Supported Literacy for Adolescents is a research-based literacy program. Its goal is to improve reading, writing, and comprehension among both high-risk and typically achieving populations. The program is deeply rooted in standards-based curriculum design, and all components of the program align with national reading and writing standards, as well as selected content standards.
The National Center for Mental Health Promotion and Youth Violence Prevention (National Center) provides technical assistance and training to 106 federally funded Safe Schools/Healthy Students (SS/HS) grantees and 6 Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health) grantees.
Specifically, the National Center provides technical assistance for an array of culturally competent, in-person, and electronic services to assist grantees in planning, implementing, evaluating, and sustaining program activities.
The Innovative Technology Experiences for Students and Teachers (ITEST) program is designed to increase opportunities for students and teachers to learn about and use information technologies within the contexts of science, technology, engineering, and mathematics.
Youth-based projects that have strong emphases on career and educational paths
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.
USAID’s Decentralized Basic Education (DBE) Program Objective 2 seeks to improve the quality of teaching and learning in Indonesia’s public and private sector primary schools. DBE 2 builds upon successful aspects of recent initiatives in Indonesia to improve educational quality through new attention to strengthening teacher training and improving school learning environments. The DBE 2 Partnership works with public and private sector partners to develop a more comprehensive system of teacher professional development.
The Social Legacy Program (SLP) reaches out to youth and other vulnerable groups in the Europe and Eurasia region, giving them the tools they need to become local leaders and promote social change. Due to widespread socio-economic insecurity and a dramatic collapse in basic social services, these groups face great barriers to finding work and gaining viable skills, while the region on the whole struggles to make the transition towards market-oriented, democratic societies.
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.
The Garissa Youth Project (G-Youth Project) aims to empower youth in Kenya make sound career and life decisions as they transition from high school to the next phase of their lives. The project is also building the capacity of local institutions and networks to sustain the much-needed services that G-Youth will provide.
The Somali Interactive Radio Instruction Program (SIRIP) provides high-quality interactive audio programs to Somali children attending formal, non-governmental, Quranic and community schools. With the assistance of the audio programs, teachers lead the classes and are thus trained in interactive teaching methods which include stories, activities, educational songs and other forms of active learning pedagogy. Supplemental materials accompany the programs, providing schools with the resources to support sound, primary-level instruction.
Be a Scientist! is a full-scale development project that examines the impact of a scalable STEM (science, technology, engineering, and math) afterschool program that trains engineers to develop and teach inquiry-based Family Science Workshops (FSWs) in underserved communities.
The project targets underserved youth in grades 1–5 in Los Angeles and New York, their parents, and engineering professionals. The science activities are provided in a series of FSWs that occur in afterschool programs in eight partner schools in Los Angeles and at the New York Hall of Science in New York City.
The Suicide Prevention Resource Center (SPRC) provides U.S. states, tribes, government agencies, private organizations, colleges and universities, suicide survivor groups, and mental health consumer groups with access to the science and experience that can support their efforts to develop programs, implement interventions, and promote policies to prevent suicide.
SPRC’s mission is to strengthen suicide prevention networks and advance the National Strategy for Suicide Prevention. Toward that end, SPRC provides technical assistance and training, as well as a resource-rich website.
The Dental Therapist Project (DTP) seeks to improve the oral health of underserved children and families by establishing dental therapist providers as standard members of the dental health team in the United States.
The Tribal Youth Program (TYP) Training and Technical Assistance (T/TA) Center addresses the need to strengthen American Indian and Alaska Native juvenile justice and other systems–education, mental health and social services, culture, recreation and employment programs–all critical to Office of Juvenile Justice and Delinquency Prevention’s mission of reducing juvenile delinquency, violence, child victimization, and increasing the safety of tribal communities.
EDC is working with ConnectEd: The California Center for College and Careers, with support from The James Irvine Foundation, to develop a curriculum for career sector academies in California public high schools. This project focuses on the arts, media, and entertainment (AME) sector.
EDC is working closely with practitioners, higher education, and California schools to:
Develop two foundations courses: Visual Arts and Media and Digital Design.
Model integrated units in mathematics, social studies, science, and English/language arts.
IDEJEN is an EQUIP3 Associate Award which was launched in 2003 to provide education and job training for youth ages 15–24 with little to no formal education. IDEJEN provides program participants support in the areas of employability and skills training, basic and vocational education, job placement and small business development. In addition to working directly with youth, IDEJEN provides technical support to different government ministries and is assisting in the development of the National Youth Policy and the Policy on Nonformal Basic Education.
ScienceQuest was a unique after-school program that supported community-based organizations who wanted to increase staff and organizational capacity; assisted youth (ages 10–14) in learning science, technology, and literacy; and increased the youths’ positive experiences with learning. Through training in I-Search methods and ongoing in-person and electronic support, coaches lead small groups in personally relevant explorations documented through youth-designed Web sites.
The purpose of this project is to identify and document implementation issues experienced by Substance Abuse and Mental Health Services Administration community and school grantees who received support to implement and evaluate youth violence prevention efforts.
The Ford Partnership for Advanced Studies (Ford PAS) program includes an interdisciplinary high school curriculum that challenges students academically while also developing their problem-solving, teamwork, and communication skills.
Serving communities in the Three Areas, HEAR Sudan builds capacity of local stakeholders to plan, implement and monitor health and education services, helps translate this increased capacity into action, and builds community support for school governance and outreach. HEAR strengthens linkages between educators and health workers with the aim of increasing healthy girls’ and boys’ access to quality education.
In collaboration with the National Institute of Out-of-School Time (NIOST), EDC’s Center for Science Education worked with six science centers around the country to introduce design-engineering activities into afterschool programming. CSE developed the curricula for the engineering projects; NIOST provided technical support for their implementation. Through monthly workshops, science centers introduced the curricula to program leaders of participating community agencies.
This project creates informal learning opportunities in science, mathematics, engineering, and technology, using the ancient African civilization of Nubia as the context. Components include an exhibit, educational materials (hands-on kits, videos, and discussion guides), a Web site, a CD-ROM, community outreach, and professional development programs for educators in museums, community groups, schools, and libraries.
dot-EDU was an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU sought to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies. The dot-EDU mission had two foci. First, dot-EDU provided training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications.
Most teens work by the time they graduate from high school. Although work can be a positive experience, it also has risks. Every year 100,000 teens are seriously injured on the job. To improve the safety of young workers, the center provides training for the staff of school and community-based job readiness and placement programs, preparing them to teach teens about occupational safety and health. The center also provides seminars, technical assistance, and resources to employers of youth and to other education and employment-related organizations serving youth.
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.
Through the Education Quality for All (EQUALL) project, EDC and our partner organizations implement activities designed to strengthen the quality and expand the coverage of complementary education in Ghana, and to create stronger linkages between nonformal and formal basic education programs. This effort will result in increased access to basic education for children—especially girls—who have not had the opportunity for schooling due to social, occupational, cultural, or other reasons; and in increased learning outcomes among participating children.
EDC delivers intensive professional development for afterschool providers in the integration of academic content in afterschool programming. Created in partnership with the Afterschool All-Stars, Citizen Schools, CNYD, and Foundations Inc., the trainings emphasize experiential learning approaches, positive youth development principles, and on-going staff leadership and development.