extreme poverty that holds the entire world back. Together, we can break that cycle.

The goal of ending preventable child and maternal deaths is within our reach. We will continue Acting on the Call until every mother and child has the chance to lead a full, healthy life.

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