Think Creative Fall 2024

Field Notes

Nigeria // LEARN to Read RUNNER UP: Thinking and Working Politically

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The LEARN to Read activity in Nigeria was recognized as a runner-up in USAID’s first ever Thinking and Working Politically Case Competition, which showcases innovative approaches to political engagement in the international development sector. The competition highlights how navigating political contexts can support program goals and inform effective interventions. LEARN to Read was the only education program selected as a finalist in the competition, organized by the USAID Bureau for Democracy, Human Rights and Governance. A team from Cambridge Education—part of LEARN to Read’s consortium of implementing partners led by Creative—submitted “Leveraging Domestic Budget Resources to Incentivize Reading Reforms through Results-Based Financing.” The submission outlined how LEARN to Read has incentivized Nigerian states to implement essential reading reforms through results-based financing, where financial rewards are provided after agreed-upon outcomes are achieved. The LEARN to Read team and Nigeria’s Universal Basic Education Commission Technical Committee designed the results-based financing pilot, allocating 400 million naira (approximately $347,000) to incentivize states' commitments to the country’s National Reading Framework. Early interest in the pilot has set the stage for scaling the initiative, promising more effective implementation of reading reforms, increased resources for schools and better-trained teachers. “As an education project, LEARN to Read is pleased to be recognized by the USAID Bureau for Democracy, Human Rights and Governance,” said Guy Bostock, Deputy Chief of Party for LEARN to Read. “Since the case study was written, the Nigerian government has demonstrated its commitment to results-based financing by doubling the number of states to be included in the pilot and the level of funding available to states that do produce results.” n

Jordan Technical Assistance Program USAID’s Jordan Technical Assistance Program held its first validation session to approve the Ministry of Education’s National Framework for Social and Emotional Learning (SEL). The SEL Framework is the first institutionalized baseline of minimal operational standards for teachers, school administrators and counselors to support students’ psychosocial needs and social and emotional learning skills. Burkina Faso Inclusive Governance for Resilience Guibaré, in Burkina Faso’s Centre Nord region, has taken a step towards adopting a participatory budgeting approach after attending a training by USAID’s Inclusive Governance for Resilience program. Officials from various regions learned techniques to involve citizens in the budgeting process to enhance transparency in local governance. The participatory budgeting approach will create a platform for open dialogue and collaboration between citizens and local authorities in Guibaré. Vietnam Local Capacity Development From June to August, the Local Capacity Development (LCD) Activity held initial visits to its four pilot provinces with USAID and the Academy of Policy and Development. LCD introduced the project to provincial leaders, discussed project approval and helped provinces prioritize service delivery areas for future project support. Provincial leaders expressed strong support for LCD and committed to collaboration to accelerate the project approval process. LCD is working to engage local governments, the private sector and organizations to enhance linkages with the national government on local priority issues.

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alization experienced by youth, women and transgender people. The program is working with service providers to ensure they meet the needs of the populations identified in the study and provide inclusive counseling and trauma informed care. The analysis identified five composite intersectionality profiles with a high risk of social marginalization: males aged 11 to 18 who have dropped out of school; internally displaced young, single mothers; social activists (including LGBTQI+, Indigenous, environmental and democracy activists); internally displaced single, childless men ages 20 to 29; and young, childless women who have dropped out of school and are in low-paid work or unemployed. The study’s analysis was based on key informant interviews, focus group discussions and secondary data, including existing reports and Sembrando Esperanza documents. Data collection occurred in October 2023 and spanned municipalities including Comayagua, Puerto Cortés and Francisco Morazán (Distrito Central). USAID is sharing the study’s findings with

other implementers in Honduras. “The inter sectional analysis encourages service providers and professionals to delve into how people per ceive their world,” Braverman says. Sembrando Esperanza and its partners are already using the findings in activities in 10 municipalities. Applying the data to implementation Bixal’s report highlights that well-intentioned efforts to improve the lives of Hondurans may be limited by funding, training and institution al barriers. “Funding for nongovernmental organizations is inadequate or inaccessible, often limiting their ability to address community concerns and creating resource deserts,” Bixal wrote in its report. “The lack of coordination among NGOs and international organizations often leads to redundancy or incomplete projects.” The study concluded that age plays an import ant role in migration intentions, with key age windows from 20 to 29. Expanding opportuni ties for youth through entrepreneurship and vocational training, developing interest and access to secondary education, improving local leadership skills and improving youth access to governmental services could inspire young people to remain in Honduras. n

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