Country Reports on Terrorism 2012
Country Reports on Terrorism 2012 Country Reports on Terrorism 2012
supported International School of Kabul, which provides an American-style education, enrolled 375 students, 80 percent of whom are Afghans and 38 percent of whom are female. Projects expanded access to education by establishing new schools applying the nationally-approved curriculum, and focused on the professional development of teachers, particularly female teachers. USAID provided 18,567 teachers with complete in-service training to improve their classroom performance and further their professional development. There were also 11,000 education administrators trained to improve school management and performance. USAID’s preservice teacher education program awarded Master of Education degrees to 21 teachers. In 2012, 13 million textbooks were printed as a component of a new three-year, on-budget agreement with the Ministry of Education. USAID’s community-based education program, which is transitioning to a new on-budget program aligned with the Ministry of Education, supported approximately 40 supervisory staff, who supported the more than 60,000 students in rural community schools. EUROPE AND EURASIA Kosovo. USAID continued its basic education program, a five-year US $9,791,000 initiative designed to benefit all public primary and lower secondary schools in Kosovo, grades one through nine. The project has three components: to enhance school management capacities in a decentralized environment, strengthen the assessment of learning outcomes, and improve inservice teacher development. In 2012, 118,000 students benefited from the project activities; of these, 61,360 were girls. The project trained 3,735 teachers, 707 members of school boards and student and teacher councils, and 45 Ministry of Education and Science officials. The project also adapted an early grade reading assessment to the Albanian language. The project established partnerships with 15 local and international partners and closely collaborated with local municipalities and communities to refurbish 52 classrooms. Collaboration and cooperation with donors and the private sector includes partnerships with the Teacher Training Project of Deutsche Gessellschaft fur Zuzammenarbeit and the EU, with the Swedish International Development Cooperation Agency-supported Education Technology program. Intel and Microsoft will integrate technology in classrooms. SUB-SAHARAN AFRICA Djibouti. Basic education funding in 2012 continued to assist the Ministry of Education (MENFOP) in achieving its education-for-all goal for all school-aged Djiboutian children. USAID’s basic education program focused on improving the education system through decentralized teacher training, strategic planning and budgeting, enhanced community participation, improving the Education Management Information System (EMIS), and increasing learning for out-of-school youth. Host country strategic information capacity was improved through the establishment of a software application that accurately captures statistical data. EMIS focused on building the capacity of MENFOP staff at national and regional levels; decentralized planning deepened MENFOP skills both at central and regional levels to collect and analyze education data. Under the community mobilization component, 50 school improvement projects were implemented by Parent-Teacher Associations (PTAs), and 101 PTAs benefitted from training that focused on improving reading in primary education and enhancing gender equality. Assistance also focused on activities that improve children's reading abilities and learning outcomes. It introduced the Early Grade Reading Assessment (EGRA) tool to assess reading skills and determine a baseline for future programming. EGRA experts introduced the 240
tool to more than 433 teachers through school-based trainings emphasizing the need to develop relevant strategies to cope with children’s reading difficulties in grades two, three, and five. To address Djibouti's chronically high unemployment rate and enable the Djiboutian people to leverage their own skills for continued economic growth, the program supported MENFOP in its efforts to prepare school drop-outs to transition to the workforce. The project provided vocational and professional education training for 112 female out-of-school youth, focused primarily in the hotel and food service sector. The USAID education project supported the Girls' Scholarship Program (GSP) which had a significant impact on girls’ retention in middle and secondary school and in achievement rates for underprivileged male and female youth. In FY 2012, 539 girls received scholarship packages. In addition to school supplies, tuition, and transportation fees, the GSP conducted mentoring sessions on HIV/AIDS and other important topics to support beneficiaries’ academic success and social development. The program promoted community service and the beneficiaries were required to help other students in their communities by volunteering at local libraries and tutoring school children to improve their reading and writing skills. USAID also worked in close coordination with the U.S. military on the rehabilitation and refurbishment of primary school infrastructure. Education activities also supported the enhancement of English language training in middle schools through the development of appropriate pedagogical materials and curricula. USAID provided significant support to MENFOP in the review and development of middle school English textbooks and provided training to middle school teachers to improve the production of materials. In collaboration with school pedagogical advisors, technical assistance helped develop a Grade 10 textbook to support secondary schools on curricula reform. Ethiopia. USAID implemented a nationwide program aimed at improving the reading skills of all students in Ethiopia; the Muslim student population is estimated at 35 percent of the total 18 million primary school students. USAID-supported activities in the Somali, Afar, Benishangul, Gumuz, and Oromia regions included teacher training to improve the quality of primary education; training for Parent-Teacher Associations and community members to increase parent and community involvement in school management; grants to schools to enhance learning and teaching and to build the capacity of education officers to plan and manage the education system; establishment and expansion of alternative basic education centers to provide non-formal primary education to children, especially girls; and adult literacy classes for illiterate adults. Materials, tutoring, counseling, and training were also provided to support and help young Muslim women succeed in both high school and universities. Kenya. USAID’s Education for Marginalized Children program concentrated on the predominantly Muslim North Eastern and Coast Provinces, reaching nearly 377,000 children in both provinces. Approximately 250 Early Childhood Development Centers were supported and over 13,000 teachers were trained in child-centered teaching and early grade reading methods. USAID/Kenya’s Education & Youth Office also oversaw the Garissa Youth Project, which provided livelihood and workforce readiness programs for ethnic-Somali youth at-risk of al- Shabaab recruitment. The Garissa program partnered with USAID’s Office of Military Affairs to pilot the District Stability Framework, a tool to gauge the level of instability within Garissa and to help coordinate an interagency response, as well as coordinate action by the youth themselves through a US $800,000 youth fund. This was the first pilot of the framework outside of Iraq, Afghanistan, or Yemen. 241
- Page 189 and 190: Department. Estimates of membership
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- Page 193 and 194: ut instead choose to rejoin SL upon
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- Page 197 and 198: of millions of dollars in support o
- Page 199 and 200: In June 2010, four Sudanese men sen
- Page 201 and 202: Chapter 4. The Global Challenge of
- Page 203 and 204: provided equipment and training to
- Page 205 and 206: Chapter 5 Terrorist Safe Havens (Up
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- Page 209 and 210: Yemen’s political instability mak
- Page 211 and 212: existing designations. The Departme
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- Page 217 and 218: system against money laundering and
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- Page 223 and 224: SUPPORT TO PAKISTAN The United Stat
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- Page 227 and 228: participate in future elections (ex
- Page 229 and 230: Radio Sawa also broadcast on medium
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- Page 233 and 234: pages with RFA news content. RFA al
- Page 235 and 236: Religion Magazine programs have bee
- Page 237 and 238: and training model to improve stude
- Page 239: Morocco. USAID’s Improving Traini
- Page 243 and 244: programs. As an integral part of im
- Page 245 and 246: Harakat ul-Jihad-i-Islami/Banglades
- Page 247 and 248: Funding and External Aid: The ANO
- Page 249 and 250: Kurdistan. On May 4, 2010, Abu Abdu
- Page 251 and 252: Activities: In March 1995, AUM memb
- Page 253 and 254: warfare. Jose Maria Sison, the Chai
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- Page 261 and 262: eplaced his cousin, Imad Mugniyeh,
- Page 263 and 264: Activities: The IJU primarily opera
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- Page 277 and 278: espectively, which caused no injuri
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tool to more than 433 teachers through school-based trainings emphasizing the need to develop<br />
relevant strategies to cope with children’s reading difficulties in grades two, three, and five. To<br />
address Djibouti's chr<strong>on</strong>ically high unemployment rate and enable the Djiboutian people to<br />
leverage their own skills for c<strong>on</strong>tinued ec<strong>on</strong>omic growth, the program supported MENFOP in its<br />
efforts to prepare school drop-outs to transiti<strong>on</strong> to the workforce. The project provided<br />
vocati<strong>on</strong>al and professi<strong>on</strong>al educati<strong>on</strong> training for 112 female out-of-school youth, focused<br />
primarily in the hotel and food service sector. The USAID educati<strong>on</strong> project supported the Girls'<br />
Scholarship Program (GSP) which had a significant impact <strong>on</strong> girls’ retenti<strong>on</strong> in middle and<br />
sec<strong>on</strong>dary school and in achievement rates for underprivileged male and female youth. In<br />
FY <strong>2012</strong>, 539 girls received scholarship packages. In additi<strong>on</strong> to school supplies, tuiti<strong>on</strong>, and<br />
transportati<strong>on</strong> fees, the GSP c<strong>on</strong>ducted mentoring sessi<strong>on</strong>s <strong>on</strong> HIV/AIDS and other important<br />
topics to support beneficiaries’ academic success and social development. The program<br />
promoted community service and the beneficiaries were required to help other students in their<br />
communities by volunteering at local libraries and tutoring school children to improve their<br />
reading and writing skills. USAID also worked in close coordinati<strong>on</strong> with the U.S. military <strong>on</strong><br />
the rehabilitati<strong>on</strong> and refurbishment of primary school infrastructure.<br />
Educati<strong>on</strong> activities also supported the enhancement of English language training in middle<br />
schools through the development of appropriate pedagogical materials and curricula. USAID<br />
provided significant support to MENFOP in the review and development of middle school<br />
English textbooks and provided training to middle school teachers to improve the producti<strong>on</strong> of<br />
materials. In collaborati<strong>on</strong> with school pedagogical advisors, technical assistance helped develop<br />
a Grade 10 textbook to support sec<strong>on</strong>dary schools <strong>on</strong> curricula reform.<br />
Ethiopia. USAID implemented a nati<strong>on</strong>wide program aimed at improving the reading skills of<br />
all students in Ethiopia; the Muslim student populati<strong>on</strong> is estimated at 35 percent of the total 18<br />
milli<strong>on</strong> primary school students. USAID-supported activities in the Somali, Afar, Benishangul,<br />
Gumuz, and Oromia regi<strong>on</strong>s included teacher training to improve the quality of primary<br />
educati<strong>on</strong>; training for Parent-Teacher Associati<strong>on</strong>s and community members to increase parent<br />
and community involvement in school management; grants to schools to enhance learning and<br />
teaching and to build the capacity of educati<strong>on</strong> officers to plan and manage the educati<strong>on</strong> system;<br />
establishment and expansi<strong>on</strong> of alternative basic educati<strong>on</strong> centers to provide n<strong>on</strong>-formal<br />
primary educati<strong>on</strong> to children, especially girls; and adult literacy classes for illiterate adults.<br />
Materials, tutoring, counseling, and training were also provided to support and help<br />
young Muslim women succeed in both high school and universities.<br />
Kenya. USAID’s Educati<strong>on</strong> for Marginalized Children program c<strong>on</strong>centrated <strong>on</strong> the<br />
predominantly Muslim North Eastern and Coast Provinces, reaching nearly 377,000 children in<br />
both provinces. Approximately 250 Early Childhood Development Centers were supported and<br />
over 13,000 teachers were trained in child-centered teaching and early grade reading methods.<br />
USAID/Kenya’s Educati<strong>on</strong> & Youth Office also oversaw the Garissa Youth Project, which<br />
provided livelihood and workforce readiness programs for ethnic-Somali youth at-risk of al-<br />
Shabaab recruitment. The Garissa program partnered with USAID’s Office of Military Affairs to<br />
pilot the District Stability Framework, a tool to gauge the level of instability within Garissa and<br />
to help coordinate an interagency resp<strong>on</strong>se, as well as coordinate acti<strong>on</strong> by the youth themselves<br />
through a US $800,000 youth fund. This was the first pilot of the framework outside of Iraq,<br />
Afghanistan, or Yemen.<br />
241