EQuALLS2 increases access to quality basic education and livelihood skills in areas most affected by conflict and poverty in the Philippines (primarily the Muslim areas in the Mindanao island group in the south). EQuALLS2 is a large-scale project that seeks to benefit 345,000 children and youth in 37 municipalities and four cities by training 37,238 educators and school officials, building the capacity of 850 local education stakeholder groups, and expanding local education resources through public-private partnerships.
The Technology Tools for Teaching and Training (dot-EDU T4) project seeks to assist the education departments in the Indian states of Madhya Pradesh, Bihar, Karnataka, Rajasthan, Chhattisgarh, Jharkhand, and Delhi, for quality teaching and learning for the primary education sector. To this end, dot-EDU T4 has created interactive, multimedia tools in audio, video, and software formats that established new standards for education quality while delivering education services on a large scale and reaching out to girls and other vulnerable populations.
The Educational Quality Improvement Program 3 (EQUIP3) is a Leader-with-Associate Award that is designed to improve earning, learning, and skill development opportunities for out-of-school youth in developing countries.
Hewlett-Packard and EDC are partnering with the Institute of Small and Medium Enterprises Development, Non-Formal and Informal Education, and the College of Management in Mahidol University to implement a Community Enterprise Support Project (CESP)
The goal of CESP is to support the economic development of working-poor communities in Bangkok.
Since 1991, EDC staff have served as consultants and advisors to the World Health Organization (WHO) and have authored numerous publications for WHO on global school health issues. Additionally, EDC maintains the WHO Collaborating Center to Promote Health Through Schools and Communities.
The Center’s goal is to deliver services that strengthen the capacities of schools and communities worldwide to promote the healthy development of students, school personnel, families, and surrounding communities.
In the 1990s, HHD, together with World Health Organization (WHO), developed the Rapid Assessment and Action Planning Process (RAAPP) for School Health, an approach and package of tools—research instruments, training strategies, data analysis, and action planning techniques—to assess and strengthen a country’s capacity to deliver school health programs. Since 1999, RAAPP has been used in Indonesia, Nigeria, and, most recently, in India.
USAID, an independent agency that directs the U.S. federal government’s humanitarian assistance program in many sectors, extends aid to countries that are recovering from disaster, works to reduce poverty, and engages in democratic reforms. The Assistance to Basic Education (ABE/BE) initiative is an IQC (Indefinite Quantity Contract) designed to support USAID country offices worldwide by offering them the means to rapidly access high-quality and cost-effective technical expertise and implementation support for their basic education interventions.
EDC leads an international team of researchers to learn from and with children who are intensive, long-term users of information and communication technology (ICT). Increasingly recognized as an emerging global phenomenon, “power users of ICT” are challenging us find new ways to nurture their interests and talents in schools and informal learning settings. To that end, EDC gathers baseline data on power users of ICT around the world and creates opportunities to engage them in relevant activities (i.e., First International Symposium on Power Users of ICT, Costa Rica, 2005).
Literacy and Community Empowerment Program (LCEP) is an integrated community development initiative that includes components in literacy, capacity building for income generation, and local governance in Afghanistan. Within the literacy component of LCEP, EDC is responsible for two interrelated subcomponents: the establishment and ongoing development of a Women’s Teacher Training Institute in Kabul and the implementation of the Afghan Literacy Initiative.
Education International (EI), EDC, and the World Health Organization work with teacher-union affiliates in nearly 50 countries in Africa, Asia, Caribbean, and Latin America to prevent new HIV infections, increase the number of learners completing basic education, and mitigate the impact of HIV and AIDS on achieving Education For All Goals. This work involves a range of activities including training, policy development, advocacy, research, publicity and communications.
EDC is developing a web-based course on pandemic preparedness and response for communities. The primary audience is local decision-makers and practitioners, with additional modules for specific audiences.
EDC is writing a manual on pandemic preparedness for schools in an effort to protect the health of students, staff, and families across the globe. It will be distributed through the World Health Organization. The manual is intended to help administrators and teachers with pandemic planning and response in schools. It emphasizes the need for school-based efforts to prevent the spread of influenza.