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Country: Nigeria

Nigeria launches National Reading Framework for early grade reading

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Posted June 5, 2023 .
By Emmanuel Uko .
3 min read.

On May 25, 2023, the Nigerian Ministry of Education celebrated the launch of a National Reading Framework to improve early grade reading outcomes with an event in Abuja.  

The framework is the culmination of years of collaboration between the Ministry and the U.S. Agency for International Development. The Nigerian Educational Research and Development Council — under the Federal Ministry of Education — began working on the National Reading Framework with the USAID-funded Northern Education Initiative Plus (2015-2020) and finished it with the support of the USAID-LEARN to Read program. 

The framework links Nigeria with the Global Proficiency Framework for Reading towards achieving Sustainable Development Goal 4. It also ensures that Nigerian pupils are assessed using the same standards as their counterparts from around the world. It addresses governments at all levels, head teachers, teachers, parents, and the community. 

The National Evaluation Framework for Reading is at the core of the overall framework. It outlines the reading skills that must be included in any reading curricula, textbooks and other reading materials for Nigerian pupils. The evaluation framework was developed by classroom teachers, curriculum experts, measurement and evaluation specialist and language experts from 10 language groups across the country. 

The Minister of Education, Mallam Adamu Adamu, addressed attendees at the event and emphasized the importance of the framework for the Nigerian education system.  

Nigeria’s Minister for Education Mallam Adamu Adamu (left) and LEARN to Read’s Chief of Party, Dr Nurudeen Lawal (right), with dignitaries proudly display copies of the National Reading Framework during the launch.

“Through this framework, Nigeria now has a basis for equivalent scores on different reading assessments. The reading performance of the Nigerian child can now be assessed and compared over time, while improvements are being monitored,” he said. 

Expressing his contentment at the event, the Executive Secretary of Nigerian Educational Research and Development Council (NERDC), Professor Ismail Junaidu, said, “[The framework] ensures pupils across Nigeria develop reading skills based on the same standards. We are happy to have worked with development partners including USAID-LEARN to Read to achieve this milestone.” 

The USAID-LEARN to Read project is working to strengthen, scale and sustain improvements and evidence-based practices in early grade reading outcomes for about 3.5 million Primary 1 to Primary 2 pupils in Nigeria.  

In his speech, the Chief of Party for the USAID-LEARN to Read project, Nurudeen Lawal congratulated the Federal Ministry of Education and NERDC for the achievement. He reiterated USAID’s commitment to partner with the Nigerian government through the USAID-LEARN to Read project and to improve reading outcomes for all Nigerian children.  

Lawal called on governments at different levels to consider revising the curricula for early-grade reading in all languages of instruction; allocate adequate time on school timetables for teaching of reading every week, and ensure pupils spend more time reading independently. He identified the need to develop, print, disseminate and ensure access to high-quality reading materials; train teachers on evidence-based instructional practices on reading; and establish grade-specific performance standards for language of instruction. 

The Minister of Education was joined at the event by other key stakeholders in the education sector, including the Permanent Secretary of the Federal Ministry of Education, Andrew David Adejoh; the Executive Secretary for NERDC, Prof Ismail Junaidu; Executive Secretary of the Universal Basic Education Commission, (UBEC), Dr Hamid Bobboyi; the Executive Secretary of Tertiary Education Trust Fund, Arch. Sonny Echono; Registrar of the Teachers Registration Council of Nigeria, Professor Josiah Olusegun Ajiboye; representatives from the National Universities Commission, the National Council for Colleges of Education, and other development partners. 

Creative Associates International, who implements the USAID-LEARN to Read project, has implemented education programs in Nigeria for a decade, including Northern Education Initiative (2009-2014), Education Crisis Response Program (2014-2018), and Northern Education Initiative Plus (2015-2020). 

Strengthening education systems with good governance: Lessons from Jordan, Yemen and Nigeria

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Posted April 25, 2023 .
By Ashley Williams .
5 min read.

Safe, equitable access to quality education is a worldwide challenge, and weak governance can derail education efforts. People often think about education as what happens in a classroom, but there is an entire system behind it that must function well for students to succeed. 

If a government cannot hire and retain teachers, education availability and quality suffer. If ministries duplicate efforts because they did not collaborate, students can receive fewer resources.  

The everyday mechanics of governing make the magic of education possible. Creative works around the world to transform education systems by building government capacity to respond to student and labor market needs.  

“Our projects in countries like Jordan, Yemen and Nigeria show how investing in systems plants seeds for education to flourish,” says Cory Heyman, Vice President of Creative’s Education for Development division. 

Creating a national teacher policy framework in Jordan 

Jordan’s growing population of school-aged children, the COVID-19 pandemic and an influx of refugees from Syria and elsewhere are straining the country’s public education system.  

Despite the government’s best intentions to meet these burgeoning needs, the Ministry of Education and the Ministry of Youth continue to confront internal challenges, like systemic barriers, resource limitations, poor coordination among agencies and the absence of reliable metrics, among others. The impact is evident across the youth and education sectors, where reforms are lacking to help children and youth reach their full potential. 

USAID’s Jordan Technical Assistance Program seeks to transform the organizational culture and improve the systems (e.g., human resources, finance, etc.) and abilities within the Ministry of Education and the Ministry of Youth to ensure officials can implement much-needed reforms. 

One measure they are taking is to create a new teacher policy framework. The framework includes making teaching a more attractive profession, developing systems to train educators and creating career pathways. 

“These elements will help improve how the society thinks about teachers and further professionalize the field, ultimately improving the quality of education,” says Mamdouh Fadil, the project’s Chief of Party. 

Good governance supports education system sustainability by creating a legal framework based on accountability, transparency, open dialogue and participation. The new teacher policy framework builds a system that encourages excellence, activity and creativity and supports better teacher development and lifelong learning. 

Strengthening HR and governance in Yemen 

Sanaa, Yemen

Conflict and displacement in Yemen have depleted Ministry and school staff, leaving a fractured and unsupported education system. The USAID Gateway to Education project is identifying and addressing gaps in the administration, governance, personnel, and delivery of functional, safe and inclusive education. 

With Save the Children as the lead implementer, Creative has worked with the Ministry of Education to study how it can improve service delivery in the education sector. One piece of this has been researching what teachers already know, how they’re applying that knowledge in the classroom and what the Ministry has in place to train teachers over the lifespan of their careers. 

With this information, the project and Ministry are working together to create new policies that restructure recruiting — so they can get the right people into the right education jobs — and their learning management system, which is a tool to measure teacher professional development over time. 

“Investing in the human resources side of education governance is critical. Children have access to better teachers when the Ministry has the right policies in place to recruit and support educators,” says Kate Fleming, Senior Project Director at Creative. 

Applying “the 5 Cs” in Nigeria 

Four Nigerian boys in their classroom wearing green and white checkered school uniforms and smiling.

According to UNICEF, Nigeria is home to one in five of the world’s out-of-school children. While education is technically free and compulsory in the country, it is not translating to students in seats. 

“A major factor promoting this unfortunate situation is the country’s high population growth rate (2.41%) without a corresponding increase in educational provisions,” says Nurudeen Lawal, Chief of Party for the USAID-funded LEARN to Read program. “Nigeria’s education spending is below the international benchmark and the resources are allocated inefficiently, with southern states spending significantly more on education than northern states.” 

Countless successive governments have declared an education crisis in Nigeria, but governance issues continue to create barriers to quality, accessible education. The many agencies, commissions and institutions that define Nigerian government structures form a complex web of interests, responsibilities and authorities with overlapping roles and competing demands. 

LEARN to Read recognizes that evidence-based classroom interventions are necessary in Nigeria, but they are insufficient on their own. The project must strengthen governance and the systems that underpin early grade reading at all levels to achieve transformational change. 

“LEARN to Read works with the government to transform attitudes about reading at every level of the reading ecology that surrounds a child,” says Scott Frick, Creative’s Senior Project Director. “At the state level, for example, this can look like using social behavior change research to help officials understand the onus and opportunity for supporting learning through planning.” 

This involves implementing the 5Cs framework: context, collaboration, coherence, connection and continuation. We must understand the complex government context in Nigeria and use that to make the right connections and promote collaboration at the federal, state and local levels. All of this must be mobilized towards a coherent, unified aim to shift mindsets and ensure effective early grade reading practices continue past the lifespan of the project. 

“The 5 Cs ensure we’re tying everything together and considering everything needed for meaningful and sustained progress in a complex environment,” says Scott Frick, Creative’s Senior Project Director. 

Effective systems rely on interdependence and interaction. Creating, implementing and maintaining an education system has many moving parts across government and other institutions. Systems need to collaborate horizontally between institutions and vertically down to schools. When this is done well, it can empower actors to do their part in bettering student outcomes. 

“Organizational culture and behavior change are inherent in strengthening government systems to be responsive to its citizens. The work being done in these three countries are good examples of that,” says Susan Ayari, Program Area Director for Creative’s Education for Development Division. 

Nigerian youth generate ideas to promote safety

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Posted April 17, 2023 .
1 min read.

The small community of BIU in Nigeria’s Borno state engaged youth to develop solutions to rising crime, vulnerability of youth and the lure of violent extremism.

USAID’s Northeast Connection’s solutions-based approach used a range of activities, including the increased involvement of youth in their communities through inter-community exchanges, leadership roles and efforts to address their sense of marginalization, as well as promoting positive roles for them in the community. In the same vein, the program will actively engage internally displaced persons, persons with disabilities and cultural minorities, among others, to increase their social bonds.

The Northeast Connection was implemented by Creative Associates International and local partners. The opinions expressed by the interviewees are their own and may not reflect the position of the U.S. government.

10 ideas about systems strengthening from Creative’s leaders in Africa and the Middle East

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Posted February 24, 2023 .
By Ashley Williams .
3 min read.
Cory Heyman, VP of Creative's Education Division, introduces leaders from projects in Africa and the Middle East as they share their insights on strengthening education systems.

Cory Heyman, VP of Creative’s Education Division, introduces leaders from projects in Africa and the Middle East as they share their insights on strengthening education systems.

Leaders from Creative’s projects in Africa and the Middle East came together for a summit at Creative’s headquarters to discuss systems strengthening in education. Four Chiefs of Party and one technical expert shared their experiences about how projects in Ethiopia, Jordan, Nigeria, Somalia and Yemen are working locally to build up the systems that support education.

All five of the project leaders are from Africa, and three are Chiefs of Party in their home countries, making their insights particularly interesting.

These 10 quotes from the summit explore what systems strengthening entails and how it can succeed.

What does systems strengthening mean to you?

  • “To me a system is different interconnected parts that come together to work together as a whole.” –Faiza Hasan, Chief of Party for Bar ama Baro in Somalia
  • “Education systems are what turn policies and strategies into actions.” –Mamdouh Fadil, Chief of Party for Jordan Technical Assistance Program
  • “When I think about systems strengthening, what comes to mind is holistic thinking and seeing how individual parts of the system align and work together to become effective.” –Tassew Zewdie, Chief of Party for READ II
  • “Systems all have a life of their own. Systems all have their own culture, and understanding the norms is very important to being able to operate within the system.” –Nurudeen Lawal, Chief of Party for LEARN to Read in Nigeria
  • “Systems strengthening requires a practical approach where you put a plan in place. That way you can be sure you are leaving behind a system that is implementable.” –Ayo Oladini, Senior Technical Advisor for Gateway to Education in Yemen

What are the ingredients for successful systems strengthening?

  • “Systems strengthening implies change, and change is scary for people. The most important thing is to engage stakeholders from the beginning so they buy in to the expected transformation. We have to think holistically but also consider each of the individual parts of the system, like the structure or hierarchical model, policies, human resources and information flow. These different parts need to be aligned so they can work together smoothly towards the expected result.” –Tassew Zewdie, Chief of Party for READ II
  • “Systems strengthening has to be realistic and there should be local leaders. It is also important to incentivize good performance and make it public. I see creating standards and benchmarks as crucial.” –Mamdouh Fadil, Chief of Party for Jordan Technical Assistance Program

What stands in the way of successful systems strengthening?

  • “Silos are a major problem I’ve seen standing in the way of systems strengthening. Everyone can do their own thing instead of working together, and we don’t see results.” –Ayo Oladini, Senior Technical Advisor for Gateway to Education in Yemen
  • “You need to understand the system inside and out. You need to understand stakeholder power dynamics in the system. You can’t start if you don’t get those two right.” –Nurudeen Lawal, Chief of Party for LEARN to Read in Nigeria
  • “If something is already working well, there is no reason to throw something new in there. It is important to understand what is already working in the system and improve on that.” –Faiza Hasan, Chief of Party for Bar ama Baro in Somalia

10 years of USAID’s early grade reading programming: A retrospective

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Posted February 19, 2023 .
4 min read.
A female teacher in Nigeria stands in front of her class, reading from a book
Photo by: Erick Gibson

In 2011, the USAID Education Strategy emphasized the importance of early grade reading in lower- and middle-income countries and shaped our sector’s focus for years to come.

A recent USAID webinar reviewed a study on a decade of early grade reading support, which revealed that an estimated 246 million students, along with millions of teachers and administrators, in 53 countries have benefited from the U.S. government’s initiatives.

USAID has invested heavily in improving early literacy rates, with mixed results. There are positive trends in the most recent generation of early grade reading programs which have been able to more successfully scale, have better impact on reading outcomes and are more cost effective.

“USAID programs made significant increases in learning outcomes when they built on the success of multi-generational programs, utilized existing systems, and worked in partnership with governments to ensure sustainability,” the report said.

“To support meaningful reform, [early grade reading] programs must reflect a deep understanding of the local context, be based on close collaboration with partner-country governments, and apply evidence-based reading instruction approaches adapted to reflect existing capacity and systems.”

These findings did not come as a surprise to Creative as we have been implementing early grade reading programs in lower- and middle-income countries, particularly those in crisis and conflict contexts, for decades and our programs are built upon these core principles.

A prime example is our NEI+ program in Nigeria which was one of eight early grade reading programs to be cited as showing impact at scale in the recent RTI Learning at Scale Report.

So how do we apply these principles and build on these key elements?

Multigenerational programs

Creative’s early grade reading work in Nigeria is a prime example of how multigenerational programs can build on success and invest the time needed to see lasting change. Creative has implemented more than 14 years of consecutive USAID-funded programming, including the Northern Education Initiative (2009-2014), the Northern Education Initiative Plus project (2015-2021), and, currently the Leveraging Education Assistance Resources in Nigeria to Read project (2022-2027).

NEI focused on improving early grade reading in Bauchi and Sokoto states through evidence-based teacher practices, improved access to context- and language-appropriate materials, better assessment and stronger government systems.

NEI+ continued those activities and scaled up its work to strengthen Bauchi and Sokoto states’ capacity to improve reading outcomes for more than one million children and youth and increase access to basic education, especially for girls and out-of-school children.

We are now implementing the five-year LEARN to Read project, which leverages the wider education system resources to expand successful reading practices to additional states.

Change must come from within a system in order to be sustainable. We have seen real progress and sustainable outcomes in places like Nigeria where we have been able to move from programs that implement technical assistance hand in hand with the government (NEI and NEI+) to a program (LEARN) that now has the government in the leading role with Creative providing support on demand. This transition has not been overnight but is the direction that is necessary for lasting change. 

Reflect a deep understanding of the local context

Leading three generations of programs in Nigeria has enabled Creative to gain a deep understanding of the local context, actors and system so that we can ensure our programming is tailored to local needs and conditions. To strengthen systems you have to understand how they function, who the actors are at different levels of the system, the distribution of power and resources, levers for change and more. This information can only be gained through deep relationships and trust built over time.

Utilize existing systems

Creative works within and through local systems with the Ministry of Education as our key partner to ensure sustainability. We work within the system from the schools all the way to the national level to build a stronger foundation rather than building a parallel system. For example, instead of hiring coaches to support teachers or using our staff as trainers, we work with existing stakeholders in the system to build their capacity through a learn-by-doing approach so that the capacity is developed within the system to continue this work.

Work in partnership with governments to ensure sustainability

Creative believes that interventions must be owned by the host country to be successful. This is why we focus heavily on strengthening Nigeria’s education system and its actors from the federal to local levels. Through 14 years of working together with the Ministry of Education and other education actors we have built trusted relationships that enable us to quickly gain buy-in, create collaborative approaches, and build capacity to maintain and sustain activities.

We partner with relevant government ministries, departments and agencies to manage education more effectively and enhance teacher training, coaching and regular monitoring and assessment related to early grade reading. Examples of how this led to sustainable systems in Nigeria are that the state governments used their own budgets for printing textbooks, training teachers outside of NEI+ schools and conducting assessments such as the EGRA and the LEMA.

Apply evidence-based reading instruction approaches adapted to reflect existing capacity and systems

Creative applies our tailored structured pedagogy approach across all of our early grade reading programming. This approach prioritizes a comprehensive package of inputs such as student books in local languages, scripted teacher guides, frequent teacher training and coaching necessary for quality teaching and learning of foundational skills.

What’s next?

Implementers and funders alike need to account for these lessons learned in order to see real progress in early learning and literacy outcomes. The next generation of programs should provide more time to establish reading programs that are embedded in local systems and offer a system strengthening framework so that the Ministry of Education and other educational stakeholders are leading the process from day one.

Nigeria – LEARN to Read

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Program.
1 min read.

Leveraging Education Assistance Resources in Nigeria (LEARN) to Read supported efforts to improve reading outcomes among first and second-grade pupils in Nigeria.  

The project built on lessons learned from prior reading programs in Nigeria to introduce a flexible, cost-efficient early-grade reading intervention model that could be tailored to state contexts.

LEARN to Read, funded by the U.S. Agency for International Development, was a technical assistance activity that aimed to support federal and state governments in effectively utilizing their operational and technical resources to strengthen, scale, and sustain improvements in early-grade reading outcomes for pupils in grades 1 and 2.

Creative has a track record of successfully implementing education and early-grade reading reform programs in Nigeria since 2004. LEARN to Read was a continuation of two successful USAID early-grade reading programs, the Northern Education Initiative and the Northern Education Initiative Plus, which Creative implemented.

LEARN to Read built on Nigeria’s prior reading programs, leveraging lessons learned to introduce a scalable and adaptable intervention model. The project collaborated closely with federal and state education agencies and partners to embed standard-based, context-appropriate assessments, materials, and training within policy frameworks, aiming to improve literacy skills for over 3.5 million pupils in the first and second grades.

Program Achievements

LEARN to Read ensured that standard-based, context-appropriate assessment, materials, training, and administrative supports needed to improve literacy skills for more than 3.5 million pupils were embedded within the federal policy funding and monitoring frameworks. States and local authorities were supported to have the implementation protocols, capacity, and resources to carry out and sustain early grade reading reforms. 

Building the capacity of educators and school administrators is key to successful early-grade reading outcomes. LEARN to Read helped develop teacher training plans and coaching and mentoring tracking systems to help state and federal ministries carry out comprehensive training.

LEARN to Read intervention strategies built ownership, accountability and use of data from the ground up, ensuring that stakeholders at all levels (classroom, school, community, local government area, state and federal), as well as the private sector, understood their role in improving education quality and learning. By leveraging data, policymakers and educators could make informed decisions and continuously improve early-grade reading programs.

Recognizing the critical role of parents and community leaders in supporting children’s education, LEARN to Read fostered these stakeholders’ active involvement in early-grade reading initiatives. By promoting awareness, mobilizing resources, and encouraging community participation, the project created an immersive reading-supportive environment for children.

The U.S.-Africa Leaders Summit & voices from the continent

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Posted December 9, 2022 .
6 min read.

Economic growth, peace, youth and climate change are among the eight topics to be addressed during the U.S.-Africa Leaders Summit. In anticipation of the Summit (Dec. 13 to 15, 2022) in Washington, D.C., Creative gathered comments from its implementing partners, grantees and others in Africa about a few of these issues. The answers have been edited for length and clarity. They do not reflect the opinions of Creative or its clients.  

What investments can U.S. and African leaders make to increase or enhance the contribution of youth to peace, security and good governance? 

Kassim Fomba, Director of Think Peace in Mali, whose organization is a partner and consortium member of the of the USAID-funded Peacebuilding, Stabilization and Reconciliation program. Think Peace is a Malian organization that focuses on peace, security, reconciliation, governance and the fight against violent extremism at the local, regional and national levels. It specifically works to improve peace and governance in Mali through youth engagement. 

Answer: Mali, like several countries in the Sahel, faces multiple crises. We need to ensure collaboration that will contribute to the strengthening of institutions for better governance. Diplomacy must be part of promoting the free movement of people and goods and the creation of conditions conducive to Africa’s successful participation in the global market. There are a few investments that U.S. and African leaders should make that would enhance youth engagement: 

Increase youth inclusion in decision-making bodies with the goal of increased participation in development activities. In communities, youth are excluded from the management and benefits of public resources. This leads to a rural exodus, a loss of labor, banditry and more. 

Support African governments’ efforts to strengthen and enforce legal frameworks governing the exploitation of natural resources. In Mali, populations residing in the geographical areas of these natural resource sites often benefit least. On the contrary, they suffer consequences including armed insurgency, rural exodus and poverty. 

Develop vocational training and business creation strategies that facilitate young entrepreneurs’ access to financing. Youth who are seeking funds for their startups cannot access traditional banking services.  

Finally, create jobs through the industrialization of African countries, including the establishment of raw materials processing units.  

Why is it important to work with women in peace and security? 

Rakiatou Tchassama Salifou, President, Centre de Recherche et d’Appui pour le Développement Local (CRADEL), Benin 

Answer: In Benin and many parts of West Africa, our mothers would put three stones together, place a pot on these stones and cook. With only two stones, the pot would be unstable, and all the food would eventually spill over. In building peace and social cohesion, women represent the third stone – often overlooked but essential to the stability of their community. 

In our context in the north and especially along the border, women are the first to notice strange behavior and the presence of unknown faces; they pick up and share a lot of information while trading and going about their daily activities. This information may not seem relevant at first but may be of significance to the security forces and community leaders. 

That’s why in our engagements with women, we train them about early warning and reporting; we encourage them to speak up and explain to them that they are the ‘third stone’ of their community and should therefore be ambassadors for peace – and it’s working! 

Africa has its share of conflict, including violent extremists and farmer-herder conflicts. As a peacebuilder, what is peace? 

Father Thaddeus, Executive Chair, Northern Peace Council, Tamale, Ghana, whose organization is a grantee of the USAID/OTI-supported Littorals Regional Initiative. 

Answer: I always say that peace is when people are living nonviolently and with respectful attention to the legitimate needs of others or one another. My major measure of peace is nonviolent relationships. And that is why I’m very disheartened to say that we are still not there. Because if you look at nonviolence, it’s not just about physical. You can suppress physical violence, but psychological violence is very pervasive. How can we minimize this?  

Frequently in my interventions, I’m trying to help people to relate with each other with great attention to the fact that in our relationships we are not violating each other either physically, psychologically, culturally or even structurally. So my answer if you ask the question “what will be my measure of future for peace” is when I see our communities living together, cohesively, nonviolently, with respect to one another and respecting our differences. For me that is my measure for peace. But some people will tell me it’s very difficult to measure that.

How does working in a conflict area affect your operations, and how have you navigated through this challenge?

Mira Mehta, Founder & CEO, Tomato Jos in Nigeria, whose company is a grantee of the USAID-funded West Africa Trade & Investment Hub.  

Answer: The security situation within Nigeria in general, and Kaduna State specifically, has deteriorated significantly since 2019. Kidnappings for ransom have been on the rise, and large groups of bandits have taken control of many rural areas, including forests in and around the Kangimi Dam where Tomato Jos and its partner farmers are located. Tomato Jos has had to increase its security significantly. Secondly, we have restricted our operations to our allocated land which enjoys this security. With the help of all our security, we ensure that no farmer stays on the farm beyond 5:30 p.m. 

Last and most importantly, community engagement. Our smallholder program engages more than 1,000 farmers who usually have more than seven other persons working for them each. The tomato factory and other operations also employ more than 4,000 people from the surrounding communities. And many other small businesses have opened up as a result of this project. These opportunities have engaged the vast majority of people in the community and we believe these have significant impacts on the security we enjoy. Since the whole Tomato Jos farm is cultivated by smallholder farmers, the whole surrounding communities are stakeholders in the project and have therefore shown commitment to ensuring the farm is secured. By engaging the community and making them have a stake in this project, community members are our very first layer of security. 

How does your business model incorporate climate-smart mitigation and adaptation strategies to improve productivity and performance? 

Christopher Zaw, CEO & Partner, Warc Ghana, whose organization is a grantee of the USAID West Africa Trade & Investment Hub. 

Answer: Warc’s mission has two pillars: Getting subsistence farmers out of poverty; and helping them become climate heroes. Given that Warc’s farmers are based in the Upper West of Ghana in the Sahel region, where climate change can critically impact farmers’ production, we are key supporters of ensuring agriculture becomes climate smart, as fast as possible. 

Warc is a major promoter of no-till agriculture and regenerative agricultural practices. Since our inception, we have been converting farming land in West Africa from traditional and conventional agriculture to low- and no-till practices. Our focus has always been on soil management and protecting humanity’s greatest resource – its soil.  

We also encourage farmers to engage in crop rotation – a key element of fighting disease and pests, as well as conserving natural biodiversity of soils. We promote maize and soybean crop rotation for farmers, to allow soybean, a legume that fixes nitrogen in the soil, allowing the following maize crop to benefit and reducing farmers’ reliance on additional chemical fertilizers.  

The benefits for this change occur over time. Ultimately, we’re referring to an entirely new system of agriculture.  

How does your business model incorporate climate-smart mitigation and adaptation strategies to improve productivity and performance? 

Sjoerd Melsert, Senior Investment Manager, Cordaid Investment Management B.V., which partners with the USAID West Africa Trade & Investment Hub. 

Answer: Cordaid Investment Management invests in fragile states like Mali and Burkina Faso, where armed groups threaten peace and security in the region and draw in local youth. With the devastating numbers of youth unemployment, many see no alternative. We want to give that chance to vulnerable populations. With USAID’s support, we invest in small- and medium-sized enterprises that create jobs and economic opportunities for women and youth. 

For instance, one of our investees in Mali Access SA, a mini-grid developer, is providing clean energy access to rural areas that in many cases have only 2 percent electrification rate. We helped finance the project that supported 745 microentrepreneurs and created 240 direct jobs during construction. The company hires and trains young engineers, many of whom are women. Moreover, solar power enabled rural communities to engage in small businesses, like becoming a tailor or opening a small café. Investments like this create an impact on many levels that, in turn, support peace, security and good governance in the Sahel.

U.S.-Africa Leaders Summit: How can the U.S. contribute to Africa’s development?

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Posted December 5, 2022 .
By Semere Solomon .
4 min read.

President Biden is hosting the U.S.-Africa Leaders Summit in mid-December to demonstrate the United States’ enduring commitment to Africa, underscoring the importance of U.S.-Africa relations and increased cooperation on shared global priorities.  

“Africa will shape the future — not just the future of the African people, but of the world. Africa will make the difference in tackling the most urgent challenges and seizing the opportunities we all face,” said the State Department in its event announcement. 

 Africa has gone through major social, economic and political transformations in the last 25 years. These changes are accentuated by rapid demographic shifts, globalization, the emergence of new technologies and networks and the rising expectations of a predominantly young population. 

As leaders from across Africa join President Biden in Washington, it worth considering how development factors into the shared goals the summit will explore. 

The role of the U.S. in Africa’s sustained growth and development 

This summit is an opportunity to embrace partnership. Partnership is not about being domineering or dictating terms because you are in control of resources. It is about working together in the spirit of equality, mutual respect and reciprocity. I hope the U.S.-Africa Leaders Summit will use this as its main tenet. 

The U.S. Agency for International Development’s recent policy on localization is a step in the right direction. Locally led development allows local actors to frame their developmental agendas, develop solutions, and bring the capacity, leadership, and resources to make those solutions a sustainable reality. 

Ideally, the U.S. Administration could take this to the next level of partnership by fostering new economic engagement and advancing good governance to hold governments accountable of their own development aspirations. 

Africa’s development hinges upon the strength and robustness of the private sector. Africa can graduate from aid recipient to global player through mutually beneficial commercial partnerships. Powerful economies like the U.S. can promote attractive investment ventures in Africa and host governments can create a favorable environment for investment partnership.

Women working in a clothing shop / tailor. Market. Tamale, Ghana.

Africa’s assets for rapid growth  

Africa is at an exciting point in its development, and it is full of assets that provide fertile ground for rapid growth. 

The continent is rich in natural resources and has a young, vibrant population. The continent has seen expanded internet access, affordable mobile connections and the growing use of social media. Mobility across the globe and increased inclusion in international finance have provided opportunities for exposure and learning exchanges.  

African people are increasingly participating in the growth agenda through an emerging vibrant civic society and other non-state organizations. African governments are no longer the sole actors in framing the development agenda.  

NGOs, the business community, civic societies, religious institutions, individual champions of peace, philanthropic organizations, renowned leaders in the art and music communities, and academic and research institutions, among others, have made themselves heard and have seen their ideas put into action.  

Challenges for Africa’s growth 

While Africa is well-poised for growth, there are still barriers to the region achieving its full potential.  

The continent faces rising and extreme economic disparity. Authoritarian regimes stand in the way of progress. Fragile states, those experiencing ongoing conflict and those in post-conflict situations continue to demand attention across the region and challenge the development agenda.  

The threat of religious extremism worsens by the day. Residents of Nigeria, Somalia, Chad, Central African Republic and Mozambique face daily disruptions to their lives. In some cases, these situations are developing into humanitarian crises characterized by loss of life and livelihood and a breakdown of social fabric and community support systems.  

Despite these challenges, the resilience and ingenuity of African people gives me hope that the continent will see more growth and prosperity. 

Hassan Ali, 13 years old, attend class at a school in in Baidoa, Somalia.
Credit: Ismail Taxta

U.S.-Africa partnership in action 

The U.S. Agency for International Development is supporting Africa’s development through economic programs. The Creative-implemented West Africa Trade and Investment Hub (WATIH) project, for example, seeks to improve private sector competition in West Africa. 

By working in partnership with the private sector and fostering co-investments through our Co-Investment Fund, the Trade Hub generates new private-sector capital investment in key sectors to create jobs and increase trade between the United States and West Africa. 

Africa will indeed shape the future, and the partnerships we build now will help it be a prosperous future for all. 

Semere Solomon is the Senior Director of the Growth Strategy Department at Creative Associates International.

New early grade reading program kicks off in Nigeria

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Posted September 2, 2022 .
5 min read.

A new five-year education project that will provide technical assistance in support of continued and sustainable reading outcomes for first and second grade students in the country launched before a gathering of more than 250 educators, government officials and international donors. 

Funded by the U.S. Agency for International Development, the new Leveraging Education Assistance Resources in Nigeria (LEARN to Read) program will foster global and local best practices for the ownership, sustainability and improvement of teaching and learning of early grade reading gains initially in the states of Bauchi and Sokoto, followed by other locations.  

During the Aug. 30, 2022, official launch of the new USAID-supported program, the Permanent Secretary of Nigeria’s Federal Ministry of Education pledged the government’s support to the new endeavor.  

“Such an initiative is no doubt adding value to the efforts put in place by the Ministry of Education,” said David Adejo Andrew, the Permanent Secretary of Nigeria’s Federal Ministry of Education during keynote remarks at the ceremony. “I want to assure you that the federal government of Nigeria with partnerships with the states, will continue to provide the necessary environment to improve the education sector. With the support of development partners like USAID, I’m sure that Nigeria will steadily move toward attaining its sustainability goals.” 

The Emir of Bauchi, Alh. Dr. Rilwanu Suleiman Adamu, told attendees during the official launch, that “now that LEARN to Read is here with a national outlook, I hope our governments at all levels would support and sustain the initiative.”  

“Let me pledge our support and commitment in any possible way for this development initiative in our states, particularly in education which has been the bedrock for sustainable development,” the Emir of Bauchi said. 

Implemented by Creative Associates International and partners, the USAID-supported LEARN to Read program will use an approach that places the child at the center of the process of learning, enabling whole-child support via safe, equitable school environments, said Nurudeen Lawal, LEARN to Read’s Chief of Party, at the event. 

“The implementation will focus on differentiated, inclusive instruction that supports the development of materials that will be language-, context- and level-appropriate and will be made available to every child,” said Lawal. “This ecosystem approach is aimed at uniting and transforming attitudes and behaviors at all levels to foster ownership and sustainability.” 

Creative’s President and CEO, Leland Kruvant, highlighted the importance of this technical support program and its goals for Nigeria’s children. 

“All of us in this room are here today because we share the responsibility of nourishing the young minds in Nigeria with knowledge and curiosity that will help to build a stronger, more resilient country,” Kruvant said. “LEARN to Read represents a strategic investment in the future of this great country’s children.” 

In addition to Nigeria education agencies, LEARN to Read’s other implementing partners are the American University of Nigeria, Cambridge Education and School-To-School International, Connected Development (CODE) and The Education Partnership (TEP) Centre. 

Hajia Mariya Waziri, the wife of the Executive Governor of the Sokoto state who was named “Mother of the Day” during the launch ceremony, praised the dignitaries in attendance for showing their committed to the future of Nigeria’s children. The LEARN to Read project presented her with an award to thank her for her service as National Reading Ambassador.  

Adamu Suleiman, the Permanent Secretary of the Ministry of Education for Bauchi, said the selection of Bauchi as a program participant is “indeed, a great honor.” 

The launch of LEARN to Read is another success in Nigerian history, he added. “Reading in the mother tongue is what every child needs in early primary school. If they are trained to recognize the letters in the language they know, reading will be more easily facilitated and more comprehensible to them,” Suleiman said, thanking the U.S. government for its support for the project. 

*All photos by Lampsi Concept.

Continuation of Education Support

The new program follows the USAID-funded Northern Education Initiative (NEI Plus), which improved reading outcomes for close to 1 million children in Bauchi and Sokoto states, and its predecessor, the Northern Education Initiative (NEI), which strengthened basic education systems in Bauchi and Sokoto by increasing access to quality basic education and social services. Creative lead the implementation of both successful projects.  

“It is on the record that NEI Plus brought a lot of improvements in the learning skills of our children in Bauchi and Sokoto states,” said the Emir of Bauchi, who has long supported educational development in the region. “With the coming of LEARN to Read, I believe it will continue to be a guide on the best practices left behind by NEI Plus.” 

Through USAID’s commitment to LEARN to Read, and with the support across all levels of governments in the targeted regions, the previous successes of NEI Plus will expand to a national level, the Emir said. 

NEI Plus successfully implemented activities that included the distribution of more than 9 million early grade teaching and learning materials to 7,900 schools and informal learning centers in the states. During NEI Plus’ five years of the implementation, Bauchi and Sokoto states invested more than $3.8 million to expand early grade reading approaches to all local government areas in the two states. 

Simultaneously, USAID supported an emergency initiative called the Education Crisis Response program that was designed to support students, educators and communities affected by the conflict caused by Boko Haram. It was implemented by Creative, along with local, national and international partners.  

LEARN to Read will support both Bauchi and Sokoto to leverage more state and private resources to infuse global best practices for the teaching and learning of early grade learning. The project will build on lessons learned from prior reading programs in Nigeria to introduce a flexible, cost-efficient early grade learning intervention model that can be tailored to state contexts.  

LEARN to Read will support the strengthening of existing national assessments, build ongoing evidence-based oversight, performance management, problem solving, and share results and best practice related to reforms. The project will work with relevant federal agencies in developing a national reading reform strategy from the National Reading Framework priorities.  

Creative’s Kruvant explained that the success of these and other development programs is a mix of several critical factors, including the engagement and full participation of local stakeholders and technical experts.  

“For me, one that stands out is the critical importance of local partnerships and collaboration to achieve a common vision for early grade education – especially for girls and marginalized communities,” he said at the event. “And these partnerships have truly enriched programming and delivered measurable and sustainable results.” 

Also in Nigeria, Creative is implementing the North East Connection, as well as the regional food security and economic development program called the West Africa Trade and Investment Hub. Both are supported by USAID.

Going local in West Africa to improve food security

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Posted July 14, 2022 .
4 min read.

Many people around the world might find it difficult to pinpoint the specific ways the conflict thousands of miles away between Ukraine and Russia is impacting the global economy. However, the way it is impacting their everyday lives – through price increases of fuel and staple products, the scarcity of certain items and the difficulty in maintaining even a basic standard of living — is a topic of everyday conversation in West Africa.

Understanding the interconnectedness of our global lives and the reality that Russia and Ukraine together export around 30 percent of the world’s wheat and barley, one-fifth of its maize, and more than half of its sunflower oil, allows a better appreciation of the ways the conflict is hitting home for all of us and impacting food security in many nations.

While the impacts of the Ukraine conflict are considerable and unavoidable, the USAID-funded West Africa Trade and Investment Hub and its co-investment partners are working in the region and have made significant positive changes to the agricultural and economic landscape. Our partners specifically focus on reducing dependence on foreign supplies of staples such as rice and have been able to “rise to the occasion” through higher domestic production and import substitution to provide some level of insulation from the impacts.

The Trade Hub’s efforts to support economic growth at country and regional levels are rooted in a commitment to improving livelihoods and food security in communities and households. The Trade Hub assists smallholder farmers to produce higher yields, increase their incomes and improve nutrition, particularly those directly affected by the COVID-19 pandemic.

It also engages the private sector to further support food security efforts and invest in the agricultural sector. In addition, the Trade Hub promotes measures to ensure access to healthy, safe, and nutritious foods, as well as activities that support sustainable practices and job creation, especially for women and youth.

For example, in Senegal, Enterprise Aïssatou Gaye, a woman-owned Trade Hub co-investment partner, aims to reduce the nation’s dependence on imported rice, while La Laiterie du Berger is improving and increasing the availability of fresh and nutritious dairy products in the region. This is a key contribution considering the increased costs associated with processing, storing, and transporting fresh dairy products. Now more than ever, the importance of such developments is key to allowing the region to thrive through self-reliance and improved sustainable agricultural development.

Fonio, a nutrient-packed ancient grain that is native to West Africa, is easily cultivated and attractive as an export for markets seeking viable replacements for well-known cereal grains, such as wheat and barley. When considering food security, the benefits of fonio have long been known in the region, as it is key to weathering challenges presented by seasonal changes, drought, pests, and nutrient-depleted soil.

The Trade Hub is partnering with several companies in the region, including La Petite Damba (Guinea), Biosene (Senegal and Burkina Faso), AMAATI (Ghana), and Mali Shi/Yolélé (Côte d’Ivoire, Mali, and Senegal), to establish a new, West African, global value chain for fonio that will improve access to this “superfood” throughout the region.

As I write this, it is the rainy season in most of West Africa, the time for farmers to fertilize and seed their fields. Eastern Europe, particularly Ukraine and Russia, is a major global supplier of agricultural inputs, especially fertilizer and its raw materials. Therefore, it is quite timely that a recent second Trade Hub grant to OCP Africa Fertilizers Nigeria Limited is allowing the company to manufacture and deploy smart, site- and commodity-specific, blended fertilizers, providing smallholder farmers throughout Nigeria with better and safer access to fertilizers that will improve their yields and profits, positively impacting the issue of food security.

Premier Seed, the oldest seed company in Nigeria and a co-investment partner, has long been known as the region’s major supplier of quality agricultural inputs. Through efforts to increase the production and distribution of improved maize, rice, soybean, and cowpea seeds, this partnership is directly impacting the availability of quality crops.

Several partnerships are allowing companies that specialize in soy to improve and expand their businesses, including Togo-based Agrokom and new Trade Hub co-investment partner Seraph Nigeria Limited. Such partnerships are allowing the growth of one of the region’s most promising exports and solutions for regional food security. IITA BIP’s project to accelerate the production of a new variety of high-yielding soybean seeds for uptake by commercial seed companies in Nigeria is improving farmers’ access to improved seeds and thus helping to boost food security and increase investment in Nigeria’s agricultural sector.

The Trade Hub is also currently proposing the approval of nine more food security-related grants to private businesses in Nigeria, the largest economy and consumer, to spur the production of more food locally.

Having led major food security programs in the past, including as the Regional Food Security Advisor for the United Nations World Food Programme, I am passionate about ensuring sustainable agricultural development and food security, particularly in West Africa. I believe the solutions to many of the challenges will come about through the self-reliance and capability of the citizens with the support of those who can bring innovative ideas and supply knowledge that has been gained through successful ventures and applied research.

The work of the Trade Hub is, in essence, to be a part of building the region so that in challenging times like these, the people in West African nations will have established the self-reliance, infrastructure, and tools to sustain their communities to continue to conduct business and to keep their livelihoods intact, despite the fluctuations that come from elsewhere on the globe.

Robin Wheeler is the Chief of Party for the USAID West Africa Trade and Investment Hub. Learn more about Wheeler and his path to becoming the Trade Hub’s COP in this Q&A.

Nigeria’s Middle Belt: Seeking Peace Amid Complex Conflicts – A Documentary

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Posted May 31, 2022 .
1 min read.

“Seeking Peace Amid Complex Conflicts: Nigeria’s Peacemakers Are Planting Seeds of Hope in the Middle Belt” explores how communities are working to reduce conflict, improve resilience and to establish mechanisms to promote stability.