Mali Program Updates

Last updated: March 21, 2019

January 29, 2019

Mali is a deeply patriarchal country. There are many inequalities that adversely affect women and girls, one being prevalent domestic violence. A 2012/2013 USAID Gender Assessment found a vast majority of women in Mali suffering from domestic violence. In fact, the Assessment reported that 76% of women think it is acceptable for a man to beat a woman for burning food, arguing, going out without telling the man, being negligent with children, or refusing to have sexual intercourse. One of the reasons women think this way is because of poor understanding of their legal rights and structural limitations on women’s access to justice.

December 21, 2018

December 2018—Mariam Ibrahim is a 12 years-old young girl from the village of Haoussa Foulane in the commune of Gabero in Gao region. After the 2012 conflict in the Northern regions of Mali, she dropped out from the madrasa school of Zinda. Mariam let down her educational and professional ambitions, as almost 50 children from her village. Since that period, her days were rhythmed with domestic chores. As the education situation in Mali moves from emergency to protracted crises, and schools begin to reopen, there are many children and youth who have missed out on years of schooling.  As a result, thousands of them have been deprived of opportunities to learn and make living wages.

November 19, 2018

Segala health center is located 60km from the town of Kayes in Western Mali, with an estimated 4,781 children between the ages of three months and five years. As the rest of the country, this health area zone has a high incidence of severe malaria in children during the raining season,

November 13, 2018

In Mopti region in the center of Mali, women play a very important role in terms of food and nutrition security. With the little income they get from gardening, cattle breeding, or poultry sales, women contribute to supporting the primary needs of households. However,  most of the women living in rural areas are illiterate, which negatively impacts the development of their daily income-generating activities.

November 9, 2018

In Moribabougou, a suburb of Bamako, many parents of students were unreceptive to teaching in national languages and using the balance literacy. Moreover, the educational innovations promoted by this literacy approach were not always appreciated or understood. This situation drove some parents to remove their children from Moribabougou Primary School when USAID’s Selective Integrated Reading Activity (SIRA) project was launched in February 2016. There were very few new enrollments. The situation was worsened by the lack of interest shown by some teachers in the area, who were set in their old beliefs. For example, they believed that a child could not master the alphabet before grade 3 or that it was necessary to memorize a text to be able to read it.