Interviews

  • April 24, 2015

    Malaria elimination and the role of partnerships

    An Interview with
    Halima Mwenesi, Director, Infectious Diseases, FHI 360
    Roll Back MalariaWe’re working toward malaria eradication. How close are we?

    Malaria eradication as a shared vision can mobilize stakeholders and much-needed financial resources. The World Health Organization estimates that 584,000 people died from malaria in 2013. So, while that big goal of eradication is important, malaria elimination, which means the end of endemic transmission, is what many countries are aspiring to in the meantime. As noted in the President’s Malaria Initiative’s World Malaria Day report for 2015, the community continues to work toward a vaccine, and we’ve had some impressive successes in reducing mortality and increasing the uptake of prevention measures. But, there is much more to be done in order to defeat malaria.

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  • November 12, 2014

    A private-sector intervention addresses leading cause of child mortality

    An Interview with
    Saikat Mukhopadhyay
    How has DAZT’s partnership with the private sector led to better health outcomes in maternal and child health?

    In India, it is important to reach patients through the private sector. At the onset of the project, we conducted a survey that showed that only approximately 67 percent of the people afflicted with diarrhea sought medical treatment, and of this population, more than 80 percent went to a private practitioner. Moreover, in rural and impoverished areas there is a lack of formal medical facilities for those seeking care and treatment for diseases such as diarrhea.

    We are trying to ensure that rural populations receive the best treatment for diarrhea. In order to do that, we must reach the private, rural medical providers (RMPs) who are providing the majority of patient care, especially at the bottom of the economic pyramid. RMPs are not formal doctors, but follow doctors’ patterns for prescribing medicine. They frequently do not have up-to-date information on the most effective ways to treat diarrhea in children. They often prescribe only antibiotics and antidiarrheals, which can be harmful.

    To change this, we started by encouraging formal doctors to prescribe zinc and ORS. We then worked with RMPs to change their prescribing behavior.

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  • September 26, 2014

    In her own voice: A youth leader explains why mentoring and girls’ education are vital in Kenya

    An Interview with
    Juliah
    What challenges do girls in Kenya face in receiving a quality education?

    First, there is the barrier of poverty. The high cost of school fees often does not allow girls to enroll in school, because they cannot afford the books, supplies and uniforms. Even if they can pay their fees, they often cannot afford menstrual hygiene products, and without them, their learning is interrupted due to school absence. Next, discrimination in society and school makes it difficult for girls. Girls are only seen as future mothers, wives and caretakers. They are not seen as capable of tackling difficult subjects such as math and science. Because of this, girls often have low self-esteem and lose interest in school. They also fear sexual harassment and violence, which can make traveling to and from school dangerous. Finally, girls are expected to take on many more household duties than boys and often cannot devote adequate time to their studies, causing them to fall behind.

    How has the Four Pillars PLUS project made a difference to you?

    Four Pillars PLUS paid for my school fees at a boarding school, where I was able to get a quality of education that many girls could not. At boarding school, I had more time to study because I no longer had to do chores until late in the evening. I did not have to fear for my safety as I did when I walked long distances between school and my home each day. As a result, I studied hard and finished secondary school with a B+ average.

    Receiving mentoring helped me to deal with discrimination. It allowed me to see myself as a person with the same opportunities as boys.

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  • June 11, 2014

    A youth leader speaks out on the importance of girls’ education in Nigeria

    An Interview with
    Naomi

    Naomi

    What prevents girls in Nigeria from receiving a quality education?

    Girls in Nigeria face many obstacles. These include high school fees, gender inequality and other social pressures that cause them to drop out. Security is a big risk for many girls, especially since the recent kidnappings. Some girls are just too afraid to go to class. The conditions at school can also be a challenge. My class has 50 students and no fan. Some classrooms have no ceiling, no fan and even more students. At certain times of the day, like when the sun is directly overhead, it is too hot for students to even sit in the classroom and impossible for them to concentrate and learn.

    Some policies also limit girls. If a girl is pregnant, she cannot return to school after she has her baby. One mistake should not be the end of a girl’s education.

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  • June 9, 2014

    Technology for economic growth: How mobile money expands financial inclusion in Malawi

    An Interview with
    Carrie Hasselback, Project Director, Mobile Money Accelerator Program (MMAP), FHI 360

    What is mobile money?

    Mobile money is currency stored on your mobile phone. Typically, a customer will bring cash to a local agent who deposits the cash onto the customer’s phone in the form of mobile money. Agents are also able to withdraw money from a customer’s phone and provide cash. These agents, often local shopkeepers, are selected and trained by mobile network operators.

    Why is mobile money important?

    An overwhelming majority of Malawi’s population lives in rural areas, where agriculture is the source of income for more than 85 percent of the population, according to the Food and Agriculture Organization (FAO). A 2009 FinScope Demand Survey found that 55 percent of Malawians do not have access to any type of financial institution, and only 19 percent of the total population uses a formal bank. Because bank accounts are so rare, mobile money offers an accessible alternative for safely depositing, withdrawing, transferring and even saving money.

    Why has mobile money been adopted so quickly in Malawi?

    FHI 360’s Mobile Money Accelerator Program has been working to create an environment that is ready to receive and adopt mobile money systems. We provide financial literacy trainings that help increase understanding and acceptance of mobile money.

    The Government of Malawi has shown its support by signing and participating in the Better Than Cash Alliance, which aims to transition government cash payments to electronic payments in an effort to increase transparency and expand financial inclusion across the country.

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  • May 8, 2014

    Diverse functions of the INEE Minimum Standards in education in emergencies

    An Interview with
    Ken Rhodes, Deputy Director for Strategy and Development, Global Learning, FHI 360
    The 360° response by FHI 360 offers an integrated approach in addressing challenges to human development. Can you provide some examples of how this philosophy is implemented in your educational initiatives in post-conflict and fragile areas within Africa?

    FHI 360 works in multiple sectors, including education, health, civil society, peacebuilding, the environment, economic development and livelihoods. We believe in a context-sensitive and strengths-based approach. Education that is context specific really tries to address the challenges that exist by understanding linguistic, cultural, political, economic and historical factors that have affected the education system. Our 360° approach enables us to address these challenges by bringing together experts across sectors.

    In South Sudan, where sadly there has just been a major civil conflict, our education team will work very closely with our peacebuilding team to develop strategies for promoting reconciliation and building peace in the context of our education work. Another example is in northern Nigeria where a major challenge is to provide options to integrate modern education in Koranic schools, which many children attend, and to improve hygiene, water and sanitation in these schools.

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  • May 2, 2014

    AIDSWatch 2014: Science and advocacy coming together

    An Interview with
    Cornelius Baker, Technical Advisor, HIV and AIDS and Community Health, FHI 360

    What is AIDSWatch?

    AIDSWatch is an annual event in DC. Hundreds of people come from across the United States to educate members of Congress and other senior government officials about the impact of HIV in their communities and lives and to discuss strategies for ending the HIV epidemic. Public health officials, policy advocates, leaders from community-based organizations and people living with HIV seek to gain vital support for lifesaving programs and services.

    The event includes a briefing on key policy issues and HIV-related programs, scheduled visits with members of Congress and the Positive Leadership awards reception. Participants learn about the budget and appropriations process, critical programs serving people with HIV — such as the Ryan White CARE Act and the Affordable Care Act — and effective HIV prevention strategies. The event includes a “telling your story” session to help participants communicate their experience to policymakers and networking sessions to share resources.

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  • April 28, 2014

    The future of workforce development

    An Interview with
    Lara Goldmark, Director, Private Sector Innovations, FHI 360
    goldmark-lara-2015-200x220How has the definition of workforce development changed?

    Workforce development used to be considered the “poor cousin of education.” It was defined as providing training to produce more and better-prepared workers. Thought leaders have since pushed for a more expansive view. Workforce development is now considered to be more than a single program or initiative. It is an interconnected set of solutions to meet employment needs: It prepares workers with needed skills, emphasizes the value of workplace learning and addresses the hiring demands of employers from the outset. The goal is to place workers in jobs where there are career development opportunities.

    Why does workforce development matter globally?

    Unemployment is a major issue for countries at various stages of development. A rapid increase in the youth population combined with social and political challenges has exacerbated the unemployment crisis in some of these countries. Workforce development is a logical and important solution to these problems, but only if it is approached in an effective way.

    What are key elements of an effective approach to workforce development?

    At the national or regional level, there must be an alignment between skills development and public- and private-sector investments to ensure that job creation keeps pace with the preparation of the workforce. Also, program quality — especially demand responsiveness — should be emphasized over scale. Scale is important, but there have been too many large-scale supply-driven efforts in the past.

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  • February 25, 2014

    Peacebuilding through practice and partnership

    An Interview with
    Elizabeth Hume, Technical Director for Peacebuilding and Conflict Mitigation, FHI 360
    Anne O’Toole Salinas, Program Director for Peacebuilding and Conflict Mitigation, FHI 360
    Why is the PEACE IQC significant?

    Through the PEACE IQC, USAID can draw upon experienced and trusted partners to respond to crisis and fragility and to develop a comprehensive program across sectors. Task orders issued under the PEACE IQC will ensure that USAID and its partners understand the causes of conflict, identify the best approaches for mitigating conflict, and gather learning and evidence to inform future programming against conflict and extremism.

    What is unique about the approach of FHI 360 and the PEACE Consortium?

    FHI 360’s PEACE Consortium, comprised of 18 member organizations, is uniquely able to assist in conflict-affected contexts because we bring an integrated approach to addressing the varied root causes of social and political tensions. With almost two decades experience, we have learned there is never a single driver of conflict, and we have developed the tools to identify the sources and then design cross-sectorial interventions that address the real needs on the ground. We offer an integrated model that encompasses experts working across 122 countries, with the ability to mobilize high-quality teams in quick response to crises.

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  • February 21, 2014

    Innovative technologies address youth unemployment in Iraq

    An Interview with
    Rob Kunzig, USAID-Foras Project Technical Officer, FHI 360
    What is the Foras project?

    The word foras means “opportunity” in Arabic, an apt name for this project, which seeks to dramatically accelerate individuals’ access to employment opportunities in Iraq. USAID-Foras has launched web-based and mobile technology platforms to overcome barriers to employment, linking jobseekers with employers. Our immediate goal is to increase the number of youth and adults placed in jobs, but ultimately we want to introduce a more efficient model for how employers hire their workforce.

    Why is this project needed in Iraq?

    What USAID-Foras is doing in Iraq is essential to growth of the country’s economy and its stability. About 50 percent of the population in Iraq is 25 years or younger, and roughly half of that demographic is unemployed. Even more alarming, about 400,000 new jobseekers or eligible workers are added the economy yearly, but a vast majority of these individuals remain unemployed. This problem will only worsen without intervention.

    What technologies has Foras launched thus far and who has access to them?

    In 2013, we launched an online jobs portal, which is used by jobseekers and employers looking to hire. We adapted our portal from a similar tool developed by Microsoft in partnership with Silatech, a Qatar-based nonprofit organization. The original portal allowed jobseekers to upload a personal profile and resume or curriculum vitae (CV) and to look for available positions. We improved on this portal by adding a feature that matches jobseekers based on their skills and experiences to jobs that have been listed on the site by employers. We also made it available in English and Arabic.

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