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Center for Human Capacity Development
>> Return to Home Page >> Central Programs >> Global Programs >> Human Capacity Development ACTIVITY DATA SHEET
PROGRAM: Central Programs
TITLE AND NUMBER: Improved and expanded basic education, especially for girls, women and other under-served populations, 935-001
STATUS: Continuing
PLANNED FY 2001 OBLIGATION AND FUNDING SOURCE: $5,925,000 CSD
PROPOSED FY 2002 OBLIGATION AND FUNDING SOURCE: $5,960,000 CSD
INITIAL OBLIGATION: FY 1995; ESTIMATED COMPLETION DATE: FY 2004Summary: Without access to quality basic education, children in the developing world become adults with limited economic opportunities. Most developing countries have made substantial progress in recent decades in raising primary and secondary school enrollment rates and achieving basic literacy. However, with 113 million children out of school around the globe, many nations are far from reaching universal enrollment at the primary level. Moreover, the lack of adequate early childhood development programs and the poor quality of primary and secondary education in many developing countries reduce the benefits of attending school, and contribute to high rates of grade repetition and school dropout. In most regions, limited access and poor quality affect girls more severely than boys, leading to significant gender gaps in primary and secondary enrollment and completion. Through Global Bureau's Center for Human Capacity Development (The Center), central programs in basic education seek to improve and expand non-formal and formal basic education, especially for girls, women and other under-served populations. Primary beneficiaries are children, youth and adults receiving more and improved learning opportunities. Special emphasis is given to addressing education needs in crisis and transition nations, the elimination of abusive child labor through education, and serving disadvantaged populations including communities living in poverty, ethnic groups, girls and women, and children with disabilities.
Key Results: The Center's programs provide research, technical leadership and field support to USAID missions worldwide while drawing upon America's finest sources of technical education expertise. Current activities will improve policy analysis and monitor program results; expand and improve girls' and women's education; improve classroom practices and raise achievement; integrate learning services for young children; use cost-efficient communications and learning technologies; and respond to complex education needs in countries emerging from civil conflict. Activities will lead to better policies, more capable and efficient schools, higher quality teaching, more relevancy for girls, and expanded learning opportunities for pre-school children.
Performance and Prospects: USAID draws on over 30 years of successful experience in basic education. FY 2002 activities will include the continued development of: policies, technical assistance and "best practices" for reducing child labor; distance education by radio and electronic systems, including the Internet; cost-effective teacher training; innovative non-formal education programs; education systems analyses supporting administrative and policy reforms; special strategies to reach girls, rural and poor children; and planning and support services in crisis nations and those most seriously afflicted with HIV/AIDS.
Because of growing demand for such assistance from developing countries, including countries in crisis or transition, this activity was modified in FY 2000 to support improved education policy planning through educational policy appraisals and assessments of national education systems. It will also design, where appropriate, strategies to fortify educational dialogue, encourage broad-based participation in educational reform initiatives, and combat child labor through global policy reform and pilot demonstration projects. Requests for assistance are anticipated from USAID missions in Haiti, India, Senegal and the Democratic Republic of the Congo for technical assistance with evaluation and planning of activities, anticipated requests for similar assistance from the State Department for activities in Pakistan, and a grant to a non-governmental organization in Colombia to support a regional early childhood education network.
Possible Adjustment to Plans: USAID is exploring a new concept called the Global Development Alliance for Basic Education which will encourage innovation in basic education and new technology dispersion; create new partnerships and expand advocacy and financial support for basic education within the private and non-governmental sectors, including NGOs, foundations, and universities; leverage non-USG resources; increase impact at the country level by involving local communities in their children's education; and streamline USAID's management and oversight.
Other Donor Programs: Central program activities complement USAID missions, host country programs, non-governmental organization partners and other donors. Donors include: the World Bank, Inter-American Development Bank, the United Nations Development Program, which, together with key bilateral donors, are guiding the worldwide Education for All Initiative targeted on achieving universal primary education by 2015; the International Labor Organization's International Program for the Elimination of Child Labor and the U.S. Department of Labor which support the child labor initiative; other regional development banks which provide investment capital for country education programs; other bilateral donors; and other U.S. federal agencies, such as the Department of Education and the Department of Health and Human Services, which participate in specific country programs.
Principal Contractors, Grantees or Agencies: Academy for Educational Development, Creative Associates International Inc., Education Development Center, University of Pittsburgh, American Institutes for Research, International Institute for Education Planning, Macro International Inc., and the United Nations Educational, Scientific and Cultural Organization. Under new activities, non-traditional partners, such as foundations and private corporations, are likely. Finally, the new basic education research activity will add other contractors and/or grantees.
Selected Performance Measures:
Indicator FY97 (Actual) FY98 (Actual) FY99 (Actual) FY00 (Actual)** FY01 (Plan) FY02 (Plan) Indicator 1: Gross primary school enrollment ratio (average of countries with USAID basic education program NA 88 90 NA 91 92 Indicator 2: Number of countries in which G/HCD strategies, assessments, analyses, techniques, and lessons learned were applied for improving basic education policies and institutions NA 16 27 NA 42 57 Indicator 3: Number of G/HCD diagnostic studies or applied research activities carried out to increase knowledge about critical factors and interventions that improve the quality of basic education for children NA 32 54 NA 75 95 Indicator 4: Number of education institutions applying G/HCD "models of use" that increase access to basic education NA 10 12 NA 16 19 Indicator Information
Indicator Level (S)or(IR) Unit of Measure Source Indicator Description Indicator 1: S Percent UNESCO education data accessible through USAID Global Education Database Total number of children of any age enrolled in primary school divided by the total population of children of primary school age Indicator 2: IR Number of countries (cumulative) Improving Educational Quality (IEQ 2) and Advancing Basic Education and Literacy (ABEL 2) projects, and G/HCD staff Countries that have used or incorporated at least one of G/HCD's policy or institution-building tools Indicator 3: IR Number of studies or research activities (cumulative) Improving Education Quality (IEQ 2) and Advancing Basic Education and Literacy (ABEL 2), and G/HCD staff Baseline studies, school profiles and assessments of school factors demonstrating quality improvements Indicator 4: IR Number of institutions (cumulative) LearnLink project, G/HCD staff Institutions are counted if they are judged by USAID staff and experts in IT to have introduced a "model of use" into their operations
* FY 00 results data available upon completion of R-4
Obligations Expenditures Unliquidated Through September 30, 1999 20,727 DA 19,662 DA 1,065 DA 9,892 CSD 5,949 CSD 3,943 CSD 0 ESF 0 ESF 0 ESF 1,000 SEED 1,000 SEED 0 SEED 0 FSA 0 FSA 0 FSA 4,074 DFA 4,074 DFA 0 DFA Fiscal Year 2000 0 DA 1,065 DA 8,144 CSD 3,326 CSD 0 ESF 0 ESF 0 SEED 0 SEED 0 FSA 0 FSA 0 DFA 0 DFA Through September 30, 2000 20,727 DA 20,727 DA 0 DA 18,036 CSD 9,275 CSD 8,761 CSD 0 ESF 0 ESF 0 ESF 1,000 SEED 1,000 SEED 0 SEED 0 FSA 0 FSA 0 FSA 4,074 DFA 4,074 DFA 0 DFA Prior Year Unobligated Funds 0 DA 1,340 CSD 0 ESF 0 SEED 0 FSA 0 DFA Planned Fiscal Year 2001 NOA 0 DA 5,925 CSD 0 ESF 0 SEED 0 FSA 0 DFA Total Planned Fiscal Year 2001 0 DA 7,265 CSD 0 ESF 0 SEED 0 FSA 0 DFA Future Obligations Est. Total Cost Proposed Fiscal Year 2002 NOA 0 DA 0 DA 20,727 DA 5,960 CSD 19,824 CSD 49,745 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 1,000 SEED 0 FSA 0 FSA 0 FSA 0 DFA 0 DFA 4,074 DFA
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Last Updated on: May 29, 2002 |
