PDF Usaid Education Policy

USAID EDUCATION POLICY

November 2018

Cover: Clockwise from top left: (1) Student and engineer Amani, left, works with a blind student at the Peace Center for the Blind in East Jerusalem. Credit: USAID/West Bank Gaza; (2) Higher Engineering Education Alliance Program (HEEAP) Vocational Faculty Development training with Arizona State University hosts faculty from Ho Chi Minh City, Vietnam. Credit: USAID/Vietnam; (3) Students in early grade reading program in Bangladesh. Credit: Kate Maloney/USAID. (4) Teacher instructing children in Nigeria. Credit: USAID/Nigeria.

Inside Cover: Inclusive education program in Nyamagabe, Rwanda. Credit: Kate Maloney/USAID.

Table of Contents

Administrator's Message. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Education context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Education is Fundamental to Achieving Self-Reliance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Key Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Priorities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Agency Roles, Responsibilities, and Requirements. . . . . . . . . . . 42 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Definition Of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Endnotes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

USAID EDUCATION POLICY

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ADMINISTRATOR'S MESSAGE

I am pleased to share with you USAID's Education Policy. This policy puts education as the foundational driver of a country's journey to self-reliance. Investing in high-quality education for all children and youth builds the human capital partner countries need to lead their own development and growth.

This policy is particularly important to me because I started my career as a teacher. My wife, Sue, and I volunteered as high school teachers in rural Kenya and saw first-hand the power that a quality education has on the lives and futures of children and youth. Now, decades later, that experience as a teacher shapes my approach to development each and every day. When we give children the skills they need to succeed and grow, they have the potential to flourish and innovate to transform their lives, their families' lives, and their communities.

As this policy lays out, in many contexts, the most marginalized children and youth still lack the educational opportunities they need and deserve. This is nowhere more acute than in crisis and conflict settings. The families I meet with, particularly those who are displaced or affected by violence, conflict, or natural disasters, say that the most important thing they want for their children is a good education. Today, we risk an entire lost generation of children and youth who are growing up displaced by conflict and crisis without access to that education.

This policy provides the whole Agency with a framework for supporting our partner countries in strengthening their capacity to deliver quality learning opportunities for children and youth. We know we can't do this alone. We will seek out and strengthen partnerships that leverage local, regional, and global knowledge, innovation, and resources to ensure American taxpayer investments lead to sustainable learning outcomes.

Mark Green Administrator U.S. Agency for International Development

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USAID EDUCATION POLICY

Administrator's Message

USAID EDUCATION POLICY

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A student in San Pedro Sula, Honduras participates in a USAID-funded program that prevents violence, provides counseling to students affected by violence, and strengthens communities. Credit: Anna Roberts/USAID.

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