Country Reports on Terrorism 2012

youth were trained in the states of Delhi, Jharkhand, and Maharashtra. Seventy-five percent of
the trainees received employment and many opted for further studies.
Designed as a public-private initiative, the program has leveraged resources from non-USAID
sources such as the Centre for Civil Society, the India Islamic Cultural Centre, and Jan Shikshan
Sansthan, Kishanganj. Finally, USAID/India implemented a program in over 500 madrassas in
Hyderabad, West Bengal, and Andra Pradesh that introduced formal curricula, enrolled and
retained out-of-school children, improved the quality of education, and prepared madrassas to
meet government standards. Over 50,000 Muslim children were provided with formal education
in the two states.
Indonesia. The Decentralized Basic Education initiative expanded the dissemination, replication,
and sustainability of best practices. Funds provided by local governments and schools resulted in
75 district governments officially budgeting for Basic Education programs in more than 2,000
schools across 24 districts. The program benefited nearly 30,000 educators, 2,000 administrators,
and 200,000 students. USAID also supported Jalan Sesama, a Sesame Street Workshop that
reached 7.5 million children. The Opportunities for Vulnerable Children Program assisted
children with special needs to attend inclusive education programs.
Kyrgyzstan. USAID’s education programs benefited more than 80,000 students and 4,000
teachers across the country. The model for school financing and increased accountability
continued to spread to schools and administrative units beyond the USAID project areas.
Assistance also supported the American University of Central Asia and a Development Credit
Authority student loan program that increased access to higher education and vocational training
for students, particularly those from rural areas, by creating a replicable, private sector tuition
financing model.
Philippines. USAID education program assistance reached more than 387,000 learners and
10,300 teachers and administrators in Mindanao. To improve access to education, 385
classrooms were constructed and repaired. Programs also supported 729 Parent-Teacher-
Community Associations and distributed more than 700,000 learning materials. The National
Achievement test scores of students in U.S.-supported schools increased by 14 percent, and
marked improvements were observed in all skill sets, including reading fluency.
Tajikistan. The USAID Safe School Program assisted the government with anti-gender based
violence training modules that were adapted and integrated through the national teacher training
institutes. In collaboration with the Tajik government, the School Dropout and Prevention
Program began to address school drop-out in three regions; and in collaboration with the Tajik
government and the World Bank, USAID-supported school financing and management systems
were rolled out nationwide in 68 districts. A new activity promoting positive youth engagement
in three high-need regions of the country was launched; through civic education courses, youth
development activities, and community development grants, this initiative will reach 900
disadvantaged youth.
THE MIDDLE EAST
Egypt. Over the past year, 44 public primary schools in two districts have worked with the
Technology for Improved Learning Outcomes (TILO) team to integrate an intensive technology
236