My first stop when I arrived in Nakasongola, Uganda, on a hot day in 2004 was the small hospital that served this rural district north of Kampala. I was paying a courtesy call to the District Medical Officer, Dr. Gerald Ssekito. He looked tired when I arrived, explaining that he and other hospital staff had not slept the night before. A pregnant woman had been brought in on the back of a motorbike in the middle of the night. She had delivered the first of her two twins the day before in her remote village, but continued laboring at home unable to birth the second. Finally, after 24 hours, her family put her on a motorbike for the long journey to the hospital, but she bled heavily and died on the way to the hospital.
More From the Blog
Technology improves early grade reading in Rwanda by connecting teachers, mentors and education partnersAn Interview with
Chantal Uwiragiye, Literacy Specialist, FHI 360
To support ongoing efforts to improve education in Rwanda, the Mentorship Community of Practice project launched in 2013. Funded by the U.S. Agency for International Development (USAID) and led by FHI 360, this project developed an online community of practice that promotes peer learning and sharing of resources; provides access to education resources through an e-library; and helps mentors get support from each other, the Rwanda Education Board and other education programs.
As a result of the project’s success, USAID decided to expand access to teachers in the Rwanda Education Board’s school-based mentor initiative and to focus on early grade reading in a new program called the Teachers Community of Practice (TCOP), which will be introduced as part of USAID’s Early Grade Reading project launch in February 2017.
Literacy expert Chantal Uwiragiye talks about the program’s innovations, successes and key learnings.
Over the past decade, there has been important progress in achieving the target of universal primary education. The total enrollment rate in developing regions reached 91 percent in 2015, and worldwide the number of children out of school has dropped by almost half. Still, disparities between children living in the poorest and wealthiest households and between those living in rural and urban areas remain high. How can these disparities be tackled to make education inclusive?
The years leading up to the 2015 benchmark for global goals saw enthusiastic calls for doing development differently, reaching a crescendo as the new Sustainable Development Goals (SDGs) were adopted to guide our work through 2030.
Specifically, the new SDG era’s focus on integration among previously siloed social, economic and environmental aims has aid agencies wondering how to better address complex, 21st-century development challenges through meaningful cross-sector collaboration. In this industry, we like staying in our lane: doing what is familiar, what we are good at, and what we can count. As a result, we’ve become so focused on a plethora of micro-targets in isolation that we’ve lost sight of how families, communities, and societies actually work. How can we start moving beyond the long-entrenched, single-issue programs run by highly specialized staff? What can we do differently to better respond to people’s multifaceted lives?
To flip the script and make decisions based on actual problems (and their many root causes) rather than shaping them to fit the status quo development siloes, we designed a decisionmaking tool called the Development Sector Adjacency Map. The map offers insights about common relationships between development fields (called adjacencies) and strategic considerations to leverage those linkages through strategic adaptation and expansion.
A little more than a year ago, the world rallied around the Sustainable Development Goals (SDGs), a historic plan to improve the lives of people everywhere. This past year was a reminder of just how ambitious these goals are and how achieving them will test the commitment of the international community.
The year 2016 turned out to be a time of political, economic and social upheaval — from Britain’s vote to leave the European Union and the U.S. election of a president vowing radical change to America’s domestic and foreign policies, to ongoing war and conflict in the Middle East and a global refugee crisis. We also witnessed extraordinary achievements, including a peace agreement that ended Colombia’s 50-year civil war and the discovery of a vaccine for Ebola — progress made possible by people working together for the common good.
The 16 Days of Activism against Gender-Based Violence, which happen each year from Nov. 25 to Dec. 10, offer an important opportunity to step back and consider what we can do all year long to put an end to gender-based violence.
Globally, one in three women have experienced physical or sexual violence at the hands of an intimate partner. Roughly 20 percent of women have experienced sexual abuse before the age of 18, while just over 7 percent of women and girls older than 15 have experienced nonpartner sexual violence. This violence has immediate and long-lasting impacts on the health and welfare of women and children, with ripple effects in the broader community and country.
Gender-based violence is a significant barrier to the achievement of every development outcome. Sustainable Development Goal 5 recognizes that gender equality is the foundation for a “peaceful, prosperous and sustainable world” and that this includes a world free of gender-based violence. Goal 5 explicitly calls for the elimination of “all forms of violence against all women and girls in the public and private spheres.”
Financial exclusion is a central component of the poverty trap, foreclosing economic opportunities for the “unbanked” and making it almost impossible to start or grow a business. Billions of working people, mostly in Asia and sub-Saharan Africa, lack access to basic financial services, with women, the uneducated and migrants especially disadvantaged.
The microfinance movement in the 1970s realized that giving people — especially women — access to even tiny amounts of credit unleashes individual initiative and that creating the conditions for people to be more self-reliant is inherently empowering. As microfinance programs grew into established institutions and as emerging economies have become more formalized, the disparity between women’s and men’s access to financial services has grown. Today, approximately 58 percent of women have a bank account compared to 65 percent of men. This is not only an indicator of inequality, but it also exposes the fact that more than 35 percent of working people are excluded from opportunities for upward mobility.
An Interview with
Mary Mittochi, Project Director, DREAMS: Malawi Communities Investing in Education for Child Health and Safety, FHI 360
In this Q&A, Mary Mittochi, the project director for DREAMS: Malawi Communities Investing in Education for Child Health and Safety, discusses how this new project will reduce the acquisition of HIV by adolescent girls and boys. The U.S. President’s Emergency Plan for AIDS Relief (PEPFAR) named FHI 360 as one of the winners of the DREAMS Innovation Challenge. The DREAMS partnership, led by PEPFAR with support from the Bill & Melinda Gates Foundation, Girl Effect, Johnson & Johnson, Gilead Sciences and ViiV Healthcare, is helping adolescent girls and young women become Determined, Resilient, Empowered, AIDS-free, Mentored and Safe.
As one of the 56 DREAMS Innovation Challenge winners, how will FHI 360 help adolescent girls and young women become Determined, Resilient, Empowered, AIDS-free, Mentored and Safe?
FHI 360’s DREAMS: Malawi Communities Investing in Education for Child Health and Safety project will focus on integrated, community-led efforts designed to ensure that education, health and economic drivers for staying in school and completing secondary education are simultaneously addressed and strengthened. Over time, this will reduce the incidence of HIV in adolescent girls and boys. By keeping girls in school and connecting them to a comprehensive range of services and supports, we aim to equip them and their communities with the knowledge and agency they need to make more informed choices about their health and their future.
Do investments in private hospitals and clinics catering to the wealthy strengthen primary health care systems in poor countries?
At a recent roundtable discussion in New York City, a representative of a private equity group presented plans to build private hospitals in emerging markets, such as Kenya, as one of the best ways to strengthen primary health care delivery. For most of us who have worked on strengthening health systems, investing in hospitals that cater to the well-off doesn’t sound like the best way to meet the health needs of the poor.