Every day, all over the world, USAID brings peace to those who endure violence, health to those who struggle with sickness, and prosperity to those who live in poverty. It is these individuals — these uncounted thousands of lives — that are the true measure of USAID’s successes and the true face of USAID's programs.
Големиот број невработени млади е едно од најважните прашања за кое секојдневно се зборува во Македонија и се бара решение.
Climate change has become a reality in Aule’s village. Droughts and famine are becoming more frequent, wiping out herds of livestock traditionally kept as a source of income.
Seven years ago, Rotim Murage was apprehensive about his future. He had just sat for his Kenya Certificate of Primary Education, an intensive four-day exam that determines which students are eligible to attend a government high school. Due to limited places, those that score low marks are not able to attend a government high school, which are much cheaper than private options.
In Ethiopia, 7.37 million people living with disabilities face challenges related to discrimination, exclusion from mainstream society, and extreme poverty. In addition, the physical environment is hostile to people with disabilities, including inaccessible roads and few sidewalks anywhere in the city, ill-equipped transportation, schools, housing, workplaces and public facilities.
April 2014—White smoke is spiraling up into the sky as dusk quickly falls in the village. In one of the huts, Radiata Ibrahim, a young unmarried woman, has just put the cooking pot containing the evening meal on the stove. She is far busier than before now that she has embarked on a new and rewarding activity.
With some 80 different ethnic groups and approximately 90 million people, providing quality education is the single biggest challenge and priority for Ethiopia’s Ministry of Education. A USAID-supported Early Grade Reading Assessment performed in 2010 revealed shockingly poor results in reading achievement. By the end of grade two, 34 percent of students were unable to read even one word and 48 percent of students scored a zero in comprehension. Teachers were not adequately trained to teach in ways that promote student learning. The lack of curriculum and textbooks, teacher’s guides, and supplemental reading materials exacerbated the low levels of achievement.
May 2014—In downtown Benghazi, a dark and deserted playground is now bustling with life. Fathers and mothers bring their children to play, laugh and enjoy a safe space in a city that has been wracked by violence and volatility since Libya’s revolution ended three years ago. With four schools in the surrounding area, teachers now bring their students to the park for physical education classes.
April 2014—In Afghanistan’s southern province of Kandahar, villagers play a critical monitoring role for local development projects. However, many of these representatives, who are elected to serve for their District Development Assemblies, do not have monitoring experience.
May 2014—In northern Haiti's Acul du Nord, one of the communes receiving assistance under a USAID agriculture program, a path through a lush forest leads to an opening where 25 farmers—women and men—sing energetically as they worked together to create a new cocoa plantation.
While the farmers sing motivating songs, they mark the ground with wooden sticks to identify locations for the trees, preparing the ground for cocoa seedlings. They are going to plant trees of the Criollo variety, which produces cocoa to make some of the most exclusive chocolates in the world.
Last updated: December 07, 2015