Incorporating Supplementary Literacy and Numeracy Classes

Findings from STRIVE’s Afghan Secure Futures Program


Partner

Mennonite Economic Development Associates (MEDA), United States Agency for International Development (USAID), FHI360

Date

June 2013

Team 

Ben Fowler
Jennifer Denomy
Scott Ruddick

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About the Publication 

Thumbnail 22STRIVE has implemented four field projects in Africa and Asia between 2008 and 2013. Each project has pursued a unique economic strengthening approach, ranging from savings-led finance to workforce development to value chain interventions. This report summarizes the findings of one of four STRIVE-funded initiatives, MEDA’s Afghan Secure Futures (ASF) project. ASF focused on benefiting youth apprentices working in workshops in the Afghan construction sector, in part by facilitating their access to supplementary literacy and numeracy training.

This report draws from the experience of the ASF project to highlight several important technical considerations when facilitating supplementary literacy and numeracy education to reach vulnerable youth. Its intended audiences are implementers and donors who are developing programming for vulnerable children and youth and considering entry points for interventions or pathways for economic inclusion. The report discusses each lesson in turn and then presents a few final conclusions.

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