Un centre technique pour soutenir les progrès de l’alphabétisation au Yémen

septembre 9, 2014

3 lecture min.

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Un centre technique pour soutenir les progrès de l’alphabétisation au Yémen

Par Munazza Siddiqui

[/vc_column_text][/vc_colonne][/vc_row][vc_row][largeur vc_column = »2/3″][vc_column_text]Beaucoup’un, Yémen – Dans un pays où l’analphabétisme règne 35 pour cent, un programme a connu un succès remarquable en s'attaquant au problème dès les premières années d'école.

Témoin des résultats positifs et désireux de les pérenniser, Le ministère de l'Éducation du Yémen a créé un centre de coordination technique pour superviser la mise en œuvre du programme et l'expansion des compétences d'alphabétisation des élèves dans tout le pays..

Hébergé et géré par le ministère de l’Éducation, le centre de coordination technique est une étape cruciale pour assurer la durabilité de l'approche de lecture préscolaire au Yémen, financé par les États-Unis. Agence pour le développement international et mis en œuvre par Creative Associates International.

En mai 2013, après seulement quatre mois de programme en 311 écoles, Les élèves de première année des écoles utilisant l'approche de lecture du Yémen pour les premiers niveaux étaient passés de la connaissance des sons de seulement cinq lettres à la connaissance des sons de 18 courrier, selon les conclusions du rapport « Amélioration des performances de lecture dans les écoles yéménites: Rapport d'évaluation d'impact de la phase d'approche yéménite de l'approche en lecture dans les premières années d'études 1: 2012-2013.»

Depuis 2013 à 2014, L’approche de Creative s’est développée jusqu’à 822 les écoles dans 10 gouvernorats et atteint environ 230,000 élèves de la première à la troisième année. Le centre technique jouera un rôle clé dans l'expansion du programme à l'échelle nationale 23 gouvernorats, ce qui nécessitera la formation de nouveaux cadres de spécialistes techniques de l'approche de lecture précoce au Yémen, formateurs, enseignants et coordinateurs de programme sur la méthodologie efficace utilisée dans l’approche

« C'est bien d'avoir ce centre de planification et de coordination des activités de lecture en petite enfance.,«Mohammad Al-Hammadi dit, un coordinateur de formation avec l'approche de lecture précoce au Yémen. « Cela nous aidera à consolider nos efforts et à collaborer étroitement avec le ministère de l'Éducation dans l'intensification nationale du programme. »

Le personnel du ministère de l'Éducation et les partenaires éducatifs du centre technique sont déjà à l'œuvre pour préparer la logistique et le matériel de formation pour former une nouvelle cohorte de formateurs., qui formera à son tour les futurs enseignants à la pédagogie innovante de la lecture plus tard ce mois-ci.

Un « formateur de formateurs » expérimenté et connaissant bien l’approche de lecture au Yémen en début de année., Amt Al-Saboor est optimiste quant aux bénéfices du centre.

« Le centre nous aidera à planifier plus efficacement les différentes formations,» dit Al-Saboor. « Nous pourrons échanger avec les formateurs et discuter de nos problématiques. De plus, cela améliorera notre coordination sur YEGRA.

Dans le cadre de leur planification de l’avenir du centre et de la réalisation durable du programme d’alphabétisation, le ministère de l'Éducation, le personnel du centre technique et les coordinateurs de l'approche de lecture préscolaire au Yémen se tournent vers la région pour trouver des stratégies, leçons apprises et meilleures pratiques en matière de mise à l’échelle nationale de nouveaux programmes et approches de matières.

Cela comprendra l'utilisation des informations apprises dans 2013 lorsque le Community Livelihoods Project a soutenu une tournée de responsables du ministère de l'Éducation du Yémen en Égypte pour en savoir plus sur un nouveau programme d'alphabétisation déployé dans ce pays.

S'appuyer sur les meilleures pratiques régionales pour lutter contre l'analphabétisme, le nouveau centre du ministère veillera à ce que longtemps après la fin du projet officiel de moyens de subsistance communautaires, des milliers d’étudiants yéménites continueront d’apprendre à lire et deviendront des citoyens instruits et productifs au sein de leurs communautés.[/vc_column_text][/vc_colonne][largeur vc_column = »1/12″][/vc_colonne][largeur vc_column = »1/4″][vc_widget_sidebar sidebar_id= »barre latérale-primaire »][/vc_colonne][/vc_row]

USAID’s « Learn to Read Now » includes Creative Consortium

septembre 4, 2014

3 lecture min.

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USAID’s « Learn to Read Now » includes Creative Consortium

[/vc_column_text][/vc_colonne][/vc_row][vc_row][largeur vc_column = »2/3″][vc_column_text]septembre. 4, 2014 – To increase the literacy of 100 millions d'enfants par 2015, Creative Associates International has been selected as one of five global development organizations to support the U.S. government’s efforts to improve early grade reading programs. (www.CreativeAssociatesInternational.com)

Creative was awarded the five-year “Assistance to Basic Education: All Children Reading” (ABE ACR) Livraison indéfinie Quantité indéfinie (IDIQ) contracter, which makes it eligible to compete to implement these projects in developing countries.

“Early grade reading is one of the building blocks for future educational success," dit Charito Kruvant, Président et chef de la direction de Creative. “It is an honor that we will be able to play a key role in developing a brighter future for children around the world.”

NOUS. Agency for International Development Missions will issue “task orders” under ABE ACR, for which these pre-authorized companies may compete. Creative’s initiatives will focus on activities in four areas: teaching and learning in the classroom; national policy reform and systems strengthening; effective school management; and community engagement.

Creative has assembled a group of distinguished consortium members, including research institutes, academic universities, non-governmental organizations and small businesses, to evaluate and compete for these task orders.

The Creative consortium brings long-term relationships with a network of nearly 300 local education sector partners—government ministries, research institutions and civil society organizations—throughout Africa, Asie, L'Europe , Latin America/Caribbean, and the Middle East/North Africa.

Creative’s Practice Area Director for Instructional Systems and Governance, Karen Tietjen, is the IDIQ manager. Avec plus de 30 années d'expérience, MS. Tietjen provides strategic planning, direction, and technical guidance in teacher training, operations research, M.&E, education policy and systems, lecture en première année, school drop-out prevention, and use of technology in education.

By coupling a school-level approach to improving reading with a national approach to reinforcing education systems, Creative will partner with governments, civil society and the private sector to improve learning outcomes and create a culture of reading where it works—sustainable gains ready to replicate and scale up.

“A focus on student learning outcomes as a measure of success will ensure that the effectiveness of Creative’s projects will be reflected not just in reading ability, but in the ability of teachers to teach well, schools to manage and assess their students and communities to support education,” Jerrold Keilson, Vice President and Senior Director of Creative’s Education Development Division.

Creative marries expertise in early grade reading, curriculum and materials development, formation des enseignants, community outreach and inclusion with a commitment to supporting government partners and other national education officials to take the lead.

The organization has implemented large-scale education programs around the world for more than 37 années, bringing a wealth of experience improving teacher effectiveness in reading instruction, developing appropriate reading materials, engaging communities in supporting reading goals, and supporting policy development for reading.

Au Yémen, Par exemple, a community-based program used the “Yemen Early Grade Reading Approach” to introduce a phonics-based reading program to schools across the country. Together with Yemen’s Education Ministry, Creative provided 8,000 educators with more effective ways to teach Arabic reading and writing, as well as sustainable training and support models and updated teaching materials.

The program has benefitted more than 250,000 d'abord, second and third-grade students whose reading has noticeably improved: 97 percent of first graders were able to read more than six times faster after using Creative’s approach for three months. The government expanded the program nationally as part of the official first grade curriculum.

À propos de la création

Creative works with underserved communities by sharing expertise and experience in education, croissance économique, gouvernance et transitions du conflit à la paix. Creative est la deuxième plus grande entreprise détenue par des femmes qui travaille avec les États-Unis.. gouvernement.

Basé à Washington, D.C., Creative currently has programs in nearly 20 pays. Depuis 1977, ça a fonctionné dans 85 pays et sur presque tous les continents. Reconnu pour sa capacité à travailler rapidement, de manière flexible et efficace dans des environnements conflictuels, Creative s'engage à générer des solutions durables à long terme à des problèmes de développement complexes.[/vc_column_text][/vc_colonne][largeur vc_column = »1/12″][/vc_colonne][largeur vc_column = »1/4″][vc_widget_sidebar sidebar_id= »barre latérale-primaire »][/vc_colonne][/vc_row]

Yémen: National workshop pledges support to reading

septembre 2, 2014

4 lecture min.

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Yémen: National workshop pledges support to reading

By Munazza Siddiqui and Salwa al-Azzani

[/vc_column_text][/vc_colonne][/vc_row][vc_row][largeur vc_column = »2/3″][vc_column_text]Beaucoup’un, Yemen—More than 100 participants, from Yemen’s Ministry of Education, les États-Unis. Agence pour le développement international, international implementing partners and literacy program coordinators met in Sana’a on Aug. 11-12 to celebrate the success of the Yemen Early Grade Reading Approach (YEGRA) program over the last two years.

Highlighting YEGRA’s proven success in his inaugural address at the scale-up event, USAID Mission Director for Yemen, Herbie Smith, commended the program for its dramatic results in 383 schools across seven governorates during its six-month pilot period, Nov. 2012 à mai 2013. "En moyenne, students in grade one YEGRA schools went from knowing the sounds of five letters to knowing the sounds of 18 letters after only four months of teaching the new program," a déclaré Smith.

Le programme YEGRA fait partie du Community Livelihoods Project, une intervention financée par l'USAID et mise en œuvre par Creative Associates International.. Partenariat avec les experts techniques du ministère de l’Éducation du Yémen, le Community Livelihoods Project a développé et mis en œuvre le programme innovant, qui utilise une méthodologie multidisciplinaire pour améliorer les compétences en lecture en réformant le programme de lecture des premières années et en renforçant la capacité des enseignants à enseigner la lecture et l’écriture..

Dans un 2011 Évaluation de l'USAID, l'élève moyen de troisième année était seulement capable de lire correctement 12 mots par minute, et 27 pour cent de ces enfants étaient incapables de lire un seul mot. Les élèves de deuxième année lisent en moyenne 5.8 mots corrects par minute, et 42 pour cent étaient incapables de lire un seul mot.

Depuis 2013 à 2014, YEGRA s'est étendu à 822 les écoles dans 10 gouvernorats et atteint environ 230,000 élèves de la première à la troisième année. Initial analysis of assessment results suggest that YEGRA has had extraordinary success.

The National YEGRA Scale-up Workshop followed a series of more than 380 conferences conducted at the central, governorate and district levels to prepare for the national scale-up process for the YEGRA program. Ensemble, these workshops were attended by more than 3,000 participants, including officials from the Ministry of Education, donor agencies, international partners and YEGRA coordinators.

With the upcoming expansion of the program, éducateurs, exécutants, fonctionnaires, and coordinators have many important decisions and issues to discuss.

« This workshop has been organized at just the right time. It’s a cornerstone for the scale-up process," a déclaré le Dr. Abdulrazzaq Al-Ashwal, Ministre de l'Éducation.

Given the program’s great success in raising literacy levels, les responsables du ministère de l’Éducation étaient enthousiastes à l’idée de participer au développement du programme et optimistes quant aux effets positifs du programme pour la nation., au-delà des seules compétences en littératie.

« YEGRA est une autre révolution au Yémen, une révolution qui contribuera à créer du changement et à contribuer au développement de ce pays," a déclaré le Dr. Abdallah Salem Lamlas, Vice-ministre de la Formation.

Remercier l'USAID, Créatif, et d'autres partenaires, Docteur. Abdallah Al-Hamidi, Vice-ministre de l'Éducation, a désigné YEGRA comme le meilleur programme mis en œuvre par le ministère.

Lors de l'atelier de deux jours, les participants ont échangé des informations et des idées sur les défis auxquels est confrontée la lecture en début de primaire au Yémen et l'avenir du programme YEGRA.

« Il est important d'être ici aujourd'hui afin que nous puissions exprimer nos préoccupations et les défis potentiels auxquels nous serons confrontés dans la mise en œuvre de ce programme.," a déclaré Maisa Mahmood Ushaish, Chef de la Direction de la Formation à Aden. « J’espère que nous organiserons des ateliers similaires à l’avenir, car cela nous permettra de nous impliquer davantage auprès d’autres décideurs à tous les niveaux. »

Les participants à l'atelier se sont engagés à déployer des efforts coordonnés et unifiés pour faciliter le processus d'expansion en fournissant un soutien technique aux responsables de l'éducation et aux conseils d'administration locaux dans la planification., mise en œuvre et suivi du programme YEGRA.

Les principales recommandations de l'atelier pour l'USAID étaient les suivantes :: je) continuer à fournir un soutien technique pour la mise à l’échelle nationale de YEGRA; et ii) s’assurer que tous les partenaires suivent les mêmes procédures de mise en œuvre, particularly in the professional development and supervisory classroom follow-up post teacher training to ensure the success of the program.

"Nous, as educators, always plan, but when it comes to implementing activities, there is always a gap in the field, dit le Dr. Abdul Jabar Al-Waeli, Head of the Education Research and Development Center. “YEGRA scale-up is a huge process and it will be implemented in every school in the Republic of Yemen, and each one of us has a role to play,»

USAID et Créatif, pour leur part, are committed to fulfilling their role in expanding the successful early grade reading program to even more students around the country.

« YEGRA was only a pilot intervention a year-and-a-half ago. Aujourd'hui, we are talking and deliberating on rolling it out nationwide,” said USAID Yemen Director Smith. « Il s’agit d’une démonstration puissante de nos efforts et de notre engagement collectifs. »[/vc_column_text][/vc_colonne][largeur vc_column = »1/12″][/vc_colonne][largeur vc_column = »1/4″][vc_widget_sidebar sidebar_id= »barre latérale-primaire »][/vc_colonne][/vc_row]

Libya – Community-Driven Grants Program I

Programme

2 lecture min.

The Libyan Revolution of 2011 came in response to more than forty years of repressive, tyrannical rule. In an environment where civil society and trust in government barely existed, Libya’s Transitional National Council was recognized by the United States on July 15 and struggled to gain the recognition of its constituents and provide rapid and tailored responses to community grievances. There was an opportunity to ensure that nascent civil society organizations became community liaisons, service providers and advocates for transparent governance – and that they work toward positive community change in this pivotal and formative period.

Creative’s Community Driven Grants Program supported the growth of civil society and the improvement of non-governmental service delivery. The program promoted civic engagement through small community development projects that enhanced the capacity of new and emerging civil society groups to serve as conduits for under-represented citizen voices in the national dialogue on reform. It was funded by the U.S.-Middle East Partnership Initiative.

In its two years, the program awarded 47 subventions (30 in Benghazi and 17 in Tripoli) to nascent civil society organizations. Through the program’s partner organizations, plus que 15,000 community members were mobilized in awareness raising and citizen advocacy activities. En outre, four of the 6 main partner organizations under this program continue to receive small grants from Creative under its Community-Driven Grants Program II.

The program also contributed to the national awareness of the importance of elections. Plus que 300 volunteers were trained in election monitoring through three master trainers, three community dialogues took place to discuss drafting of an election law, and Creative organized five workshops on the importance of public awareness of, and active participation in elections.

Égypte – La technologie pour de meilleurs résultats d’apprentissage

Programme

1 lecture min.

The Technology for Improved Learning Outcomes project (2007-2013) improved Egyptian students’ academic achievements by creating better learning environments, teaching styles and school administration with the help of technology.

Financé par l'USAID, the Technology for Improved Learning Outcomes project followed a demand-driven approach in which schools applied to participate and demonstrated a willingness to follow through with the entire implementation process and create a plan for sustainability. The program was implemented in nine governorates: Alexandria, Cairo, Giza, Fayoum, Beni-Suef, Minya, Assiut, Qena and Aswan.

A core strategy of project was developing public private partnerships to increase stakeholder engagement, promote innovation, share responsibility for sustainability and build capacity at the Ministry of Education. Plus que 120 international and local public private partnerships–with local multinational corporations like IBM, Microsoft, Oracle, Houghton Mifflin Harcourt, Discovery Channel Global Education Partnership, Hewlett Packard, HSBC Bank, and Exxon Mobil–contributed more than $9 million. In its Portfolio Internal Review in November 2009, USAID highlighted the Technology for Improved Learning Outcomes project as model for building public-private partnerships.

Environ 245,000 étudiants dans plus de 400 primary and preparatory schools participated in the development of the project model to fine tune the system for maximum local ownership, effectiveness and expansion.

The results were impressive. Impact evaluations in 2010 et 2011 revealed that teaching and learning practices improved dramatically with more than 30 percent gains in teacher practices shown to support critical thinking and the Egyptian education standards and early evidence of increases in midterm exam scores among students in participating schools.

Algeria – School Linkages Program

Programme

2 lecture min.

Given the opportunity to engage in personal one-on-one conversation, today’s youth may realize that they have more in common with their global counterparts than they ever knew.

The U.S.-Algeria School Linkages Program provided such a forum to nearly 1,000 Algerian and American students. It used innovative technology to connect high school students and teachers in Michigan and Nevada with their counterparts in nine different states across Algeria. It was supported by the U.S. Department of State and implemented in partnership with Michigan State University.

The virtual exchange program was conducted through an interactive website that integrated an English curriculum focused on cultural exchange between school teachers and students in the U.S. and Algeria. Participants from both countries shared insights into their respective personal and cultural surroundings through innovative activities designed to foster mutual understanding and cross cultural friendships.

By sharing stories about their lives and their communities, students were able to not only see the similarities that exist between the two cultures, but learned to appreciate the differences as well. As one Algerian student stated, “We got closer and appreciated each other much more. We also became more tolerant.”

An American student also noted that the program helped students discover new ways to enrich their own lives: “We all learned that there are many things we can learn from Algerians about time and family and values to improve our own way of life in the U.S.”

“It is a great opportunity to teach them [étudiants] that communication – particularly cross-cultural – is going to be one of the most important skills they have in the future, and they need to start thinking about how their ideas are being interpreted by a global audience,” said Katie Mitchell, a teacher involved in the program from East Grand Rapids High School in Michigan.

In addition to breaking existing cultural and geographic barriers between American and Algerian youth and teachers, the Linkages Program supported current Algerian education reform goals by introducing technology as a pedagogical tool in schools and improving the teaching and learning of English-as-a-foreign language.

“By participating in this project, I learned many things,” said one Algerian student. "D'abord, I feel very changed in my English, my pronunciation, my grammar and my vocabulary, and I really know more about how Americans live and specifically how students live, and more than that I know more about American culture.”

Libya – Voter Ownership and Increasing Civic Engagement

Programme

2 lecture min.

With the fall of the Gaddafi regime in 2011, Libyans embarked on the difficult task of transitioning to a more democratic society. The success of the July 7, 2012, election demonstrated the Libyan people are willing to embrace their responsibilities under a new democracy. Néanmoins, gaps in citizen knowledge about their political process, as well as a lack of civic education capacity within Libyan organizations, remained a challenge.

The Libyan Voter Ownership and Increasing Civic Engagement project partnered with Libyan civil society organizations to increase citizen understanding of human rights and civic responsibility. The project also sought to increase citizen engagement in, and oversight of, the political process.

Financé par les États-Unis. Initiative de partenariat pour le Moyen-Orient du Département d’État, the Voter Ownership and Increasing Civic Engagement project supported Libyans in this process by helping them learn about, and engage with, their developing electoral and political systems.

By providing capacity-building and grants to Libyan civil society organizations, the project supported a Libyan-led approach to promoting voter and civic engagement among the population, cultivating a culture of respect for human rights and civic responsibilities.

The project employed traditional media to disseminate informed, targeted and salient civic and voter education messages that resonate with youth and women. The delivery of targeted engagement messages inculcated a sense of civic activism and responsibility among key groups, which encouraged them to further instill these messages among their family, friends and peers.

Together with partner Souktel, Inc., Creative trained civil society partners to collect, categorize, publish and present citizen feedback on political processes. The program established a Citizen Feedback Database using SMS services, which allowed citizens to use their mobile phones to express concerns and report incidents on electoral fraud, local governance, violence and other issues.

Creative to assist U.S. education efforts in crisis, post-conflict countries

août 26, 2014

3 lecture min.

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Creative to assist U.S. education efforts in crisis, post-conflict countries

[/vc_column_text][/vc_colonne][/vc_row][vc_row][largeur vc_column = »2/3″][vc_column_text] ABE_Access_banner Août. 26, 2014 – Creative Associates International is one of six global development organizations selected to support the U.S. government’s efforts to provide equitable access to education for 15 million children in conflict and crisis affected countries by 2015, ça a été annoncé. (www.CreativeAssociatesInternational.com)

Called “Advancing Basic Education: Access for All,« les États-Unis. Agency for International Development will use the organizations for initiatives that “assess, conception, mettre en œuvre, coordonner, monitor and evaluate education programs in crisis/conflict-affected, fragile and lawless environments,» entre autres activités, according to the agreement.

“Creative believes in the power of education as a driving force behind stabilization and a key instrument for laying the foundation for sustained development," dit Charito Kruvant, Président et chef de la direction de Créatif. “When schools are functioning, communities have a sense that stability is returning. This reduces the attraction to violent extremist organizations and increases the population’s trust in government.”

For USAID’s Advancing Basic Education: Access for All, Creative has assembled a consortium of prestigious core partners, including International Rescue Committee, Éducation mondiale, RTI and Management Systems International, as well as other specialized partners.

Jerrold Keilson, Vice-président de la création & Senior Director of its Education Division, says the company has a successful track record of providing educational services in nearly 30 conflict and post-conflict environments since the 1980s.

“Although the challenges of conflict and crisis affected countries are unique to each, there are common elements," dit Keilson. “Creative believes that transformational change must begin with empowered communities.”

By supporting communities to expand access to safe, quality education, Keilson says it is a starting point for programs that to contribute to stabilization, political transition, meeting the physical and psychological needs of vulnerable populations and ultimately economic growth and greater prosperity.

Au Yémen, Par exemple, Creative is working in partnership with the Education Ministry to enhance early grade reading, en écrivant, pédagogie, classroom management and more. Financé par l'USAID, le projet a atteint plus de 120,000 d'abord, second and third graders. After four months, oral reading fluency jumped dramatically.

USAID’s Advancing Basic Education: Access for All is an Indefinite Delivery Indefinite Quantity Contract (IDIQ). USAID and its Missions will issue “task orders” under the IDIQ and the companies will compete for them.

Jane Wood, Ph.d., Creative’s Practice Area Director for Education in Crisis and Conflict Affected Environments, will manage the IDIQ. Avec plus de 30 years of development experience in more than 50 pays, she provides strategic planning and technical guidance in education policy and systems, développement de la main d'œuvre, lecture en première année, résolution de conflit, psycho-social support and more.

À propos de la création

Iraq – Revitalization of Iraqi Schools and Stabilization of Education

Programme

1 lecture min.

Creative began efforts to bring together critical elements to revitalize the Iraqi educational system and encourage children to return to school. Spécifiquement, the project distributed equipment and supplies to schools and students in Iraq; provided accelerated learning to students whose schooling had been interrupted by prewar conditions and ensuing instability; helped communities refurbish primary and secondary schools damaged or destroyed by war; worked with the Ministry of Education to plan reforms for Iraq’s education system; and trained teachers and school administrators in modern instructional methods, previously inaccessible in Iraq.

Iraq – Education II

Programme

1 lecture min.

Creative implemented Support for Iraqi Basic Education (Education II), a two-year project that worked with the Iraqi Ministry of Education to effect systemic reforms that build on the urgent education-sector rehabilitation achieved under the Revitalization of Iraqi Schools and Stabilization of Education (RISE) projet, which Creative also managed. The project created 84 model schools throughout Iraq serving as a platform to improve the quality of basic education in Iraq, and providing a safe, healthy environment encouraging the introduction of new ideas and approaches to teaching; helped strengthen the capacity of the Ministry of Education through training, study tours, and the development of an advanced education management information system; and produced a series of television programs to enhance early-childhood learning.

Yémen – Approche de lecture en petite enfance

Programme

1 lecture min.

Creative’s Yemen Early Grade Reading Approach—part of an integrated, community-based program designed to enhance education—introduced a new, phonics-based reading program to schools across the country. It was funded by U.S. Agence pour le développement international.

Together with Yemen’s Education Ministry, Creative trained educators in better ways to teach children Arabic reading and writing skills, alongside ongoing training and support in effectively using teaching materials.

Creative’s program trained 8,000 teachers and benefitted more than 250,000 les étudiants en première, deuxième et troisième années. And the program worked: 97 percent of first graders were able to read more than six times faster after using the Early Grade Reading approach for three months.

To expand its reach, Creative and the Ministry of Education launched a national reading campaign designed to promote a culture of reading—with radio and TV messages, a mini-documentary, print materials and SMS messages that reached an estimated 9 millions de personnes.

Yémen – Projet de moyens de subsistance communautaires

Programme

2 lecture min.

Le projet Community Livelihoods de Creative a commencé comme un projet intégré, initiative multisectorielle conçue pour réduire l’instabilité dans certaines des régions les plus difficiles du pays. Financé par les États-Unis. Agence pour le développement international, le projet a atteint plus de 12.3 millions de bénéficiaires grâce à des initiatives communautaires dans cinq secteurs de développement économique, agriculture, santé, éducation et gouvernance.

Ses initiatives de développement économique ont renforcé la résilience des communautés face aux crises récurrentes en soutenant les petites entreprises., activités de microfinance et en luttant contre le chômage des jeunes – activités qui s’alignent sur le programme de transition du gouvernement yéménite pour les priorités de stabilité et de développement.

Dans le secteur agricole, le projet a fonctionné avec du café, horticulture, les producteurs de bétail et de miel pour améliorer les chaînes de valeur et augmenter la quantité et la valeur de leurs produits. Il a vacciné les animaux, formé les agriculteurs au stockage et à la transformation des aliments et dispensé un apprentissage pratique sur les pratiques de culture à faibles ressources.

Le projet a également amélioré l'accès aux soins de santé pour les communautés marginalisées et vulnérables.. Cela a assuré plus de 1.75 millions d'enfants ont été vaccinés contre la rougeole et la polio, réhabilité six établissements de santé, réactivé les équipes médicales mobiles et formé 58 sages-femmes qui ont servi plus de 13,000 femmes.

Les initiatives axées sur l'éducation comprenaient une approche de lecture en bas âge, qui a amélioré les compétences en lecture et en enseignement dès les premières années de milliers d'élèves et d'enseignants du primaire, et supervisé la réhabilitation de 144 des écoles dans certaines des régions les plus dangereuses du Yémen.

En plus, les activités axées sur la gouvernance ont renforcé la capacité locale à fournir des services publics de base aux communautés défavorisées. Cela a amélioré l'interface entre les conseils locaux, principaux bureaux du gouvernement, ONG, société civile, les jeunes et les communautés et a répondu aux principaux griefs et facteurs d’instabilité.