Academy for Educational Development

IN AFRICA ACADEMY FOR EDUCATIONAL DEVELOPMENT

www.aed.org Inside

Benin ...... 5 Botswana ...... 7 Djibouti ...... 10 Eritrea ...... 12 Ethiopia ...... 14 Ghana ...... 19 Guinea ...... 26 Kenya ...... 28 Lesotho...... 32 Liberia ...... 34 Madagascar ...... 36 Malawi ...... 37 Mali ...... 43 Morocco ...... 46 Namibia ...... 50 Niger ...... 55 Nigeria ...... 58 Rwanda ...... 61 Senegal ...... 62 South Africa ...... 64 Tanzania ...... 70 Tunisia ...... 73 Uganda ...... 77 Zambia ...... 81 Zimbabwe ...... 85 Multicountry Projects ...... 90 AED IN AFRICA ACADEMY FOR EDUCATIONAL DEVELOPMENT CAPE VERDE

DEM. REP. OF CONGO AED IN AFRICA 3 ounded in 1961, the Academy for Educational Development ounded in 1961, the that nonprofit, charitable organization (AED) is an independent, and programs in the United States operates development been A total of 52 project offices have throughout the world. and Asia, the Middle East, Latin America, established in Africa, Europe and Eurasia as well as across the United States. Since our inception as well as across the United States. Europe and Eurasia to 1,200. ago, the size of the staff has grown more than 40 years worked to support African development For more than 30 years, AED has and the environment. In in health, education, leadership development, first and Uganda we promoted some of Africa’s Botswana, Tanzania, in Ethiopia, are also funding research AIDS prevention programs. We Zambia that will target stigma and its role in AIDS and Ghana, Tanzania, AED staff private sector, with governments and the prevention. Working millions of children from diarrheal have supported programs that saved we are part- and malnutrition. Today, dehydration, immunizable diseases, sustainable access to antimalarial nering with pharmaceuticals to provide bed nets. work on girls’ education and on edu- In education, AED has pioneered the we are supporting with the Kellogg Foundation, cational reform. Working network for the countries of the development of a regional leadership Botswana, Lesotho, Mozambique, southern Africa, including South Africa, offices have been established across the Swaziland, and Zimbabwe. Project Côte d’Ivoire, Ethiopia, Gambia, continent in such countries as Botswana, Mali, Senegal, Uganda, and Zambia. Ghana, Kenya, Lesotho, Madagascar, AED in Africa AED F This directory, which presents an overview of AED’s programs in Africa since 1975, illustrates our proven experience in helping our clients inhab- iting the second largest continent to meet the complex challenges of the future.

Current AED Programs Include: •HIV/AIDS Prevention and Impact Mitigation • Child Health and Health Sector Reform • Education Sector Reform and Development • Information and Communication Technologies’ Training 4 • Nongovernmental Organization (NGO) Capacity-Building •Training and Work Force Development • Social Marketing Initiatives for Health Communications • Conflict Management and Resolution BENIN BENIN

Strategic Technical Assistance for LearnLink Task Order: Benin 5 Results with Training (START) Task Community Networking Services Order: Benin U.S.-based Training Centers (1998–2001) Program (2003–2005) Funding: USAID Funding: USAID The Academy assisted a local NGO The Benin program offers services in establishing three Community to support advanced U.S.-based Networking Services (CNS) cen- training which includes both edu- ters in different regions of Benin. cational and health programs.. We LearnLink worked with the Song- are providing services for two mas- hai Center, a Beninese NGO, to ter’s degree candidates in curricu- establish CNS centers in each of lum development as well as four Songhai’s three regional centers: short-term trainees in the imple- Porto Novo, the nation’s capital; mentation of HIV/AIDS programs. Savalou, an important commercial hub in Benin’s central region; and Parakou, Benin’s third largest city in the northern region. The CNS centers were designed to help extend the successful Songhai experience throughout the country. The three sites in Benin in which the CNS centers were established had a poor telephone infrastructure and scarce electrical facilities. Innovative approaches to overcome these barriers, such as solar energy supplementation and wireless radio modems for data transfer and Inter- net connectivity, were tested under this activity. The centers are 6 equipped with networked computer workstations that have multimedia capabilities, e-mail, Internet access, and a variety of off-the-shelf and locally-produced learning materials. BOTSWANA 7 year of the plan, including regular year of the plan, including of the monitoring and evaluation campaign. The effectiveness of the project is expected to result in an increase in the number of pregnant women being tested for HIV and using PMTCT services, including informed decision-making among mothers regarding replacement feeding, with increased support from partners, families, and communities. Human Botswana Strengthening Capacity Management Resources (1996–1997) Funding: Government of Botswana; Bank World Bank AED worked with the World to implement a ten-month project to assist the Directorate of Public BOTSWANA Botswana Prevention of Mother- Botswana Prevention Social to-Child Transmission Initiative (2004–2005) Marketing Funding: for Disease The Centers Prevention and Control AED developed and implemented a national Prevention of Mother-to- (PMTCT) Child Transmission social marketing campaign for Botswana designed to increase the level of knowledge about PMTCT; foster positive attitudes; and promote HIV testing, utilization of PMTCT services, and support for women positive pregnant HIV- among intended audiences. Project tasks also included developing a five-year social marketing strategy, annual work plans, and implementation of all activities during the first Service Management (DPSM) of viding short-term assistance for var- the Government of Botswana in ious agencies in the southern Africa improving its operation and serv- region, including Social Impact and ices. The project focused on human Policy Analysis Corporation Ltd., resource systems and information Southern Africa Development technology for implementation of a Community (SADC), United personnel management system and Nations Development Programme consisted of four components: eval- (UNDP), Association of Training uation, performance management and Development Officers, and systems, staff training, and informa- Botswana Confederation of Com- 8 tion technology. merce, Industry, and Manpower. The scope of work ranged from AED Botswana (1992–Continuing facilitating workshops on curricu- The Academy established AED- lum development for managers to Botswana as a nonprofit, charitable evaluating human resource devel- organization registered as a Com- opment projects throughout the pany Limited by Guarantee in SADC region. AED-Botswana has Botswana. The primary objective of carried out consultancies, project the program was to provide man- evaluations, and workshops for the agement, training, evaluation, and British Council, the SADC, and other technical services in the UNDP. Today, AED-Botswana southern Africa region. AED- remains competitive in southern Botswana offers services financed Africa and well-equipped to help under contracts or grants for which sustain socioeconomic development only organizations incorporated or efforts in the region. registered in Botswana or other countries in the southern Africa region are eligible. In 1992 and 1993, AED-Botswana began pro- BOTSWANA

Botswana Development Training Botswana Development Training Program (1982–Continuing) Program. AED has administered Funding: USAID; Government of programs for more than 1,000 stu- Botswana dents from Botswana, placing them In the early 1980s, USAID funded in appropriate academic institu- a ten-year work force skills training tions in the U.S. and monitoring program to respond to the critical their progress. shortage of trained professionals from all sectors of this republic in AED has administered programs for south-central Africa. AED’s pri- more than 1,000 students from mary role was to manage training Botswana, placing them in appro- 9 programs for professionals from priate academic institutions in the strategic development ministries, U.S. and monitoring their progress. parastatal agencies, and private-sector firms. Participants pursued degree and nondegree programs in fields of study including; econom- ics, computer science, business administration, public affairs, agriculture, allied health and nursing, and tourism. As a result, thousands of Batswana were trained in Botswana, the United States, and other countries.

When USAID funding was phased out, the Government of Botswana continued to invest in human resource development under the DJIBOUTI

The Education Quality assistance to help strengthen the 10 Improvement Program 1 Associate capacity of Djibouti’s Ministry of Award: Djibouti Assistance to Education to implement its ambi- Education Project (2003–2006) tious reform plans that focus on Funding: American Institute for improving the quality of instruction Research; USAID in schools, increasing the role The Education Quality Improve- played by parents and communities ment Program 1 (EQUIP1) is a in management of local schools, worldwide effort designed to and increasing access to education improve the quality of education at through the improvement of school the classroom, school, and commu- infrastructure, particularly sanita- nity levels. Through EQUIP1, AED tion and water facilities. One strat- and its partners are implementing egy for improving instruction will the Djibouti Assistance to Educa- involve the provision of computer tion Project, which is aimed at equipment to encourage the use of improving student learning in technology in the classroom. A spe- grades 1-12. This objective is being cific focus has been placed on pursued through three separate but increasing access for girls to educa- interlocking sets of interventions. tion by providing incentives for The project is providing technical girls to enroll and providing materi- DJIBOUTI als and training to teachers to encourage girls’ participation in the classroom.

The three principal elements of the program are fully integrated. The selection of schools for construc- tion activities, for example, is made only after communities have organized themselves and made commitments to help manage and 11 maintain school facilities after they have been rehabilitated. Similarly, the rehabilitated schools serve as laboratories for implementation of the educational reforms. The project team is working closely with ministry counterparts to ensure that the reforms are carried out in the targeted schools as well as to monitor impact of the reforms on student learning. ERITREA

Strategic Technical Assistance for U.S.-based and third country, short- 12 Results with Training Task Order: term training programs in areas such Developing Capacity Skills and as nursing, primary education, water Leadership Training for Eritrea resources management, and finan- (2002–2004) cial management. In addition, 15 Funding: USAID participants have pursued graduate Under the Strategic Technical and postgraduate degrees in the U.S. Assistance for Results with Training and in Eritrea under this initiative. (START)/Developing Capacity Skills and Leadership Training Pro- Eritrea Technical Assistance and ject for Eritrea, AED has trained Support Contract Project Child more than 600 Eritreans working in Health Technical and Support a variety of fields. Programs have Contract (2000–2003) focused on three areas: improving Funding: USAID; John Snow, Inc. the country’s primary health care During the Technical Assistance system, promoting sustainable eco- and Support Contract (TASC) Pro- nomic growth, and developing ject, AED provided technical serv- Eritrea’s human capacity. Working ices in information, education, and with our field office in Asmara, communication (IEC) and behavior AED has administered in-country, change program development, cam- ERITREA 13 paign development, and monitoring paign development, promote in order to and evaluation, and through child public health reproductive health initiatives. IEC occurred at both capacity-building levels, with activ- central and zonal identified by ities focusing on gaps in these the Ministry of Health The overall health-related areas. was to sup- objective of the project to increase port continual activities primary sustainable integrated health care in an effort to reduce maternal, infant, and child morbid- AED provided the services of a ity. full-time IEC specialist posted in Eritrea and short-term technical assistance in maternal and child health, training, and safe motherhood. These activities supported improved reproductive, maternal and child health, nutrition, reduc- tion of infectious disease, and prevention of sexually transmitted diseases, including HIV/AIDS. ETHIOPIA

Ethiopia Child Survival Project — ily health in Ethiopia. To this end, 14 Essential Services for Health in AED is implementing the Behavior Ethiopia — The Child Health and Change Communication and nutri- Health Sector Reform Project; tion programs, and with the JSI (2003–2008) team, we are designing and imple- Funding: John Snow Inc.; USAID menting an integrated and coordi- AED, in conjunction with John nated program of child survival and Snow, Inc. (JSI) and our partners, is health sector reform interventions working closely with the Federal that will contribute to strengthened Ministry of Health, the regional health policies at the federal level health bureaus (RHBs), and at the and improved health services in the woreda level to achieve the results three focus regions. The ESHE Pro- required in the Child Health and ject will reach an estimated 6.5 Health Sector Reform Project, million direct beneficiaries in 60 known locally as the Essential Ser- focus woredas. vices for Health in Ethiopia (ESHE) Project. The overall purpose of the project is to contribute to the Government of Ethiopia’s and USAID’s goal of improved fam- ETHIOPIA Ethiopia - Strengthening the ing trainers’manuals (hard and CD- Essential Nutrition Actions in ROM copies), binders with teach- Preservice Training (2003–2004) ing transparencies, and trainee Funding: The Carter Center handouts, were produced and dis- Since mid-2003, AED, through the tributed. Other teaching materials LINKAGES Project, has been also were procured and distributed working with The Carter Center in to the five institutions. Key indi- Ethiopia and our partners under the viduals from these training institu- Ethiopia Public Health Training tions have also been selected as Initiative to strengthen the preser- local trainers to carry on similar vice training given in the area of work under a new second contract 15 nutrition, especially during situa- awarded by The Carter Center to tions of emergencies and AED/LINKAGES. HIV/AIDS. To this end, AED developed relevant training materi- Ethiopia Basic Education System als in the Essential Nutrition Overhaul, BESO I (1995–2002) Actions (ENA) approach that Ethiopia Basic Education Strategic cover both the theoretical and Objective, BESO II (2002–2007) technical aspects of this approach Funding: USAID as well as its practical aspects for Since 1995, AED has worked with undertaking community-level work. the Ethiopian Ministry of Education Since the project’s inception, pre- at the national and regional levels service trainers from all five of The to improve the quality and equity of Carter Center’s teaching institu- primary education through the tions (Addis, Dilla, Jimma, Gondar, Basic Education System Overhaul and Alameya) have been trained in and Basic Education Strategic two courses: the ENA technical Objective projects (BESO I and II). course and the ENA counselor’s Under BESO I (1995 - 2002), the course. Training materials, includ- project focused on strengthening the capacity of the national Min- pare new primary school teachers istry of Education in Addis Adaba and is also supporting Ethiopia’s in policy and planning and the first national distance education capacity of the Regional Education program for teacher training. Bureaus in two regions, Tigray and the Southern Nations, Nationali- The improvement of teacher- ties, and Peoples Region (SNNPR), learner support systems involves the primarily through improved in-serv- development of media and materi- ice and preservice teacher educa- als to support active learning in the tion. BESO II (2002–2007) is classrooms. BESO continues to 16 building on the success of BESO I work with Ethiopia’s Educational by expanding the project to all 11 Media Agency to provide interac- regions of Ethiopia. tive radio programs for teaching English in grades 1 and 2. The proj- BESO II is focused on achieving ect is also developing self-instruc- results in three areas: teacher edu- tional teacher kits that will provide cation, teacher-learner support sys- teachers with materials in active tems, and educational planning learning, continuous assessment, and management. In teacher edu- gender issues, HIV/AIDS educa- cation, BESO is supporting the tion, and management of large regional education bureaus in classes. Finally, the project is work- building the capacity of local edu- ing with the central Ministry and cation officers and school directors the regional bureaus of education to to support a school- and cluster- improve planning and manage- based model for teacher development. Core activities in this area ment. To improve preservice, the include the development and project is working with the teacher implementation of a decentralized training institutes to strengthen planning and budgeting system, a and update their programs to pre- personnel management information ETHIOPIA system, and a materials management information system.

BESO has made important achieve- ments in a number of key areas over the past nine years. The most notable accomplishment has been in teacher education. A new teacher education curriculum oriented to today’s methodologies and a new cluster- and school-based in- 17 service teacher training model are being implemented nationally. Ethiopia’s first distance education program is now reaching 21,000 primary school teachers. Prior to 1995, teachers may have attended training once every ten years; now they participate in in-service support sessions once a month.

GHANA 19 guide evidence-based HIV program- guide evidence-based of care; ming across the continuum establishment (2.) supporting the and expansion of interventions among most-at-risk groups and in high transmission areas; (3.) strengthening capacities of the national response at all levels; and (4.) maintaining and ensuring HIV/AIDS program information and results reporting integrated with the Government of Ghana program. The project also includes an array of research, capacity-building, and clinical interventions with public, private and NGO sector partners as well as other donors and USAID implementing organizations. While working with partners at the national, regional, and com- Ghana Capacity-Strengthening for Ghana Capacity-Strengthening and Impact HIV/AIDS Prevention Mitigation (2004–2009) Funding: USAID During the next five years, AED will be implementing (Ghana INFORM), project a coordinated that seeks to use an evidence- and research-based approach to identify most-at-risk groups, to understand their needs, and to develop targeted interventions based on these results. AED leads the Ghana INFORM tech- effort and provides nical expertise in capacity-building, as well as incommunity planning, in order to support the project’s four interrelated goals: (1.) conducting operations research and second-generation surveillance to GHANA munity levels, AED plans to imple- develop and implement BCC and ment interventions with commer- information, education, and com- cial sex workers and use the munication (IEC) activities in PLACE methodology to identify reproductive and child health as high-risk locations in Ghana. well as HIV/AIDS prevention, care, and support; (3.) improve the Ghana Sustainable Change Project capacity of government, decision- (2004–2009) makers, and opinion leaders to Funding: USAI advocate in support of the programs Through the Ghana Sustainable and activities that influence posi- 20 Change Project (GSCP), AED is tive behavior change; and (4.) working to improve the health of expand the social marketing of Ghanaians through the use of state- products and services that will sup- of-the-art communications and port positive behavior change. social marketing initiatives. The AED is also working to establish a project, which was designed to sup- new national coordinating council port all of the USAID Mission’s for communications and marketing. health programs (e.g., child survival, maternal and reproductive The Education Quality health, and HIV/AIDS), is an inte- Improvement Program 2 Associate gral part of the Mission’s overall Award: Ghana Basic Education Country Strategic Plan: “Empower- Comprehensive Assessment ing Ghanaians through Partner- System (2004–2006) ships to Build a Prosperous Funding: USAI Nation.” GSCP’s four main objec- The Education Quality Improve- tives are to: (1.) strengthen public ment Program 2 (EQUIP2) is a and private capacity for sustainable worldwide effort targeted at behavior change communication improving educational policy, sys- (BCC) activities at all levels; (2.) tems, and management. Imple- GHANA mented through the EQUIP2 pro- minimum-competency-based gram, the Ghana Basic Education test that reflects the basic ele- Comprehensive Assessment System ments of the curriculum consid- (BECAS) Project focuses on devel- ered essential to the grade-level oping a new, comprehensive performance expected for stu- National Education Assessment dent continuation. SEA is (NEA) and School Education given at grades Primary 2, Pri- Assessment (SEA) for primary mary 4, and Primary 6. After grades 1-6. The emphasis through- the first administration when out test development is on educa- NEA and SEA will be given tional relevance and suitability of together, the tests will be 21 the tests. BECAS comprises three administered in alternate years. assessment components, as follows: • Continuous Assessment: Part •The National Education of the plan to ensure compre- Assessment (NEA): This test hensiveness for BECAS is to is a curriculum-based, compe- supplement these larger testing tency-assessment program that programs with continuous reflects the entire curriculum assessment (CA) procedures and samples the performance of and measures developed for schools across the educational grades Primary 1 to Primary 3. regions of Ghana. It provides The intention of this early sys- national indicators for Primary tematic assessment is to indi- 3 and Primary 6 on educational cate to the teacher what achievement in English, math- learning problems students are ematics, and two Ghanaian experiencing in the classroom, languages (for a subset of so that the teacher can make regions). adjustments directly during the •The School Education Assess- process of instruction. ment (SEA): This test is a Ghana Quality Improvement in central feature of QUIPS/ILP’s Primary Schools/Improved overall implementation strategy was Learning Through Partnerships a commitment to using an appre- (1997–2004) ciative inquiry/assets-strengthening Funding: USAID approach in working with district The Quality Improvement in Pri- education staff, school level staff, mary Schools (QUIPS) Project in and community members to find Ghana was implemented in collab- ways to improve the overall quality oration with the Government of of teaching and learning at the Ghana by a consortium led by classroom level. 22 AED. At the start of the project, the project team took the name A total of 215 schools in 69 dis- Improving Learning through Part- tricts benefited from the QUIPS/ nerships (QUIPS/ILP), to reflect ILP in-service teacher professional the project’s commitment to work development program under the with all stakeholders in close part- contract. Approximately 1,700 nership toward the achievement of teachers, head teachers, and circuit the goal of improving the quality of supervisors directly benefited from teaching and learning in Ghana’s the training. In the area of manage- primary schools. ment improvement, more than 700 Ghana Education Service officers The project’s four main compo- in the 69 target districts benefited nents were curriculum and materi- from a series of three QUIPS/ILP als development; in-service management training programs. professional development; educa- Each district prepared a district tion management improvement at grant work plan that was imple- district, regional and national lev- mented in the final two years of the els; and school infrastructure project. Infrastructure improvement improvements. From the outset, a projects reached a total of 215 GHANA schools, constructing 632 new West Africa Regional Health classrooms, 81 teachers’ quarters, Program Action for West Africa and 9 staff rooms and libraries, and Region (2003–2006) renovating 247 classrooms. Funding: EngenderHealth; USAID AED is a subcontractor to Engen- Positive impact on pupil learning derHealth in the new West Africa and changes in teacher behavior Regional Project (WARP), a five- and head teacher practices were year USAID-funded reproductive documented. The percentage and child health project. Of the increases in both mathematics and four strategic objectives (identify- English performance from the base- ing and sharing best practices, 23 line were considerable each year, advocacy, strengthening of African and improvements were sustained institutions, and health reform), after QUIPS/ILP was no longer AED is responsible for the advo- active (from its two-year cycle of cacy of reproductive and child interventions) in the particular health priorities. cohort of schools. The general pat- tern of changes in teacher behavior Strategies for Advancing Girls’ showed improvement over time in Education Phase II Ghana the use of pupil-focused instruc- (2002–2004) tional practices: teachers use a vari- Funding: USAID ety of teaching methods that allow Using a multisectoral approach, pupils to participate actively in les- AED engaged grassroots commit- sons; teachers encourage pupils to tees comprising religious and busi- demonstrate their understanding of ness leaders to make girls’ lesson content; and learners ask education a new priority in Ghana. questions and teachers provide feed- On the basis of lessons learned in back that encourages further effort. implementing girls’ education programs in the five SAGE countries, SAGE Ghana Phase II continues to tion; and enabling members of the strengthen the capacity of the Girls’ Education Subcommittee to Girls’ Education Unit (GEU) at all train parents to acquire the skills levels. This process included train- necessary to effectively address girls’ ing this unit in the use of the Mon- issues. itoring and Evaluation System (MARS) at all levels; redesigning, Through this project, AED mobi- updating, and restoring the GEU lized the business sector, organized database system; and training GEU a Business Roundtable on Girls’ staff and regional and district edu- Education with representatives 24 cation officers in data collection, from a variety of major businesses data entry, data analysis, data uti- in Ghana, and developed a partner- lization of girls’ education indica- ship relationship between several tors, and report development. AED businesses and schools with an also assisted the GEU in developing emphasis on rural schools. Mean- a Five-Year Action Plan. Commu- while, the SAGE Ghana II staff nity-level interventions imple- began to mobilize the media and mented by the Academy included the business sector to create and assessing activities completed under implement ways to further the the community action plans; train- cause of girls’ education in Ghana. ing girls’ education subcommittees As a result, AED created a Media in leadership, facilitation, conven- Task Force at the national level and ing skills, guidance, and counseling; obtained commitments from a daily training members of the Girls’ newspaper, a main radio station, Clubs on self esteem, self-confi- and a television station to broad- dence, reproductive health, and cast a regular program on girls’ edu- safe sexual behavior; continuing cation. the SMC/PTA training in leadership, gender issues, and girls’ educa- GHANA LearnLink Task Order: Ghana ensure relevance to community pri- Community Learning Centers orities, and CLC staff were trained (1997–2000) to help visitors become familiar AED worked with three NGOs in with the technologies, resources Ghana to establish Community and services offered at the Centers. Learning Centers (CLCs) to To promote long-term sustainabil- enhance basic education, train ity, fee and management structures teachers, develop local businesses, were put into place, community strengthen municipal administra- involvement was increased, and tion and civil society organizations, collaboration with the private sec- and provide health care informa- tor was actively promoted. 25 tion. To ensure broad public access and maintain their education focus, the CLCs were set up in the offices of three community development and training NGOs: the Central Region Development Commission in Cape Coast, the Centre for the Development of People in Kumasi, and Partners for the Internet in Education in Accra. The CLCs built on the telecenter concept but emphasized the learning functions of the communication technologies that were made available, thereby increasing access to basic education and life-long learning opportunities. In addition, learning needs assessments were conducted to GUINEA

Community Support and Equity A total of 230 existing APEAE are 26 in Guinean Primary Education to be strengthened and 650 new (2001– 2005) APEAE are to be created in order Funding: World Education; USAID to build a network of APEAE feder- Projet de Participation Communau- ations and a strategic partnership taire à l’Education de base pour l’E- with local alliances as well as quité et la Qualité (PACEEQ) is address quality and equity issues in being implemented by a consortium education. Over the course of the led by World Education and com- five-year contract, the program will posed of AED, Save the Children, cover 881 schools located in 19 the Education Development Center prefectures of the regions of Labe, (EDC), and the Research Triangle Faranah, Boke, Kankan, N’zerekore Institute (RTI). Drawing on the and Mamou. AED serves as a key approaches of World Education and partner providing technical support Save the Children during previous to the field operations of World years, the project focused on build- Education and Save the Children. ing the skills and capacity of parent Drawing on our accomplishments associations (APEAE) to play an implementing the SAGE activity in effective role in managing educa- Guinea, AED will work to promote tional resources for their children. and support community participa- GUINEA tion in problem-solving and the girls’ education at the commu- implementation of action plans to nity and subprefectoral levels; improve girls’ education at the 6. Organizing forums at the local, local level. Acting in a technical prefectoral, and national levels advisory and training-of-trainers’ to disseminate actions under- capacity, AED will promote greater taken at the community level equity and access for girls, as well as to promote girls’ education. contribute to improved educational quality for all primary school students, particularly girls. AED is responsible for: 27 1. Developing, testing and finalizing training materials on girls’ education to be integrated into the equity component of the APEAE training program; 2. Assisting the project team with the delivery of training to a team of core trainers composed of Regional Program Coordina- tors and prefectoral level ani- mateurs; 3. Adapting and field-testing training materials for use by local alliances; 4. Facilitating the formation and training of new local alliances; 5. Monitoring the implementation of action plans to promote KENYA

Academy for Educational materials to create a parents’ mem- 28 Development Orphan Support ory book. Pack (2004–Continuing) Funding: AED is initiating a fund- For Phase 1, AED is mounting a raising campaign. campaign to raise funds to provide AED launched the Orphan Support orphan support packs to 1,000 chil- Pack Project to provide urgently dren in Kenya over the next two needed services and personal items years. Each pack costs $100 for a to the caregivers of children under year’s worth of services and materi- five who have been orphaned by als. The packs will be assembled in AIDS in Kenya. The pack includes Kenya to support the local econ- a prepaid card good for full immu- omy. Distribution of the first packs nizations as well as preschool fees, will take place in early 2005, when weekly home visits by a trained sufficient funds are raised to cover community mentor, and a caregiver orphans in entire villages. The support group for one year. Also Orphan Support Pack is the newest included are a “sippy cup” and initiative of AED’s Change bowl, a washcloth and soap, a blan- Through Children campaign, ket, a ball, a school uniform, a which is working to break the cycle notebook, pencil and crayons, and of poor health and nutrition and KENYA inadequate education affecting mil- goods and services will extend to lions of children in developing approximately 7,350 orphans over countries. the next three years.

Expanding Speak for the Child Speak for the Child-Improving (2004–2007) Care of AIDS-Affected Children in Funding: Children’s Investment Kenya (2000–2003) Fund Foundation Funding: Children’s Investment This new project both expands Fund Foundation Speak for the Child in numbers The goal of this project was to and ages and enables further expan- improve the care of children under 29 sion by providing goods that attract age five in AIDS-affected commu- the community-based organization nities of Kenya. AED helped sup- partnerships needed to scale up port families and communities in quickly. The age range is now improving the physical, psychoso- extended from 0 to 5 years to 0 to 8 cial, and emotional care of these years. Special funds are provided for vulnerable young children. AED organizational support to local analyzed existing efforts, built mod- implementing partners (LIPs), els for effective support to commu- school uniforms, a medical fund at nities caring for young children the local clinic for visits and medi- affected by AIDS, disseminated cine, seeds, blankets, and insecti- information, sponsored exchange cide spray (since bed nets are visits among community-based infeasible in this area). These funds organizations (CBOs) and are in addition to the previous serv- churches, developed training mod- ices, such as weekly mentoring, pre- ules on home and community- school fees, immunization support, based care for young children and caregiver support groups, which affected by AIDS, and offered will continue. It is hoped that these training for master trainers. AED also launched community-based caregivers were spending more model programs and local capacity- time with the young children, building partnerships. With Ready providing play materials, to Learn, we assisted with participa- encouraging them to socialize. tory assessment and mobilization, • Night terrors: 49 percent of program design, community-based caregivers understood and monitoring and evaluation, and allayed young children’s fears by tools and strategies for use and explaining death and parents’ adaptation by interested commu- absence and reassuring children nity groups in other areas. In its about fears of abandonment. 30 three years of operation, Speak for the Child has significantly Kenya Electric Power Demand improved the lives of 356 young and Energy Management Project orphans, yielding impressive results: (1999–Continuing) • Immunization: 95 percent of Funding: World Bank enrolled children were fully AED provides technical leadership immunized. for this project by developing the • Education: 94 percent of eligi- Kenya Power and Lighting Com- ble children were enrolled in pany’s (KPLC) Demand Side Man- preschool. agement (DSM) programs. AED • Nutrition: 59 percent of care- designed the initial market assess- givers were combining foods to ment and are working with KPLC improve children’s diets. to design appropriate programs, • Verbal interactions: 57 percent including outreach and educational of caregivers began talking to programs, as well as the overall the children, telling stories, try- monitoring and evaluation efforts. ing to talk in a gentle manner, and attempting to listen more. • Stimulation: 49 percent of KENYA Kenya Radio Language Arts During the course of this project, Project (1980–1986) AED developed 585 lessons, Funding: USAID teacher guides, and student work- In 1986, AED successfully com- sheets to teach English to students pleted a six-year program for in grades 1 through 3. As a result of USAID entitled Extension of Rural this project, more than 2,000 rural Primary Schools in Kenya. This children, in seven different linguis- effort, also known as the Kenya tic regions, learned English by Radio Arts Project, was the second radio. After one year of broadcasts, in a series of four significant test results demonstrated that first research programs on the use of grade radio pupils improved 50 per- 31 interactive radio to deliver direct cent in listening and 23 percent in classroom instruction. The project reading skills over pupils in con- was designed to develop an English ventional classrooms. AED pub- language arts program for primary lished a major book on the project school students that would use entitled Teaching English by Radio, radio as the medium of instruction. which summarized some of the key Over a seven-year period, AED principles applicable to radio edu- worked with the Kenya Institute of cation programs that were validated Education, USAID, and the Center by the Academy’s experience in for Applied Linguistics to develop a Kenya. Building on this experience, new model of interactive radio edu- the project was replicated in parts cation to extend quality instruction of Lesotho where another Academy to teach English in the formal project implemented a pilot effort school setting where conventional using radio lessons in selected pri- teaching may be restricted because mary schools. of the poor distribution of educational resources. LESOTHO

United Nations Population Fund on population and gender. AED’s 32 Reproductive Health Program and Resident Adviser, based in the Advocacy in Lesotho (1999–2002) office of the Ministry of Environ- Funding: United Nations ment, Gender, and Youth Affairs, Population Fund managed the execution of all three AED was the executing agency for components and provided technical the United Nations Population assistance in IEC and behavior Fund’s (UNFPA) and the Govern- change. We also assisted the Min- ment of Lesotho’s Reproductive istry of Health in developing and Health (RH) Program and assisted implementing a national reproduc- the Ministry of Health in develop- tive health policy, including a ing and implementing a national behavior change communication communication strategy aimed at strategy and an adolescent health improving reproductive health. The strategy. In conjunction with our project focused on the three com- partners, AED developed a work ponents of the country’s reproduc- plan focusing on the reproductive tive health effort: (1.) RH Services health needs of young people and and information, education, and in particular on the AIDS epi- communication (IEC); (2.) family demic. Another activity focused on life education; and (3.) advocacy helping the Ministry of Education LESOTHO to develop and improve its population and family life education programs through curricular activities. In addition, AED assisted the Min- istry of Environment Gender and Youth Affairs in developing its policies and programs to promote advocacy for the overall population and reproductive health field. Finally, in collaboration with the Ministry of Planning, AED helped to coordi- 33 nate the overall effort and establish special national mechanisms for all ministries and NGOs to work together. LIBERIA

Global Civil Society Strengthening capacity of local groups is strength- 34 (GCSS): Liberia Community Peace- ened through continual targeted Building and Development training and technical assistance. A (2002–2007) public information strategy, imple- Funding: USAID mented through radio and other The Community Peace-Building means, promotes peace, stability, (CPBD) program, sometimes and development in Liberia. referred to as Diompilor, was designed to mobilize communities, As a result of the project, five core strengthen civil society, and build Liberian partner NGOs were peace in war-torn Liberia. The selected to receive training and AED-led consortium implements technical assistance to build their this project and provides overall organizational capacity. Diompilor financial management and techni- has also begun activities in 98 com- cal assistance in social marketing. munities in Montserrado, Margibi, This program uses a participatory and Grand Bassa counties. In each approach where 600 communities of these communities, facilitators drive the process of identifying and have been selected and trained in addressing their needs with assis- the social mobilization and develop- tance from 20 Liberian NGOs. The ment process known as REFLECT, a LIBERIA process founded by Action Aid combining literacy training, awareness building, and social action. The organization of the Liberia Resource Mobilization Committee has also been facilitated by AED. This committee brings together Liberian-Americans, Liberians, and other friends of Liberia in the U.S. to mobilize material, in-kind, human, and financial resources for 35 peace-building and development activities in Liberia. MADAGASCAR

Strategic Plan for Reform and job descriptions, performance indi- 36 Development of the Education cators, and decision-making author- Sector (Plan Strategique de ity; restructuring proposals, Reform et de Developpment du including definition of communica- Secteur Educatif) — Ministry of tion channels within the central National Education and Scientific Ministry (horizontal and vertical) Research (2004) and with DIRESEB and CISCOS; Funding: World Bank specifying professional development The nation of Madagascar sought needs (a training plan) for core staff to perform an organizational analy- that might include training on the sis of the operations of the Ministry job or off site; and developing a of National Education and Scien- facilities assessment specifying such tific Research (MENSR) and to needs as technology upgrading and produce a handbook that would orientation to the effective use of enable the Ministry to restructure technologies. its operations. A team of consultants led by AED assisted the Min- istry by producing functional definitions of department responsibilities, including outcome-oriented MALAWI 37 strategies, and organizational capac- strategies, and organizational The project is organized in three ity. first, Improved components. In the Strategic Planning and Management for the Policy Implementation Framework, the project provides support to Ministry of Education science and technology planners to orchestrate a more efficient strategic planning and management process. This component includes activities that address policies, strategies, and planning for teacher education and HIV/AIDS. The second component, Strengthen Education Management Information Systems, offers support to strengthen the Education Man- agement Information System (EMIS) through targeted needs assessments, in-country training of Education Quality Improvement Education Quality Program 2 Associate Award: Sector Policy, Malawi Education Planning, Education Management Information System Support Activities and Higher Education Plan Development Strategic (2003–2005) Funding: USAID The Education Quality Improve- ment Program 2 (EQUIP2) is a worldwide effort targeted at improv- systems, and ing educational policy, management. Through the EQUIP2 program, AED and its partners are implementing the Malawi Education Sector Policy Project, an integrated set of support activities to address primary constraints to system systems and improvement - policy, MALAWI Ministry, division, and district-level (DEPs) were prepared by district personnel, and procurement of com- education officers, district govern- puters. Finally, under the third com- mental officers, and community ponent, Develop Strategic Business leaders. The education plans Plans for the Universities of Malawi drafted during the workshops were and Mzuzu, assistance in preparing well received by the Ministry of five-year strategic business plans is Education, Science, and Technol- given to the vice chancellors of the ogy (MoEST). universities. While each of the project components has distinct objec- As a result of the positive outcome 38 tives, the project is being of Phase I, the follow-on project is implemented in an integrated fash- working with MoEST to set up a ion with common operational strate- sustainable system to use, update, gies to ensure that all activities are and implement the DEPs. Through mutually reinforcing. the project, all 33 districts of Malawi have updated their educa- Malawi National Implementation tion plans and education officials for District Education Plans Phase have received training in reviewing II (2003–2005) and updating these plans as well as Funding: Japan International in financial management. Six dis- Cooperation Agency tricts have piloted projects to This program represents Phase II of enhance school-level capacity in the micro-planning component of planning and implementation of the National School Mapping and activities designed to improve Micro-Planning Project. During the school quality. implementation of the micro-planning component, several training workshops were conducted in which district education plans MALAWI Umoyo Malawi HIV/AIDS Support tive services and practices and focus to NGO’s Capacity-Building for on increasing the capacity of at least Quality (2003–2005) 15 Malawian NGOs to provide Funding: Save the Children HIV-related support services, which Federation, Inc.; USAID in turn would contribute directly to Save the Children, with AED and reduced HIV/AIDS infections. To its other partners, manage the achieve the objective of increased Capacity-Building for Quality use of preventive services and prac- (CBQ) Project which was created to tices, the CBQ project assists each reduce new HIV infections through individual subgrantee NGO in iden- increased use of NGO-provided pre- tifying its support needs across a 39 ventive care and support services; broad range of HIV-related techni- improve capacity of the NGO sector cal and managerial areas. AED uses for HIV programs and services; the local and regional expertise of increase availability of VCT and the partner organizations to meet other HIV-related services; refine those needs through training, men- quality of HIV-related services; and toring, and monitoring to sub- increase demand for VCT and other grantee NGOs, individually and HIV prevention and support serv- collectively. ices. The CBQ Project is implemented under the Umoyo Network, Malawi Saving Newborn Lives a partnership program that is well- Program (2003) established in Malawi and recog- Funding: Save the Children nized nationwide. AED helps to Federation, Inc. provide a comprehensive package of The Saving Newborn Lives (SNL) technical support for HIV-related program highlighted the critical services along the continuum of need for improved neonatal care care. The program’s strategic objec- and applied resources to support tive was to increase use of preven- the improvement of such care in Malawi. AED assisted SNL in ers received a nutritional supple- developing and finalizing its Behav- ment designed by AED while they ior Change Communication strat- were breastfeeding. AED also egy by using data from formative trained local health workers on research and other newborn-related how to counsel and support moth- literature. AED also helped develop ers on exclusive breastfeeding appropriate messages and materials habits and evaluated the impact of to promote the selected behaviors. these interventions on HIV transmission as well as on maternal and UNC Malawi Maternal Mortality infant health. 40 and Weaning Project (2001–2004) Funding: The Centers for Disease Malawi Human Resources and Control and Preventio Institutional Development Project Safe Mother/Safe Baby, a study by (1988–1995) the AED Center for Nutrition in Funding: USAID collaboration with the University The Malawi Human Resources and of North Carolina at Chapel Hill Institutional Development (HRID) and the Centers for Disease Con- project was created to improve the trol and Prevention (CDC), was overall quality of personnel in pro- designed to compare the effective- fessional, technical, managerial, ness of different interventions in and administrative positions in the preventing mother-to-child trans- public and the private sectors, to mission of HIV in Malawi during develop a strong institutional breastfeeding. AED enrolled 1,260 capacity for training in Malawi, and HIV-positive pregnant women in to offer institutional support for Lilongwe, Malawi, beginning in small- and medium-sized enterprise January 2003 for this study. In addi- development. AED was responsible tion to providing antiretrovirals to for the selection and support of all newborns and their mothers, moth- consultants for the project. Long- MALAWI term consultants, referred to as Operational Experts, carried out four primary responsibilities: (1.) filled posts left vacant while Malawian counterparts receive long-term training; (2.) provided on-the-job training for counterparts; (3.) trained others in the department or agency; and (4.) served as resources to the ministry, company, or association on general 41 issues that transcended specific job responsibilities. During the course of the project, 25 long-term consultants were placed in Malawi and approximately 60 Malawians received master’s degrees in the United States. By the end of the project, Malawi’s institutions for postsecondary and nondegree training were significantly strengthened. Both the public and private sectors were staffed by trained and skilled personnel at technical and managerial levels, and the government had improved capabilities for managing the process of human resource development.

MALI 43 two primary objectives: (1.) two primary objectives: capacity in strengthen management and, all 15 regional directorates; (2.) set up adequate education planning, monitoring, and financial management systems. The capacity of the regional directorates to collect and use data for planning, particularly regarding to HIV/AIDS receives special empha- and gender, sis. Second, in each of the 15 regions the project will develop a Regional Education Development Fund (REDF) that will serve as an incentive for effective planning and analysis. Education Quality Improvement Education Quality Program 2 Associate Award: Planning Action Mali Regional and Decision-Making Project (2004–2009) Funding: USAID The Education Quality Improve- ment Program 2 (EQUIP2) is a worldwide effort targeted at sys- improving educational policy, tems, and management. Imple- mented through the EQUIP2 program, the Mali Regional Action Planning and Decision-Making Project is a five-year effort aimed at improving the capacity of the regional directorates of education to plan, manage, implement, and assess quality improvement. AED and its partners are working toward MALI Teacher Training via Radio in Mali Radio project, AED is initiating (2004–2007) outreach strategies that are Funding: Education Development intended to benefit up to 800 Center, Inc.; USAID schools in order to ensure that The Mali Teacher Training via teachers from the schools targeted Radio (TTvR) project is an initia- by the project are able to access re- tive designed to strengthen the broadcasts of the radio programs as delivery of in-service support to well as other paper-based and digi- public and community schools. tal educational materials in audio AED is collaborating with the Edu- and video formats via the CLICs. 44 cation Development Center to ensure that gender considerations The dot-ORG Associate Award: are integrated into the project’s Mali — Community Learning and radio programming, print materials, Information Centers (2003–2005) and digital adaptations. AED is Funding: USAID responsible for expanding the dis- In response to the development semination of teacher training challenges that Malians face, materials via the Community USAID/Mali, through the dot- Learning and Information Centers ORG Associate Award project and (CLICs). The CLIC project is AED, is enabling local NGOs, establishing multipurpose commu- teacher training centers, local may- nity centers in 13 communities in oral offices, rural development Mali, with the purpose of increas- parastatals, and private radio sta- ing the access of underserved tions to establish and operate at Malian communities to a wide least 12 Community Learning and range of development-related infor- Information Centers (CLICs) across mation through computers, the the country. These multipurpose Internet, and other technologies. centers offer reliable public access Under the Teacher Training via to a wide range of development- related information through com- MALI puters, the Internet, and other technologies. The CLICs are designed to meet community needs and actively support development objectives of the Government of Mali and USAID/Mali. The centers offer a range of fee-for-use services, including Internet access (where available), development-oriented information, e-mail accounts, train- 45 ing in computer and Internet use and applications, desktop publishing, WorldSpace radio programming, information and communication technologies (ICT) services for local entrepreneurs, and customized local development content. AED is working closely with the Government of Mali and local and international NGOs in Mali to help them use these CLICs as outreach and service delivery tools to underserved parts of the population. MOROCCO

Morocco Basic Education research assistant will train more 46 Improvement Program (2003–2005) than 100 stakeholders at the princi- Funding: Japan International pal and school council management Cooperation Agency; KRI levels in the school quality improve- International Corporation ment cycle. This training is followed AED is participating in a two-year with training of provincial staff in effort to improve the quality of basic the consolidation of school level education in the rural areas of plans. Additionally, training is pro- Morocco. A project team of nine vided to school-level stakeholders in consultants conducted a sector preparation of proposals that the review and began designing the pro- Japan International Cooperation gram, selecting and training the Agency will fund. Schools and com- trainers, and conceptualizing the munes implement their quality techniques for baseline and post-pilot improvement plans monitored by the surveys. We are now implementing project team. At the completion of the project within two regional acad- the project, the post-pilot survey emies as well as in schools in 11 pilot designed by AED will reveal what communes within four selected rural interventions have proven successful provinces. Newly trained trainers in improving the quality of schools from the selected provinces and a in selected rural areas. MOROCCO

The dot-ORG Associate Award: information in order to be better Information Technology in the informed decision-makers; and use of Service of Women in Politics Project word processing, Excel, and Power- (Morocco)/ IT for the Political Point to make effective presenta- Empowerment of Women (2002) tions. The participants were a mix of Funding: Research Triangle candidates nominated by the national Institute; Morocco Trade and political parties and other unaffiliated Development Services women active in various NGOs. The bilingual (French and Arabic) Information Technology in the Ser- In addition to the formal training vice of Women in Politics Project activities during a three-day event 47 (Les Technologies de L’information organized by AED, the women par- au Service de la Femme Politique), ticipated in discussions around broad represented AED’s first associate issues of ICTs, gender, and policy- award under dot-ORG and the first making. To prepare for the ICT in a two-phase information and training and to build indigenous communication technologies (ICT) capacity, ten Moroccan women par- training program to increase the ticipated in an intense, five-day political participation of Moroccan training-of-trainers (TOT) activity. women. This program was part of a The expert TOT trainers developed national effort to increase the num- and implemented the TOT program ber of female political candidates in with assistance from Morocco Trade Morocco and to build their capacity and Development Services (MTDS), to use ICTs. The hands-on training another dot-ORG resource partner organized by AED included: elec- organization. The first participant tronic networking through e-mail, training event was conducted with listservs, and on-line discussion fora; ten women under the supervision of Internet research (search engines, the two TOT trainers. Under the Web portals, and Web sites) to seek supervision of these trainers, the ten Moroccan trainers subsequently increasing educator access to infor- trained 46 female political candi- mation and communication tech- dates and NGO representatives in nologies (ICTs), and promoting the use of ICT to enhance political ICT use in education. The Com- campaigns, strengthen advocacy puter-Assisted Teacher Training skills, carry out Internet research for (CATT- PILOTE) project team informed decision-making, and bet- worked with the Ministry of ter serve their communities. Addi- National Education to implement a tional ICT training events were national master plan for ICT train- planned to give the ten trainers the ing and professional development 48 experience of planning and carrying that set a course to bring computers out an activity with limited supervi- into Moroccan classrooms by 2005. sion. This second phase gave 100 women living outside of Rabat and AED produced educational technol- Casablanca an opportunity to learn ogy training materials, including six basic computer and Internet skills. training modules which offered Women involved in community instruction in how to use multiple development in Morocco represent a computer software applications at group of activists that, with training, varying levels of sophistication, edu- are among the most likely to become cated a core group of teacher train- politically active. ers and student teachers, and provided opportunities for network- LearnLink Task Order: Morocco ing among teachers and administra- Computer-Assisted Teacher tors at Centres de Formation des Training (1999–2001) Instituteurs (CFIs) or teacher train- Funding: USAID ing institutes. After connectivity AED improved educational quality was established at the centers, IT- in Morocco by incorporating tech- trained educators had the opportu- nology into teacher training, nity to network with counterparts at MOROCCO other CFIs and around the world. cultural higher education projects. The Web site developed through the project serves as a portal for Subsector Analysis of Vocational / CFIs, resources, and bibliographies. Technical Education (1980–1981) The site houses CATT-PILOTE Funding: USAID project items such as the self-com- AED conducted an analysis of cur- petency tools, learning modules, rent and planned development in collaborative software, a bulletin technical and vocational education board for messages, and a help line. in Morocco. The team prepared a In addition, the Web site at report that considered the ultimate ibtikar.ac.ma offers teachers and effectiveness of the government’s 49 administrators a vehicle for multiple strategies for addressing Morocco’s “innovations,” the English transla- needs for vocational and technical tion of the Arabic word ibtikar and training as well as the benefits of overarching project concept. formal education. The report also addressed whether changes in those Indefinite Quantity Contract: strategies were desirable, the suit- Agricultural Higher Education (1986) ability of further support for com- Funding: USAID ponents of these strategies by As part of a continuing series of international donors, and how impact evaluations of agricultural change could be effected. The higher education projects, AED report also examined the potential conducted an assessment of the impact of improved vocational edu- institutional impact of the Agron- cation activities on productivity omy and Veterinary Institute of and agricultural outputs. Hassan II University. The results of the assessment were incorporated into a strategy the Academy developed to help improve USAID’s agri- NAMIBIA

The dot-EDU Associate Award: expand rural excess, and apply the 50 Alliance to Promote Information technology to development prob- and Communication Technology in lems. For this project AED is devel- Namibian Schools Project (Namibia oping affordable Internet- GDA Schoolnet) (2003–2006) connectivity solutions to serve Funding: USAID; Education Namibia’s most historically disad- Development Center, Inc. vantaged populations living in With a countrywide fiber optic remote rural areas. We are also backbone, Namibia’s information reinforcing the government’s efforts and communications infrastructure to further extend the use of ICTs in is among the most sophisticated in the education sector, expanding the Africa. Given its impressive infra- availability of ICTs throughout the structure and the potential that school system, and enabling schools infrastructure offers, the Govern- to provide students with an educa- ment of the Republic of Namibia tion relevant to skills needed for has identified information and the modern world. communication technology (ICT) as a principal driver of progress and embarked on an ambitious reform program to liberalize the sector, NAMIBIA The dot-EDU Associate Award: LearnLink Task Order: Computer- Initiative for Namibian Education Assisted Teacher Training/ Technology Project (2003–2005) Educational Development and Funding: USAID; Education Support Network (2000 - 2001) Development Center, Inc. Funding: USAID Designed to speed the adoption of The computer-assisted teacher information and communication training (CATT) activity in technologies (ICTs) within the Namibia was designed to Namibian education system, the Ini- strengthen professional develop- tiative for Nambian Education Tech- ment for educators and ensure con- nology (iNET) project works both at tinuous assistance for teachers and 51 the school and ministerial level to administrators through IT training, foster the development of technology networking, and resource develop- champions and improve ICT policies ment activities. The project throughout Namibia. In order to offered new opportunities for increase access to educational data improving teacher preparedness and inform policy development and and educational management planning in Namibia, AED is through a vehicle that promoted revamping existing Teacher Resource knowledge sharing and more equi- Centers housed in teachers colleges table distribution of educational in the towns of Windhoek, Ong- resources to those most in need. wadeva, Rundu, and Katima, thereby The educational community in creating a network between all 13 northern Namibia was able to draw regional offices of the Ministry of on multiple multimedia methods-e- Basic Education, Sport, and Culture. mail, listservs, chat messaging, Web AED is also establishing networked sites, discussion fora, file sharing, computer labs in the Colleges of Edu- and voice and video-for strengthen- cation, which include peripherals and ing the educational system. Internet connectivity. Through a project-based learning approach capacity-building efforts communication, research, training, for educators included Web-based, and creating a virtual community of CD-ROM, and face-to-face train- teachers, principals, advisory teaching. Trainers, many of whom were ers, inspectors, and education women, supervised instruction researchers to share wisdom and using a digitized set of 20 modules experience. based on National Institute for Educational Development’s Namibia Basic Education Support (NIED’s) Teachers’ Basic Compe- Project II (1999–2004), Educational tency Manual. Quality Improvement Program 52 2Associate Award: Namibia Basic A local NGO, SchoolNet and its Education Support Project III “Kids on the Block” (computer- (2004–2009) savvy youth aged 15-22 years), pro- Funding: USAID vided volunteers for connecting The Namibia Basic Education Sup- equipment for the program. Sites port Project II (BES II) was included NIED in Okahandja and intended to bolster instructional Teacher Resource Centers (TRCs) and educational management sys- in Ongwediva, Katima Mulilo, and tems and development of Namibian Rundu, located in historically dis- capacity to manage these systems advantaged northern regions of the on a sustained basis, especially at country where teacher preparedness the lower primary grades 1 through is low. In addition, a local radio 4. The project focused on three personality contributed time to major results: (1.) improving the connecting a server. Project activi- quality of classroom instruction ties included assistance with the using learner-centered education development of an ED’s Net (Edu- and continuous assessment meth- cational Development and Support ods; (2.) improving the quality of Network) Web site for facilitating school management through tech- NAMIBIA nical assistance and training to educational system. Finally, the proj- principals and their supervisors, the ect successfully developed a process circuit inspectors; and (3.) involv- through which teachers and schools ing parents and communities in carry out self-assessments to monitor improving their schools. progress in improving school performance in a wide range of areas. The project approached the challenge of sustainability through a By the end of BES II, the project multitiered structure of interlocking, had expanded to include more than mutually reinforcing activities, each 400 schools in 22 circuits in the six of which addressed an element of northern regions. More importantly, 53 sustainability. The first element of the Circuit Support Teams now had the strategy was to build the capac- the capacity to expand innovations ity of Circuit Support Teams (CSTs) to the other 900 schools in the from the Ministry of Education to north. The impact of the project on work with school staff and parents the behavior of teachers was impres- on in-service training for teachers sive. Results from classroom obser- and principals and school improve- vation data show that more than 80 ment planning. The second element percent of teachers demonstrated was to build capacity at the cluster mastery of at least two learner-cen- (four to five schools) and individual tered methodologies. school levels to manage local training and school improvement plan- The Education Quality Improve- ning with minimal support from the ment Program 2 (EQUIP2) is a CSTs. At the individual school worldwide effort targeted at level, the project created a participa- improving educational policy, sys- tory process whereby teachers, par- tems, and management. Phase III of ents, and other community members the BES project is being imple- are empowered to participate in the mented through EQUIP2. The new project continues to work in the same six northern regions while expanding coverage of project interventions to include upper primary grades 5 and 6 and tackle new challenges to improve the quality of primary education in three areas. The project increases the resilience of the basic education system to cope with the HIV and AIDS epi- 54 demic. The project tests strategies to address teacher absenteeism and provides support to keep orphans and other vulnerable children in school. The project continues to improve the effectiveness of decentralized education management and building the capacity of the regional education offices. It also works to improve the quality of language, math, and science instruction through in-service and preservice teacher education. NIGER NIGER

United Nations Population Fund policy dialogue, social mobilization, 55 Gender Initiative in Niger capacity-building, information/com- (2002–2004) munication campaigns, technical Funding: United Nations assistance, and training. Other proj- Population Fund ect activities involved addressing Under the Niger Gender Initiative, gender equity issues in central and AED was tasked with planning and regional development plans and pro- implementing activities in coordina- grams; developing a legal, adminis- tion with seven different ministries trative, and economic environment and with local NGOs women’s legal which enables gender equity and rights, women’s political participa- equality; making political and other tion, women’s access to reproductive opinion leaders aware of women’s health services, and girls’ education. rights issues and of the need to The purpose of the initiative was to implement relevant international improve Niger’s existing legal, politi- conventions ratified by Niger; and cal, social, and institutional condi- strengthening the capacity of appro- tions in order to render them more priate ministries within the govern- favorable to gender equity and ment as well as NGOs. equality. To ensure the success of the project, AED focused its efforts on United Nations Population Fund UNFPA technical staff, and Sexual and Reproductive Health recruited project advisers and staff. Initiative for Youth and The program was part of the overall Adolescents in Niger (2002–2004) assistance of UNFPA to Niger, Funding: United Nations which included a gender initiative, Population Fund executed by AED, and a reproduc- The United Nations Population tive and sexual health initiative Fund (UNFPA) requested that AED focusing on safe motherhood. be the executing agency for a five- year program, the Youth Initiative, The Youth Initiative worked toward 56 focusing on the reproductive health achieving sustainable changes in spe- of youth and adolescents. This pro- cific behaviors, attitudes, and other gram was designed as a decentralized normative and social factors which initiative targeting three of the affect the sexual and reproductive country’s most important regions decision-making of the youth. Posi- and approximately 25 percent of its tive results included the establish- youth population. The intended ment of lasting partnerships, audience for the Youth Initiative capacity-building among the partici- were all young people aged 10 to 24 pating ministry personnel, the mobi- in five districts within three priority lization of more than 2,000 youth regions of Niger (Agadez, Zinder, teams in the national and interna- and Dosso). At least 300,000 youth tional AIDS scenario competition, were direct beneficiaries of this ini- “Scenarios de l’Afrique,” the devel- tiative in the three regions. Other opment of a reference guide for use youth groups in other districts indi- by Imams and other religious leaders rectly benefited from this initiative for discussions on adolescent repro- especially through the national level ductive health issues, a Knowledge, efforts. AED coordinated inputs Attitude, and Practices (KAP) study from all contributors, including from looking at reproductive health NAMIBIA behaviors in the target regions of the project, training sessions for rural radio broadcasters to address health issues in their regular programming, development of a comprehensive adolescent sexual health curriculum to be incorporated into the standard curriculum at the national schools of public health, the development of a lexicon of reproductive health termi- nology in three languages, and the 57 provision of technical assistance to the Ministry of Basic Education for the development of an AIDS strategic plan. At the local and national levels, the project also coordinated a range of outreach and educational efforts targeting the youth served by local NGOs through peer education efforts and a range of cultural events, including traditional and popular musicians and theater groups. NIGERIA

Enabling Environment Program and education programs; improves 58 (2004–Continuing) policies, planning, and financing; Funding: USAID creates public-private partnerships; To be successful in designing and marshals accurate, current, and rel- implementing programs that evant policy information; enhances respond to the range of challenges local capacity to use advocacy and in HIV/AIDS and tuberculosis information; and improves coordi- (TB) prevention, treatment and nation and cooperation among care, child survival, and reproduc- national and international partners. tive health, there must be an enabling environment. The Global Development Alliance: Enabling Environment Program Youth, Education, and Self conducted by the Futures Group Reliance Project in Nigeria International in cooperation with (2003–2005) AED and other partners seeks to Funding: USAID; ChevronTexaco foster partnerships of organizations The Global Development Alliance that can enhance the environment (GDA) is a USAID-sponsored pro- for integrated health and education gram to build public-private part- programs. The program builds polit- nerships to fund development ical and popular support for health projects. Under a GDA umbrella NIGERIA project, AED is working to improve the education and entrepreneurial skills of youth in the Youth, Educa- tion, and Self Reliance Project in Nigeria (YESNigeria). This project is piloting an innovative approach that brings together experience from two sectors, education and economic development, to assist youth in two communities of the Eastern Delta region in Nigeria. 59 The project is concentrating on four objectives: (1.) improving the basic literacy and numeracy skills of in-school youth in junior and senior secondary schools; (2.) intro- ducing youth to basic business development and entrepreneurial skills; (3.) enabling youth to develop and implement businesses; and (4.) engaging youth in local community service activities. After school, youth are taught by facilitators who are either teachers from the local schools or small-scale entrepreneurs.

RWANDA RWANDA

The dot-ORG Associate Award: ters provide local residents with 61 Information and Communication access to a variety of affordable Technologies for Elections and resources, including computers with Community Access (2002–2004) Internet access, Web page develop- Funding: USAID ment, computer training, on-line AED helped the National Electoral professional development, and e- Commission of Rwanda enhance its mail, fax, phone, and photocopying use of information and communica- services. The CICs allow local tion technologies (ICTs) to manage Rwandan development organiza- the country’s voter list. AED pro- tions, NGOs, government agencies, vided technical assistance, hard- and businesses to convert existing ware, software, and staff training to information and training materials support database development and into different digital formats. management. We assisted the commission in printing high-quality voter registration cards. The project created, in partnership with local entrepreneurs, Community Internet Centers (CICs) in two to four Rwandan communities. These cen- SENEGAL

Educational Quality Improvement children completing primary 62 Program 2 Associate Award: school. The project’s strategy marks Children’s Learning Access an important step in meeting the Sustained in Senegal and ambitious goals for expanding mid- Senegal’s Improved Teacher dle school set in Senegal’s Ten-Year Training Project (2003–2007) Education Plan. The challenge for Funding: USAID the CLASSE Project is to create The Education Quality Improve- effective schools and classrooms ment Program 2 (EQUIP2) is a through concrete operational poli- worldwide effort targeted at cies, effective and sustainable sys- improving educational policy, systems, and institutional capacity. tems, and management. Under the CLASSE Project activities are EQUIP2 program, the Children’s organized into access and participa- Learning Access Sustained in Sene- tion, decentralization, policy and gal (CLASSE) Project is aimed at capacity, and monitoring and evalu- improving access to and quality of ation. Senegal’s Improved Teacher middle schools. The need to focus Training (SITT) Project is an addi- on improving middle school educational component of the CLASSE tion is a direct result of Senegal’s Project that focuses on improving success at increasing the numbers of teacher and school director educa- SENEGAL tion. By the end of the project, the system for delivering this support will have been field-tested with 700 teachers in the three target regions.

63 SOUTH AFRICA

Community-Based Voluntary implementation and coordination 64 Counseling and Testing of large-scale procurement and dis- (2004–Continuing) tribution of HIV test kits for 75- Funding: The Centers for 100 partnering organizations. Disease Control and Prevention AED is helping increase access and International Program to Prevent use of Voluntary Counseling and and Control Micronutrient Testing (VCT) programs for Malnutrition Community-Based HIV/AIDS prevention. Working Vitamin A Intervention Using with local nongovernmental organ- CDCynergy (2002–2004) izations to increase their capacity to Funding: The Centers for Disease provide information and training, Control and Prevention AED holds stakeholders’ work- AED developed a community-based shops, provides technical training vitamin A intervention for South in VCT management, and measures Africa using CDCynergy. The pur- program results to ensure the proj- pose of this project was to test the ect is having the desired effect. usefulness of the micronutrient edi- National frameworks for referral tion of the CDCynergy CD-ROM systems are under development as a planning, training, and evalua- including national guidelines for tion tool for staff in developing SOUTH AFRICA countries. Jointly implemented by South Africa had developed envi- AED and the University of West- ronmental education curricula on ern Cape, the goal of this commu- energy conservation for schools and nity-based intervention included the public, few educational materi- increasing the number of children als were devoted to climate change. in the target community between The GreenCOM Project used com- the ages of 6 months and 24 munications, education, public months that required vitamin A awareness, and outreach capacities supplementation at clinics and for a successful partnership with the increasing the awareness and con- Department of Environmental sumption of vitamin A-rich foods, Affairs and Tourism (DEAT), 65 including a new crop, orange flesh USAID, provincial governments, sweet potato. and Republic of South Africa (RSA) government stakeholders. GreenCOM II Task Order: South The objective of the project was to Africa — Capacity Building, Public increase public awareness about cli- Awareness, Outreach, and mate change, to move the RSA cli- Education to Address Global mate change agenda, and to Climate Change (2002–2003 include the topic of climate change Changes in global weather caused in school curricula. by greenhouse gas emissions can lead to droughts, floods, and other The South Africa Global Climate natural disasters-all of which result Change (GCC) Project attempted in lowered standards of living. As to create a sustainable environment the biggest producer of greenhouse by educating the public on the gases in Africa, South Africa importance of global climate wanted to lead the continent in change. A significant portion of the education and action on the issue education program underscored the of global climate change. Although link between reduced greenhouse gases and improved health, a better ties, and South African NGOs. economic situation, and an Building on the activities and improved quality of life overall. The accomplishments of the South project aimed to move the climate Africa projects AED had conducted change agenda by engaging the pub- under the Advancing Basic Educa- lic through training seminars, edu- tion and Literacy Projects (ABEL 1 cational programs, and media and 2), AED assembled a diverse campaigns and by helping to plan group of South African collaborat- demonstration projects and other ing partners, including NGOS, pri- outreach activities. The project also vate companies, and universities. 66 created an incentive for schools to AED and its partners were required use the new GCC curriculum. AED to compete for individual projects sponsored a school-based national under specific task orders. Over the competition that provided prizes life of the project, AED was and recognition to those schools awarded nine task orders. Following that were the first and the best at are brief descriptions of the major integrating climate change topics task orders completed by AED and into their coursework. its partners: • Educator Exchange Programs South Africa Education Indefinite allowed teachers from South Quantity Contract (2000–2005) Africa and the United States to Funding: USAID exchange ideas and experiences USAID established the South related to the struggles they Africa Education Indefinite Quan- faced in providing quality edu- tity Contract (IQC) as a vehicle to cation to students from disad- provide technical assistance and vantaged families. management/logistics support to • AED conducted a mid-term the South African Department of evaluation of the Tertiary Edu- Education, South African universi- cation Linkages Project SOUTH AFRICA

(TELP), a USAID-funded proj- distributed 12 school manage- ect aimed at improving the ment modules to more than quality of education at 15 his- 6,000 schools in the Province. torically disadvantaged univer- All of the manuals were trans- sities in South Africa. lated from English into IsiZulu • AED placed two long-term and Afrikaans. The project also advisers in the Limpopo provided training for school Province Department of Educa- inspectors throughout KZN tion (NPDOE). An Education Province, who in turn had to Planner completed a three-year provide training and technical effort to improve the NPDOE’s assistance to senior managers at 67 Education Management Infor- all schools in the Province. mation System (EMIS). A AED and its partners developed Human Resources Management an innovative approach for Specialist assisted senior motivating inspectors by link- department officials in the ing their training with credit rationalization and restructur- toward an advanced degree at ing of the NPDOE. the University of Durban. • The Teacher Resource Centers (TRC) project funded the pro- South Africa Adult Basic Education curement and distribution of and Training Project (1999–2002) equipment and supplies for edu- Funding: USAID cator resource centers in four USAID initiated the South Africa provinces: Eastern Cape, Adult Basic Education and Train- KwaZulu Natal, Northern ing (ABET) Project in response to Cape, and Limpopo Provinces. the increasing demand for educa- • The School Management Team tion for adult learners to make up (SMT) Manuals project for for the lack of opportunities during KwaZulu Natal produced and the Apartheid regime. AED collaborated on this project as a sub-con- Support for Gender Strategies for tractor to a South African NGO, the CISCO Networking Academy Project Literacy. Project Literacy Program in Ten Focus Countries and AED provided support to the (1999–2000) Eastern Cape and the Northern Funding: Cisco Learning Institute Province departments of education AED’s Ready to Learn Center in the implementation of pilot assisted Cisco Systems in improving efforts to train adult learners in two the recruitment and retention of subject areas — agriculture and female participants in its interna- small, medium, and micro-enter- tional Networking Academy Pro- 68 prise. The emphasis on practical gram (CNAP). With academies in subjects was intended to motivate more than 60 countries, CNAP pro- adult learners to improve literacy vided training to secondary school- skills while improving their level students in computer income-earning skills. The project networking and prepared them for trained 270 educators to deliver the industry-standard certification as program. The courses ran in 45 networking professionals. The Ready Public Adult Learning Centers; a to Learn Center assessed and ana- total of 2,645 adult learners partici- lyzed data concerning CNAP partic- pated in the program. On the basis ipants to determine whether Cisco’s of the success of the pilot project, program was successfully training the National Department of Educa- females for technology careers tion decided to expand the two within its sites in Africa, Latin subjects to all provinces. America, South Asia, Eastern Europe, and the Middle East, and identified problems and opportunities for improvement. The project then developed strategies for attract- ing, retaining, and sustaining female SOUTH AFRICA

CNAP participants and graduates, adapted these graduates for the specific cultural contexts of selected focus countries, and disseminated recommendations and findings.

South Africa Nongovernmental Organization Evaluation (1996) Funding: W.K. Kellogg Foundation This review of the Kellogg Founda- tion’s community-based projects in 69 South Africa was intended to provide the foundation with an understanding of the range and intent of these projects and the lessons that could be learned from their implementation. The report examined the specific grassroots needs the projects were designed to meet, the obstacles encountered in implementation, and the impact that Kellogg Foundation funding had on the project’s outcome and sustainability. The evaluation also included a discussion of the foundation’s strength in the region and offered options for further strengthening its initiatives. TANZANIA

Marketing for Reproductive ensures that information is shared 70 Health, HIV Prevention, and Child and that efforts are mutually rein- Health (2004–Continuing) forcing to make health products Funding: USAID available and affordable for all con- For the Marketing for Reproductive sumers, especially for those most Health, HIV Prevention, and Child vulnerable. AED’s approach uses Health (T-MARC), AED is using field programs with sophisticated an integrated, multipartner market segmentation strategies that approach to increasing access to draw on epidemiological, socio-eco- reproductive health, HIV/AIDS, nomic, and geographic factors, pur- and child survival products. We are chasing behaviors for products and developing strategic partnerships services, and distribution coverage. with local NGOs and private and This segmentation is the result of commercial organizations to iden- innovative behavioral and forma- tify synergies across projects with tive research. This multifaceted collaborating agencies working in approach to marketing health in HIV/AIDS, reproductive health, Tanzania is a new model for inter- and maternal and child health ventions around the world. issues. Formulating partnerships across all sectors and interests T ANZANIA The dot-ORG Associate Award: GreenCOM II Task Order: Tanzania Applying a New Generation of (2001–2004) Information Technology at A study conducted for the develop- Community Internet Centers — ment of Tanzania’s National Envi- ACCESS Digital Opportunity ronment Action Plan (NEAP) Through Technology and identified six major environmental Communications Alliance for issues within the country. These Information and Communication issues included loss of wildlife habi- Technologies Access and tats and biodiversity, deforestation, Application (2002–2005) land degradation, deterioration of Funding: USAID aquatic systems, lack of accessible, 71 AED is piloting new configurations clean water, and pollution. Through of information and communication this Task Order in Tanzania, Green- technologies (ICTs) in order to COM worked with a large number strengthen and increase the impact of government agencies, local and of Community Internet Centers international NGOs, and local (CICs) and other points of access communities to support the sustain- to the Internet in underserved areas able management of natural of developing countries, particularly resources and to improve the con- for USAID target populations. servation of coastal resources and Activities under this award include: wildlife in targeted areas. Through WiderNet Digital Library for learning biodiversity conservation, African Universities via Satellite; understanding how they can protect PEOPLink CatGen; and Tanzania their national parks, managing Workshop on Web development for game reserves, and coastal and USAID and partners. marine ecosystems through sustainable management, the people of Tanzania were able to realize the beauty, value, and fragility, of their natural resources. This understanding and knowledge helped the local communities work to preserve their wild land and encourage the pro- ductive potential of their coastal lands and waters. To achieve these goals, GreenCom conducted several activities in Tanzania to encourage public participation, communication, and awareness in local com- 72 munities. With local District officials, AED organized environmental award schemes among coastal communities aimed at raising environmental awareness through public participation. Another activity was the conduct of training-of-trainers’ workshops for members of both award scheme committees in order to empower and encourage them to carry out sustainable programs on their own. Workshops for teachers and leaders of youth clubs were instituted to encourage them to assist the parks in the various programs. TUNISIA 73 demonstrate the use of modern

automation and to set forth eco- nomical solutions to pressing sectoral problems, IRSIT initiated four pilot projects offering assistance to the Gafsa Phosphate Mines in major source of (a southern Tunisia foreign currency for the country): ogy, which offered undergraduate ogy, Project and graduate programs. four major com- activities included ponents: (1.) technical support for research and development; (2.) development of pilot projects in various sectors of the Tunisian economy; (3.) training of Tunisian professionals and faculty personnel; and (4.) institutional support for IRSIT. To unisia Computer Project:unisia Computer Tunisia T for Informatics Regional Institute and Telecommunications (1986–1991) Funding: USAID In an effort to modernize various the Govern- sectors of its economy, to improve worked ment of Tunisia its capacity to design and implement computer applications and to improve its research and development potentials in telecommunica- accomplish help Tunisia tions. To this task, AED strengthened the Regional Institute for Informatics (IRSIT), and Telecommunications a research and development institution, and assisted in developing a new private institute of technology, the Carthage Institute of Technol- TUNISIA the Tunisian petroleum company; their use at the Centre Bourguiba the Ministry of Telecommunications de Micro-Informatique, the major for its data transfer and network educational institution for second- needs; and to selected ministries for ary school students seeking multi- office automation. In addition, pro- lingual instruction and courses in posals were solicited from Tunisian computer literacy. In addition, universities for research in areas rel- AED developed a training-of-train- evant to the petroleum industry, ers’ program for secondary school agriculture, and the industrial sec- teachers and conducted a major tor. The project provided training feasibility study for Tunisia 74 for junior- and senior-level IRSIT Carthage Institute of Technology’s staff in management and computer proposed graduate and undergradu- applications as well as applied ate academic program for approxi- research techniques. AED also pro- mately 3,000 bachelor’s, master’s, moted an exchange of scientists and doctoral students. The project between the consortium institutions successfully linked IRSIT through and IRSIT senior staff. The project international data exchange net- assisted IRSIT in hosting a major works to both U.S. and major for- international colloquium on the use eign institutions, and with AED’s of Arabic in computing, which help, IRSIT developed internal involved speakers from some ten operating procedures comparable to countries as well as demonstrations those used in U.S.-based research of computer equipment (some and development organizations for developed in Tunisia) capable of the assessment and implementation multiple language use. of commercially feasible research projects. During the life of the project, AED provided for the installation of 130 microcomputers and training in TUNISIA Tunisia Technology Transfer Project hensive study of Tunisia’s needs and (1982–1986) supplies for university-trained engi- Funding: USAID neers, which was beneficial to the AED worked to develop institu- MHESR in determining allocation tional links between Tunisian and of scholarships for study abroad. A U.S. institutions in order to enable team of Academy consultants also the transfer of technology in engi- conducted a study of English lan- neering and related fields, manage- guage training at Tunisian institu- ment information, and manpower tions of higher education. Under planning. The overall aim of this this project, the Academy devel- project was to assist the Govern- oped technical specifications, pur- 75 ment of Tunisia’s Ministry of chased, and shipped to Tunisia Higher Education and Scientific microcomputers to be used by vari- Research (MHESR) in strengthen- ous Departments and Institutes as ing its capabilities as well as the well as technical and English lan- capabilities of specialized institu- guage books and library materials. tions of higher education, primarily in the fields of science and engi- During AED’s involvement, 50 neering education. Among the bachelors, 40 masters, and 16 doc- principal elements of the project torate degrees were completed, were the placement and follow-up along with three programs in med- of Tunisian students and the train- ical research in one of USAID’s ing of Tunisian personnel. The first major projects to train under- Academy provided a long-term graduates in U.S. institutions. adviser to assist the Tunisian Scien- Fields of study were largely focused tific Mission and University Bureau on engineering, computer science, in Washington in the placement of and business degrees. To acquaint Tunisian students in U.S. universi- Tunisian educators with U.S. train- ties. AED also conducted a compre- ing facilities, a total of 57 deans, directors, and faculty of these institutions became involved through the project in internships, study tours, and visits to U.S. educational institutions. A total of 47 U.S. educators visited Tunisia. AED also helped to design, install, and train computer operators in a participant tracking system that was placed in the Tunisia Scientific Mission in 76 Washington, D.C. UGANDA 77 developing a sustainable EMIS. A developing a sustainable was con- school mapping exercise informa- ducted using a geographical tion system (GIS) to correct the existing schools registry for future data collection. Intensive training was provided to regional and national staff on EMIS tools, procedures, and equipment that were put in place by earlier assistance efforts. EMIS was expanded from 20 districts to all 36 districts and training was provided to staff in the 16 additional district education offices so that they are able to develop, interpret, and present EMIS reports. The project created a mini-census that will be updated twice a year to highlight and financial needs student, teacher, at the district level. The project also Education Quality Improvement Education Quality Program 2 Associate Award: of the Uganda Strengthening Education Management Information System Project (2003–2004) Funding: USAID The Education Quality Improve- ment Program 2 (EQUIP2) is a worldwide effort targeted at improv- systems, and ing educational policy, management. Implemented through the EQUIP2 program, the Uganda Education Management and Infor- mation System (EMIS) Project was designed to provide technical support to the Ministry of Education to enhance and strengthen its decentralized EMIS. AED implemented a coordinated set of activities aimed at UGANDA developed a Wide Area Network and particularly to review the role of (WAN) to provide Internet services the Coordinating Centre Tutor between all major offices of the Min- (CCT). With the expansion of the istry of Education and Sports. TDMS nationwide, inadequate staffing and funding were contribut- Finally, the project assisted the ing to a decline in the quality of the Ministry with producing a long- system. Moreover, confusion existed term strategic investment plan for regarding the roles and responsibili- education. The team ensured that: ties of the CCTs and the inspectors, (1.) different levels of education the other education officials con- 78 receive appropriate emphasis; and nected to schools at the local level. (2.) adequate attention is paid to The evaluation report provided linking education with the coun- analysis and recommendations to try’s overall development needs help the Ministry of Education within the context of the Poverty strengthen the TDMS and its rela- Eradication Action Plan. tionship to the district education offices and the Inspectorate. Education Quality Improvement Program 2 Associate Award: LearnLink Task Order: UGANDA: Uganda Teacher Development and Connect-ED-Training Uganda’s Management System Project Teachers with Technology (2003–2004) (2000–2003) Funding: USAID Funding: USAID Under this Education Quality To improve Uganda’s telecommuni- Improvement Program 2 (EQUIP2) cation services and education, the Associate Award, AED fielded an Connect-ED Project supported evaluation team to assess the func- activities to improve the quality of tioning of the Teacher Development education. In close cooperation and Management System (TDMS) with Uganda’s Ministry of Educa- UGANDA tion and within the framework of lum with the creation of a series of the U.S. Education for Develop- Digital Resource Library CD-ROMs ment and Democracy Initiative, and an Online Multimedia Curricu- this AED/LearnLink-implemented lum to assist and enable adult learn- project increased computer literacy ers to use ICTs and integrate among teachers and equipped nine computers into student learning and educational centers. AED prepared to gain expertise in subjects taught a multimedia, on-line teacher train- in the classroom (ITEK Web site ing curriculum based on a student- with multimedia curriculum: centered learning approach and the www.itek.ac.ug). Preservice and in- Ugandan core curriculum, which service teachers now have access to 79 enabled teachers and student two new multimedia and computer- teachers to integrate information training laboratories offering approx- and communication technologies imately 20 workstations at the ITEK, (ICTs) into the classroom. where educational research and testing of curriculum is continual. These All Connect-ED activities encour- educational improvements increased aged the increased use of informa- rural students’ literacy, reduced tion technology for education as a inequities among children, and means of promoting democracy and advanced school administration and increasing access to economic oppor- the professional development of pri- tunities. Moreover, the activities mary level educators. delivered urban and rural equipment, training, and resources as a means of Irish AID to Uganda Education enhancing the Universal Primary Reform Expansion (1997–2000) Education policy in Uganda. Con- Funding: USAID nect-ED helped the Institute of Irish AID recognized the benefits of Teacher Education, Kyambogo coordinating education reform (ITEK) to advance its core curricu- activities supported by its own grant funds with similar efforts of other colleges. These colleges, in addition international donors in Uganda. to providing traditional campus- Toward that end, AED agreed to based preservice teacher education administer the expansion of certain programs, also directed and sup- educational reform initiatives to the ported a network of 539 resource Rwenzori district of Uganda. centers, or coordinating centre schools. The coordinating centre Uganda Support for Primary schools were served by outreach Education Reform Project staff, called coordinating centre (1993–2000) tutors, from the teacher training 80 Funding: USAID colleges. Each tutor supported AED and its partners played a major schools in a nearby network and role in assisting Uganda to reform its helped promote a distance educa- primary education system through tion program for teachers to the Support for Primary Education improve their formal qualifications. Reform Project (SUPER). The SUPER Project provided support to The SUPER Project trained more the Ministry of Education and than 50,000 community mobilizers, Sports to improve the teacher edu- headmasters, and primary school cation system, improve management teachers. It provided grants to of education system, increase com- nearly 1,000 schools to promote munity participation, and promote girls’ education and it distributed 2 girls’ education.The centerpiece of million textbooks. Finally, the proj- the SUPER Project’s accomplish- ect also helped support policy ments was the design and establish- development and implementation ment of the Teacher Development and improve management of the and Management System (TDMS). overall education system. As originally developed, TDMS was anchored by 23 primary teacher ZAMBIA 81 Education Management and Infor- Education Management to all dis- mation System (EMIS) in order to tricts within the country have the EMIS become a useful management and planning tool for the district education offices. Sec- ond, the project assists the Ministry of Education in implementing its newly outlined policy of decentralization. The capacity of district- and school-level officials will be strengthened through improvements in management, the use of effective tools, and training in the operation of democratic institutions. The project assists the Min- istry in strengthening the capacity of district education boards and schools. The project supports policy monitoring and research implemen- Education Quality Improvement Education Quality Program 2 Associate Award: Information Zambia Improving Policy and Strengthening Implementation (2004–2009) Funding: USAID The Education Quality Improve- ment Program 2 (EQUIP2) is a worldwide effort intended to sys- improve educational policy, tems, and management. Under this AED EQUIP2 Associate Award, and its partners are helping strengthen the capacity of the Min- istry of Education to function more effectively at the district and school levels. The project has four main components. AED is building on earlier work that it has completed in Zambia to expand the existing ZAMBIA tation to strengthen the capacity of Strategic Technical Assistance for planners and decision-makers at the Results with Training — Zambia national level to better address spe- Economic Growth, Basic cific issues and implement specific Education, Health, Democracy, and policies, particularly related to HIV Growth (2003–2006) and AIDS. Finally, the project sup- Funding: USAID ports monitoring and evaluation to Under this Strategic Technical measure its impact and to Assistance for Results with Training strengthen the capacity of the Min- task order for Zambia (START- istry to manage reform. Zambia), AED is administering 82 U.S. based short-term and aca- Strategic Technical Assistance for demic programs in education, eco- Results with Training Task Order: nomic growth, health, and Zambia (2002–2003) democracy-building. Funding: USAID The Strategic Technical Assistance Zambia Framework for Gender for Results with Training task order and Sustainable Development for Zambia (START- Zambia) pro- (1994) vided administration, support, and Funding: World Bank follow-on activities for two aca- In collaboration with World Bank demic trainees and short-term tech- staff, AED assisted a Zambian team nical training for eight trainees in of governmental and development the fields of economic growth, basic professionals in preparing a strategy education, democracy-building, paper for addressing gender issues. child health, reproductive health, We also drafted an operational and HIV/AIDS interventions. framework that set out a viable strategic thrust for enhancing sustainable development through a more conscious incorporation of ZAMBIA 83 gender issues in programs and proj- in programs and gender issues modelects. A computer was devel- the tool for presenting oped as the a process strategies and developing them. This modelfor implementing held in was used at a workshop govern- Zambia, which included and the NGO ment policy-makers to review and community in order of the draft frame- present a critique were then work. Those comments draft final paper, incorporated in the which assisted policy-makers in identifying areas for policy action and filling data gaps to reduce gender differentials in economic participation while enhancing the capacity of women and men to respond to macroeconomic change. 84 ZIMBABWE 85 improving the plan. Today, we are Today, improving the plan. in the public still actively involved provid- health sector in Zimbabwe ing technical assistance or communications support whenever and wherever it is needed. Zimbabwe Early Childhood (1993–1997) Education Project Funding: W.K. Foundation Kellogg Fellows under this program matric- ulated in undergraduate programs in the United States in early childhood education. AED provided cre- dential reviews, organized the placement of students, provided cross-cultural orientation, and monitored the program and campus visits. This project helped to develop professionally trained staff Zimbabwe Public Health Zimbabwe Public Communication (2001–Continuing) Funding: Bank World In 2001, AED provided a specialist to review the information, education, and communication (IEC) component of the Zimbabwe Fam- ily Health Project and, in collaboration with other team members, the pedagogical aspects of training activities. In addition, an AED senior communication specialist was asked to review and provide comments on the AIDS prevention plan devised for Zimbabwe. As a result, our specialist assessed the Knowledge, Attitude, and Practices and newspaper, (KAP) survey, other print campaign materials and provided recommendations for ZIMBABWE to administer and supervise the ing on the work of the first phase, Early Childhood Education and which focused on long-term educa- Care Program of the Zimbabwean tion and training for the public sec- Ministry of Education and Culture tor and on strengthening (MEC). At the beginning of the institutional capacity, AED concen- project, five MEC staff members trated on the short-term training were awarded academic fellowships needs of Zimbabwe’s private sector and enrolled in the bachelor’s and assisted the public sector in degree program in early childhood strengthening its efforts to promote education at DePaul University in private-sector development. The 86 Chicago, Illinois. AED monitored objectives of this project included the participants’ academic programs enhancing private-sector productiv- and designed and managed short- ity; increasing national economic term programs to supplement their growth by developing a support academic studies. Additional activi- industry for small- to medium-sized ties included a study tour of enterprises (SMEs); advancing the Migrant Head Start centers and a long-term local capacity to sustain specially designed training-of-train- support for SME businesses; and ers’ mini-course. developing private-sector evaluation mechanisms that could be used Zimbabwe Manpower for policy dialogue. Development Project (1992–1997) Funding: USAID The ZIMMAN II Project focused on Continuing its long-term support assisting different segments of Zim- for Zimbabwe’s private-sector devel- babwe’s economy and the needs of opment, AED, in conjunction with SMEs who were seeking new skills USAID, provided the second phase and technologies for survival and of the Zimbabwe Manpower Devel- growth. To strengthen the private opment Project (ZIMMAN). Build- sector and the economic environ- ZIMBABWE 87 computerized national examination computerized a com- also developed system. AED the database system for puterized and regional offices, purchased and trained installed equipment, to use the sys- Ministry personnel of the project tem. The last activity of a scholar- was the development and training ship tracking system in its use. Ministry personnel of the project, At the conclusion Bulawayo College the Technical was a major computer training cen- Faculty of ter and the University’s Education had a well-established Human Resources Research Centre. The Ministry of Education now has the capacity to process large numbers of examinations in an accurate and timely manner and can access data on personnel, enrollments, and budgets in any of its district offices. The government is also able to monitor Zimbabweans receiving training in other countries as well as their respective fields of study. These enhanced capabilities provided Zimbabwe with improved assisted the Ministry with com-

raining (BEST) Project, AED pro- ment for SMEs, four integrated ment for simul- were implemented strategies partners: by AED and our taneously and consulting (1.) local training (2.) SME devel- firm development; association opment; (3.) industry (4.) private-sector development; and development. enabling environment Education and Zimbabwe Basic (1984–1990) Skills Training Funding: USAID For the Basic Education and Skills T vided trained personnel to fill faculty positions in the fields of engineering, medical sciences, education, and business to assist in developing more relevant, effective, and efficient education and training systems. Specific activities for the Ministry of Education involved assistance in using computers to capability to enhance the Ministry’s process data, grade and process examinations, and conduct research. We puterizing its payroll and offering training for the administration of a work force planning and utilization, in Zimbabwe were automated. The increased efficiency, better training regional offices were fully auto- capabilities, and more technical mated with mini-computers and personnel who are better trained. eventually converted to personal computers. All major operational Zimbabwe Computerized functions of the regional offices Management Information System were automated, staff was trained, (1981–1989) and virtually all schools in the sys- Funding: USAID tem (which expanded during that Beginning in 1981, AED worked period to more than 5,000) were 88 with the Ministry of Education in completely mapped. Zimbabwe to develop both a regional and centralized computer- The Ministry instituted a country- ized Management wide communications capability Information/Decision Support Sys- involving the physical transfer of tem in nine regions throughout the information via paper, diskette, and Ministry’s central structure. Using a magnetic tape as well as the capa- combination of custom developed bility to interconnect regions and programs and available software the head-office via telephone lines. from several vendors, AED worked A central element of the computer- directly and through subcontractors, ization effort was assistance to the to implement strategic planning, regions and the Ministry’s central budgeting, payroll, personnel, and office in operating the complete fiscal accounting functions within system after installation. Accord- the Ministry. As part of a collabora- ingly, many Ministry employees tive effort involving long-term participated in on-the-job training advisers, short-term technical assis- alongside the AED team. We also tance, local counterparts, and local arranged for all procurement- contractors, all nine extant regions related activities, including com- ZIMBABWE 89 petitive bidding for more than petitive bidding hard- in software and $1.75 million agreements, export ware, legal licenses, and post-installation acceptance. educational sys- In Zimbabwe, the levels tem reached unprecedented of access. It systematically quality at the improved its overall level and primary and secondary mobility and pro- increased teacher motion according to seniority and qualification. Because of the automation effort, the processing period for the registration and pay- ment of new teachers shrank from three months to two weeks. The system installed is being successfully managed and maintained entirely by resident Ministry personnel. MULTICOUNTRY PROJECTS

Partnerships for Learning social development of their region. 90 Undergraduate Studies Program In 2004, 71 students received (2004–2006) scholarships to complete the final Funding: U.S. State Department two years of their university studies AED administers the Partnerships in the United States. for Learning Undergraduate Studies (PLUS) Program, an undergraduate Capable Partners Programmatic scholarship program for students Objectives: Conflict Sensitive from North Africa, the Middle Monitoring and Evaluation in West East, and South Asia, which identi- Africa (2003–2008) fies and supports undergraduate- Countries: Ghana, Sudan, and level study in the social sciences Zambia and humanities at accredited higher Funding: USAID educational institutions in the The Capable Partners Program- United States. The program is matic Objectives (CAP) is design- responsive to the needs of a select ing and facilitating a workshop to cadre of academically talented examine conflict-sensitive monitor- undergraduate students who exhibit ing and evaluation in conflict- leadership potential in contributing affected countries in West Africa, to the economic, political, and the Mano River Region in Particu- MULTICOUNTRY PROJECTS lar. Participants included USAID ing programs aimed at improving staff, PVOs, and local NGOs from organizational capacity as well as countries in the West Africa strengthening partnerships among Regional Project (WARP). Under the NGO sector, government, and CAP’s Global Care Initiative1 (the business. Advocacy Fellows’ Program), CAP is working with NGO networks in Global AIDS Program Technical Ghana, Sudan, and Zambia to pro- Program Support Services; vide advocacy skill-building, to Strategic Technical Assistance for facilitate participatory organiza- a Global Epidemic (2004–2009) tional assessments, and to deliver Countries: Angola, Botswana, 91 technical assistance. Brazil, Cambodia, China, Cote d’Ivoire, Democratic Republic of The primary purpose of the Capable Congo, Ethiopia, Guyana, Haiti, Partners Leader with Associate India, Kenya, Malawi, Cooperative Agreement is to Mozambique, Namibia, Nigeria, strengthen local NGOs, local NGO Rwanda, Senegal, South Africa, networks, and intermediate support Tanzania, Thailand, Uganda, organizations (ISOs) across sectors, Vietnam, Zambia, and Zimbabwe to make them more effective as serv- Funding: The Centers for Disease ice providers or as advocates. Leader Control and Prevention recipient activities carry out a core AED is providing technical, pro- worldwide program, in collaboration gram, and support services for the with Missions, to enhance local Centers for Disease Control and NGO and ISO capacity. In addition Prevention’s (CDC’s) global efforts to the core leader program, Missions related to HIV/AIDS prevention, and bureaus may also issue associate support, and mitigation. The con- awards to implement programs to tract allows a select pool of carry out NGO capacity strengthen- awardees to bid on individual tasks as issued by the CDC and Global Enhancing Behavior Change AIDS Program Technical Program Communication in Border and Support Services (GAP) and serves High Transit Sites of Botswana, as one of the primary mechanisms Lesotho, Namibia and Swaziland- by which the CDC will implement Southern African Development the President’s Emergency Plan for Community Regional HIV/AIDS/STI AIDS Relief (PEPFAR). The con- Project (2004–2006) tract mechanism, entitled Strategic Countries: Botswana, Lesotho, Technical Assistance in a Global Namibia, South Africa, and Epidemic (STAGE), is managed Swaziland 92 within the AED Center on AIDS Funding: Southern African and Community Health (COACH) Development Community; and provides such services as needs Department for International assessment, planning, evaluation, Development, UK (DFID) training, technical assistance, and AED is working to strengthen the formative research. Services will be enabling environment in which competed through individual task women, men, and young people requests and may be implemented most vulnerable to HIV infection in within any of the 25 CDC/GAP Botswana, Lesotho, Namibia, and countries. Swaziland (BLNS) can reduce their HIV-related risk behavior. The project’s primary focus is on High Transmission Areas (HTAs), in particular, Cross Border and High Transit Sites (CBS and HTS). AED is responsible for initiating behavior change efforts to address youth-centered, gender-sensitive behavior change communication interven- MULTICOUNTRY

PROJECTS 93 ansmission of HIV (2004) ansmission of HIV These projects, which entailed These projects, of behavior strong components and communica- change, advocacy, to ensure that tion, were designed plans of policies and strategic to reduce actions were developed injections demand for unnecessary the safety of and to help guarantee were needed. those injections that the Medical Preventing Tr Countries: Ethiopia, Nigeria, and Uganda Funding: USAID; Snow, John Inc. In conjunction with John Snow, Inc. (JSI), AED carried out brief projects in Uganda, Nigeria, and Ethiopia to promote injection safety over a ten-month period. These projects, which entailed strong components of behavior and communica- change, advocacy, tion, were designed to ensure that policies and strategic plans of actions were developed to reduce demand for unnecessary injections and to help ensure the safety of those injections that were needed. anzania to promote injection tions established or enhanced in the or enhanced tions established behavior These selected CBS/HTS. include capacity- change strategies and evalu- building and monitoring AED is also ation components. that compe- responsible for ensuring equipment are tencies, systems, and BLNS national increased within the selected AIDS programs and improving capa- CBS/HTS and for and service bility for advocacy living with delivery for people HIV/AIDS. HIV Prevention: Rapid Interventions (2004) Countries: Botswana, Cote d’Ivoire, Kenya, Rwanda, South Africa, and Tanzania Funding: for Disease The Centers Prevention; and Control John Snow, Inc.; U.S. Department of Health and Human Services Inc. (JSI) AED assisted John Snow, in carrying out brief projects in Botswana, Cote d’Ivoire, Haiti, Kenya, Rwanda, South Africa, and T safety over a ten-month period. Health Communication Partnership culosis and malaria), maternal (2003–2007) health, nutrition, and governance Countries: Ghana, Mozambique, for health. HCP activities and tools Namibia, and Nigeria include: assessment and program Funding: USAID design; state-of-the-art research and A continuation of the Population evaluation methods; tools and Communication Services Project, frameworks recognized as best prac- the Health Communication Part- tices; evidence-based programming; nership (HCP) contract links a strengthening the capacity of team of five leading institutions, developing country organizations; 94 including AED, together to and integrated national health strengthen public health in the communication strategies. developing world through strategic communication programs. HCP Under the HCP umbrella, AED works to create an environment organizes and implements the Sports that supports individuals, families, for Life (SFL) program, an interna- and communities to act positively tional regional health effort cur- for their own health and to advo- rently operating in Nigeria and cate for, and have access to, quality Zambia, which uses sports events to services. This integrated communi- involve youth, especially rural youth cation approach to improving and males, in reproductive health health is based on growing evi- (RH) and HIV/AIDS prevention dence that strategic health commu- activities. Through the SFL pro- nication can influence behavior. It gram, AED strengthens HIV/AIDS addresses the following global community outreach activities using health issues: reproductive health sports events; coordinates commu- and family planning, HIV/AIDS, nity outreach events by Sports for child survival and child health, Life ambassadors (e.g., sports teams infectious diseases (including tuber- and sports celebrities in Africa) to MULTICOUNTRY

PROJECTS 95 The Educational Quality The Educational 2 Program Improvement (2003–2008) Countries: Ghana, Malawi, Senegal, Uganda, and Zambia Funding: USAID Improve- The Education Quality focuses ment Program 2 (EQUIP2) quality at on improving educational district, and the cross-community, educational national levels through systems, and management. policy, The project, which operates in Africa, Latin America, and the Middle East, works to assist countries in developing, managing, and monitoring education sector policies and plans that support national macroeconomic plans; reinforcing national Education for All (EFA) planning committees, the decentralization of education, and the involvement of civil society in planning for education and out-of- school children and youth programming; supporting the design, development, and improvement of education data collection, storage, analysis, and application systems; advocate and give motivational talks and give motivational advocate on reproductive and health commu- issues; organizes HIV/AIDS reproductivenity-level adolescent coordinates a health campaigns; events and role wider use of sports models used in RH/HIV/AIDS regard for activities, with a particular approach. a gender-balanced Scholarship Ambassador Girls’ Africa (2003–2008) — East Program Funding: U.S. Department of the Interior Recognizing that girls are often not allowed to complete their education for various reasons and therefore not fully integrated into the economy or political systems, AED is ensuring that resources are dedi- cated to help expand the potential roles of girls and women in all aspects of the various societies in are focusing, in East Africa. We on strengthening girls’ particular, access to educational opportunities within East Africa and providing support to girls so that they may continue with their education. and strengthening education implementation; developing poli- administration, management, cies and systems addressing priority finance, and planning. issues, including school-to-work, primary to secondary transition, EQUIP2 program activities include: AIDS and education, gender equity, fostering policy dialogue on the school readiness, incentives for pri- role of education in national devel- vate provision of learning systems, opment and competitiveness; and reaching the underserved; and encouraging the participation of planning of education systems in civil society and the private sector; crisis and post-crisis situations, 96 addressing the challenges of educa- including refugee education, tion finance; balancing the role of national emergency education the government, private sector, and plans, and interventions targeting communities to explore alternative children affected by HIV/AIDS. approaches; supporting decentralization planning, local school sys- Managing African Conflict tem management, and school-based Indefinite Quantity Contract management; improving national (2003–2008) data collection, analysis, and use Funding: USAID through MIS capacity and national The Managing African Conflict assessments and development of (MAC) Indefinite Quantity Con- standardized survey and analysis tract (IQC) is a tool for USAID to methods; creating uniform data col- implement conflict programs in lection, storage, and analysis for- Africa. It can be used by USAID mats for all EQUIP awards; regional, bilateral, and non-pres- strengthening national EMIS man- ence country (NPC) Missions and agement; analyzing, disseminating, other U.S. Government entities and promoting the use of education operating in Africa. The AED data for policy formulation and MAC Consortium is a core team of MULTICOUNTRY

PROJECTS 97 Microsoft Research Study China Research Microsoft (2003) Africa and North Countries: Morocco, Tunisia, and Algeria Funding: Corporation Microsoft with Microsoft AED collaborated North Africa on the China and to our study that was a follow-up focusing on first research analysis access centers. public technology Affairs dis- Community Microsoft’s which study, first tributed AED’s covered nonprofit public technology access centers in approximately 15 varied countries, to all of their subsidiaries worldwide. Following the release of the first report, China and North Africa, which were included in the original study, requested that Community Affairs conduct a similar review for them. In response, AED assembled consultants with regional experience to prepare a report on public technology access centers. both U.S.- based and African part- based and African both U.S.- and combine breadth ners that with analytic capacity depth of long- multisectoral, on-the-ground, the continent. term experience on core partners, In addition to the of global AED is part of a network comprised of analytic institutions academic nine of the leading in the world research institutions prevention, focusing on conflict (CPMR). mitigation, and response AED has also identified a group of local African NGOs that may be called upon to partner in the implementation of task order activities. The range of possible CPMR activities includes: conflict assessments; CPMR training; small and large grants; general institutional testing, strengthening; the study, and dissemination of effective approaches; CPMR activities to prevent or mitigate violence; meetings and conferences; monitoring and evaluation; and conflict advisory services to USAID. Global Development Alliance tional alliance activities include Public-Private Alliance in the creation of an accelerated Education; (2002–2007) learning project in Nigeria to pre- Countries: Ethiopia, Nigeria, South pare out-of-school youth for work. Africa, and Uganda Funding: USAID The development of a Global AED brought together an alliance Learning Portal Network was a cru- of private-sector companies, local cial element of the GDA. This free and international foundations, and easy-to-use Web site for educa- NGOs, and universities to create tion (http://www.glpnet.org) gives 98 the Public-Private Alliance in Edu- educators access to educational cation under USAID’s business resources and services, as part of model the Global Development our efforts to improve education Alliance (GDA). This five-year and support global Education for project, which was created to All initiatives. Through both the improve education quality world- growing membership of on-line wide, comprises five main activities communities and the collection of including an Internet portal education-focused resources, users designed by AED with Sun can rapidly find the information Microsystems that provides a sin- they need as well as connect with gle-stop place for educators in other educators in their communi- Africa and Latin America to share ties and around the world. Some of lesson plans and tips for instruc- the tools available include: free tion. AED is also creating tools to Web-based e-mail accounts; educa- help policy-makers measure coun- tion-topic e-mail discussion lists tries’ progress in providing univer- (listservs); Web-based chat for live sal primary education and identify discussions; and instant publishing the best ways to support countries features for collaborative projects in different phases of reform. Addi- and on-line journals. MULTICOUNTRY

PROJECTS 99 sk Order: Africa Agriculture paigns. AED also conducted paigns. AED of on the cost-effectiveness research and interventions handwashing sharing promoted global experience Once the and continued advocacy. and the les- results were monitored and disseminated, sons documented into other the project expanded Senegal. countries, including Assistance for Technical Strategic Order: Task Results with Training Africa Agriculture Capacity Initiative Development Training (2002–2004) Countries: Ethiopia, Mali, South Africa, and Zambia Funding: USAID Assistance The Strategic Technical (START) for Results with Training Ta Capacity Development Training Initiative provided needs assessments and training plan development in Ethiopia, Mali, South Africa, and Zambia. AED completed assessments, institutional analyses, and training plans and implemented a limited number of Public-Private Partnership to Partnership Public-Private with Soap Handwashing Promote (2002–2004) Countries: and Senegal Ghana Funding: Bank World partners, AED In collaboration with initiative aimed developed a global use of handwash- at promoting the coun- ing with soap in developing plays an tries. Handwashing the efforts to important part in Development reach the Millennium Goals related both to: (1.) health improvements, and (2.) access and effective use of water supply and sanitation services, two of the five major goals agreed to by UN mem- Summit ber countries at the World on Sustainable Development. AED provided technical assistance and partnership coordination with soap companies locally as well as In 2001, partnerships were globally. established in Ghana and Kerala, supported implementa- India. We tion of the handwashing campaign in Ghana and monitored and assessed the various project cam- 100 MULTICOUNTRY

PROJECTS 101 The dot-ORG / Access and Access / The dot-ORG (2001–2006) Program Applications Countries: Mali, Morocco, Rwanda, South Africa, and Tanzania Funding: USAID The dot-ORG partners provide activities assessments and pilot in incorpo- which assist Missions and communi- rating information in (ICTs) cation technologies support in cross-sectoral programs; backup in networking NGOs; establishing networks for community Internet centers and other systems which bring ICT to the underserved, including off-grid and wireless solutions; support to networks of entrepreneurs, especially women; and assistance in developing an ICT work force, inclusive of women. short-term, quick-impact training short-term, in agriculture training programs in order development and capacity to strengthen agriculture-related organizations in nongovernmental these selected countries. Systems The dot-EDU / Learning (2001–2006) Program Countries: Namibia, Democratic Republic of Congo, and Uganda Funding: USAID The dot-EDU partners provide assessments, pilots, and technical assistance to increase the reach, and gender equity of pro- quality, grams in basic education, teacher training, and higher education through information and communi- In cation technologies (ICTs). addition, dot-EDU develops distance learning programs using multimedia and CD-ROM technology and provides new solutions for learning systems in countries suffer- ing the effects of civil unrest, natural disasters, and HIV/AIDS. Strategic Technical Assistance for Training programs are carried out Results with Training (2001–2006) in the United States, in country, Countries: Benin, Eritrea, Ethiopia, and in third countries. Mali, South Africa, and Zambia Funding: USAID HIV/AIDS Global Workplace The USAID-funded Strategic Prevention and Education Technical Assistance for Results Program Strategically Managing with Training (START) contract, AIDS Responses Together in the succeeds the Global Training for Workplace Program; (2001–2005) Development (GTD) contract, Countries: Nigeria, and Zimbabwe 102 which AED has implemented since Funding: U.S. Department of Labor, 1996. Under GTD, AED assisted International Labor Affairs Bureau USAID in conducting needs assess- As AED works to address diverse ments, developing training plans, issues such as health, education, and strengthening its monitoring nutrition, environmental conserva- and evaluation systems. AED tion, and work force preparation, designed and implemented short- we have taken leadership in devel- and long-term training in areas oping tools to reduce the impact of such as economic growth, educa- HIV/AIDS around the world. With tion, NGO development, private a cooperative agreement from the enterprise development, health and U.S. Department of Labor, AED is population, the environment, agri- implementing the workplace pre- culture, democracy, and governance vention and education program in and public administration. START the Nigeria and Zimbabwe. expands the portfolio of services provided under GTD to include, Strategically Managing AIDS development of local institutional Responses Together in the Work- capacity, conflict prevention and place (SMARTWork) offers mitigation, and distance learning. HIV/AIDS initiatives that are effec- MULTICOUNTRY

PROJECTS 103 sk Order introduced a results-ori- aining Project (EETP) Public aining Project (EETP) Understanding and Participation Understanding and Ta to key ented systematic approach players within USAID and its dif- environ- ferent offices, e.g. energy, that ment, health, and social order, can be applied in forecasting, development planning, and program management. AED demonstrated the necessary tools and methodologies needed to reach a variety of communities in order to inform, educate, and advocate for change in energy sectors. We worked collaboratively with USAID to introduce a systematic five-step approach to social marketing and demonstrated how it creates acceptance of the bureau’s needs among diverse internal and Energy and Environment Training and Environment Energy Order: Task Project Public and Participation Understanding (2001–2002) Countries: Nigeria, Africa, South and Zambia Funding: USAID The Energy and Environment Tr elping large and small organi- elping large and small sing case studies so that learn- raining key staff from both raining key staff from eaching industry standards zations conduct situational analyses; labor to plan management and and implement coordinated responses to HIV/AIDS; Identifying specific policies and initiatives that best respond to the needs of a particular work environment; ing is experience-based; and and documents progress. •H •T • •U •T tive and practical. Too often, busi- practical. Too tive and carry the been asked to nesses have workplace interventions burden of a program alone. SMARTWork, and labor, that involves business, partners, is government as equal activities: engaged in the following external audiences and stimulates REDUCE and ALIVE Africa the behavior change process. (2000–Continuing) Countries: Ethiopia, Ghana, Mali, This social marketing process was Mauritania, Mozambique, Nigeria, used to address a variety of needs in Senegal, and Uganda products and actions, from increas- Funding: Ministries of Health; ing energy rates to changing public USAID, Africa Regional Office of opinion or effecting policy. AED World Health Organization; World also assisted USAID in streamlin- Bank; and Save the Children’s ing its existing practices by includ- Saving Newborn Lives Initiative 104 ing all of the social marketing steps AED pioneered the REDUCE and to guarantee reaching strategic ALIVE advocacy tools for safe objectives and intermediate results. motherhood AED helped USAID build its insti- and newborn survival. REDUCE is tutional capabilities to create pub- an advocacy process used to stimu- lic awareness on a wide array of late policy dialogue and strategic energy issues as well as to adopt planning on maternal health and guidelines to best manage its safe motherhood. Even though diverse resources. more than 515,000 women die each year from complications of preg- nancy or childbirth, women’s health does not figure prominently in health budgets. The goal of REDUCE therefore, is to mobilize decision-makers to take appropriate action to reduce maternal mortality and morbidity. MULTICOUNTRY

PROJECTS 105 of newborn health by stimulating of newborn plan- and strategic policy dialogue crisis. neglected health ning on this and neona- Advocates for maternal motherhoodtal health and safe from civil society, government agencies, use REDUCE and the media can awareness of the and ALIVE to raise mater- consequences of inadequate nal and neonatal care. Advance Africa (2000–2005) Countries: Nigeria, Rwanda, Senegal, and Zimbabwe Funding: USAID AED is a member of Advance Africa, a USAID centrally-funded consortium charged with rapidly increasing the availability and use of sustainable, quality family planning (FP) and reproductivehealth (RH) services in sub-Saharan Africa. The Advance Africa team helps Missions map national programs to determine critical gaps and identify best practices and state-of-the-art interventions to fill help members these gaps. Team program managers formulate strate- The REDUCE process uses interac- process uses The REDUCE modelstive computer with interna- data to country-specific tional and of poor mater- estimate the impact on: maternal nal health and care short- and long- and infant deaths; and disabili- term illnesses, injuries, REDUCE’s ties; and productivity. models health and also examine to obstetric factors contributing and morbidity, maternal mortality, the best empiri- disabilities. Using cal data available REDUCE projects the survival, health, and economic impact of maintaining the status quo versus implementing known interventions that result in reductions in mortality and morbid- Data provide sound arguments ity. for giving higher priority to maternal health in policy formation, strategy development, and resource allocation. ALIVE is an advocacy model for saving newborn lives. This tool builds on REDUCE and adds models specific to newborns in order to create a policy environment supportive gies to apply best practices to accel- United Nations Population Fund erate program expansions and Information, Education, and enhance service delivery capacity. Communication/Advocacy Training Further, the consortium works to Project (2000–2003) build partnerships among public Countries: Cameroon, Côte and private as well as health and D’Ivoire, Mali, Senegal, and Togo nonhealth organizations and to Funding: United Nations strengthen the information system Population Fund capacity to collect, analyze, and This United Nations Population report results through working with Fund project was designed to build 106 partner organizations. the capacity within African institu- Advance Africa also implements tions to provide training in advo- family planning initiatives within cacy and information, education, the broad context of Africa’s and communication (IEC) in West HIV/AIDS pandemic. The project and Central Africa in the areas of team works with USAID to find reproductive health and HIV/AIDS the most effective strategies for prevention. The Côte d’Ivoire- integrating FP/RH and HIV/AIDS based Regional Training Center interventions and assists with (RTC) established partnerships design, implementation, and sup- with five African training institu- port strategies for new initiatives tions with the goal of institutional- such as dual protection, post-abor- izing a sustainable, non-subsidized, tion care, adolescent RH care, and regional training program. Employ- community-based approaches to ing three full-time trainers, the FP/RH. Center offered courses at the regional level covering a wide range of topics relating to population-related IEC and advocacy, including materials and message MULTICOUNTRY

PROJECTS 107 NetMark: Partnership A Regional Malaria Prevention for Sustainable Plus (1999–2007) — NetMark Countries:Ghana, Mail, Nigeria, Senegal, Uganda, and Zambia Funding: USAID approach NetMark is an innovative malaria in which seeks to prevent insecticide- Africa by promoting through treated materials (ITMs) the commercial collaboration with open and sector and by helping build a sustainable commercial market for ITMs in sub-Saharan Africa. This partnership with the commercial sector distinguishes NetMark from traditional social marketers of ITMs, who rely largely on donor subsidization for their operations and product ini- procurement. NetMark tially focused on four countries in Africa and estimated that, at the inputs end of five years, the project’s would result in a commercial capacity to annually procure as many as 3 million nets and 7 million single- dose treatments. NetMark represents a sustainable, cost-effective, high impact and large-scale approach to development, counseling and inter- counseling and development, training communication, personal plan- IEC in advocacy, of trainers research ning and management, develop- and evaluation, strategy Change Com- ment, and Behavior marketing. munication and social also offered national- The RTC and level courses on demand into Anglo- expanded its activities ensure sustain- phone Africa. To ability of the training program, tuition costs were fully covered by the participants and/or their spon- soring organization. Approximately 100 participants from local and international NGOs and UNFPA field offices took part in the six regional- and national-level courses offered in 2000. development that combines the Strategic Framework for Scaling Up complementary resources of a donor Insecticide-Treated Netting (ITN) and private business in a mutually Programmes in Africa: commercial beneficial way. The private sector expansion, subsidized time-limited gains entry into difficult markets, interventions (market priming), expands its product line, increases and sustained equity provision brand equity, and contributes to the interventions (targeted subsidies). well-being of their consumers while NetMark Plus plays an active role improving business. Using USAID in the movement to eliminate taxes funds, NetMark assesses the poten- and tariffs on ITNs and supports 108 tial market for ITMs and then works country efforts to access the with its commercial partners, Min- resources of the Global Fund. Net- istries of Health, and local organiza- Mark Plus continues to work with tions to build a culture of ITM use its commercial and communication through strategic investments in partners to develop and implement regional and national demand cre- consumer-focused marketing cam- ation and public education. paigns based on behavioral and traditional market research. In September 2002, USAID amended the cooperative agreement with AED to allow for an expansion of NetMark into new countries and broadening its man- date beyond the program’s original focus on commercial expansion. Now referred to as NetMark Plus, the program is designed to create better links between the three components of Roll Back Malaria’s MULTICOUNTRY

PROJECTS 109 In all cases, SAGE exceeded its SAGE exceeded In all cases, for the intermediary original targets 200 More than results concerned. actions to pro- community-based were recorded mote girls’ education year of SAGE, far during the fourth of five estab- surpassing the target of the project. lished at the onset is the most The Guinea program of a design important example capitalizing and which focused on institutions. building upon existing SAGE Guinea provided invaluable technical assistance to the National Group, Alliance, National Working the Local Force, and Media Task Alliances. Emphasis in this case was on improving technical and organizational capacities and ren- dering them more operational. In addition, Guinea facilitated the formation of a national fund for girls’ education (FONSEF). AED also held a National Forum on Girls’ Education, which brought together more than 200 community and national-level stakeholders from both the public and private sectors, to produce a national strategy. omen’s Education Initiative omen’s Strategies for Advancing Girls’ Advancing for Strategies in Women — Education Assistance Technical Development Girls’ and Order- Task Project W (1999–2002) Countries: Republic of Democratic Congo, Ghana, Guinea, and Mali Funding: USAID Girls’ Strategies for Advancing strengthened Education (SAGE) girls’ education local ownership of by engaging traditional and nontra- ditional actors, such as the public and private sectors, central and decentralized government units, religious and business leaders, the media, and NGOs, in implementing local solutions with local resources in support of girls’ education. SAGE conducted research on educational quality and best practices for girls’ education and organized workshops that brought together policy-makers, practition- ers, advocates and scholars to share knowledge and disseminate strategies for advancing girls’ education. In Mali, SAGE designed a life skills the development of a handbook for curricula for future integration into Regional Girls’ Education Officers the national educational system as (RGEOs) and District Girls’ Educa- part of ongoing curricular reform tion Officers (DGEOs). SAGE also being undertaken by the Ministry of worked in 35 communities to Education. SAGE Mali developed enhance the capacity of School training materials for female leader- Management Committees (SMCs) ship training of parent association to develop community action plans (APE) members and community for girls’ education. SAGE facili- action planning in support of gender tated the formation of girls’ educa- 110 equity. In each case, SAGE under- tion subcommittees in order to took training of trainers of their part- increase the number of active ner PVOs/NGOs, in order to render female members on the SMC, as community level training activities well as girls’ clubs. more responsive to persistent social constraints to girls’ education. As a In Congo, SAGE was challenged result, 51 communities received lead- by the political and economic ership training, six from SAGE instability in the country, which directly, and the remainder from the had made parents shoulder more PVOs/NGO trainers. and more of the financial burden of educating their children. In spite of In Ghana, SAGE partnered with this, SAGE trained one hundred the Girls’ Education Unit (GEU) teachers in six pilot schools in girl- of the Ghana Education Service friendly classroom practices; pro- (GES). The purpose of this partner- vided gender training and action ship was to strengthen the capacity planning workshops in their com- of the GEU in planning, monitor- munity sensitization program; and ing, and evaluation. In addition, developed a successful media cam- SAGE facilitated a workshop for paign for girls’ education. SAGE MULTICOUNTRY

PROJECTS 111 .K. Southern Foundation Kellogg unprecedented opportunity to influ- opportunity unprecedented quality and nutrition ence the II foodimpact of security and Title food both through aid programming, direct assistance its role in providing organizations to private voluntary Missions, host govern- (PVOs), Bureau for ments, and the USAID (BHR) and Humanitarian Response facilitating tech- through its role in cooperation nical exchange and for Population, with other Center Health and Nutrition of the Global Bureau (G/PHN) activities. W Africa Leadership Regional Africa Leadership Network (1998–2006) Countries: Botswana, Lesotho, Mozambique, South Africa, Swaziland, and Zimbabwe Funding: W.K. Foundation Kellogg AED is managing a comprehensive project aimed at supporting leadership development in the Southern Africa region. The Leadership Regional Network (LeaRN) initiative focuses on issues of equitable access to land and secure tenure ANTA provides technical assis- ANTA ood and Nutrition Technical ood and Nutrition Congo was also successful in devel- also successful Congo was reli- with the oping partnerships large religious Ten gious sector. conscious- communities undertook at school, in the ness raising events church, raised community and at subsidies to funds, and provided to ensure girls from poor families in school. that they remain F (1998–2008) Assistance Project Countries: Ethiopia, Ghana, Madagascar, Mozambique, and Uganda Funding: USAID The Food and Nutrition Technical Project seeks Assistance (FANTA) to maximize the impact of nutrition and food security-related programs implemented by USAID and its partners in developing countries. F tance in nutrition and food security- related program design, implementation, monitoring, and evaluation as well as nutrition and food security policy and strategy development. This program has an rights; innovative approaches for communities and which clearly rural economic enterprise; commu- contributes to the body of knowl- nity and district-level health care edge relating to organizational and delivery systems; and development institutional transformation, of democratic institutions based on strengthening of community capac- African values. Through activities ity, and/or leadership development in these areas, LeaRN supports at the community level. The W.K. Kellogg Foundation’s overar- LeaRN Special Awards consist of ching Africa Program goal of allevi- two types of awards: the Desmond ating poverty and promoting Tutu Footprints of Legends Leader- 112 development in rural communities. ship Award recognizes eminence in community, organizational, or polit- Administered by AED, the LeaRN ical leadership, and the Five Study Grants and Awards Programs Awards for African Leadership in consist of three program areas: the 21st Century honor leaders in study grants, dissertation awards, the fields of youth leadership, inno- and special awards. The LeaRN vative practices for the elimination Study Grants Program supports of poverty, scholarship on master’s and doctoral degree studies renowned African leaders, women’s in Southern Africa and the United leadership, and empowerment of States undertaken by emerging disabled people. leaders from the Southern Africa region, while the LeaRN Disserta- From 2000 to 2002, LeaRN identi- tion Awards Program supports the- fied and AED administered the sis research in Southern Africa by activities and awards of 34 study graduate students studying in the grants’ fellows, 10 dissertation region. The LeaRN Dissertation awardees, and 3 Desmond Tutu Awards Program recognizes research awardees, representing all six coun- which focuses generally on rural tries in the region. AED plays a crit- MULTICOUNTRY

PROJECTS 113 nologies to increase vitamin A and to increase vitamin nologies among high-risk iron consumption and women groups, particularly specific techni- children. AED has responsibil- cal and implementation public/private ity for promoting interventions cooperation for the and behavior and social marketing of the project. change components technical assis- AED also provides policy dia- tance for the project’s activities. logue and advocacy Behavior Change Innovation, State-of-the-Art Activity (1998–2005) Countries: Ethiopia, Ghana, Guinea, Kenya, Madagascar, Malawi, Mozambique, South Africa, Tanzania, Uganda, and Zambia Funding: USAID Through the Behavior Change Innovation, State-of-the-Art Activity (CHANGE Project), AED develops and tests new and improved behavior change tools to yield measurable changes in key family, institutional, community, echnology Institute; USAID ical role in linking the study grants linking the study ical role in to an African context and awards projects associated through thesis and with their home communities leadership workshops addressing Africa region. issues in the Southern Activity Support Micronutrient (1998–2005) Countries: Republic of Democratic Congo, Ethiopia, Ghana, Madagascar, Africa, South Uganda, and Zambia Funding: International Science and T AED provides technical assistance to efforts that encourage the consumption of vitamin A and other micronutrients in Africa, including the integration of micronutrient supplementation into Child Sur- vival programs, policy dialogue and public- and private-sector advocacy, cooperation in food fortification, expansion of private sector markets, community-based behavior/dietary change, donor coordination, and monitoring and evaluation of test innovative tech- impact. We and individual behaviors within the effective interventions and context of the Child Survival, strengthen evaluation of impact Maternal Health, and Nutrition and effectiveness; policy analysis Results Packages. The project pro- and advocacy to assist partners at vides USAID with global leader- the international, national, and ship in understanding the critical project levels; interventions with role of effective behavior change private voluntary organizations strategies in reaching health and (PVOs) to increase community- nutrition development goals and in level activities and test innovative developing effective tools to strategies and technologies; and 114 achieve these goals. The CHANGE increase private sector partnerships Project works with local govern- and sustainability of behavior ments, USAID cooperating agen- change activities. cies, private voluntary agencies, and NGOs to integrate behavior Energy and Environment Training change strategies into new and Project (1998–2003) existing child survival, maternal Countries: Senegal and South health, and nutrition activities. Africa Collaboration with these various Funding: USAID groups helped the field confront For the Energy Environment Train- difficult issues concerning sustaining Project (EETP), AED provided ability, community participation, results-oriented technical training reaching the hard-to-reach, and essential to promoting USAID’s reducing long-term costs. Project energy and environment programs activities include: technical support and to reducing of long-term to test innovative approaches to threats to the global environment. affect the perceptual and structural Program areas of emphasis included determinants of behavior change; energy sector policy and planning, program-driven research to develop renewable energy, energy efficiency, MULTICOUNTRY

PROJECTS 115 ools used by LINKAGES and its LINKAGES: and Breastfeeding Feeding Related Complementary Nutrition Program and Maternal (1996–2006) Countries: Benin, Faso, Burkina Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, South Africa, Tanzania, Uganda, Zambia, and Zimbabwe Funding: USAID LINKAGES is a USAID-funded technical global program providing assistance to organizations promoting breastfeeding. LINKAGES supports comprehensive country activities to improve exclusive breastfeeding rates and related complementary feeding and maternal dietary practices and to extend the offering of the lactational amenor- rhea method (LAM) as an effective, modern method of contraception. AED provides technical leadership and program direction with LINKAGES’ partners. T partners include a results-oriented behavior change methodology, training modules for health care energy and environmental infra- environmental energy and and technology transfer, structure and restructur- energy privatization more efficient ing, and cleaner, distribu- generation, transmission, EETP tion, and use of energy. an easy-to- offered USAID missions access specialized use mechanism to and related serv- technical training supported the ices in fields that environment energy and mission’s Specific serv- strategic objectives. ices of EETP included: assisting the mission in strategic and program planning for energy and environment-related training; identifying off-the-shelf training courses to meet Mission needs, screen candidates, provide orientation, and administer all aspects of participants involvement; designing and conducting tailored training any- where in the world in response to specific technical needs; and organizing and conducting industry- and region-specific management and technology tours, on-the-job apprenticeships, and U.S. cultural orientation. providers and community workers, in Zambia, from 42 percent to 25 mother-to-mother support groups, percent. This statistic represents a social marketing strategies, policy critical change in communities try- analysis and advocacy materials, ing to reduce the transmission of and monitoring and evaluation HIV between mother and infant instruments. Four applied research while still retaining the life-saving studies were also designed to iden- benefits of exclusive breastfeeding. tify program strategies that are most The LAM rate also increased twen- effective in bringing about positive tyfold in Madagascar (from 2 per- behavior change and improved cent to 47 percent). 116 health of infants and women. Global Communications and Stronger, healthier infants are the Learning Systems (1996–2003) result of the efforts of LINKAGES Countries: Benin, Ghana, Morocco, and its partners in more than a Namibia, and Uganda dozen countries. As a result of Funding: USAID AED’s involvement, the timely ini- The purpose of the Global Commu- tiation of breastfeeding rate nications and Learning Systems increased by 100 percent in Ghana (LEARNLINK) Project was to and Madagascar (from 32 percent strengthen learning systems essential to 62 percent and from 34 percent to sustainable development using to 69 percent). The exclusive culturally appropriate communica- breastfeeding rate increased by 80 tion and educational technologies. percent (from 46 percent to 83 per- AED gathered a team of profession- cent) in Madagascar and by 15 per- als with experience in developing cent (from 68 percent to 78 countries and in IT issues, to accom- percent) in Ghana. Harmful mixed pany the education, thinking, and feeding of infants less than six design processes required to success- months old declined by 40 percent fully incorporate information and MULTICOUNTRY

PROJECTS 117 feasibility of interactive multimedia feasibility communication kiosks-one-stop used rural villages, and shops-in to monitor Internet connectivity rights. AED also and protect human and Internet supported assessments in conjunc- end user applications Global Infor- tion with the Africa Gateway mation Infrastructure of the Project (Leland Initiative) National Africa Bureau. AED’s for Inter- Demonstration Laboratory active Information Technologies was the major mechanism for col- lecting, assessing, and disseminating information about LearnLink interventions around the world. Development for Training Global (1996–2002) Countries: Benin, Ethiopia, Guinea, Liberia, Morocco, Senegal, Uganda, and Zambia Funding: USAID Through in-country training and technical assistance, AED assisted USAID in ensuring that training was applied in the workplace while also emphasizing the importance of communications technology (ICT) technology communications or continuing projects. into new Mis- team educated The LearnLink available sion personnel regarding on appropri- technologies; counseled would respond ate technology that of a par- to the specific requirements offered best ticular situation; and moni- scenarios for implementation, of results. toring, and evaluation to improve LearnLink was designed whether that learning worldwide learning was taking place in the classroom, the courtroom, the home, on the job, or in the street. Through the LearnLink Project, AED integrated digital, distance, and interper- sonal communication to enable more people to talk to each other, organize, become exposed to new ideas, practice new skills, and inter- act with a new generation of machines, people, and systems. the project fostered Specifically, computer instruction in schools and learning centers, helped develop radio courses for distance learning and teacher training, explored the 118 MULTICOUNTRY

PROJECTS 119 visits, job shadowing, lectures and shadowing, lectures visits, job the activities, while participatory programs of long-term small number and mas- was limited to nondegree degree programs. ter’s Sustainable Approaches for Africa Project Nutrition in (1995–2003) Countries: Benin, Burkina Faso, Cote d’Ivoire, Ethiopia, the Gambia, Ghana, Guinea, Kenya, Malawi, Mali, Senegal, South Africa, Tanzania, Togo, Uganda, Zambia, and Zimbabwe Funding: USAID The Sustainable Approaches for Nutrition in Africa (SANA) Pro- ject was implemented as an initiative to increase the capacity of African institutions and networks East, and Southern Africa in West, dis- to conduct nutrition advocacy, seminate lessons learned from successful programs, and use participatory learning methods to train nutrition and health program managers in diverse skills for nutrition design, management, and women’s participation in the devel- participation women’s of dis- and the use opment process and technologies tance learning tech- interactive communication and train- niques for development for ing. The Global Training was intended Development Project services to USAID to offer technical Missions and USAID/Washington the provision of Bureaus, including of participant an integrated package U.S. or trainee support services, third country placement, program monitoring, administrative support, and technical assistance. Training supported all Mission strategic objectives, with activities in economic restructuring, democracy, social sector reform, small and medium-sized enterprise development, bank and tax reform, anti-corrup- accounting, rule of law, tion, social sector reform, youth development, NGO strengthening, conflict resolution, energy reform, health care reform, and election reform. Short-term training under the task order was for groups of eight to 14 and included observational monitoring and evaluation. The • Supervise, monitor, and report SANA Project was designed to: on the progress of the project •Provide a full-time field adviser and its success in implementing based in Eastern Africa to mon- Bellagio ideals. itor project-supported activities and to assist in organizing Positive results of this project activities and subagreements included: (1.) development, testing, with African partner institu- and sustained use of new tions. approaches for training in monitor- • Support the East, Central, and ing and evaluation, consultative 120 Southern Africa Health Com- research for program design, nutri- munity (ECSAHC) Secretariat, tion advocacy, and use of participa- headquartered in Arusha, Tan- tory methods for program planning zania, through a subagreement by University partners; (2.) training to hire a nutrition training of approximately 200 Africans in coordinator and provide funds these skill areas; (3.) creation of a and technical assistance to regional network of nutrition focal develop and maintain a nutri- points in West Africa to share les- tion advisory group and expert sons learned and better practices; subcommittees in the region. and (4.) production and dissemina- • Enter into sub-agreements with tion of tools for nutrition advocacy. nutrition centers of excellence in the region, such as the Uni- versity of Zimbabwe, Uganda’s Makerere University, and the University of Nairobi, to develop and implement training courses and modules, as well as operations research workshops. MULTICOUNTRY

PROJECTS 121 Environmental Education and Education Environmental Projects Communication I (1993–2000) GreenCOM Countries: Gambia, Guinea, Madagascar, Malawi, Mali, Morocco, Namibia, Niger, South Africa, Tanzania, and Uganda Funding: USAID increas- Environmental problems life support ingly threaten global water systems - the atmosphere, and food a vast store supplies, and of other biological resources. Both industrialized and developing countries contribute to these threats, and growing awareness exists of the need for common stewardship of natural resources. the planet’s The GreenCOM project was launched by USAID in 1993 to use education and communication to help people in developing countries solve environmental problems. As vision expanded to the agency’s address the critical links between protecting the environment and natural resources and improving livelihoods, increasing agricultural amily Health and AIDS Prevention and amily Health F Africa and Central West in Project (1994–2000) Countries: Burkina Faso, Cameroon, d’Ivoire, Cote Togo and Funding: USAID access to AED worked to improve reproductive health services and products strengthened service and improve- integration and quality their use. ment in order to maximize support to the The project targeted reproductive health needs of women, adolescents, and migrants. Our work was characterized by a strong focus on strengthening private-sector programs and developing links between the private and our accomplish public sectors. To objectives and foster long-term sus- AED promoted regional tainability, institutional capacity and resources, strengthened collaboration with USAID Collaborating Agencies, and leveraged financial support also from other donor agencies. We provided technical assistance in training, operations service delivery, research, and social marketing. production, and building democracy •Designing programs that fit the with vibrant civil societies, Green- particular social, economic, and COM’s scope of work became more political context in which an comprehensive and integrated. environmental problem occurs; AED and the GreenCOM team and provided expertise in environmen- • Combining multiple social tal education and communication change methodologies–advo- (EE&C) to a broad range of envi- cacy, social marketing, educa- ronmental programs ranging from tion, mass communication, improving irrigation and watershed social mobilization, and con- 122 management to ameliorating indus- flict resolution - in unique trial pollution . The project focused ways. on promoting public awareness and support for new environmental poli- In North Africa, GreenCOM col- cies and practices. laborated with USAID and a wide variety of partners ranging from The evolution of the GreenCOM host country governments to farm- project over 12 years of work in more ers and schoolchildren. In Egypt, than 30 countries led to an approach for instance, project staff built a called Systemwide Collaborative diverse team to address conserva- Action for Livelihoods and the Envi- tion of the Red Sea. Each partner ronment (SCALE). SCALE pro- plays an important role in conserv- vided a framework for increasing the ing fragile coastal and terrestrial impact of development projects by: ecosystems and, acting in concert, • Engaging significant segments they contribute to systemwide of a country’s (or region’s) pop- change in how Red Sea resources ulation in actions that generate are used. simultaneous top-down/bottom- up change; MULTICOUNTRY

PROJECTS 123 approaches to child health. Work- to child health. approaches BASICS endeav- ing worldwide, access coverage of, ored to increase (EPI), to, and use of immunization malaria, diarrheal disease control, (ARI), acute respiratory infection survival services. and related child BASICS A hallmark of the and imple- approach to the design was the mentation of all activities core technical integration of four technical areas: (1.) disease-related support; (2.) service delivery support; (3.) communication and marketing; and (4.) planning and management. The BASICS team provides long- and short-term technical assistance, human resource development, and information dissemination as well as operations research, surveys, pilot projects, and small grants in order to continue and sustain reductions in morbidity and mortality among children. enya, Madagascar, Mali, Basic Support for Institutionalizing Basic Support I and II) (BASICS Child Survival (1993–2004) Project Countries: Benin, Cameroon, Republic of Congo, Democratic Eritrea, Ethiopia, Ghana, Guinea, K Morocco, Niger, Nigeria, Senegal, Uganda, Zambia and Funding: USAID premier child BASICS I, USAID’s implemented survival project was by the Partnership for Child Sur- vival, a joint venture of AED, John Inc., and Management Sci- Snow, ences for Health. In conjunction with our partners, AED worked to achieve the greatest possible country-level impact on major threats to child health and provide technical leadership in policies and programming in order to strengthen child health interventions. BASICS II focused on four areas that have proved effective in reducing mortality: effective and sustainable child immunization, perinatal and neonatal health, nutrition and growth promotion, and integrated Profiles I and II — Strengthening permit policy-makers to see imme- Support for Nutrition (1993–1996) diately the effects of different Countries: Senegal and Uganda assumptions. Major PROFILES Funding: USAID applications were performed for AED collaborated with the United Uganda (for the World Bank) and Nations Children’s Fund Senegal (for USAID). (UNICEF) to develop a PROFILES computer model as well as a series Support for Analysis and Research of presentations to heighten aware- in Africa Project (1992–2005) ness among decision-makers con- Countries: Benin, Burkina Faso, 124 cerning the importance of nutrition Cote D’Ivoire, Ethiopia, the to a country’s economic develop- Gambia, Ghana, Guinea, Kenya, ment. PROFILES is a powerful Malawi, Mali, Senegal, South micro-computer model designed by Africa, Tanzania, Togo, Uganda, AED to demonstrate the effects of Zambia, and Zimbabwe protein energy malnutrition, Funding: USAID micronutrient deficiencies, and The AED-led Support for Analysis feeding behaviors on mortality, fer- and Research in Africa (SARA) tility, health costs, worker produc- Project team seeks to increase the tivity, school performance, and use of research, analysis, and infor- mental development. Country data mation to support improved Health on population, nutritional status, and Human Resources (HHR) pol- and economic conditions are fed icy formulation, resource alloca- into the model and used to calcu- tion, strategies, and programs in late trends in various consequences. Africa. The project focuses on Parameters such as the costs of ensuring the use of quality informa- clinic visits and the prevalence of tion by Africans, USAID Missions, breastfeeding in the first six months and other donors supporting HHR of life can be modified online to development in Africa. The overall MULTICOUNTRY

PROJECTS 125 HHR services by assessing and rec- by assessing HHR services strategies cost-effective ommending The second and interventions. dissemination component involves and promote activities that ensure of informa- broad-based utilization tion for policy formulation, decisions, strat- resource allocation and programming egy development, funds work- in Africa. The project technical assis- shops, publications, to tance, and other activities disseminate information to African policy-makers and program managers, as well as to USAID and other international donors. SARA also aims to improve the link between policy-makers and researchers in Africa, by promoting the use of research findings in policy and program development, and by identifying policy information needs for research attention. SARA is In the education sector, working with the Education and Research Network for West pro- Central Africa (ERNWACA), viding guidance with institutional goal of the SARA Project is to SARA Project goal of the sta- health and nutritional improve literacy and educa- tus, increase and decrease tional achievement, Africa in sup- the fertility rate in the potential for port of developing in human pro- long-term increases also work to increase We ductivity. effectiveness, equity, the efficiency, of health, nutri- and sustainability family plan- tion, education, and SARA’s ning systems in Africa. technical emphasis includes: basic education, child survival, health population and repro- care policy, ductive health, HIV/AIDS and other infectious diseases, crisis prevention, transition, and mitigation. The SARA Project comprises two major components. The Research and Analysis component assesses the impact of sectoral policies, strategies and programs in Africa; increases countries’ and donors’ capacity to respond to new problems and emerging issues based on quality information and analysis of solutions; and improves delivery of growth and technical activities. Advancing Basic Education and SARA is also collaborating with Literacy Projects (1989–1999) the Education Research Network Countries: Botswana, Ethiopia, for Eastern and Southern Africa Ghana, Malawi, Mali, Namibia, (ERNESA) to assist in the synthe- South Africa, Swaziland, and sizing of gender-related research Uganda reports from eight regional coun- Funding: USAID tries and in supporting a series of Advancing Basic Education and advocacy meetings with ministry Literacy Projects (ABEL) I and II staffs to bring attention to the gen- were USAID’s primary mechanisms 126 der disparities in education in their for assisting host-country govern- countries. SARA has published a ments and USAID Missions in series of policy papers for the Africa designing, implementing, and eval- Bureau relating to their sectoral uating basic education programs. priorities, along with numerous Focusing in particular on issues of other publications, syntheses, and gender, access, and equity, AED translations, and has provided these drew on the tools, methods, and documents to a large mailing list of research findings developed by professionals working in and for USAID and other donors during African development. the preceding three decades and adapted these materials to country- specific conditions as USAID undertook new projects. ABEL helped to improve basic education systems through: (1.) dissemination of proven tools, methods, and research findings; (2.) technical and managerial support for USAID missions initiating basic education MULTICOUNTRY

PROJECTS 127 echnical Support Project: Public feeding, and sound child-feeding feeding, and wean- particularly during practices, of diarrheal disease. ing or bouts able to stand These activities were II to PL 480 Title alone or be linked primary health feeding programs, or other child survival care delivery, immunization or programs, such as oral rehydration therapy. Support Project: Technical AIDS Public Health Communication Component (1987–1994) Countries: Burundi, Cameroon, Ghana, Ivory Coast, Malawi, Morocco, Rwanda, South Africa, Swaziland, Tanzania, Tunisia, Uganda, and Zambia Funding: USAID AED served as the prime contractor for this USAID-sponsored AIDS T Health Communication Compo- nent (AIDSCOM) program. The research and development effort was aimed at assisting 25 countries in improving the quality of their AIDS prevention programs through education and communication in order to enya, Mali, Mauritania, Morocco, projects, emphasizing core opera- emphasizing core projects, (3.) management issues; tions and pilot and implementing designing and (4.) pro- projects and research; training to build viding short-term min- capacity within education classrooms. istries, schools, and Project Nutrition Communication (1987–1995) Country: Burkina Faso, Cameroon, the Gambia, Ghana, Ivory Coast, K Niger, Sahel, Senegal, Sudan, Swaziland, Togo, and Zaire Funding: USAID The Nutrition Communication Pro- ject (NCP) was designed to improve host country capacity to design, implement, and evaluate public education programs and messages aimed at improving nutrition particularly as it related to behavior, maternal and child health. AED supported growth monitoring and promotion, as well as vitamin A and iron deficiency interventions, also pro- through this project. We moted maternal nutrition, breast- reach populations at high risk for Communication for Child Survival HIV infection. The Public Health (1985–1995) Communication component built Countries: The Gambia, Lesotho, upon AED’s successful experience Malawi, Mali, Morocco, with social marketing and public Mozambique, Nigeria, Senegal, health communication in creating Sudan, Swaziland, Tanzania, solutions uniquely suited to the Tunisia, Uganda, and Zaire needs of AIDS education and pre- Funding: USAID vention around the world. AID- From 1978 to 1985, USAID con- SCOM comprised three major ducted the Mass Media and Health 128 components. The communication Practices Project (MMHP) in Hon- support portion helped answer ques- duras, Ecuador, Peru, the Gambia, tions about how to best apply com- and Swaziland. MMHP, a research munication to the control of AIDS. and development project, which The second element, short-term focused on teaching oral rehydra- technical assistance, provided spe- tion therapy (ORT), demonstrated cialists AIDS communication plan- definitively that an intensive ning, behavioral and market health communication program research, counseling and support could produce dramatic positive services, media planning, medical changes in the health behavior of and mental health provider train- large population groups. The ing, condom marketing, and evalua- HEALTHCOM I Project tion and dissemination efforts. The (1985–1990), managed by AED, third segment ensured that results, expanded these efforts into 15 lessons, and materials developed countries and promoted additional under the project were made avail- technologies, such as immuniza- able worldwide. tions, malaria control, growth monitoring, and breastfeeding. HEALTHCOM I was a demonstra- MULTICOUNTRY

PROJECTS 129 ducted two operation-research stud- operation-research ducted two quality at improving the ies aimed between health of interactions attending clin- workers and parents health educa- ics, especially during new first study, tion sessions. In the materials interactive educational (particularly an immunization in participa- flipchart) and training for the tory teaching techniques introduced.health workers were aimed to alter The second study consequences women experienced when seeking vaccinations for their children. By upgrading clinic processing of patients, clarity of communication on immunization facts, the quality of health worker/care- taker interaction and fathers’ knowledge of immunization, which played a significant role in determining whether or not his wife went to the clinic, AED made mothers’ experience with the immunization program more coverage rewarding. Vaccination rates also increased. tion and dissemination phase, pro- dissemination phase, tion and private- NGOs, and viding donors, with additional sector groups is evidence that communication about changes effective in bringing in health practices. II (1989-1995) con- HEALTHCOM goal of bringing tinued to pursue the in health prac- about key changes and family, tices at the community, applying inno- individual levels by vative, systematic, communication These knowledge and technology. projects were the first attempts to develop an effective public health communications strategy in support of national diarrheal disease control programs. They addressed two of the most serious problems facing the diarrheal disease control community: how to increase consumer-demand for diarrhea control-related products such as oral rehydration salts and how to ensure that those products and the related behaviors which make them effective are learned and practiced by those most in need. In Nigeria, for example, AED con- Radio Learning Project Social Marketing for Change (1985–1990) (1984–1993) Countries: Kenya and Lesotho Countries: Cote d’Ivoire, Ghana, Funding: USAID Kenya, Liberia, Malawi, Mali, The object of the Radio Learning Mauritania, Rwanda, and Project was to apply interactive Zimbabwe radio instruction (IRI) methodol- Funding: USAID ogy to improve the quality and effi- SOMARC was created to work ciency of, as well as the access to, closely with host country govern- primary school instruction and to ments, USAID Missions, and pri- 130 assist in strengthening host country vate-sector agencies to use institutions so that they would be commercial marketing techniques able to continue developing radio- to increase the availability of con- assisted educational programs after traceptive products, information, external funding had ceased. AED and services to low-income con- provided assistance to the appropri- sumers. The project also funded ate developing country agencies and designed contraceptive social (principally Ministries of Educa- marketing (CSM) projects tion) to ensure that improvements intended to reach couples not to the teaching of basic primary served by existing public or private school skills in developing nations delivery systems. The Academy had through the implementation of responsibility for the development interactive radio were carried out. and administration of contraceptive retail sales efforts in sub-Saharan Africa. The full-time Academy rep- resentative to the project was the manager for the African programs. Since 1985, activities were conducted in nine African countries MULTICOUNTRY

PROJECTS 131 suffered from diarrhea. At the time diarrhea. At the suffered from five project began, the PRITECH of diar- were dying million children most of these rhea every year with Because deaths being preventable. was (ORT) oral rehydration therapy effective in pre- proven to be more to diarrhea than venting deaths due therapies, traditional intravenous the task was to increase PRITECH’s wherever children suffer use of ORT in urban from diarrhea, whether hospitals or in rural homes. Recog- nizing the vital importance of good nutrition in diarrhea treatment and prevention, PRITECH also sought to teach mothers the value of breastfeeding, proper weaning practices, and adequate feeding as part of ORT during and after diarrheal episodes. AED was an active collaborator in the PRITECH Project to provide and technical assistance in ORT immunizations to more than 20 developing countries over a five-year period. PRITECH supplied short- term consultants to more than 35 other countries; sponsored confer- echnologies for Primary Health enya, Mali, Sahel, Tunisia, and echnologies for Primary Health under the Academy’s direction. Academy’s under the sales contraceptive retail National sponsored by SOMARC programs in Ghana, were implemented Feasibility Liberia, and Zimbabwe. of studies, prior to implementation were conducted a national program, Malawi, in Mali, Cote d’Ivoire, and Rwanda, Zimbabwe, Liberia, social while other contraceptive including marketing activities, took place in technical assistance, Kenya, Liberia, and Mauritania. T (1983–1993) Care Countries: Cameroon, Chad, Djibouti, the Gambia, Guinea, K Zambia Funding: USAID T Care (PRITECH) was a consortium of experienced, internationally known organizations led by Manage- ment Sciences for Health, whose mission it was to promote effective diarrhea treatment and sound prevention measures wherever children ences in Asia, Africa, and Latin oping countries through improved America; developed new diarrhea- communication between private- control curricula for nursing schools and public-sector institutions. As a in Africa and for medical schools member of the consortium, the worldwide; and collaborated with the Academy was specifically involved World Health Organization, the in mass media planning, organiza- United Nations Children’s Fund, and tion of international seminars and many private voluntary organizations workshops, and information serv- in developing in-country partnerships ices. During all stages of program with governments in support of diar- design and implementation, we 132 rhea-control program. The Academy offered technical and financial assis- was responsible for the health com- tance to family planning agencies. munications, community education, and social marketing components of In Mali, AED provided support to PRITECH’s activities. the Association Malienne pour la Promotion et Protection de la Population Communication Famille. In Nigeria, Academy staff Services (1982–2000) assisted in monitoring continuing Countries: Ethiopia, Ghana, Kenya, family planning information, educa- Mali, Nigeria, Rwanda, Senegal, tion, and communication (IEC) pro- Tanzania, Uganda, Zaire, and grams and developing new project Zimbabwe proposals including: School of the Funding: USAID Airwaves, a weekly radio drama on The Population Communication health and family planning and TV Services Project (PCS) was charged Melodrama Serial, a television pro- with developing greater public gram to raise people’s consciousness awareness of family planning and about family planning concepts. In promoting wider use of freely cho- Senegal, AED provided continuing sen contraceptive methods in devel- technical assistance to the USAID MULTICOUNTRY

PROJECTS 133 anzania, and Zambia family planning information and information family planning a in developing service organizations work family planning IEC national In Zimbabwe, we plan and strategy. assistance in provided technical planning commu- developing family This included nication activities. IEC the four-year assisting in uniting Child plan with the Zimbabwe Council. Spacing and Fertility (IQC): Contract Indefinite Quantity Education, and Human Training Development Resource (1975–1978; 1978–1984; 1984–1987; 1990–1993; 1994–1998) Countries: Botswana, Burundi, Ethiopia, Guinea, Kenya, Lesotho, Namibia, South Africa, T Funding: USAID Under three indefinite quantity contracts in education and human resources, AED successfully conducted approximately 100 assignments in all geographic regions and at all levels of education. During this period, Academy staff and consultants designed 34 educational bilateral Family Health and Popula- Health and bilateral Family major (SFHPP). The tion Project an IEC needs assess- activity was of an ment and the development The needs assessment IEC strategy. presented to and the strategy were a workshop policy-makers during Project. Other hosted by the SFHP technical assis- activities included to the tance visits, assistance obtaining print USAID Mission in and and audio-visual materials equipment for the project and planning and implementation of a mes- , sage design workshop. In Tanzania AED conducted a preliminary IEC needs assessment and determined the need for PCS project support and technical assistance to UMATI, the national voluntary family planning association, which had been involved with print and radio and was eager to strengthen its program. In Uganda, Academy staff assisted in carrying out an IEC and training needs assessment in Uganda for the Health Education Department of the Uganda Ministry of Health. In Zaire, AED assisted eight Zairian training projects, conducted 21 impact of returned participant cost-effectiveness studies, and pre- trainees in Kenya under the Train- pared 28 project and impact evalu- ing for Development Project. We ations. Examples of assignments also performed an assessment and undertaken during the contract design for automating the customs include evaluating education and service in Niger under USAID’s human resources development pro- economic reform program in order grams in Zambia and conducting a to improve the country’s customs sector assessment of the education processing and information systems. sector in South Africa to help iden- 134 tify appropriate investments to Indefinite Quantity Contract (IQC): increase opportunities for black Education and Human Resources South Africa. (1978–1984) Countries: Cape Verde, Guinea, Indefinite Quantity Contract (IQC): Guinea-Bissau, Lesotho, Morocco, Evaluation and Development Swaziland, and Tunisia Information (1989–1992) Funding: USAID Countries: Botswana, Chad, The purpose of AED’s second Guinea, Kenya, Niger, Nigeria, Indefinite Quantity Contract in Tunisia, and Zaire the Education Sector with USAID Funding: USAID was to provide the agency with Under this rapid-response technical quick-response advisory services services contract, AED responded concerning the design, assessment, to a number of work orders. We and evaluation of education pro- performed an evaluation of the grams and projects and related Tunisia Technology Transfer Pro- USAID policies and procedures. ject and assessed PVOs and NGOs As a result, the Academy exam- in Chad. The Academy also ined and designed education tasks designed a plan for evaluating the across Africa. In Guinea-Bissau, MULTICOUNTRY

PROJECTS 135 Indefinite Quantity Contract (IQC): Quantity Contract Indefinite and Human Resources Education (1984–1987) Countries: Malawi, Morocco, and Leone Sierra Funding: USAID short-term This project provided to USAID Mis- technical assistance such tasks as sions worldwide for feasibility stud- sector assessments, evaluation, con- ies, project design, and research. The ference planning, evaluation of educational programs, the design of systems to decentral- ize basic educational services, and the assessment of curriculum for English language training were but a few of the ways in which the Academy provided short-term assistance to USAID Missions and developing country agencies in basic education, technical training, and human resources development. Building on its demonstrated depth and breadth of experience in long- term project management, Acad- emy staff and principal consultants designed, implemented, and evaluated projects; conducted research, rde, we designed and taught AED designed and taught instruc- and taught AED designed and teaching tional courses methodology to primary teachers. reviewed pro- The Academy also English posals for a secondary-level and assisted in education program developing an implementation conducted a We plan for Tunisia. skills training study of vocational and we programs in Morocco project designed a teacher-training and sec- in Swaziland for primary- ondary-level teachers. For Lesotho, we trained audiovisual technicians in radio script writing techniques for the production of nonformal education programs, and in Cape Ve courses on manual arts and crafts and teaching aids for primary teachers. sector assessments, surveys, and feasibility studies; and coordinated conferences.

A total of 35 work orders were carried out successfully during this contract. The Academy’s services were conducted in all geographic regions at all levels of education. AED staff and consultants performed evalua- 136 tions of the “BEST” Project in Zim- babwe, the Agricultural Education Project in Rwanda, and the USAID-assisted Institutions of Agricultural Higher Education in Sierra Leone and Malawi. We also performed an impact evaluation of USAID-assisted Institutions of Agricultural Higher Education in Morocco and assessed English language training programs in Mali, Somalia, Morocco, and Tunisia. The Academy also convened a workshop to present evaluation findings on USAID-assisted institutions of agricultural education. ADDITIONAL INFORMATION

If you would like additional information about any of the programs and projects listed in this directory, please refer to the Projects Database on the AED Intranet at http://intranet.aed.org/dbtw-wpd/menu.htm. More information on the projects can be found by typing the name of the project, as it appears in the directory, in the title or keyword field of the database. In addition to the information available in the directory, you can find a list of partner organizations and countries served as well as 137 the AED contact, Group Name, and Center where the project resides. Academy for Educational Development Board of Directors November 3, 2004

Sol M. Linowitz — Honorary Chairman of the Frederick S. Humphries — Regent Professor, Board. Former Senior Counsel, Coudert Florida A&M University; former President, Brothers; former U.S. Ambassador to the Florida A&M University Organization of American States; and former Frederick J. Iseman — Chairman and Chairman of the Board, Xerox Corporation Managing Partner, Caxton-Iseman Capital, Inc. Edward W. Russell — Chairman of the Board Joseph S. Iseman — Of Counsel, Paul, Weiss, and the Executive Committee.* Former Senior Rifkind, Wharton and Garrison Vice President, Government Affairs, J.P. Morgan Chase & Co. Walter F. Leavell — Health Advisor; former President, Charles R. Drew University of Roberta N. Clarke — Vice Chairman of the Medicine and Science Board.* Associate Professor and former Chair, Department of Marketing, School of Sheila Avrin McLean — Strategy Consultant; Management, Boston University former President and CEO, Boyden World Corporation; former President, Association of Stephen F. Moseley — President and Chief Executive Search Consultants Executive Officer Rita M. Rodriguez — International Finance Robert O. Anderson — Retired Chairman and Writer, Researcher, and Advisor; former Chief Executive Officer, Atlantic Richfield Member of the Board of Directors, Export- Company Import Bank of the United States J. Brian Atwood — Dean, Hubert H. Adel Safty — UNESCO Chair of Leadership; Humphrey Institute of Public Affairs, President of the School of Government and University of Minnesota; former President, Leadership, Bahcesehir University, Istanbul Citizens International; former Administrator, U.S. Agency for International Development Alfred Sommer — Dean, Bloomberg School of Public Health, Johns Hopkins University Sarah C. Carey — Partner, Squires, Sanders & Dempsey L.L.P. Niara Sudarkasa — Scholar in Residence, African-American Research Library and Terence J. Fortune — Secretary of the Cultural Center, Ft. Lauderdale, FL; former Corporation.* Of Counsel, Paul, Weiss, President, Lincoln University Rifkind, Wharton and Garrison * Officers of the Board Harriet Mayor Fulbright — Former Executive Director, President’s Committee on the Arts and the Humanities; former Executive Director, Fulbright Association AED Headquarters 1825 Connecticut Ave., NW Washington, DC 20009 Tel. 202-884-8000 Fax 202-884-8400

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