Country Reports on Terrorism 2012

Mali. In support of the Trans-Sahara Counterterrorism Partnership (TSCTP), USAID/Mali’s
basic education program focused on supporting moderate Islamic schools and improving the
quality of primary education for Mali's predominantly Muslim population. In 2012, US $2.2
million TSCTP and US $1 million Basic Education funds were allocated to serving out-of-school
youth with vocational training, remedial academic skills, and civic engagement.
Nigeria. While education indicators were poor nationwide, they were worse in the
predominantly Muslim north, where poor education contributed to the marginalization of Muslim
communities. An estimated 10 million children were not enrolled in school, and with no
vocational skills have little hope of ever joining the formal workforce. USAID implemented
interventions that targeted both access to education services for the vulnerable, increased quality
for those in school, and strengthened systems for increased accountability and transparency. In
FY 2012, USAID worked in Islamic and Quranic schools benefitting 79,766 pupils (45,003 male
and 34,763 female), out of which 15,190 (9,350 male; 5,840 female) were identified as orphans
and vulnerable children. The vulnerable children received support materials to allow them to
attend school. A total of 200 of these children acquire vocational and life skills annually by
participating in the skills program.
Senegal. One of USAID’s largest education programs helped 50,000 vulnerable children gain
access to a quality education or professional and vocational training. This was achieved by
improving the living and learning conditions of children through construction and renovation of
Quranic schools, and providing children with an education that will allow them to either continue
in the formal schooling system or join the professional workforce. In collaboration with
Senegal’s Ministry of Education, USAID introduced an educational program aligned to the
elementary education curriculum that teaches children basic skills in French, math, science,
history, geography, and life skills. The “community daara” model developed and implemented
by USAID for the past four year includes: 1) a three year educational program that teaches
French and Math skills; 2) renovation of the daara’s learning space using a standardized
classroom model, blackboards, school desks and/or mats, gender separate toilets and access to
water where there is none; 3) a management committee comprised of community members to
help govern, manage, and increase resources to the daaras; and 4) support and monitoring from
education authorities and community-based organizations. To date, more than 17,000 children,
ages six to 12, in 350 daaras have benefitted from the program, and there was evidence that 50 to
60 percent of the children were achieving desired levels of competencies in the subjects taught.
Improvements in the living conditions of the daaras were seen in the better nutrition, clothing,
and hygiene of the children.
Somalia. A dual approach was taken in Somalia. For those enrolled in schools – 20 percent of
school-aged children – USAID provided learning materials, improved the physical and sanitary
environments of schools, and the quality of teachers and administrators. Achievements for inschool
children included the rehabilitation of 102 classrooms and the construction of 68 new
classrooms in 25 schools in Somaliland, Puntland, and South Central Somalia; the training of
505 teachers and 43 head teachers in improved teaching practices; the training of 351
Community Education Committee members on improved school management techniques; the
distribution of 11,221 school kits and teaching/learning charts; the rehabilitation of three health
centers; the training of 296 health workers and eight community health committees; the
construction of numerous latrines, water tanks, shallow wells, and hand-washing facilities and
the associated water quality testing and training; and the airing of three health promotion
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