Mali Program Updates

Last updated: October 03, 2019

April 27, 2020

The Koumantou community health center (CSCom) in Mali’s Sikasso region (southern Mali) was overcrowded, undersupplied, and inefficient—a significant risk to patients. Similar to the majority of CSComs in Mali, Koumantou could only diagnose and treat simple uncomplicated cases of malaria, as it did not have the space to hospitalize patients with severe malaria.  Severe malaria cases had to be referred to the Bougouni district hospital. 

April 24, 2020

Thanks to the community participation activities of the USAID/Mali SIRA project, the children of Bougoula are motivated to go to school. Bougoula is a village in Sanankoroba (Southern Mali). In the past, children in this community did not like school, and they were not encouraged by their parents to attend school. School dropout was very common.

April 15, 2020

Two to three times a week, Moussa abandons his crops in order to walk his children to school. During the walk, he asks them about their classes and what they are learning. He also tells them about gifts that he can offer them if they do well throughout the school year. Once they arrive at school, Moussa talks with his children’s teacher about how he can support their learning at home.

March 11, 2020

In Mali, maternity services remain underutilized. Although 80% of pregnant women attend antenatal consultations, only 43% are able to make four consultations before giving birth. About 33% of babies are born at home each year with a large disparity between urban and rural areas. Korera Kore health area is 86 km from the Nioro du Sahel referral hospital in the region of Kayes. Regrouping ten villages, it has a population estimated at 19,767 inhabitants, including 3,458 children under five and 4,345 women of reproductive age.

February 18, 2020

In Nianamalé village in Sikasso Region, south of Mali, Salif Koné had always taught in schools where French was the language of instruction. However, he would often have to speak Bamanankan—Mali’s national language—for his students to understand the content and fully participate in class. Despite having a diploma from the Teacher Training Institute, Koné struggled to teach reading and writing.

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