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STRIVE Learning Report #1: Incorporating Supplementary Literacy and Numeracy Classes: Findings from STRIVE’s Afghan Secure Futures Program

Jennifer Denomy
Scott Ruddick
Ben Fowler
Institutional Sponsor: 
United States Agency for International Development
Publication date: 
Monday, June 17, 2013

This report summarizes the findings of one of the STRIVE-funded initiatives, MEDA’s Afghan Secure Futures (ASF) project, in facilitating access to supplementary literacy and numeracy training for vulnerable youth in Afghanistan as part of a market-based project. First, the report finds that non-formal literacy classes can attract vulnerable youth who are unable to attend school. Second, establishing trust with workshop owners through business-related interventions can build their acceptance of initiatives such as supplementary classes for apprentices, where benefits to the business may not be immediately apparent. Third, there is greater receptivity to supplementary classes if their commercial benefits are made clear from the outset. Fourth, data collected over the course of the project suggest positive impacts for apprentices and workshop owners. Finally, independent of public funding, creating a sustainable system for supplementary classes that reaches working youth is a challenge.

ASF was one of five country programs implemented under the STRIVE program, funded by the USAID Displaced Children and Orphans Fund, in close collaboration with the USAID Microenterprise Development office cooperative agreement. STRIVE is an Associate Award under the FIELD-Support LWA.