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US Agency for International Development, 2016
USAID's commitment to empowering adolescent girls to reach their full potential is reflected in the Agency's larger efforts to achieve gender equality and women's empowerment. The Agency holds decades of experience leading advances for greater gender equality and empowerment that benefit adolescent girls; however, these activities have not been…
Descriptors: Adolescents, Females, Empowerment, Equal Education
US Agency for International Development, 2015
Three decades of conflict devastated Afghanistan's education systems and institutions. In 2002, an estimated 900,000 boys attended school, while women and girls were almost completely excluded from educational opportunities. Since then, the Afghan government, USAID, and international donors have worked closely to rebuild Afghanistan's education…
Descriptors: Foreign Countries, Conflict, Educational History, Enrollment Trends
US Agency for International Development, 2015
In 2011, the USAID Education Strategy set forth an ambitious agenda to help solve one of the most pressing challenges facing developing countries: the lack of access to quality education for children and youth. Through this strategy, with a focus on measurable outcomes and ambitious targets, USAID transformed the conversation in the sector from…
Descriptors: Educational Strategies, Research Reports, Developing Nations, Access to Education
US Agency for International Development, 2011
In late 2010, the U.S. Agency for International Development (USAID) Administrator Rajiv Shah commissioned a new Agency-wide Education Strategy to ensure that USAID's global education investments would be informed by recent Presidential policy guidance; grounded in the most current evidence-based analysis of educational effectiveness; and aimed at…
Descriptors: Educational Principles, Educational Strategies, Public Agencies, Technical Assistance
US Agency for International Development, 2009
The 2009 Worldwide Education and Training Workshop brought together over 375 members of the international development community to share best practices in addressing the growing challenges in the field of education for social and economic development. This paper presents synopses of the presentations delivered during the workshop.
Descriptors: Economic Development, Workshops, Social Development, International Studies
US Agency for International Development, 2009
Public Law 109-95, the Assistance for Orphans and Other Vulnerable Children in Developing Countries Act of 2005 (hereinafter, referred to as PL 109-95), was signed into law four years ago to respond to the global orphans and vulnerable children crisis. It calls for the U.S. Government (USG) response to the crisis to be comprehensive, coordinated…
Descriptors: Federal Legislation, Annual Reports, Cooperation, Nongovernmental Organizations
Brady, Cecilia – US Agency for International Development, 2009
Public-private partnerships done right are a powerful tool for development, providing enduring solutions to some of the greatest challenges. To help familiarize readers with the art of alliance building, the Global Development Alliance (GDA) office has created a series of practical guides that highlight proven practices in partnerships,…
Descriptors: Partnerships in Education, Models, Best Practices, Organizational Objectives
Brady, Cecilia – US Agency for International Development, 2009
Public-private partnerships done right are a powerful tool for development, providing enduring solutions to some of the greatest challenges. To help familiarize readers with the art of alliance building, the Global Development Alliance (GDA) office has created a series of practical guides that highlight proven practices in partnerships,…
Descriptors: Partnerships in Education, Labor Force Development, Guides, Best Practices
US Agency for International Development, 2009
The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). "Doorways I: Student Training Manual on School-Related Gender-Based Violence…
Descriptors: Personality Traits, Self Efficacy, Definitions, Prevention
US Agency for International Development, 2009
The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to…
Descriptors: Counselor Training, Personality Traits, Self Efficacy, Definitions
US Agency for International Development, 2009
The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Teachers can play a central role in violence prevention, and they can also help…
Descriptors: Program Evaluation, Prevention, Faculty Development, Reference Materials
US Agency for International Development, 2009
The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways II: Community Counselor Reference Materials on…
Descriptors: Referral, Sexual Abuse, Interpersonal Relationship, Counselor Training
US Agency for International Development, 2009
The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways III: Teacher Reference Materials on School-Related…
Descriptors: Teacher Attitudes, Teacher Student Relationship, Learning Activities, Student Rights
US Agency for International Development, 2009
The Mississippi Consortium for International Development's (MCID's) intervention involved the development, publication and distribution of an Integrated Foundations of Learning Kit, focused on numeracy. This intervention was aligned with Zambia's priorities and strategies and matched the requirements of the Textbooks and Learning Materials Program…
Descriptors: Foreign Countries, Numeracy, Learning Modules, Grade 4
US Agency for International Development, 2008
Education is universally acknowledged to benefit individuals and promote national development. Educating females and males produces similar increases in their subsequent earnings and expands future opportunities and choices for both boys and girls. However, educating girls produces many additional socio-economic gains that benefit entire…
Descriptors: Educational Needs, Management Systems, Females, Educational Objectives
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