Impact of USAID withdrawal on global education and skills development : official development assistance analysis in education and skills development.
Date: 2025-04-28
Institutions: European Training Foundation
Subjects: United States, access to education, cognitive skills, development aid, economic consequence, financial aid, financial statistics, international cooperation, teaching quality, vocational training

IMPACT OF USAID 
WITHDRAWAL ON 
GLOBAL EDUCATION 
AND SKILLS 
DEVELOPMENT

Official development assistance 
analysis in education and skills 
development 

1

This report was prepared for the ETF by Elena Walls with 
contributions from Hugues Moussy, Thierry Foubert and 
Ermina Martini from the ETF.

The contents of the report are the sole responsibility of 
the author and do not necessarily reflect the views of the 
EU institutions.

Turin: European Training Foundation
© European Training Foundation, 2025

Except otherwise noted, the reuse of this document is 
authorised under the Creative Commons Attribution 4.0 
international (CC BY 4.0) licence (https://creativecommons. 
org/licenses/by/4.0/). This means that reuse is allowed 
provided appropriate credit is given and any changes 
are indicated. For any use or reproduction of photos or 
other material that is not owned by the European Training 
Foundation, permission must be sought directly from the 
copyright holders.

2025 ISBN 978-92-9157-748-4   DOI: 10.2816/9354807

2

CONTENTS

Executive Summary  

Acronyms 

Introduction   

Study objectives and methodology 

Funding trends and magnitude   

Geographic and programmatic impact of USAID’s education funding   

Impact of USAID withdrawal on global education and skills development 

Policy and strategy implications of USAID withdrawal 

Conclusion   

Bibliography  

Annex A. Data tables 

Annex B. USAID education results briefs 2023 

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FIGURES & TABLES

Figure 1. U.S. Total and USAID-managed ODA summary 2023 

Figure 2. USG ODA by managing agency, 2023 

Figure 3. USG ODA by sector, 2023   

Figure 4. USAID education sector disbursement 2010-24  

Figure 5. Share of USAID in all USG education assistance, 2023 

Figure 6. Share of education spending in USAID overall expenditure  

Figure 7. US share in education ODA by DAC countries  

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Figure 8. Distribution of USAID education funding by implementer category, combined 2022-24  20

Figure 9. ODA investments to support SDG 4, by donor, cumulative 2010-2021 

Figure 10. ODA investments to support SDG 4, by region and donor, cumulative 2010-21  

Figure 11. USAID education investments by region in 2022-24  

Figure 12. 25 Countries with highest USAID education funding 2022-24 

Table 1. Share of USAID funding in the 5 top recipient country education budgets  

Figure 13. USAID education funding for Jordan, Egypt, and Lebanon combined 2022-24   

Figure 14. USAID education funding for ETF partner countries 2022-24 

Figure 15. USAID education programmes and funding by sub-sector, 2023  

Figure 16. USAID funding for GPE 2013-24 

Figure 17. GPE funding sources (cumulative, to date) 

Figure 18 USAID funding for ECW 

Figure 19. ECW funding sources 

Figure 20. USAID basic education programmes: geographies and reach 

Figure 21. Impacts of global USAID EGR programmes 

Table 2. Summary of recent USAID basic education programmes highest budgets, 2022-24 

Figure 22. Average learning-adjusted years of schooling, 2020 

Table 3. Summary of USAID-funded workforce programmes in ETF partner countries 

Figure 23. USAID allocations for higher education programmes 

Figure 24. Core function of a higher education system 

Table 4. Summary of recent USAID education programmes highest budget, 2022-24 

Figure 25. Philanthropic outflows from high-income countries, 2020 

Figure 26. Chinese global foreign aid expenditure 

Figure 27. Top recipients of Chinese global development aid  

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EXECUTIVE SUMMARY
The dismantling of the United States Agency 
for International Development (USAID) has 
created an unprecedented crisis in global 
education and skills development, with far-
reaching consequences for access, equity, 
and the quality of learning worldwide. This 
report, commissioned by the European 
Training Foundation (ETF), examines the 
implications of USAID’s funding withdrawal 
through four key lenses: funding trends and 
magnitude, geographic and programme impact, 
consequences for global education, and policy 
responses. It provides both a summary of 
USAID’s impact and a roadmap for moving 
forward.

USAID’s role in global education

With over $1 billion in annual allocations for 
international education, the U.S. is the largest 
bilateral donor in the sector, with most of its 
international aid funding managed by USAID. 
The U.S. is also a major contributor to the 
Global Partnership for Education (GPE) and 
the Education Cannot Wait (ECW) multilateral 
initiatives. Over the past 15 years, USAID has 
focused its education funding on the following 
areas of strategic importance:

  Primary education: Improving foundational 
skills1 through teacher training, education 
system reform, and the production and 
dissemination of relevant materials in 
local languages for millions of primary-
grade students in partner countries, with a 
particular focus on disadvantaged students 
and those in crisis- and conflict-affected 
settings.

  Vocational training and workforce 

development: Creating critical pathways to 
employment at the secondary and post-
secondary levels as well as for out-of-school 
youth.

  Higher education: Strengthening the 

capacity of higher education institutions 

to play a central role in developing local 
solutions across sectors and empowering 
young people to become leaders in their 
communities through scholarships and 
support networks.

Geographically, USAID concentrated its 
investments in regions facing acute challenges, 
as well as in strategically important countries 
for the U.S. Government. Over the past 
few years, the majority of USAID education 
funding was spent in the Middle East, North 
Africa, and sub-Saharan Africa. The top five 
countries that received education funding 
over the past three years were Jordan, Egypt, 
Lebanon, Afghanistan, and Malawi. In the 
Middle East, USAID programmes addressed 
the dual challenges of strengthening national 
education systems while serving Syrian refugee 
populations. In Afghanistan, USAID-funded 
programmes supported access to education for 
girls. In Sub-Saharan Africa, USAID investments 
filled critical funding gaps to enable much-
needed education reforms.

Consequences of withdrawal

The abrupt cancellation of 396 education 
programmes funded by USAID in 58 countries 
will have immediate and long-term effects. 
In the short term, vulnerable groups - girls, 
refugees, and marginalised communities - will 
bear the brunt of disrupted services. Long-term 
risks include:

  Reversed progress on the Sustainable 
Development Goal (SDG) 4, with rising 
dropout rates and widening gender gaps.

   Economic instability, as workforce readiness 
declines and youth unemployment grows.

   Geopolitical realignments, as other actors 
like China may expand their influence, 
though their current aid levels ($2.85 billion 
in 2024) are a fraction of USAID’s funding 
levels.

1 ‘Foundational skills’ are defined as literacy, numeracy, and social-emotional skills that are foundational to future learning and success, 
usually referred to in an EU context as ‘core skills and competences’.

5

Policy responses and opportunities for 
the EU

The EU now faces both an urgent challenge 
and a strategic opportunity. Through its Global 
Gateway Initiative and Team Europe approach, 
the EU can mobilise resources to mitigate 
the worst impacts while amplifying its global 
leadership role in education development. This 
will require rapid, coordinated action across 
four fronts: securing alternative funding, 
strengthening multilateral partnerships, 
protecting the most vulnerable learners, 
and maintaining focus on evidence-based 
interventions. Key strategies include:

  Scaling up funding through the Global 

Gateway Initiative (€300 billion) to support 
digital education and infrastructure.

   Strengthening coordination via Team Europe 
Initiatives (TEIs) to align resources with 
national Education Sector Plans (ESPs) and 
improve the overall efficiency of aid.

   Mobilising private-sector partnerships for 

innovative financing models, such as social 
impact bonds.

Other stakeholders must also adapt. Partner 
governments should diversify funding and 
prioritise domestic education budgets, 
while NGOs and academia can advocate for 
alternative solutions and document the fallout 
of funding cuts. Private foundations and 
philanthropic organisations will need to increase 
funding for global education and support the 
improved coordination of investments to 
mitigate disruptions caused by the USAID 
withdrawal.

Conclusion

USAID’s dismantling jeopardises decades of 
progress in global education, with the most 
severe impacts felt in fragile and conflict-
affected regions. The coming year represents 
a critical window for action. The EU’s response 
(through increased funding, coordinated 
action, and strategic partnerships) will be 
critical to mitigating this crisis. Without urgent 
intervention, the loss of USAID’s funding and 
leadership risks exacerbating inequalities, 
destabilising vulnerable regions, and leaving 
millions of children and youth without access to 
quality education. 

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ACRONYMS

BRI

CSR

DAC

ECW

EGR

ESP

ETF

EU

GPE

ODA

PPP

SDG

TEI

USAID

USG

Belt and Road Initiative

Corporate Social Responsibility

Development Assistance Committee

Education Cannot Wait

Early Grade Reading

Education Sector Plan

European Training Foundation

European Union

Global Partnership for Education

Official Development Assistance

Public-private Partnership

Sustainable Development Goal

Team Europe Initiative

The United States Agency for International Development

United States Government

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8

INTRODUCTION
Education is fundamental to global peace 
and economic prosperity and serves as a tool 
for innovation and social cohesion. It equips 
individuals with the skills and knowledge 
needed to participate in economic life, adapt to 
changing labour market demands, and pursue 
entrepreneurial opportunities. By strengthening 
human capital, education contributes to higher 
productivity, increased competitiveness and 
poverty reduction2. Moreover, education 
plays a critical role in promoting stability and 
reducing conflict, as it empowers individuals to 
participate in democratic processes and resolve 
disputes peacefully. By investing in education, 
nations can break the cycle of poverty, reduce 
inequality, and build more resilient societies 
capable of addressing global challenges such as 
climate change and health crises.

Despite the transformative potential of 
education, many low- and middle-income 
countries face significant challenges in 
providing quality education to their populations. 
Governments in these countries often lack 
the financial resources needed to build and 
maintain robust education systems. While low-
income countries have increased their spending 
on education in recent years, the funding 
gap remains substantial3. Without sufficient 
resources, these nations struggle to address 
issues such as teacher shortages, inadequate 
infrastructure, and limited access to learning 
materials. Development aid plays an important 
role in bridging this gap, enabling low- and 
middle-income countries to invest in education 
systems that can provide equitable and 
inclusive learning opportunities for all children 
and youth, particularly those in marginalised 
communities.

The United States Agency for International 
Development (USAID) has historically played 
a significant role in strengthening education 

systems in low- and middle-income countries. 
Over decades, USAID has worked to improve 
learning outcomes, expand access to quality 
education, and promote equity and inclusion. 
Through initiatives such as teacher training, the 
provision of textbooks, and the development of 
inclusive education policies, USAID has helped 
millions of children and youth gain access to 
education and acquire the skills needed to 
succeed in life4. USAID’s efforts have also 
focused on addressing barriers to education, 
particularly for girls and other historically 
marginalised groups, ensuring that education 
systems are resilient and responsive to the 
needs of all learners5.

The recent (early 2025) efforts of the Trump 
administration to dissolve USAID are likely to 
lead to a significant reduction in U.S. funding 
for education development, which could 
have severe consequences for education 
development in many countries. The U.S. 
Government (USG) is one of the largest donors 
to global education initiatives, and a reduction 
in funding could jeopardise the progress 
made in improving access to education in 
low- and middle-income countries6. The loss 
of USAID funding would not only undermine 
efforts to achieve Sustainable Development 
Goal 4 — ensuring inclusive and equitable 
quality education for all — but also exacerbate 
existing inequalities, leaving millions of children 
and youth without the opportunity to learn 
and thrive. In a world increasingly shaped by 
knowledge and innovation, the consequences 
of failing to invest in education could be dire, 
perpetuating cycles of poverty and instability for 
generations to come.

Before the Trump Administration decided to 
dissolve USAID in January 2025, US funding 
accounted for 30% of $258.4 billion in global 
official development assistance (ODA) that 

2 Education Overview: Development news, research, data | World Bank
3 Governments in low-income countries are spending more on education, but more funding is needed for children who receive the least
4 US Government Strategy on International Basic Education 2024–2029, Washington, DC, 2024.
5 Ibid.
6 Guterres calls on US to exempt development and humanitarian funds from aid ‘pause’ | UN News

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developing countries received in 20237, 55% 
of which was managed by USAID. On the day 
of taking office, President Trump issued an 
Executive Order to pause all foreign assistance 
for 90 days to “reevaluate and realign” U.S. 
foreign aid with the new Administration’s 
“America First” priorities8. Over the next few 
weeks, the Administration fired all embedded 
contractors, issued termination letters to 
100% of staff, cancelled 83%9 of all USAID 
programmes, and set an aggressive timeline 
to close all USAID missions worldwide10. The 
move was characterised not as dismantling, 
which would be illegal since USAID was 
created by Congress and can only be 
dismantled by a Congressional directive, but as 
“restructuring” to align USAID’s function with 
the three foreign assistance goals of Trump’s 
Administration (“make America stronger, 
make America more prosperous, and make 
America Safer”) and to integrate it with the 
Department of State under a new name of 
the US Agency for International Humanitarian 
Assistance (USIHA). According to the proposed 
restructuring plan, the Administration has no 

intention of retaining any of USAID’s education 
programming11. At the time of this study, legal 
proceedings were underway concerning the 
Administration’s decisions regarding USAID. 

This paper examines the implications of 
USAID’s funding withdrawal from the 
international education and skills development 
sector, structured across four key sections. 
First, it describes funding trends and 
magnitude, exploring USAID’s share of total 
funding for education, its yearly allocation, 
and its proportion of global ODA. Second, it 
assesses the geographical and programmatic 
impact, identifying the most affected countries 
and regions, the main programmes funded 
by USAID, and USAID’s role in coordination 
bodies and multilateral initiatives. Third, the 
paper describes the short- and long-term 
consequences of funding withdrawal on 
the sector, including its effects on primary 
education, vocational training, and higher 
education. The paper concludes with a section 
that explores alternative funding sources and 
discusses policy and strategic implications. 

7 ODA Levels in 2023 – preliminary data: Detailed summary note 
8 Reevaluating And Realigning United States Foreign Aid – The White House
9 Rubio says Trump administration cancelling 83% of programmes at USAID and intends to move remaining ones to State Department | 
CNN Politics 
10 There are grounds to believe that additional cuts are in process. On April 8, 2025, media outlets reported that USAID’s new 
leadership ended funding to UN World Food Programme that provided lifesaving food to millions in Afghanistan, Syria, Yemen, and 11 
other countries (The U.S. ends lifesaving food aid for millions. The World Food Programme calls it a ‘death sentence.’)
11 US Foreign Aid Freeze & Dissolution of USAID: Timeline of Events | KFF;  Trump aides circulate plan for complete revamp of foreign 
aid programmes - POLITICO; Judge rules DOGE’s USAID dismantling likely violates the Constitution

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About the US Agency for International Development

The US Agency for International Development (USAID) is the US government’s primary 
development agency that did programming in 201 developing countries in 2024. USAID’s 
mission is to partner to end extreme poverty and promote resilient, democratic societies while 
advancing U.S. security and prosperity. 

USAID accelerates human development by:

  Promoting broadly shared economic prosperity,

   Strengthening democracy and good governance and protecting human rights,

   Improving global health,

  Advancing food security and agriculture,

   Improving environmental sustainability,

   Furthering education, and

   Helping societies prevent and recover from conflicts, and providing humanitarian assistance 

in the wake of natural and man-made disasters.

Established in 1961, USAID is an independent federal government agency that receives overall 
foreign policy guidance from the Secretary of State. It is headed by an Administrator appointed 
by the President and confirmed by the Senate.

Source: usaid.gov (no longer available online)

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12

STUDY OBJECTIVES AND METHODOLOGY

The objective of this study is to assess the 
implications of the cancellation of USAID 
funding on education and skills development 
worldwide. USAID has been a major contributor 
to education financing in developing and 
transition economies, supporting a range of 
programs from primary education to vocational 
training and workforce development. The 
sudden withdrawal of its funding is likely to 
have far-reaching consequences for access, 
quality, and outcomes of education and training 
programs.

This study was commissioned by the 
European Training Foundation (ETF). The ETF 
is the European Union agency that supports 
countries outside the EU in improving their 
human capital development, in the context of 
European Union (EU) external relations policies. 
Currently, the ETF cooperates at both country 
and regional levels with the countries of the 
EU Neighbourhood and Enlargement regions, 
and in Central Asia, as well as contributing to 
EU external policies and programmes at the 
Pan-African level. The study had the following 
guiding research questions: 

1.  What are the funding trends and the 

magnitude of USAID’s funding impact on the 
international education sector?

2.  What is the geographic and programmatic 
impact of USAID’s investments in the 
international education sector?

3.  What are the consequences of the 

withdrawal of USAID funding on the overall 
international education development trends, 
including skills development?

4.  What are the policy and strategic 

implications of withdrawing USAID funding 
for EU interests and partner countries?

The study was conducted in March 2025 
and used desk research and secondary 
quantitative and qualitative analysis as its 
methodological approach. Desk research used 
Internet search as the primary way to locate 

information, complemented by the review of 
documents previously publicly available on 
USAID websites. Only currently or previously 
publicly available data sources were used in 
the analysis, including official U.S. Government 
publicly available data sources, official data 
sources published by the EU and other 
countries, press releases, academic papers, 
grey literature, and media. Annex A includes the 
complete list of resources used in the analysis. 
The author used descriptive statistics to 
analyse quantitative data on USAID budget and 
programming, and thematic and comparative 
analysis of qualitative data. 

The main limitation of the study is access to 
data. Most USAID-specific publicly available 
data sources have been removed from the 
Internet by the Trump Administration, including 
usaid.gov, edu-links.org, usaidlearninglab.
org, as well as websites previously hosted by 
various USAID missions and operating units. 
The study used the only official data source 
on USAID operations and funding still publicly 
available – ForeignAssistance.gov. 

Another limitation of the study is limited 
availability of existing information, either in data 
or in analytical report form, on the scope and 
impact of USAID’s investments in youth skills 
development in general, and in technical and 
vocational training in particular, since USAID did 
not earmark such investments. Instead, they 
were included under other earmarks, including 
basic education, higher education, democracy 
and governance, global health, biodiversity and 
climate, and economic growth. As a result, the 
author had limited ability to report on USAID 
programmes in this content area. All reporting 
is therefore limited to data available under the 
education earmark. 

The study’s scope, budget, and timeline did 
not allow for primary data collection to validate 
information obtained through publicly available 
data sources. It is possible that some data 
points may not have been reported accurately. 
All data sources are listed in the bibliography.

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14

FUNDING TRENDS AND MAGNITUDE

Overview of US ODA

The United States Government (USG) is 
the largest single donor of aid in the world, 
disbursing $80 billion in assistance in 2023 
- $16 billion in military aid and $64 billion in 
economic aid - across 208 countries (including 
regions)12. This accounted for 30% of global 
ODA13. It is also estimated that the USG 
provided more than 40% of all humanitarian 
aid14. USG ODA is allocated across a wide 
range of sectors, including health, education, 
economic growth, humanitarian aid, and 
climate resilience, with a focus on promoting 
stability, reducing poverty, and advancing 
democratic governance. The U.S. has worked 
both through bilateral and multilateral channels, 
engaging directly with partner countries as well 
as with international organisations such as the 
United Nations and the World Bank. Geopolitical 
considerations often influence the distribution 
of ODA, with significant portions directed 
towards regions of strategic importance, 
including sub-Saharan Africa, the Middle East, 
and South Asia. The U.S. also emphasises 
transparency and accountability, ensuring that 
aid is effectively used to achieve measurable 
outcomes and align with broader foreign policy 
objectives.

USAID has played a central role in managing 
and implementing USG ODA. As the primary 
federal agency responsible for administering 
civilian foreign aid, USAID has designed and 
overseen programmes addressing significant 
development challenges, from disaster 
response to long-term capacity strengthening. 

The agency has operated in over 200 countries 
(Figure 1), collaborating with local governments, 
NGOs, and private sector partners to deliver aid 
efficiently and sustainably. USAID’s is shaped 
by broader USG strategic priorities, such as 
those expressed in the Global Fragility Act 
and the President’s Emergency Plan for AIDS 
Relief (PEPFAR), ensuring that ODA responds 
to both immediate humanitarian needs and 
long-term development goals. By focusing on 
innovation, evidence-based programming, and 
local ownership, USAID aims to increase the 
impact of its investments and contribute to 
international stability and prosperity, in line with 
wider American foreign policy objectives. 

The proportion of USG ODA managed by 
USAID has steadily increased over the past 
decade, from 37.2% ten years ago, to 55% 
in 2023, with an expected rise to 65% in 
2024 (obligated funds15). Figure 2 shows the 
distribution of US ODA by managing agency 
in 2023, the most recent year for which 
complete disbursement data is available on the 
official USG development assistance tracking 
website16. Historically, a range of other US 
federal agencies have also managed USG ODA, 
including the Department of Defense (DoD), 
the US Department of Agriculture (USDA), 
the Department of the Interior, the Health 
and Human Services Department (HHS), 
the Centres for Disease Control (CDC), the 
Peace Corps, and the Millennium Challenge 
Corporation (MCC). The proportion of funding 
managed by these federal agencies has varied 
from year to year, depending on the strategic 
priorities of the time. 

12 ForeignAssistance.gov - Dashboard
13 ODA Levels in 2023 – preliminary data: Detailed summary note
14 Guterres calls on US to exempt development and humanitarian funds from aid ‘pause’ | UN News
15 Funds are first “obligated” which means Congress approves them for expenditure in a particular sector, country, or for a particular 
objective. Funds are then disbursed to implementing entities based on their actual expenditure by managing units such as USAID 
Missions or Washington-based operating units. The amounts are rarely the same since the obligations are based on planned activities 
while expenditures can deviate either down, if the activities ended up costing less, or up, if there are carryover funds from previous 
years. This resource explains the full process of executing the U.S. foreign assistance budget: Lessons From USAIDs FY 2019 Budget 
Process 
16 ForeignAssistance.gov - Dashboard

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Figure 1. U.S. Total and USAID-managed ODA summary 2023

Countries and levels of USG ODA spent, 2023 

Data source: ForeignAssistance.gov; constant dollars

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Figure 2. USG ODA by managing agency, 2023, USD mln

$1,857 $729

$1,570

$2,430

$8,027

$21,290

$43,790

U S A ID

S tate

Dept of Defens e

Dept of T reas ury

HHS

M CC

Other

Data source: ForeignAssistance.gov; constant dollars

Figure 3. USG ODA by sector, 2023, USD mln

E conom ic developm ent

Peace &  s ecurity

Health

Hum anitarian as s is tance

M ulti-s ector

Program m e s upport

Dem ocracy

E ducation &  s ocial s ervices

E nvironm ent

 $-

 $5,000

 $10,000

 $15,000

 $20,000

 $25,000

As shown in Figure 3, the majority (86.4%) of 
US ODA in 2023 was split among economic 
growth, peace and security, health, and 
humanitarian assistance sectors. The education 
sector received just 1.775% of the $80 billion 
disbursed. Of this amount, USAID managed 
75.58% ($1.074 billion; including social 

services). The remainder was administered 
by the Peace Corps, the Department of 
State, the Millennium Challenge Corporation, 
the Department of the Interior, and two 
smaller federally funded foundations: the 
Inter-American Foundation and the African 
Development Foundation.

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Figure 4. USAID education sector disbursement 2010-2024, USD mln

$900

$800

$700

$600

$500

$400

$300

$200

$100

$0

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

2023

2024

B as ic E ducation

Other E ducation

Figure 5. Share of USAID in all USG education assistance, 2023

17

63

68

187

214

U S A ID

U S DA

Peace Corps

M CC

Dept of S tate

Dept of Interior

982

USG investments in global education and 
skills development

USG ODA allocations to the international 
education sector have been authorised by 
Congress through dedicated legislation and 
guided by policies and strategies. The main 

legislation supporting education-specific ODA 
appropriations is the Reinforcing Education 
Accountability in Development Act (READ 
Act)17, which aims to promote quality basic 
education abroad. The READ Act authorises the 
US government to work with partner countries 
and other stakeholders to strengthen their 

17 The Reinforcing Education Accountability in Development Act 

18

education systems, improve learning outcomes, 
and reach vulnerable and marginalised 
populations. The READ Act was initially passed 
in 2018 and reauthorised in 2023. Spending 
trends on international education show 
relatively steady levels (Figure 4) over recent 
years, ranging from $900 million to a billion a 
year. This includes basic education and other 
education, including vocational and higher 
education, with about three-quarters allocated 
for basic education. USAID has managed over 
half of those funds (Figure 5).  

While the general level of funding for 
international education remained fairly stable 
over the last 15 years, the proportion of 
education ODA relative to the total USG ODA 

budget declined. In 2010, 2015, 2016, and 2017 
education ODA managed by USAID was 5.6% 
of USAID’s budget, while it fell to 2.5% in 2022 
and 2.3% in 2023 (Figure 6).

The US has played a significant role in 
funding international education alongside 
other Development Assistance Committee 
(DAC) countries, contributing substantial 
financial resources to support global education 
initiatives. US contributions ranged between 11 
and 16% of total education ODA in the past 10 
years (Figure 7), complementing the efforts of 
other DAC nations to address global education 
challenges and promote access to quality 
education worldwide. 

Figure 6. Share of education spending in USAID overall expenditure, USD mln

2024

2023

2022

2021

2020

2019

2018

2017

2016

2015

2014

2013

2012

2011

2010

Other S ectors

E ducation

 $-

 $5,000  $10,000  $15,000  $20,000  $25,000  $30,000  $35,000  $40,000  $45,000

Data source: ForeignAssistance.gov; constant dollars

Figure 7. US share in education ODA by DAC countries, USD mln

2023

2022

2021

2020

2019

2018

2017

2016

2015

2014

 $-

 $2,000

 $4,000

 $6,000

 $8,000

 $10,000

 $12,000

 $14,000

U S  S hare

Other DA C Countries

Data source: data-explorer.oecd.org

19

USAID missions and operating units allocated 
congressionally appropriated funds for 
education programmes in line with the 
parameters set out in the 2018 USAID 
Education Policy and the US Government 
Strategy on International Basic Education 
(2018-23; 2023-29). Both the policy and 
strategy documents emphasise the following 
key principles of US-funded education 
programming:

1.  Prioritise country ownership and locally led 

development,

2.  Generate and use data and evidence to drive 

decision-making and investments,

3.  Strengthen the capacity and performance of 

education systems, and

4.  Promote equity and inclusion.

While the USAID 2011 Education Strategy 
focused on primary education with a heavy 
emphasis on early grade reading, the 2018 
USAID Education Policy included secondary 
and vocational education as well as the explicit 
recognition of the important role of community 
and non-state schools and provided guidance 
for innovative approaches to programming to 
ensure the sustainability of investments.

Figure 8 shows the distribution of 
USAID education funding by programme 
implementer. The majority of the funding 
went to programmes implemented by local 
and international NGOs and universities and 
research institutions. 

Figure 8. Distribution of USAID education funding by implementer category, combined 2022-24

U nivers ities  and 
R es earch Ins titutes , 
21.2%

E nterpris es , 18.2%

Church and Faith 
B as ed, 0.9%

G overnm ent, 11.1%

N G O, 28.9%

G PE  and E CW , 15.1%

Data source: ForeignAssistance.gov; constant dollars

Other M ultilateral, 
4.6%

20

GEOGRAPHIC AND PROGRAMMATIC IMPACT OF 
USAID’S EDUCATION FUNDING

Countries and regions most affected by 
the dissolution of USAID

US support for SDG 4

The United States has played a significant role 
in supporting Sustainable Development Goal 
(SDG) 4, which aims to ensure inclusive and 
equitable quality education and promote lifelong 

learning opportunities for all. According to data, 
the US has contributed an average of 7.2% of 
total funding between 2010 and 2021, making 
it the largest single-country contributor. By 
contrast, EU countries combined contributed 
36.9%, non-EU countries contributed 22.1%, 
and development banks contributed 20.6%, on 
average (Figure 9).

Figure 9. ODA investments to support SDG 4, by donor, cumulative 2010-2021

E U  countries

N on-E U  countries

Developm ent banks

U S

E U  ins titutions

U N  agencies

Foundations

Funds  and trus ts

Other

Data source: Burgess, B., Bengtson, A., and B. Lautenslager. (2023). Financing the 2030 Agenda for Sustainable Development, Version 
1.0. Williamsburg, VA. AidData. Accessed at http://aiddata.org/sdg

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

The US Government has been funding 
education programmes aimed at supporting 
SDG 4 across several regions in the world, 
including Sub-Saharan Africa, the Middle East 
and North Africa, East Asia and Oceania, South 
and Central Asia, the Western Hemisphere, 
and Europe and Eurasia. USAID managed 
these investments in part, as described above. 
Historically, the largest recipient of USG’s 
education ODA has been Sub-Saharan Africa, 
the Middle East, and North Africa regions. 
The data presented in Figure 10 includes 

expenditure from between 2010 and 2021, with 
funding amounts ranging between $440 million 
and $4 billion per region over the course of this 
time. The average U.S. share in the global ODA 
investments over this time was 6.7%. While 
this broad geographic coverage underscores 
the USG’s commitment to enhancing education 
opportunities worldwide, the regions of Sub-
Saharan Africa, the Middle East, and North 
Africa historically benefited the most and may 
be the most affected by the dismantling of 
USAID.

21

Figure 10. ODA investments to support SDG 4, by region and donor, cumulative 2010-21

S ub-S aharan A frica

M iddle E ast and N orth A frica

E as t A s ia and Oceania

S outh and Central A s ia

W orld (uncategoris ed)

W estern Hem is phere

E urope and E urasia

 Other Donors

U S

 $-

 $5,000

 $10,000  $15,000  $20,000  $25,000  $30,000  $35,000  $40,000  $45,000

Data source: Burgess, B., Bengtson, A., and B. Lautenslager. (2023). Financing the 2030 Agenda for Sustainable Development, Version 
1.0. Williamsburg, VA. AidData. Accessed at http://aiddata.org/sdg

US foreign assistance funding by country

In January 2025, when the Trump 
Administration took office, USAID operated 
in 158 countries. It was managing 396 
education-specific programmes in 58 countries 
- a reduction from the 552 programmes it 
managed in 202318. The total education-specific 
budget appropriated by Congress to USAID 
for 2024 budget was $1.02 billion, up from 
$983 million obligated funds in 2023. The 
largest proportion of USAID investments was 
directed to the Middle East and North Africa, 
amounting to almost $341 million, followed by 
Sub-Saharan Africa with $275 million. Despite 
having lower funding, the Sub-Saharan region 
had more than twice the number of funded 
programmes – 153, compared to 72 in North 
Africa and Middle East. 

The third largest category of USAID education 
investment is the one that benefits the whole 
world – for example, multilateral funds, 
research programs that conduct studies 
across different countries and aim to benefit 
the entire sectoral portfolio, or training and 
knowledge management programs aiming to 
support missions across different geographies 

and programmes across different sectors. 
In 2024, the U.S. Congress approved $168 
million in funding for such programs with a 
global reach. USAID transferred most of these 
resources – 87.5%, or $147 million to support 
the Global Partnership for Education (GPE) and 
Education Cannot Wait (ECW). USAID’s role in 
funding these initiatives will be discussed in 
detail further in the report. Figure 11 shows the 
distribution of USAID obligations in education 
programming in 2022, 2023, and 202419.

Figure 12 shows 25 countries with the 
largest cumulative allocations for education 
programmes over the past three years, from 
2022 to 2024. Jordan consistently received 
the highest amount of education funding over 
the past three years, with amounts fluctuating 
between $122.7 million and $142.8 million, 
followed by Egypt and Lebanon. Egypt and 
Lebanon saw steady increases in education 
funding, with Egypt rising from $49.3 million 
to $83.8 million and Lebanon from 41.2 million 
to $68.8 million. The US Government has 
significant strategic, security, and economic 
interests in these three countries, which centre 
around regional stability, counterterrorism, and 
the promotion of democratic governance. 

18 ForeignAssistance.gov - Dashboard
19 The data presented for 2022 and 2023 are actual recorded expenditures while data for 2024 are obligations since the full 
disbursement data are not yet available on the ForeignAssistance.gov website. Given the current situation with USAID it may not 
become available in the future.

22

Figure 11. USAID education investments by region in 2022-24, USD mln

M iddle E as t and N orth A frica

S ub-S aharan A frica

W orld

S outh and Central A s ia

E as t A sia and Oceania

W es tern Hem is phere

E urope and E uras ia

0.00

100.00

200.00

300.00

400.00

500.00

600.00

700.00

800.00

900.00

2022

2023

2024

Data source: ForeignAssistance.gov; constant dollars

Afghanistan received sizable education funding 
in 2022, but the funding levels dropped in 2023 
and 2024. Kenya, Bangladesh, and Palestine20 
saw notable increases in education funding 
in 2024, with Bangladesh jumping from $3.9 
million to $31.4 million and Palestine from near 
zero to $33.6 million. The increase in education 
funding for Palestine was a direct result of the 

regional conflict. Conversely, Pakistan, Uganda, 
and Ethiopia faced sharp declines in education 
funding in 2024, with Pakistan’s funding 
dropping to $1.3 million and Uganda’s to $2.4 
million. Overall, while funding trends reflect 
the priorities of the US Government, they also 
respond to changing contextual conditions.

Figure 12. 25 Countries with highest USAID education funding 2022-24, USD mln

Honduras
N epal
V ietnam
T anzania
Pales tine
M yanm ar
Zambia
E thiopia
U ganda
G uatemala
Pakistan
B angladesh
N igeria
M ozambique
S om alia
Liberia
S enegal
Philippines
DR C
K enya
M alaw i
A fghanis tan
Lebanon
E gypt
J ordan

2022

2023

2024

$0.00

$50,000.00

$100,000.00

$150,000.00

$200,000.00

$250,000.00

$300,000.00

$350,000.00

$400,000.00

$450,000.00

Data source: ForeignAssistance.gov; constant dollars

20 This designation shall not be construed as recognition of a State of Palestine and is without prejudice to the individual positions of 
the Member States on this issue.

23

As Figure 12 shows, Jordan has received 
the largest amount of education funding 
from USAID ($402.5 million) over the past 
three years. USAID transferred nearly half of 
that amount – 43% – to the Government of 
Jordan, in large part to mitigate the impact 
of the Syria crisis and the resulting influx of 
refugees into Jordan. This funding is intended 
to help the government meet the needs of 
the people within its borders and provide 
support to communities as they cope with the 
crisis. USAID has supported the Government 
of Jordan through cash transfers since 2011 
to help provide the macroeconomic stability 
necessary to realise its development priorities. 
Removing these cash transfers from the 
calculations, leaves the level of funding for 
Jordan at $229 million.

USAID funding comprised a sizable percentage 
of the education budgets in many of its partner 
countries21. Table 1 summarizes information on 
the budget share of USAID funding based on 
the publicly available sources. This information 
needs to be interpreted with caution since the 
actual disbursements frequently fall short of 
the publicly reported budget allocations, and 
the inflation rate in the listed countries, except 
Jordan, is very high, rendering comparisons 
difficult. Another limitation is that different 
countries structure education allocations 
differently and may not include the same type 
of expenditures in the education budget as 
USAID does. 

Table 1. Share of USAID funding in the 5 top recipient country education budgets

COUNTRY

EDUCATION BUDGET22

SAME YEAR USAID 
EDUCATION FUNDING 

PERCENTAGE OF 
USAID FUNDING 
OF THE TOTAL 
EDUCATION 
BUDGET

Jordan, 2024

Egypt 2024

Lebanon, 2024

Afghanistan, 2022

Malawi26 2024

JOD 1,254,000,00023   
(USD 1,768,688,293)

EGP 295,000,000,00024 
(USD 5,836,741,397)

No information available in 
the public domain

AFN 35,900,000,00025  
(USD 498,615,100)

K 879,0060,000,00027  
(USD 505,198,862)

Data source for the USAID education funding: ForeignAssistance.gov
Currency converter: Exchange.Rates.org

$ 142,801,613

$ 83,807,848

$ 68,830,140 

8.1%

1.4%

N/A

$ 64,494,561

12.9%

$ 34,543,854

6.8%

21 A useful background reference is an overview of domestic spending on education in the top aid recipient countries conducted by 
the Centre for Global Development in 2021 The State of Global Education Finance in Seven Charts: An Update | Centre For Global 
Development. 
22 The data reported here were found via broad internet search and have not been validated with the government authorities. The most 
recent publicly available data have been included in this table.
23 Lower House Financial Committee discusses Education Ministry, Higher Education Ministry budgets in Jordan
24 Egypt: Declining Funding Undermines Education | Human Rights Watch
25 Afghanistan-Development-Update-20231003-final.pdf
26 UNICEF’s Malawi education budget analysis for 2023/2024 found that combined aid accounts for 15% of total education-related 
expenditure (the remainder is split between the government, 46%, and private households, 39%). USAID’s funding accounted for 25% 
of the combined aid. Source: Education Budget Brief 2023-24.pdf 
27 2024-2025 Budget Statement by Minister of Finance - Business Malawi and UNICEF_National_Budget_Brief_2024-25_A4_v2.indd

24

ETF partner countries most affected by 
USAID funding withdrawal

A total of 20 out of 28 ETF partner countries 
received some education funding from USAID 
over the past few years, ranging from over 
$400 million in Jordan to $167,000 in Türkiye 
(cumulatively between 2022 and 2024). The 
three ETF partner countries countries receiving 
the most education funding from USAID are 
Jordan, Egypt, and Lebanon (Figure 13). The 
US Government has significant strategic, 
security, and economic interests in these three 
countries, and has contributed substantial 
resources to them in both economic and 
military assistance, including education 
funding. The US values Jordan as a key ally in 
maintaining regional stability, supporting peace 
efforts, and combating extremism, while also 
providing significant economic and military aid. 
In Egypt, the US prioritises the preservation of 
the historic Camp David Accords with Israel, 
counterterrorism cooperation, and ensuring 
stability in the Suez Canal, a critical global trade 
route, despite concerns over human rights 
and governance. In Lebanon, U.S. interests 
focus on supporting state institutions to 
counter the influence of Hezbollah, promoting 
political and economic reforms, and addressing 
humanitarian crises, while also seeking 

to prevent the country from becoming a 
destabilising force in the region. Overall, US 
engagement in these countries aims to balance 
security concerns with efforts to promote 
stability, economic development, and political 
reform.

USAID education investments in these three 
countries also pursue strategic objectives. Both 
Jordan and Lebanon experienced an influx of 
refugees from Syria that overwhelmed local 
education systems. USAID’s education funding 
helped mitigate some of those negative 
impacts. 

USAID funding has also played a significant 
role in supporting Egypt’s vocational and 
higher education systems by addressing key 
challenges and promoting development. The 
USAID-funded education programming in the 
country focused mostly on strengthening 
higher education, vocational training, and 
workforce development to help improve the 
quality and relevance of those systems and 
contribute to stability in the region. 

Figure 14 shows the cumulative funding levels 
for education programming over the last three 
years to 17 ETF partner countries that received 
USAID funding in addition to Jordan, Egypt, and 
Lebanon. 

Figure 13. USAID education funding for Jordan, Egypt, and Lebanon, combined 2022-24, USD mln

Lebanon

$161,636 

E gypt

$191,188 

J ordan

$402,546 

 $-

 $50,000  $100,000  $150,000  $200,000  $250,000  $300,000  $350,000  $400,000  $450,000

25

Figure 14. USAID education funding for ETF partner countries 2022-24, USD

T ürkiye

A lbania

T urkm enis tan

N orth M acedonia

A zerbaijan

Is rael

A rm enia

K osovo

U kraine

B osnia and Herzegovina

T unis ia

G eorgia

K yrgyzstan

T ajikis tan

M orocco

U zbekis tan

Palestine

2022-2024 com bined

 $-

 $5,000,000  $10,000,000 $15,000,000 $20,000,000 $25,000,000 $30,000,000 $35,000,000 $40,000,000

Data source: ForeignAssistance.gov; constant dollars

After Jordan, Egypt, and Lebanon, the top 
education aid recipient among ETF partner 
countries is Palestine (West Bank and Gaza), 
where, during the recent conflict with Israel, 
USAID worked to support education for 
Palestinian children and youth by addressing 
immediate needs and promoting long-
term resilience. This included providing 
emergency assistance to repair damaged 
schools, ensuring access to safe learning 
environments, and distributing educational 
materials to displaced students. USAID-funded 
programmes also supported psychosocial 
services to help children and youth cope with 
trauma and partnered with local organisations 
to deliver alternative learning programmes, 
such as remote education, when schools are 
inaccessible. These efforts aim to mitigate the 
disruption of education caused by the conflict 
and ensure that Palestinian children and youth 
can continue their learning despite the conflict.

In Uzbekistan, USAID focused on supporting 
inclusive education in primary grades through 

a new All Children Succeeding programme 
which offered support for three essential areas 
related to inclusive education: accessible and 
inclusive teaching and learning materials, 
teacher practice and school atmosphere, 
and sustainable policies developed together 
with key stakeholders, including educators 
and people with disabilities28. USAID funding 
was intended to help the Government of 
Uzbekistan enact existing inclusive education 
legislation, and the programme was in its early 
implementation phase when it was cancelled in 
February 2025.

The third largest recipient of USAID funding 
in this group of countries is Morocco, where 
USAID launched its flagship education 
programme, Bridge to Middle School, designed 
to support the Ministry of National Education in 
strengthening the links between upper primary 
and middle school29. The programme was in 
the middle of its implementation when it was 
cancelled in February 2025.

28 All Teachers Teach All Children - USAID All Children Succeeding Launched in Tashkent   - U.S. Embassy in Uzbekistan
29 USAID Programme Supports Transitions to Middle School in Morocco and USAID Morocco Bridge to Middle School Activity (Bridge) 
- FHI 360

26

Programmatic footprint of USAID 
education funding

Since the Education Strategy of 2011, the bulk 
of USAID education funding has been devoted 
to improving primary education systems in 
USAID partner countries. Figure 15 shows the 
distribution of USAID education funding and 
the proportion of funded programmes across 
sub-sectors using the most recent complete 
disbursement data from 2023. That year, USAID 
allocated most of its education sector funding 
to primary education, which received 75% 
of the total budget funding and accounted 
for 58% of all USAID-funded education 
programmes, reflecting a strong focus on 
foundational learning for children. Higher 

education followed at 17% of funding going to 
27% of programmes, emphasising support for 
advanced academic and research initiatives as 
well as post-secondary workforce development. 
Basic life skills for adults accounted for 2% of 
funding and 6% of all programmes, targeting 
literacy and essential skills development for 
young adults, including employability skills. 

Smaller portions were allocated to education 
policy and administration (2.9% of funding), 
upper secondary and vocational training (1.2% 
of funding), and education facilities and training 
(0.9%). “Other” areas at 0.7% funding included 
early childhood development and a few 
miscellaneous programmes. 

Figure 15. USAID education programmes and funding by sub-sector30, 2023

Other

E ducation facilities  and training

U pper secondary and vocational training

E ducation policy and adm inistrative m anagem ent

# program m es

$$ funding

B as ic life s kills  for adults

Higher education

Prim ary education

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%

Data source: ForeignAssistance.gov; constant dollars

This distribution of funding highlights USAID’s 
prioritisation of primary education while 
also addressing broader education needs 
across various subsectors. Additionally, it is 
important to note that many USAID-funded 
education programmes address multiple 
objectives and can meet criteria for inclusion 
under different categories. For example, 
many youth programmes provide primary 

education, basic life skills, and vocational 
training to their participants, and some primary 
education programmes include education policy 
components. However, the overall data pattern 
indicates that primary education programmes 
are significantly larger in terms of their funding 
compared to higher education, basic life skills, 
and other programmes. 

30 ForeignAssistance.gov uses different types of programme categorisation. This chart uses data for all programmes categorised as 
“education” as their “international category name”.

27

Figure 15 shows the categorisation of 
education programmes in 2023 based on their 
international purpose. Each programme is only 
included in one category.

USAID’s education programmes in different 
sub-sectors reflect regional needs. For 
example, primary education programmes are 
concentrated in Africa and Asia, while higher 
education and basic skills programming is found 
in the Middle East, Central Asia, and Latin 
America. Many USAID education programmes 
in ETF partner countries supported higher 
education, research, vocational training, and 
workforce development. 

USAID’s role as a convener, coordinator, 
and funder of multilateral education 
initiatives

Global Partnership for Education (GPE)

The US Government’s support for the Global 
Partnership for Education (GPE)31  and the 
Education Cannot Wait (ECW)32  has played 
an important role in advancing access to 
education, particularly in low-income and 

crisis-affected countries. These initiatives aim 
to ensure that children around the world have 
access to quality education, a key factor in 
economic development, poverty reduction, 
and social cohesion. By contributing to GPE 
and ECW, the US has supported efforts to 
overcome systemic barriers to education, such 
as inadequate infrastructure, teacher shortages, 
and gender inequality, while also responding 
to emergencies that disrupt schooling, such 
as conflicts and natural disasters. This funding 
aligns with US values of promoting human 
dignity, equality, and opportunity, while also 
promoting global stability and prosperity.

Since its inception, the US Government 
has been a major financial contributor to 
GPE (Figure 16), consistently meeting its 
commitments in full33. Funding for GPE is 
approved by Congress as part of USAID’s 
annual appropriations. This support has helped 
GPE mobilise additional resources from 
other countries and use them to strengthen 
education systems in developing countries, 
particularly in regions affected by conflict and 
poverty. GPE has supported initiatives such 
as teacher training, curriculum development, 

Figure 16. USAID funding for GPE 2013-24, USD mln

Data source: ForeignAssistance.gov; current dollars, as disbursed

31 Global Partnership for Education
32 Education Cannot Wait | The Global Fund for Education In Emergencies
33 Donor contributions to GPE | Documents | Global Partnership for Education

28

Figure 17. GPE funding sources (cumulative, to date)

Data source: Donor contributions to GPE | Documents | Global Partnership for Education

and infrastructure improvements, ensuring 
that millions of children, especially girls and 
marginalised groups, have access to quality 
education. This ongoing financial commitment 
by the US Government demonstrates its 
recognition of education as a cornerstone 
for sustainable development and economic 
growth. 

Although the overall amount of funding from 
the US is less than 10% of GPE’s budget 
(Figure 17), the consistency of US funding 
has been important for the GPE Secretariat’s 
ability to plan initiatives and support their 
implementation. USAID has also been an 
active member of the Secretariat, supporting 
coordination and providing technical assistance 
when needed.

Education Cannot Wait (ECW)

USAID has played a significant historical 
role in first creating and then supporting the 
ECW initiative, which aims to provide quality 
education to children and youth affected by 
crises, including conflict, natural disasters, 
and displacement (Figures 18 and 19). As a 
key donor and partner, USAID has contributed 

financial resources, technical expertise, and 
advocacy to strengthen ECW’s efforts in 
delivering emergency education solutions. 
By aligning its global education priorities with 
ECW’s mission, USAID has helped bridge the 
gap between humanitarian and development 
assistance, ensuring that education remains 
a priority in crisis response. This collaboration 
has expanded access to safe, inclusive, and 
equitable learning opportunities for millions 
of vulnerable children and youth worldwide, 
reflecting USAID’s commitment to education 
as a key element of resilience and sustainable 
development.

USAID has also been providing thought 
leadership as well as some financial support to 
the Building Evidence for Education (BE2) donor 
working group34 since its inception in 2012. 
The group has been instrumental in helping 
to establish common education research 
standards and vocabulary across donors in 
the international education sector and has 
provided a platform for encouraging research 
collaboration and coordination in decision-
making. Additionally, in 2022, USAID partnered 
with the World Bank, the Bill and Melinda Gates 

34 Building Evidence in Education

29

Figure 18 USAID funding for ECW, USD mln

Data source: ForeignAssistance.gov

Figure 19. ECW funding sources, USD mln

Data source: Our Donors | Education Cannot Wait

Foundation, FCDO, UNICEF, and UNESCO to 
create the Coalition for Foundational Learning35  
that aims to improve national learning 
outcomes in early grades. USAID was part of 
the coalition’s secretariat.

USAID has also been providing thought 
leadership as well as some financial support to 
the Building Evidence for Education (BE2) donor 

working group  since its inception in 2012. 
The group has been instrumental in helping 
to establish common education research 
standards and vocabulary across donors in 
the international education sector and has 
provided a platform for encouraging research 
collaboration and coordination in decision-
making. Additionally, in 2022, USAID partnered 
with the World Bank, the Bill and Melinda Gates 

35 The Global Coalition for Foundational Learning Narrative 31 03 23 UNESCO.docx

30

Foundation, FCDO, UNICEF, and UNESCO 
to create the Coalition for Foundational 
Learning that aims to improve national learning 
outcomes in early grades. USAID was part of 
the coalition’s secretariat.

Through these investments in multilateral 
initiatives, the US Government exercised its 
leadership in the global education sector, 
amplified its impact, and leveraged its influence 
to mobilise additional resources from other 
donor countries, multilateral organisations, 
and private sector partners. This collaborative 
approach also ensured that emergency 
education responses were coordinated 
effectively. US support for these initiatives 
demonstrated a commitment to multilateralism 
and international cooperation, reinforcing its 
role as a global leader in addressing pressing 
development and humanitarian challenges. 
These efforts enhance the US’s soft power, 
building goodwill and partnerships with 
nations that benefit from improved education 

outcomes. 

The withdrawal of US financial support for 
GPE and ECW is likely to have severe negative 
consequences. These initiatives would face 
significant resource gaps, limiting their ability 
to reach millions of children and youth in 
need, particularly in conflict zones and fragile 
states, leading to increased dropout rates, 
worsened gender inequalities, and a loss 
of progress in building resilient education 
systems. Additionally, US withdrawal could 
discourage other donors from contributing, 
further weakening global education efforts, 
leading to funding shortfalls and jeopardising 
progress towards international goals such as 
SDG 4. Ultimately, this would weaken global 
stability and hinder economic development, as 
education plays a vital role in supporting long-
term peace and prosperity. 

31

32

IMPACT OF USAID WITHDRAWAL ON GLOBAL 
EDUCATION AND SKILLS DEVELOPMENT

Basic education programmes

USAID has made significant strides in early 
grade reading (EGR) programming since the 
launch of USAID’s education strategy in 2011, 
which directed USAID’s missions to focus 
most education investments on EGR. In the 
10 years since the release of the strategy, 
USAID-funded basic education programming 
benefitted an estimated 246 million students 
across 53 countries, concentrating efforts on 
improving the quality of reading instruction 
(specifically through the introduction of 

teaching in local languages), generating data 
to inform education practices, supporting 
education reform to emphasise EGR, and 
promoting equity in learning. Key achievements 
include the development and distribution of 
teaching materials in local languages, the 
promotion of policies supporting instruction 
in local languages, and partnerships with 
governments to enhance reading performance 
and sustainability. Figure 20 shows the map 
of USAID’s investments in EGR programmes 
between 2011 and 202136.

Figure 20. USAID basic education programmes: geographies and reach

Since 2011, USAID EGR programmes have reached nearly 246 million students

USAID EGR programme

Data source: Ten years of early grade reading programming: A retrospective (2011-21), USAID, Washington DC. 2023

36 Ten years of early grade reading programming: A retrospective (2011-2021), USAID, Washington DC. 2023. edu-links.org/learning/
lessons-learned-decade-early-grade-reading-programs.

33

A USAID-commissioned study of the 
effectiveness of its EGR programmes 
demonstrated that over time, EGR 
programming was becoming more impactful 
and cost-effective, with second-generation 
programmes (those procured after 2013) 
reaching a larger number of students and 
teachers, improving reading among a larger 
percentage of students, and having a lower 
average cost per beneficiary and per improved 

reader. These programmes have evolved to 
include research-based approaches, closer 
collaboration with governments, and more 
effective teacher training, contributing to 
improved learning outcomes even in complex 
environments37. Figure 21 illustrates the 
differences in generation 1 programmes 
(procured before 2013) and generation 2 
programmes (procured after 2013).

Figure 21. Impacts of global USAID EGR programmes

Data source: Ten years of early grade reading programming: A retrospective (2011-2021), USAID, Washington DC. 2023

The report highlighted the importance of 
building relationships with local stakeholders, 
incorporating deep knowledge of contextual 
constraints in programme design and 
experience with rapid adjustments, particularly 
in conflict-affected areas and fragile countries. 
The report also offered recommendations for 
future EGR programming that emphasise the 
need for extended inception phases, local 
research-based approaches, sustainable data 
systems, and equitable programme designs 
that engage marginalised populations. 

In addition to quantitative metrics of results 
of USAID investments in basic education 
summarised in the Retrospective and other 
sources38, there are less tangible but perhaps 
more lasting impacts of the sustained focus on 
early grade reading and mathematics:

1.  USAID successfully drew global attention 
to foundational skills, highlighting their 
role in promoting stability and advancing 
development outcomes. USAID advocacy 
was instrumental in adopting SDG 4.1.1 

 37 Ten Years of Early Grade Reading Programming: A Retrospective (2011-2021), USAID, Washington DC. 2023. edu-links.org/learning/
lessons-learned-decade-early-grade-reading-programs
38 Please see Annex B for a snapshot of results of USAID foundational skills programs in 2023. Additional sources of information 
about results include the following: 2018 USAID Education Strategy Progress Report; Phonics and Foreign Aid: Can America Teach the 
World to Read? | Center For Global Development; New report takes stock of USAID’s basic education work as Congress considers 
reauthorising global education legislation - RESULTS

34

indicator and targets and prioritising funding 
for foundational skills among other bilateral 
and multilateral donors.

2.  USAID programmes, in partnership 

with national governments, generated 
comparable data on learning outcomes in 
reading and mathematics in early grades, the 
first-ever in many countries. Such data are 
necessary for budgetary and programmatic 
decision-making by governments and 
donors.

3.  USAID programmes promoted necessary 
reforms to facilitate improvements in 
learning outcomes and supplied millions 
of teaching and learning materials to 
facilitate the implementation of the 
reforms, from books in local languages and 
teacher instruction packages to education 
technology, reading glasses for learners with 
poor vision, furniture in classrooms, and 
interactive radio instruction programmes for 
learners without access to schools.

4.  USAID investment in research contributed 
to building the evidence base for effective 
approaches to literacy acquisition and 
instruction, especially in multilingual 
contexts.

5.  USAID programmes drew attention to 

underserved populations such as refugees, 
learners with disabilities, linguistic, ethnic, 
and religious minorities, and children living in 
poverty.

At the policy level, USAID promoted a pivot of 
national education systems to teaching primary 
grades in languages that children speak and 
understand and to routinely measuring learning 
outcomes in reading and mathematics. In 
more recent years, USAID also increasingly 
advocated for policies relating to disability-
inclusive education39.

Table 2 summarises the USAID-funded basic 
education programmes with the highest 
expenditure over the past three years all of 
which were cancelled in early 2025.

Table 2. Summary of recent USAID basic education programmes with the highest budgets, 2022-24

COUNTRY

PROGRAMME NAME AND DESCRIPTION

Uganda

Amount disbursed: $75,694,515.12 (Total planned: $118,909,862)

Name: Integrated Child and Youth Development (ICYD) Activity 

Timeline: 2020-2025

Implementer: Education Development Centre, Inc.

Summary: USAID/Uganda’s Integrated Child and Youth Development (ICYD) activity 
partners with the Government of Uganda (GoU) and local stakeholders to strengthen 
government systems and improve the government’s ability to deliver basic education 
and services to children and youth, including orphans and vulnerable children (OVC), in 
target districts across Uganda. The ICYD activity will meet its objectives through the 
following activities: Build on recent Early Grade Reading (EGR) support to the Ministry of 
Education and Sports (MOES) and target districts; Address primary school retention and 
transition through a combination of family, community, and school-based interventions 
that address known critical drivers of school dropout; Provide critical OVC services for up 
to two years while building the capacity of local partners to transition to prime awards; 
Provide technical assistance and coordination to OVC service providers in service 
delivery districts; Support the Ministry of Gender, Labour and Social Development 
(MGLSD), MOES, and other public/private institutions and organisations to progressively 
transition OVC service delivery and education improvement from donor support. 

Website: Implementer’s webpage

 39 Financing Disability-Inclusive Education: USAID Roadmap

35

COUNTRY

PROGRAMME NAME AND DESCRIPTION

Lebanon

Amount disbursed: $92,171,006 (Total planned: $93,599,994)

Name: Quality Instruction Towards Access and Basic Education Improvement (QITABI) 2

Implementer: World Learning, Inc.

Timeline: 2019-2025

Summary: QITABI 2’s goal was to improve student learning results in reading and 
writing, and to help the Government of Lebanon deliver quality national level education. 
QITABI 2 support for Arabic reading and numeracy studies in all public schools in 
Lebanon expanded to include improvements in the instruction of other languages. 
QITABI 2 provided educational materials and equipment to support the programme 
and develop ways to engage families in their children’s learning. The programme also 
provided technical and administrative support to Lebanon’s Ministry of Education and 
Higher Education and the Centre for Educational Research and Development to improve 
national service delivery and modernise the national curriculum. QITABI 2 continued 
USAID’s close partnership with both institutions to institutionalise and sustain USAID-
funded education reforms focused on increased access to education, improved student 
learning, and strengthened educational management systems.

Website: Implementer’s webpage

Lebanon

Amount disbursed: $7,316,107 (Total planned: $97 mln)

Name: Quality Instruction Towards Access and Basic Education Improvement (QITABI) 3

Implementer: Research Triangle Institute.

Timeline: 2023-2028

Summary: QITABI 3 was designed to build on the successes of QITABI and QITABI 
2 to ensure that children and youth receive improved instruction resulting in gains 
in literacy, numeracy, and social-emotional skills, ensuring that higher proportions of 
students complete school. The programme supports the Ministry of Education and 
Higher Education and the Centre for Educational Research and Development to provide 
national inclusive education. The programme was designed to provide technical support 
to education providers to improve education effectiveness and strengthen research and 
assessment capabilities, and increase the number of children and youth completing 
school as well as their learning outcomes.

Website: Implementer’s webpage

36

COUNTRY

PROGRAMME NAME AND DESCRIPTION

Kenya

Amount disbursed: $8,518,005 (Total planned $79,500,000)

Name: Kenya Primary Literacy Program (KPLP)

Timeline: 2023-2028

Implementer: Education Development Centre (EDC)

Summary: The Kenya Primary Literacy Programme is designed to improve student 
learning outcomes in basic education and expand access to high quality basic education 
for all, particularly for marginalised and vulnerable populations. The programme is 
intended to conduct national teacher training, coaching, and mentoring to improve the 
delivery of classroom language and literacy instruction and to continuously assess 
student learning in all 23,300+ public primary schools across all 47 counties; provide 
targeted support to grade 3 learners who have not achieved the required levels of 
literacy; pilot and scale online synchronous and asynchronous teaching and learning 
services, especially to learners in difficult-to-reach locations, such as areas affected by 
drought, flooding, and conflict; strengthen language and literacy education for learners 
with disabilities, particularly those who are visually and hearing impaired; expand the 
Ministry of Education (MOE) dashboard to collect and report relevant data on schools 
and learners; develop and implement low-cost continuous assessments to track and use 
student learning data; build the capacity of the MOE, relevant parastatal institutions, and 
private sector partners to produce and supply high-quality training materials and TLMs; 
and provide community-based after-school remediation for struggling readers and home-
based reading activities.

Website: Implementer’s webpage

Malawi

Amount disbursed: $35,780,799 (Total planned $74,988,869)

Name: Next Generation Early Grade Reading (NextGen) 

Timeline: 2022-2027

Implementer: Chemonics Intl.

Summary: The USAID/Malawi Next Generation Early Grade Reading Activity (NextGen) 
will solidify and build on the progress to date of Malawi’s National Reading Programme 
to improve the delivery of high-quality early primary reading instruction in all Malawian 
primary schools. At the end of NextGen, at least 30% of Malawian second-grade 
children will demonstrate grade-level reading proficiency in Chichewa as defined by 
the Global Proficiency Framework. In addition, at least 30% of NextGen’s beneficiaries 
will also demonstrate measurable improvements in English oral expression and in the 
essential sub-skills of reading in English.

Website: Partner’s webpage

Data sources: ForeignAssistance.gov for data on programme name and implementer; USASpending.gov for data on budget and 
expenditure; cited project websites for the summary information.

37

Examples of other cancelled top-funded USAID 
basic education programmes include the 
following, with the total planned funding in 
parentheses:

  Zambia – Let’s Read Zambia (2019-25; 

$48,995,538)

  Afghanistan – Accessible and Quality Basic 
Education in Afghanistan (AQBE) (2023-28; 
$48,969,272)

  Nigeria – Learn to Read (2022-27; 

$48,812,640)

  Mozambique - Improved Learning Outcomes 
in Primary Education (SABER) Activity (2022-
27; $41,121,387)

  Tanzania - Learning for Understanding (2021-

25; $38,599,863)

  Bangladesh - Esho Shikhi Come and Learn 

(2021-28; $38,500,000)

  Senegal - Reinforcement de la Littratie au 
Senegal (RELIS) (2022-26; $37,674,324)

  Palestine – Basic Education Activity (2023-27, 

$37,000,000)

Of 553 programmes that USAID funded in 
2023, 360 received funding from the basic 
education earmark40 and 323 (58.8% with 
75.3% of the total funding) were categorised as 
primary education programmes. 

This loss of USAID basic education funding 
will be felt greatly across the global education 
sector where, despite decades of progress, 
significant challenges persist. According to a 
UNESCO report, approximately 251 million 
children and youth remain out of school, 
highlighting the ongoing struggle to achieve 
universal education41. The report underscores 
the disparities in access to education, 
particularly in low-income countries and among 
marginalised groups. Factors such as poverty, 
gender inequality, and conflict continue to 
hinder education opportunities for millions of 

children and youth. 

Additionally, the quality of education remains 
a concern, with many students not acquiring 
basic literacy and numeracy skills even 
when they attend school. These issues were 
compounded by the COVID-19 pandemic, which 
disrupted education systems worldwide and 
exacerbated existing inequalities42. Figure 22 
shows the learning disparities across the globe 
using the World Bank’s measure of learning-
adjusted years of schooling. 

The UNESCO report also emphasises the 
need for targeted interventions to address the 
barriers to education. This includes increasing 
funding for education, improving infrastructure, 
and implementing policies that promote 
inclusivity and equity. The report calls for a 
renewed global commitment to education, 
particularly in regions affected by conflict and 
crisis. It highlights the importance of addressing 
the root causes of educational disparities, 
such as poverty and gender discrimination, to 
ensure that all children have access to quality 
education. The findings of the report underscore 
the urgent need for coordinated efforts by 
governments, international organisations, 
and civil society to overcome the persistent 
challenges in the global education sector .

The withdrawal of USAID funding from global 
education initiatives will have significant short- 
and long-term consequences for access, 
quality, and equity in education worldwide. 
In the short term, the immediate reduction in 
funding disrupts ongoing programmes that rely 
on USAID support, particularly in low-income 
and conflict-affected regions. USAID has long 
been instrumental in providing educational 
opportunities to marginalised communities, 
including girls and refugees, who are often 
excluded from formal education systems. For 
example, the Accessible and Quality Basic 
Education in Afghanistan (AQBE) programme 
enabled access to education for girls who 
lost educational opportunities under the 

40 Earmarks and Directives in the Foreign Operations Appropriation
41 251M children and youth still out of school, despite decades of progress (UNESCO report) | UNESCO
42 ibid
43 ibid

38

Figure 22. Average learning-adjusted years of schooling, 2020

Data source: Average learning-adjusted years of schooling, 2020

Taliban regime. Another example is the Basic 
Education Activity in Palestine that was in 
the process of launching the provision of 
education services to underserved preschool 
and primary school learners affected by the 
conflict. The sudden withdrawal of resources 
is likely to lead to the closure of schools, the 
discontinuation of teacher training programmes, 
and the suspension of initiatives aimed at 
improving early literacy and numeracy skills. 
This disruption will disproportionately affect 
vulnerable populations, exacerbating existing 
inequalities in access to education44.

In the long term, the consequences of 
USAID’s withdrawal could be even more 
severe, as the loss of sustained investment 
in education systems undermines efforts 
to build resilient and inclusive education 
infrastructure. Education is a critical driver of 
economic growth, health improvements, and 
social stability. By cutting funding, the US 
risks stalling progress toward global education 
goals, such as SDG 4, which aims to ensure 

inclusive and equitable high-quality education 
for all. The long-term impact could include lower 
literacy rates, reduced economic opportunities, 
and increased social instability in regions 
where education systems are already fragile. 
Furthermore, the withdrawal signals a retreat 
from US leadership in global development, 
potentially discouraging other nations and 
organisations from prioritising education 
funding.

The equity implications of USAID withdrawal 
are of particular concern. USAID has historically 
focused on addressing systemic barriers to 
education, such as gender discrimination, 
poverty, and geographic isolation. Programmes 
targeting girls’ education, for example, have 
been critical in closing gender gaps in school 
enrolment and retention. Likewise, scholarship 
programmes implemented by USAID enable 
children and young adults to access education 
and chart healthier and more prosperous paths 
in life45. Without this targeted support, progress 
towards gender equity in education could 

44 Cutting education is an ‘America last’ not an ‘America first’ approach
45 Uncertainty as US-funded higher education projects suspended

39

reverse, leaving millions of girls without access 
to schooling46. USAID’s role in supporting higher 
education and vocational training in developing 
countries has been vital for creating pathways 
out of poverty for those with limited existing 
opportunities. The withdrawal of funding risks 
leaving these systems underfunded and unable 
to meet the needs of growing populations, 
undermining decades of progress, exacerbating 
inequalities, and risking destabilising regions 
that depend on education as a pathway to 
peace and prosperity.

Vocational, workforce, and skills building 
programmes

In addition to its leadership role in improving 
basic education systems in its partner 
countries, USAID’s work in skills building 
and vocational training for youth is critical for 
addressing the global skills gap and improving 
labour market outcomes. Vocational and skills 
training programmes have been shown to 
enhance employability, increase wages, and 
provide pathways to better job opportunities, 
particularly for disadvantaged populations. 
These programmes are especially important in 
developing countries, where formal education 
systems may not adequately prepare students 
for the demands of the labour market. By 
equipping individuals with relevant skills, 
USAID initiatives help bridge the gap between 
education and employment, contributing to 
economic growth and poverty reduction.

Research from the Abdul Latif Jameel Poverty 
Action Lab (J-PAL) highlights the effectiveness 
of vocational training programmes for young 
adults in improving labour market outcomes. 
Findings from experimental evaluations have 
shown that well-designed training programmes 
can lead to significant increases in employment 
rates and earnings, particularly when they are 

tailored to the needs of local labour markets47. 
USAID’s focus on skills building aligns with 
these findings, emphasising the importance of 
practical, hands-on training that addresses the 
specific needs of employers and industries. 
By investing in vocational training, USAID not 
only enhances individual livelihoods but also 
supports broader economic development, 
making it a critical component of the agency’s 
efforts to promote sustainable and inclusive 
growth.

USAID has funded numerous vocational 
and skills training programmes in its partner 
countries, to improve labour market outcomes, 
reduce poverty, and promote economic growth. 
These programmes often target youth, women, 
and marginalised populations, focusing on 
equipping participants with market-relevant 
skills. These programmes were designed to 
meet the needs of the context and commonly 
aimed to achieve a wide array of outcomes 
depending on the sectoral lens of the 
funding stream or streams used to finance 
the programme48. In fragile contexts such 
programmes frequently seek to directly support 
unemployed youth through employability 
training, vocational training, direct placement 
into employment, or entrepreneurship 
coaching, alongside life skills and basic 
education. In contexts with robust vocational 
systems in place, USAID-funded programmes 
frequently aim to improve the quality and 
relevance of secondary technical and vocational 
education and training (TVET) programmes 
by updating curricula, improving industry 
connections, and training instructors. In other 
contexts, USAID-funded programmes partner 
with post-secondary education institutions 
to help improve their access and quality, 
particularly working to improve access to these 
programmes for disadvantaged populations and 

46 “Your education was a problem to be solved”: How dismantling USAID hurts access to education | First focus on children
47 Vocational and skills training programmes to improve labor market outcomes | The Abdul Latif Jameel Poverty Action Lab
48 Many of these programmes were funded from non-education funding sources and resulted in a wide range of skill-related 
outcomes. For example, a programme could be designed to engage with young people not in education, employment, or training 
(NEETs) to equip them with employability skills alongside broader civic education and community engagement. Another type of 
programme could combine vocational training with basic literacy/numeracy skills and basic health and family planning information. 
Another type of programme may engage youth in peer education relating to countering violent extremism at a community level through 
youth clubs and support networks. Many such programmes may not have been categorised under “education” in USAID databases and 
consequently are not included in this report.

40

to better align the qualifications of graduates 
with the skills that employers are seeking. 

At a policy level, USAID sought to promote 
meaningful inclusion of youth in governance 
processes and enable inclusive and equitable 
access to education, training, and employment 
opportunities, At the foundation of USAID’s 
youth efforts is an approach called “Positive 
Youth Development” (PYD), an evidence-
based framework that ensures meaningful 
opportunities for youth to contribute to 
resolving challenges and promoting positive 
change in their own communities and 
countries49. While the PYD framework was at 
the core of all USAID programmes for youth, 
the policy efforts varied depending on the 
context, as illustrated in USAID’s congressional 
report on youth programmes in 2023: “In 
Africa, USAID’s youth programming focuses on 
education, democratic resilience, employment, 
entrepreneurship development, health, food 
security and nutrition. In Europe and Eurasia, 
USAID’s youth programming focuses on 
youth employment, reducing corruption, and 
civic participation to reduce ‘brain drain’ and 
outmigration. In Asia, programmes focus on 
health, economic growth, environment, and 
education. In Latin America and the Caribbean 
(LAC), USAID’s youth programming focuses 
on preventing crime, recruitment by gangs, 
and promoting youth economic opportunity, 
workforce development, health systems, and 
other factors that contribute to mass irregular 
migration. In the Middle East and North Africa 
(MENA), USAID’s youth programming focuses 
on peacebuilding, youth leadership, education, 
and workforce development.”50

Key outcomes observed in USAID-funded 
vocational training programmes include51:

1.  Improved employment rates. Many USAID 
programmes have successfully increased 
employment rates among participants by 
providing skills aligned with local labour 
market demands. For example, USAID’s 
Training for Employment programme 
and Youth Employment and Skills (YES) 
programme in Jordan helped young people 
secure jobs in sectors like construction, 
hospitality, and IT by offering tailored training 
and job placement services52.

2.  Higher earnings. USAID-funded vocational 
training programmes often lead to higher 
wages for participants. For instance, USAID’s 
Workforce Development Programme in the 
Philippines improved incomes for trainees 
by connecting them with higher-paying jobs 
in industries such as manufacturing and 
tourism53.

3.  Enhanced skills and employability. 

Programmes like USAID’s Strengthening 
Vocational Training in Afghanistan focused 
on improving technical and soft skills, such 
as communication and teamwork, which are 
critical for employability in competitive job 
markets54.

4.  Gender empowerment. Many USAID-
funded programs prioritize women’s 
participation, leading to increased economic 
independence and reduced gender 
disparities. For example, the Women’s 
Economic Empowerment and Equality (WE3) 
Initiative in various countries has provided 
vocational training to women in non-
traditional fields, enabling them to access 
higher-paying jobs55.

USAID’s workforce development and skill 
building programmes are particularly prevalent 
in ETF partner countries. In 2022-24, USAID 

49  Youth in Development Policy. 2023 Report to Congress. 
50 Ibid, p. 2
51 See Annex B for a snapshot of results of USAID youth workforce development programmes in 2023. 
52 USAID/Jordan - Youth Employment and Skills program: https://www.usaid.gov/jordan/education-and-youth and USAID ‘Training for 
Employment’ Program Offers Skills to 6,000 Young People in Jordan | Al Bawaba
53 USAID/Philippines - Workforce development programme: https://www.usaid.gov/philippines/education
54 USAID/Afghanistan – Education: https://www.usaid.gov/afghanistan/education
55 USAID Women’s Economic Empowerment: https://www.usaid.gov/what-we-do/gender-equality-and-womens-empowerment

41

funded such programmes in Armenia, 
Azerbaijan, Bosnia and Herzegovina, Egypt, 
Georgia, Jordan, Kosovo56, Morocco, North 
Macedonia, Tunisia, Turkmenistan, Uzbekistan, 
and regionally across multiple countries 

in the Eastern European region. Table 3 
includes details of the five largest workforce 
development programmes in the ETF partner 
countries that were cancelled in February or 
March 2025.

Table 3. Summary of USAID-funded workforce programmes in ETF partner countries

COUNTRY

PROGRAMME NAME AND DESCRIPTION

Egypt

Amount disbursed: $30,926,418 (Total planned $104,592,703)

Name: Workforce Egypt

Timeline: 2021-26

Implementer: Management and Training International

Summary: The project is helping to transform Egypt’s technical and vocational education 
and training (TVET) system to produce the skills needed for a globally competitive 
labour market by creating sustainable jobs, especially for youth and women, and 
institutionalising structural labour market reforms that can support workforce 
development now and in the future. This five-year project works in 15 governorates in 
Egypt.

Website: Press release; Notice of budget increase

Palestine

Amount disbursed: $7,854,282 (Total planned $27,500,000)

Name: Technical and Vocational Education and Training Activity

Timeline: 2022-27

Implementer: International Research and Exchanges Board, Inc.

Summary: The technical and vocational education and training (TVET) activity enables 
TVET institutions to meet labour market demands and provide Palestinians with 
meaningful, well-paid employment and income-generating opportunities. The TVET 
activity develops new technical training and improves the quality of existing technical 
programmes. These programmes will support Palestinian career paths and link 
participants to employment opportunities, or help them start their own business, 
in increasingly in-demand technical sectors. The activity increases TVET institutions 
responsiveness to the needs of the private sector and the effects of climate change; 
creates new partnerships between the TVET institutions and the private sector; and 
increases the number of skilled graduates. The activity works with around 12 TVET 
institutions to build their capacity and connect them with private sector employers. 
Approximately 2,230 students will benefit from new/modernised training programmes, 
and around 1,900 students are expected to find employment upon graduation from 
the new/modernised training programmes. In addition, the activity will enhance career 
development services and mentorships at the targeted institutions. This will benefit at 
least 400 females, enhancing their opportunities to find meaningful employment, and 
provide scholarships for 500 of the most marginalised youth to pursue technical training 
for employment and entrepreneurship.

Website: Partner website

56 This designation is without prejudice to positions on status and is in line with UNSCR 1244 and the ICJ opinion on Kosovo 
Declaration of Independence.

42

COUNTRY

PROGRAMME NAME AND DESCRIPTION

Georgia

Amount disbursed: $14,859,154 (Total planned $23,999,889)

Name: Industry-led Skills Development Programme

Timeline: 2021-26

Implementer: International Executive Service Corps

Summary: The USAID Industry-led Skills Development Programme is a five-
year initiative designed to create pathways between skills training and high-value 
employment opportunities, helping to reduce unemployment and catalyse sustainable 
economic growth across the country. Implemented by IESC, the programme 
incentivises businesses in high-growth industries to systematically engage in innovative 
skills development, while engaging skills training providers to implement high-quality 
training programmes aligned with labour market demand and extend access throughout 
Georgia. Training programmes target underrepresented members of society, including 
residents of rural communities and women.

Website: Implementer website

Jordan

Amount disbursed: $5,632,757 (Total planned $9,132,757)

Name: The Youth Grow Activity (YGA)

Timeline: 2023-28

Implementer: THE QED GROUP LLC

Summary: The Youth Grow Activity (YGA) is an innovative five-year (2023-28) project 
funded by USAID and implemented by Q2 Impact and its partners. YGA aims to 
empower youth in Jordan through positive youth development (PYD), not only for young 
people but for society at large. The YGA focuses on three core objectives: preparing 
youth for economic opportunities by providing access to high-quality online career 
counselling and entrepreneurship information; strengthening youth leadership through 
targeted support of local youth-led organisations (YLO) and youth-serving organisations 
(YSO), and strengthening Jordanian government systems to guarantee effective youth 
participation, create a youth-inclusive and enabling environment, and enhance the 
accessibility and quality of government systems and services to better cater for social 
and economic empowerment.

Website: Sub-contractor website 

Data sources: ForeignAssistance.gov for data on programme name and implementer; USASpending.gov for data on budget and 
expenditure; cited project websites for the summary information.

Examples of vocational and workforce 
development projects outside the ETF’s partner 
countries include the following, with the total 
funding listed in brackets:

  Guatemala – Puentes Project ($60,641,654)

  Colombia - Juntos Aprendemos (2021-27; 

$31,406,737)

  Afghanistan – Afghanistan Integrated Youth 

Activity (AIYA) (2024-2029; $61mln)

  Ethiopia – Integrated Youth Activity (IYA) 

(2021-2026; $45,741,611)

The withdrawal of USAID funding will 
disproportionately affect marginalised groups 
such as young people, women, and refugees. 
Programmes that relied on USAID support for 
industry-aligned training and job placements 
now face collapse, exacerbating unemployment 
and economic instability. Abrupt cancellations 
threaten to reverse gains in gender equity and 

43

local entrepreneurship. Without alternative 
funding, there is likely to be a decline in skilled 
labour pipelines.

Long-term consequences include weakened 
education-to-employment systems and 
geopolitical shifts in development influence. 
USAID’s role as a convener—aligning training 
curricula with private-sector needs in countries 
like Egypt and the Philippines—leaves a 
vacuum that multilateral organisations and 

under-resourced governments will struggle to 
fill. China’s Belt and Road Initiative (BRI) has 
expanded technical training in strategic partner 
countries such as Pakistan and Ethiopia, but 
its focus on infrastructure-linked skills fails to 
replace USAID’s holistic approach. The loss 
of USAID’s evidence-based models risks 
further fragmenting global efforts in workforce 
development, with marginalised communities 
paying the highest price.

Figure 23. USAID allocations for higher education programmes, USD mln

Data source: ForeignAssistance.gov, constant dollars

Figure 24. Core function of a higher education system

Source: USAID HE programme framework (2021)

44

Higher education programmes

USAID has had a long history of funding higher 
education programmes (Figure 23). The 2018 
USAID Education Policy emphasises that 
higher education institutions (HEIs) can be 
central actors in development by conducting 
and applying research, delivering quality 
vocational and higher education, and engaging 
with communities (Figure 24). To realise this 
potential, they need to have the skills, the 
infrastructure, and strong connections to 
communities and industry. HEIs also have 
a critical role to play in strengthening basic 
education by providing quality training for 
new teachers, education administrators, 
and policymakers. HEIs can also provide 
the technical input and insight needed for 
stabilisation policies and laws and can teach 
students civic values and ideals that support 
rebuilding and recovery in fragile and post-
conflict settings.

The USAID Higher Education Landscape 
Analysis report57 identified five primary types 
of higher education engagement: partnerships, 
scholarships, institutional capacity-building, 
workforce development, and policy reform. 
These categories are not discrete and often 
overlap to respond to the specific challenges 
the programme seeks to address. USAID’s 
support for higher education resulted in the 
following key outcomes58:

1.  Improved capacity of HEIs to advance 
local sector-specific objectives. USAID 
programmes helped HEIs improve their 
performance and position them to achieve 
a variety of developmental outcomes, 
both within the higher education system 
and within broader systems that affect a 
country’s development. For example, USAID-
funded THES programme in Malawi used a 
rapid assessment process to determine the 

gaps between the current capacities of the 
HE system and the labour market needs to 
design and implement targeted solutions59.

2.  Strengthened partnerships and transnational 
relationships. USAID programmes supported 
HEIs (and the individuals affiliated with 
them) to sustain and continue to improve 
performance across higher education 
through expanded networks and capacity 
exchange. For example, the primary research 
programme SHARE60 brought together 
a network of 28 higher education and 
research institutions across the globe and 
collaborated with national governments and 
USAID missions to promote links between 
researchers, policymakers, and practitioners 
to ensure research is designed to meet the 
knowledge needs of decision-makers and 
promote the use of evidence and data.

3.  USAID promoted higher education as a 

central actor in developing local solutions 
to local problems regardless of sector or 
education level. USAID used its convening 
power to make a place for HEIs in policy 
discussions. While HEIs receive USAID 
capacity development support, they are 
just as often—and often simultaneously—
partners or key stakeholders in USAID 
programming in a variety of sectors and for 
a variety of outcomes. For example, USAID-
funded US - Egypt Science and Technology 
Joint Fund facilitated a policy dialogue 
between the Government of Egypt and the 
US to strengthen scientific and technological 
capabilities in both countries through 
international cooperation61.

Higher education programming is also a 
critically important supplement for USAID’s 
investments in basic education. It is estimated 
that 26 million teachers will be needed by 
2030 to achieve universal primary education62. 

57 USAID Higher Education Landscape Analysis 2014-18. USAID. Washington DC, 2018. For a snapshot of the most recent results of 
USAID-funded higher education programmes, please see Annex B.
58 Ibid; Higher Education as a Central Actor in Self-Reliant Development: A Programme Framework. USAID. Washington, DC. 2021.
59 USAID Malawi Transforming Higher Education-THES copy
60 Supporting holistic and actionable research in education // Projects // Pulte Institute for Global Development // University of Notre 
Dame
61 About | U.S. - Egypt Science and Technology Joint Fund | National Academies
62 World Bank Group (2016). What Matters Most for Tertiary Education Systems: A Framework Paper. 

45

USAID’s Education Policy (2018) placed an 
emphasis on teacher preparatory HEIs – 
teacher training colleges and colleges of 
education – for preparing the next generation 
of educators to improve primary and secondary 
education. USAID’s investments in higher 
education aimed to both increase the number 
of education professionals and strengthen the 
capacity of higher education institutions to train 
those professionals, to help produce teacher 
educators capable of using student-centred 
and proven training methodologies that can 

improve the quality of instruction. Better-trained 
education professionals will then be capable of 
delivering high-quality instruction throughout 
the education continuum, from early childhood 
education to higher education. The policy also 
recognised that specialised training is needed 
for teachers to support children and youth with 
disabilities63. 

Table 4 summarises the USAID-funded higher 
education programmes with the highest budget 
over the past three years.

Table 4. Summary of recent USAID education programmes with the highest budget, 2022-24

COUNTRY

PROGRAMME NAME AND DESCRIPTION

Egypt

Amount disbursed: $14,099,622 (Total planned: $53,376,850)

Name: USAID Scholars Activity 

Timeline: 2020-30

Implementer: American University of Cairo

Summary: The goal of this programme is to help Egypt’s development through the 
creation of a cadre of change agents and problem solvers who have an understanding, 
experience and appreciation of development and democratic processes and values. 
Under this activity, a total of 700 students will receive scholarships in various majors 
that contribute to Egypt’s development. Five cohorts of gender-balanced, financially 
disadvantaged Egyptian public high school graduates, including students with 
disabilities, representing Egypt’s 27 governorates will be selected to receive a full-tuition 
scholarship to a high-quality university.

Website: Programme portal; press release

Other USAID higher education programmes in Egypt include: 

  Career Development Centres in Public Universities (2017-25, $51,297,565); 

  USAID Egyptian Pioneers (2022-31; $43,327,225)

  Centre for Excellence in Water (2019-29; $$34,030,095)

  Centre for Excellence in Energy (2022-27; $25,608,924)

  US-Egypt Science and Technology Joint Fund II (2021-27; $10,721,510)

63 2018 USAID Education Policy, p. 33

46

COUNTRY

PROGRAMME NAME AND DESCRIPTION

Lebanon

Amount disbursed: $2,218,000 (Total planned: $50,161,714)

Name: Higher Education Scholarships Phase Two (HES-II) 

Timeline: 2022-31

Implementer: Lebanese American University

Summary: The Higher Education Scholarships Phase Two (HES-II) is one activity 
under the umbrella of the Higher Education Advancement and Development (HEAD) 
project. The purpose of the HEAD project is to improve the effectiveness of education 
institutions to enhance Lebanon’s economic stability and prosperity through skills 
development opportunities and stronger higher education institutions. This programme 
provides full undergraduate scholarships to meritorious but economically challenged 
students from Lebanon’s 26 districts to study at the American University of Beirut 
(AUB) and the Lebanese American University (LAU). The scholarship covers tuition 
fees, housing or transportation expenses, medical insurance, textbooks, a laptop, and 
a monthly stipend to students. As part of this scholarship, students not only acquire 
quality education, leadership and critical thinking skills, but also engage in community 
service and volunteering initiatives. Since 2010, more than 1,500 students have 
benefitted from the programme.

Website: Programme Facebook page; US Embassy Press Release

Other USAID higher education programme in Lebanon includes: Higher Education 
Capacity development (HECD) activity (2019-25; $13,999,990)

World

Amount disbursed: $18,086,486 (Total planned: $40,000,000)

Name: Supporting Holistic and Actionable Research in Education (SHARE)

Timeline: 2020-27

Implementer: University of Notre Dame

Summary: A primary research programme to advance learning priorities in the global 
education sector. The programme works to strengthen research capacity and knowledge 
translation skills of higher education institutions in USAID partner countries while filling 
critical evidence and data gaps in the education sector. While progress has been made 
in recent years to conduct research that strengthens education systems in developing 
countries, more targeted research is required to create systemic and sustainable 
change. This programme brings local scholars and higher education institutions together 
to address these challenges and opportunities in a number of low- and middle-income 
countries, with a view to developing a replicable model to guide decision-makers.

Website: Implementer’s webpage

47

Other examples of higher education 
programmes funded by USAID included the 
following:

   Afghanistan – Higher education access and 
quality programme (2023-27; $19,564,203) 
and Capacity Strengthening of the American 
University of Afghanistan (AUAF) (2021-25; 
$16,507,659)

   Burma – Higher education exchange 

programme (2019-26; $28,000,000); Lincoln 
Scholarship Programme (details unavailable); 
and USAID Development and Inclusive 
Scholarship Programme (details unavailable)

   Vietnam - Fulbright University Vietnam 
Growth and Sustainability (2021-25; 
$25,000,000) and Higher Education Policy 
Support (HEPS) programme (2023-28; 
$21,136,169)

   Pakistan - Higher Education System 

Strengthening Activity (HESSA) (2021-26; 
$18,574,472)

   Malawi - Transforming Higher Education 

Systems (THES) Activity (2022-27; 
$15,942,154)

The withdrawal of USAID funding has severely 
disrupted institutional capacity-building efforts 
in developing countries’ higher education 

systems. Many universities relied on USAID 
partnerships for critical infrastructure upgrades, 
faculty development programmes, and 
curriculum modernisation - particularly in 
STEM fields. For example, Malawi’s $15.9 
million Transforming Higher Education Systems 
programme, cited above, which was providing 
training for academic leaders and digitising 
administrative systems, was halted mid-
implementation, leaving 12 public universities 
without planned technology upgrades. Similarly, 
Uzbekistan’s $10.7 million University Innovation 
Partnership, aimed at aligning curricula with 
labour market needs, was discontinued just as 
it began showing results in reducing graduate 
unemployment rates. These disruptions come 
at a critical time when developing countries 
need skilled workforces to achieve SDG targets.

The research and innovation ecosystem has 
been particularly hard-hit, with long-term 
consequences for national development. 
USAID-funded research hubs like Egypt’s 
Centre for Excellence in Water and Vietnam’s 
Higher Education Policy Support programme 
were crucial for solving local challenges through 
applied research. These cancellations will 
have a long-lasting negative impact on local 
economies.

48

POLICY AND STRATEGY IMPLICATIONS OF USAID 
WITHDRAWAL

Alternative sources of funding

Philanthropy

As the United States reduces its foreign aid 
contributions through USAID, questions arise 
about how development needs will be met. 
Several scenarios could emerge to fill the 
gap left by USAID’s diminished presence. 
These include greater involvement of private 
philanthropies, increased foreign aid from 
China, and increased contributions from other 
wealthy nations. Each scenario presents unique 
opportunities and challenges, and the global 
development landscape may shift significantly 
as a result.

One possible scenario is that private 
foundations and philanthropic organisations 
will step in to fill the gap left by USAID. 
Foundations like the Bill & Melinda Gates 
Foundation, the Ford Foundation, and the 
Open Society Foundations have long been 
active in global development, often partnering 
with USAID on projects. The shutdown of 
USAID could lead to a rise in private influence, 
with foundations taking on a larger role in 
funding and implementing development 
programmes. Education has traditionally been 
high on the priority list of many philanthropic 
organisations, alongside health, basic needs, 
and environmental causes.

Figure 25. Philanthropic outflows from high-income countries, 2020

Philantropic outflows (in millions of inflation-adjusted 2020 USD

Philantropic outflows as share of gross national income

Data source: Global Philanthropy Tracker 2023. IUPUI Indiana University Lilly Family School of Philanthropy. 2023. 

49

According to some estimates, the global 
philanthropic outflows across all sectors 
were about $70 billion in 202064, representing 
8% of the total cross-border philanthropic 
resource movement. According to the 
Global Philanthropy Tracker 2023, historically, 
philanthropy has represented less than half of 
the ODA and less than a quarter of remittances. 
It has also trailed private capital investments 
in the Global South countries65. Figure 25 
illustrates philanthropic giving in 2020 based on 
the data from the World Bank, as reported in 
the Global Philanthropy Tracker 2023.

While private philanthropies undoubtedly 
play an essential role in supporting many 
development objectives previously championed 
by USAID, there are several constraints 
associated with their ability to fill the gap left by 
USAID:

1.  Lack of coordination and focus on specific 

areas: 

Private philanthropies often operate 
independently, pursuing their own specific 
focus areas rather than aligning with broader 
development goals. This lack of coordination 
can result in fragmented efforts, with some 
sectors or regions receiving disproportionate 
attention while others are neglected. For 
example, a foundation might prioritise global 
health initiatives like malaria eradication but 
overlook critical areas such as education 
or governance reform. This inconsistency 
undermines the ability to achieve sustained 
systemic changes, which require long-term, 
integrated approaches.

2.  Limited convening authority: 

Unlike USAID, which has the convening 
power to bring together multiple 
stakeholders—including national 
governments, multilateral organisations, and 
other donors—philanthropies often lack this 
authority. This limitation can hinder effective 
coordination and collaboration, leading to 

duplication of efforts or gaps in coverage. 
Without a central coordinating body, it 
becomes challenging to align priorities, share 
resources, and ensure that development 
interventions are complementary and 
aligned with national strategies, rather than 
competing.

3.  Limited understanding of local contexts: 

Philanthropies may not always have a deep 
understanding of the political, economic, 
environmental, and socio-cultural dynamics 
in the countries where they provide funding. 
This lack of contextual awareness can 
lead to poorly designed programmes that 
fail to address root causes or resonate 
with local communities. For instance, a 
well-intentioned education initiative might 
overlook cultural norms around gender roles, 
resulting in low participation rates among 
girls. USAID, by contrast, often works closely 
with local governments and communities 
to ensure programmes are contextually 
relevant and sustainable.

4.  Insufficient resources to meet needs: 

While philanthropic contributions are 
significant, they are unlikely to fully 
compensate for the reduction in USAID 
funding. In 2020, total philanthropic 
investments in the U.S. amounted to 
approximately $49.3 billion, comparable to 
the entire U.S. ODA budget of $52 billion, of 
which $26.2 billion was managed by USAID. 
The totality of philanthropic resources, 
however increased66, is not likely to fill the 
gap left by USAID’s reduced contributions. 
Moreover, philanthropic funding is often 
project-based and short-term, making it 
difficult to address long-term development 
challenges that require sustained 
investment.

In summary, while private philanthropies 
play a critical role in supporting development 
objectives, their ability to fully replace USAID is 

64 Global Philanthropy Tracker 2023. IUPUI Indiana University Lilly Family School of Philanthropy. 2023. P. 4
65 Ibid p. 23.
66 For example, following the Trump Administration’s announcement of dismantling of USAID, MacArthur Foundation announced that 
they would increase their annual giving from around $400 million annually to up to $550 million over the next two years (MacArthur 
Foundation to increase giving for two years in response to ‘crisis’ | AP News).

50

constrained by their lack of coordination, limited 
convening authority, insufficient understanding 
of local contexts, and resource limitations. 
These challenges highlight the need for a 
multi-stakeholder approach that leverages the 
strengths of philanthropies while ensuring that 
governments, multilateral organisations, and 
other donors continue to play a central role in 
addressing global development needs.

China

Another scenario is that China will increase its 
allocations to foreign aid, stepping into the gap 
left by USAID. In 2023, China’s gross domestic 
product (GDP) represented 17% of the global 
GDP, compared to 26.5% of the U.S. and 19.4% 
of the EU67. China has already been expanding 

its global influence through initiatives like the 
Belt and Road Initiative (BRI), which funds 
infrastructure projects in developing countries. 

However, experts argue that China’s ability 
to replace USAID is limited. China’s foreign 
aid is structured differently, with a large 
proportion of aid transferred as zero-interest or 
concessionary loans. It is also much smaller in 
size. According to the China Africa Research 
Initiative at John Hopkins University, Chinese 
allocations for foreign aid fluctuated between 
$2.5 and just over $3 billion annually over the 
past decade, reaching only $2.85 in 202468 
(Figure 26). However, it is just a fraction of the 
$42 billion that the US Government allocated 
for USAID’s work in 2024. 

Figure 26. Chinese global foreign aid expenditure, USD bln

Data source: Ministry of Finance of China, reported by China Africa Research Initiative, Johns Hopkins University69

Figure 27. Top recipients of Chinese global development aid

Data Source: China Global Development Dashboard cited in How China will end up the biggest winner from UK and US foreign aid cuts 
| The Independent

67 Percent of world GDP by country, around the world | TheGlobalEconomy.com
68 How China will end up the biggest winner from UK and US foreign aid cuts | The Independent
69 How China will end up the biggest winner from UK and US foreign aid cuts | The Independent

51

are likely to fully replace the comprehensive 
and long-term development support that USAID 
provided. Private foundations, while influential, 
tend to have narrow focus areas and may 
struggle to address systemic issues. China’s 
aid is often tied to strategic interests and may 
lack a focus on sustainable development. Other 
wealthy nations, though capable, face their 
own fiscal challenges and may not increase 
aid sufficiently. As a result, the reduction in 
USAID funding will leave significant gaps in 
global development efforts, particularly in 
areas like health, education, and the promotion 
of democracy. The international community 
will need to find innovative solutions and 
strengthen partnerships to ensure that critical 
development needs are met in the absence of 
USAID’s leadership.

Implications of USAID withdrawal for 
education ODA by other donors

The loss of USAID education funding will 
have significant implications for other donors, 
including EU and non-EU countries and 
private philanthropies. Many multilateral 
agencies typically seen as donors, such as 
the UN agencies and the World Bank Group, 
are themselves dependent on contributions 
from member countries and may be affected 
by US cuts to its foreign aid. USAID was the 
largest bilateral donor in global education 
and its withdrawal creates a substantial 
funding gap, particularly in low-income and 
conflict-affected regions, where it was a 
critical player in supporting access to quality 
education, especially for girls and marginalised 
communities. As discussed in the previous 
section, other donors would face pressure to 
fill this gap, but many are already stretched due 
to competing priorities such as climate change, 
health crises, and humanitarian emergencies, 
and face their own cuts. This could lead to 
a fragmentation of efforts and a decline in 
the overall effectiveness of global education 
initiatives.

According to the analysis of AidData, Russia 
and Venezuela have been the top two 
beneficiaries of Chinese global development 
assistance over the past two decades. The 
assistance encompassed various types of 
loan, grants, technical assistance, scholarships, 
training, and debt forgiveness (Figure 27).

Additionally, China faces its own economic 
challenges, including slowing growth and high 
domestic debt, which could constrain its ability 
to significantly increase foreign aid. While China 
may fill some gaps, its aid is unlikely to match 
the breadth and depth of USAID’s programmes, 
particularly in areas like democracy promotion, 
health, and education.

Other wealthy nations

Finally, other wealthy nations may be able 
to increase their foreign aid contributions. 
Countries like Germany, the United Kingdom, 
and Japan have historically been significant 
donors to global development efforts. However, 
many wealthy nations are currently facing 
budget constraints and competing domestic 
priorities, which could limit their willingness 
to significantly increase foreign aid. Shortly 
after the news about the dismantling of 
USAID shocked the development world, the 
UK’s prime minister announced the UK would 
cut its aid budget from about 0.5% to 0.3% 
of its gross national income (GNI). Sweden 
and the Netherlands also announced cuts, 
citing budget constraints and realignment of 
national priorities following the elections of 
more conservative governments. France said 
it would reduce aid by 35 to 40%; Germany 
and Switzerland are considering cuts, too70. 
The general public in these countries broadly 
supports these cuts. Even if some nations step 
up their contributions, it is unlikely that they 
will fully compensate for the reduction in ODA 
funding, leaving critical gaps in development 
assistance.

In conclusion, while private foundations, China, 
and other wealthy nations may partially fill the 
gap left by USAID, none of these alternatives 

70 The End of USAID Heralds a World of Turmoil | IE Insights

52

UN agencies like UNICEF and UNESCO, which 
rely on bilateral funding to implement education 
programmes, would also be severely impacted. 
USAID has been an important contributor 
to the Global Partnership for Education and 
Education Cannot Wait multilateral initiatives, 
and its withdrawal could undermine the ability 
of these agencies to deliver on global education 
goals, such as SDG 4, which aims to ensure 
inclusive and equitable quality education for all. 
The World Bank, another major player in global 
education financing, may need to step up its 
efforts, but its focus on long-term development 
projects and loans may not fully address the 
immediate needs of countries reliant on USAID 
grants. Moreover, as noted above, the Bank is 
likely to be impacted by cuts to foreign aid in 
the US and other countries.

At the country level, USAID used to operate 
in partnership with other donors, structuring 
all donor education funding around jointly 
developed country Education Sector Plans 
(ESP). USAID’s convening power and brokering 
authority led many countries to adopt 
ambitious education goals and increase their 
own funding to priority areas, such as primary 
education. Donors and the partner government 
coordinated the implementation of the ESP, 
ensuring all key elements were funded and 
progress tracked, frequently resulting in 
the segmentation of assistance. The loss of 
USAID leadership in the education sector at 
a country level will have a ripple effect on 
how other donors coordinate their support for 
ESP implementation and who will be paying 
for the implementation of the ESP segments 
previously supported by USAID. Some 
countries, such as Malawi71, will be particularly 
impacted by the loss of both USAID leadership 
and its resources. Figure 12 shows a list of 25 
countries with the highest education-specific 
USAID funding; these countries will probably 
be impacted the most, although the loss will 

also be felt in other countries where USAID 
operated.

Likewise, other donors will need to 
compensate for the loss of USAID leadership 
in the multilateral initiatives that it championed 
or contributed to. One such example is the 
Coalition for Foundation Learning created as a 
partnership between USAID, FCDO, the World 
Bank, the Bill and Melinda Gates Foundation, 
and UNESCO in 2022 to rapidly accelerate 
progress towards reducing the alarmingly high 
rate of learning poverty globally, by helping 
countries to access and use data, set ambitious 
targets and implement plans to achieve them72. 
The Coalition Secretariat members are carrying 
out activities in line with the following three 
pillars: support to country-led action and 
implementation, improvement of learning data 
and monitoring, and enhancing advocacy and 
communications. USAID staff played a central 
role in managing the Coalition Secretariat; 
this role will now need to be filled by other 
members.

Another example is a call to action to end 
childhood lead poisoning worldwide73, led by 
the UN’s Global Alliance to Eliminate Lead 
Paint74. Having joined the Alliance in 2024 under 
the leadership of then-administrator Samantha 
Power, USAID helped bring the issue of the 
impact of lead on children’s ability to learn to 
the attention of education stakeholders and 
its partner governments75. Without sustained, 
continued advocacy to eliminate lead exposure 
among children, progress already made may be 
jeopardised and gains may be reversed.

Consistent with the USAID’s mission to 
prioritise the needs of the most marginalised 
learners, in 2022 USAID reasserted its 
commitment to disability-inclusive education. 
This spurred a renewed emphasis on advancing 
the knowledge base on what works in 
disability-inclusive education and incorporating 

71 ‘Devastating’: Malawi left in dire straits by Trump’s decision to freeze aid | Malawi | The Guardian
72 Microsoft Word - The Global Coalition for Foundational Learning Narrative 31 03 23 UNESCO.docx; Foundational Learning; 
73 A Call to Action to End Childhood Lead Poisoning Worldwide: A Neglected, Top-Tier Development Challenge | Center For Global 
Development
74 Global Alliance to Eliminate Lead Paint | UNEP - UN Environment Programme
75 A Lead-Free Future is Possible. | by USAID | U.S. Agency for International Development | Medium

53

Universal Design for Learning (UDL) into USAID 
education programmes76.

To sum up, the dismantling of USAID will 
have a profound impact on other donors in the 
international education sector, particularly in 
closing the funding gap, supporting countries’ 
implementation of their Education Sector Plans, 
and supporting donor coordination on key 
initiatives in support of SDG 4. It will also have 
a ripple effect on the very fabric of international 
development cooperation and trust between 
developing countries and the donor community. 
The loss of this trust will likely undermine 
progress toward achieving SDGs.

Possible EU policy response

The dismantling of USAID is likely to have far-
reaching implications for the European Union’s 
external action and development cooperation in 
education, particularly in low- and lower-middle-
income countries. In this context, the EU has 
an opportunity to reinforce its leadership and 
ensure continuity and innovation in global 
education efforts. The following four-point 
proposal outlines potential areas for EU policy 
development, building on existing frameworks, 
partnerships, and approaches that can 
contribute to shared progress:

1.  Strengthening the EU’s role as a reliable 

partner in education development: 

The EU is well-placed to serve as a 
reliable and strategic partner to developing 
countries, helping to sustain the momentum 
in global education at a time of change. There 
is a growing recognition among education 
experts that enhanced EU engagement can 
help maintain progress where USAID has 
traditionally played a leading role77. Drawing 
on its values-based approach, the EU can 
continue to promote inclusive, equitable and 
high-quality education. This aligns closely 
with SDG 4 and the objectives of the EU’s 

Global Gateway strategy, which aims to 
strengthen global partnerships through 
sustainable investment. The EU has already 
demonstrated its commitment to education 
by allocating 10% of its international 
partnerships budget to education, amounting 
to €6 billion for 2021-27, confirming its 
position as a leading education donor78.

Suggested actions:

  Consider increasing funding for education 
development in low and lower middle 
income countries, with a view to a 20% rise 
in EU aid to education.

  Explore the creation of a dedicated 

EU education development fund or a 
coordinating body to streamline resources 
and ensure predictable funding for partner 
countries.

  Develop a clear communication strategy 
to reassure partner countries of the EU’s 
commitment to education, emphasising 
continuity and collaboration.

2.  Leveraging existing frameworks 

The Global Gateway Initiative79 and the 
Team Europe Initiative (TEI)80 offer strong 
foundations for expanding the EU’s 
engagement in education worldwide. Global 
Gateway, with its €300 billion investment 
plan, supports sustainable and inclusive 
growth, including in education. TEIs translate 
this ambition into concrete projects by 
bringing together resources from the EU, 
its member states, and financial institutions 
(like the EIB and EBRD). These frameworks 
can support national Education Sector Plans 
(ESPs), ensuring EU engagement is aligned 
with country priorities and local contexts. 

The Global Gateway’s focus on digital 
transformation and infrastructure 
development can be particularly impactful 

76 Financing Disability-Inclusive Education: USAID Roadmap 
77 The report section here draws on ideas expressed in Turmoil in USAID and the challenge for the EU’s response - PubAffairs 
Bruxelles; USAID and the Uncertain Future of International Cooperation | IE Insights; and EU invests in education to change the world | 
#LeadingSDG4 | Education2030 
78 EU invests in education to change the world | #LeadingSDG4 | Education2030
79 Global Gateway - European Commission
80 Team Europe Initiatives - European Commission; Team Europe - Standing Stronger Together | EEAS

54

in education. For example, the EU could 
support the expansion of digital learning 
platforms, teacher training programmes, 
and school infrastructure projects in 
partner countries. This approach aligns 
with the growing demand for digital skills 
and the need to address the digital divide 
exacerbated by the COVID-19 pandemic. 

At the implementation level, the Team 
Europe Initiative (TEI) could also help 
mitigate the impact of USAID’s reduced 
funding for global education by pooling 
and coordinating European resources, 
expertise, and partnerships. TEI combines 
funding from the EU, its member states, 
and financial institutions to support priority 
areas, including education, in partner 
countries. TEI can enhance efficiency, 
avoid duplication, and amplify impact. 
The initiative’s focus on local ownership 
and sustainable development aligns with 
global education goals, ensuring continued 
support for access, quality, and equity in 
education systems. Additionally, TEI’s multi-
stakeholder approach promotes stronger 
collaboration with governments, civil society, 
and international organisations, helping to 
sustain education programmes in vulnerable 
regions. 

Suggested actions:

  Allocate a portion of Global Gateway funding 

to education and consider using TEIs to 
target education development, with a focus 
on education-related digital infrastructure 
and teacher training.

  Collaborate closely with partner countries to 
align EU support with their ESPs to fill gaps 
and ensure ownership and sustainability.

  Consider using the Global Gateway 

to promote green and resilient school 
infrastructure, integrating climate adaptation 
and mitigation into education projects. 
Ensure that infrastructure is built to support 
inclusive education for learners with 
disabilities.

3.  Strengthening donor coordination and 

partnerships: 

As funding landscapes shift, effective 
donor coordination becomes all the more 
necessary in order to optimise resources 
and avoid duplication. The EU can play a 
constructive role in encouraging stronger 
collaboration among bilateral and multilateral 
donors to ensure a harmonised approach to 
education development. Platforms such as 
the Global Partnership for Education (GPE) 
and the Education Cannot Wait (ECW) fund 
offer opportunities to align and coordinate 
efforts. There may also be scope for the 
EU to support or lead new mechanisms to 
improve coordination, such as joint funding 
mechanisms or shared monitoring and 
evaluation systems.

Suggested actions:

  Consider launching an EU-led donor 

coordination task force for education to bring 
together key stakeholders to align strategies 
and resources.

  Promote joint funding initiatives, such as 

pooled funds or co-financing arrangements, 
to maximise the impact of reduced funding.

  Develop common results frameworks and 
pooled funding to measure results, track 
progress and ensure accountability across 
donor-funded education programmes.

4.  Innovative private sector engagement: 

Increased engagement with the private 
sector could offer new avenues for 
innovation and financing. While public 
funding remains essential, private sector 
contributions (including technical expertise 
and investment) could help offset some 
of the shortfalls resulting from USAID 
withdrawal. 

The EU could incentivise private sector 
engagement through blended finance 
mechanisms, public-private partnerships 
(PPPs), and corporate social responsibility 

55

(CSR) initiatives. For example, a matching 
fund to encourage private sector 
contributions to education projects, with a 
focus on digital learning, vocational training, 
and STEM education could be put in place.

Suggested actions:

  Consider launching an EU Private Sector 

Education Innovation Fund, offering matching 
grants for private sector investments in 
education.

  Develop PPP models for education 

infrastructure projects, such as building 
schools or providing digital learning tools.

  Encourage CSR initiatives by European 

companies, particularly in the tech sector, to 
support education development in low and 
lower middle income countries.

While the dismantling of USAID presents 
challenges, it also creates space for the 
EU to redefine its role in global education 
development. By positioning itself as a reliable 
partner, leveraging the Global Gateway strategy 
and TEIs, strengthening donor coordination, 
and promoting private sector engagement, the 
EU could ensure that progress toward SDG 4 
continues unabated. This approach will not only 
contribute to global education outcomes, but 
also reinforce the EU’s broader commitment to 
a more equitable and sustainable world.

Response to USAID dismantling by 
international education stakeholders

The dismantling of USAID presents significant 
risks to global education development, 
particularly in low- and lower-middle-income 
countries. To help mitigate these risks, 
coordinated action across the global education 
sector will be essential to ensure continuity 
in funding, programming, and partnerships. 
Below are some suggested approaches for key 
stakeholders.

1.  Bilateral and multilateral donors: 

As outlined in the sections above, bilateral 
and multilateral donors may need to step up 
their commitments to fill the funding gap 
left by USAID, if possible, or adjust the way 
aid is delivered to improve its efficiency. 
The suspension of US funding has already 
disrupted important education programmes, 
leaving millions of children and young people 
at risk of losing access to schooling 81. 
Donors such as the EU, UK, Germany, and 
Japan, as well as multilateral institutions 
and initiatives like the World Bank and the 
Global Partnership for Education (GPE), 
could consider increasing their contributions 
to education development. There is also an 
opportunity to improve coordination across 
donors to avoid duplication and ensure 
efficient use of resources. GPE, for example, 
could expand its funding pool and streamline 
the application process for countries affected 
by the withdrawal of USAID. UNESCO, 
UNICEF, and Education Cannot Wait (ECW) 
could play a key role in stepping up advocacy 
and raising awareness about the risks of 
underfunding education. It is important 
to prioritise support for countries most 
affected, particularly fragile and conflict-
affected states.

2.  Governments of country recipients of 

USAID education funding: 

Governments receiving education support 
should take proactive steps to mitigate the 
impact of reduced USAID funding. This includes 
diversifying their donor base, increasing 
domestic investment in education, and 
strengthening partnerships with non-traditional 
donors, such as private sector actors. Recipient 
governments can experiment with innovative 
financing mechanisms, such as education 
bonds or social impact investments. The 
efficient use of existing resources is essential. 
This could involve cost-effective interventions, 

81 Lives on the Line: The human impact of US Foreign Aid Shifts. ICVA. March 2025

56

such as teacher training and digital learning 
platforms, and investing in research where 
the evidence-base is limited. As highlighted 
in the Funding Cuts Threaten Education Crisis 
report by Relief Web, nearly a quarter of a 
billion school-aged children are at risk of losing 
access to education due to funding cuts, 
highlighting the urgency of these measures82. 
Strengthening regional collaboration, including 
with regional organisations and emerging 
donors, may also help broaden funding sources.

3.  International organisations, including 

academia: 

International organisations, including 
international NGOs and academic 
institutions, have a key role to play in 
ensuring the continuity of education 
reforms and support to affected countries. 
Academic research can help quantify the 
impact of funding cuts and identify cost-
effective solutions for education delivery. 
For example, the How NGOs Reshape 
Global Education report highlights the role 
of NGOs in innovating education delivery, 
which can serve as a model for scaling 
up effective interventions83. International 
NGOs can alsolead global advocacy 
campaigns to highlight the consequences 
of reduced education funding. This group of 
stakeholders is well-positioned to advance 
the global evidence base on innovative 
education models, such as community-
based learning and digital education, to 
inform policy and practice.

4.  Local non-profit and for-profit 

organisations: 

Local organisations, including NGOs and private 
sector actors, must adapt to the changing 
funding landscape by diversifying their revenue 
streams and forging new partnerships. For 
example, they can develop innovative funding 
models, such as social enterprises or fee-for-
service programmes, to reduce reliance on 
donor funding. Non-profits should explore 
collaborations with non-traditional donors, 
private foundations, and corporate social 
responsibility (CSR) initiatives to sustain their 
programmes and access new resources and 
expertise. They can also advocate with national 
governments for increased local ownership of 
education programmes to ensure sustainability 
and alignment with community needs. For-
profit entities, particularly in the tech sector, 
can play a important role in scaling up digital 
learning solutions and providing affordable 
education technologies. The Impact of US 
Funding Suspension survey by ICVA explains 
the vulnerability of local NGOs to funding 
cuts, highlighting the need for greater financial 
resilience84.

The dismantling of USAID presents a significant 
challenge to the global education sector, but it 
also offers an opportunity for stakeholders to 
innovate and strengthen their collaboration. By 
adopting these strategic responses, donors, 
governments, international organisations, and 
local actors can ensure that progress toward 
SDG 4 continues, even in the face of reduced 
funding. This collective effort will be critical to 
safeguarding the right to education for millions 
of children and young people worldwide.

82 Funding cuts threaten education in crisis contexts, with nearly one quarter of a billion school-aged children needing support - World | 
ReliefWeb
83 How NGOs Reshape Global Education As Partners in Learning? - Educational Tools
84 The Impacts of the US Funding Suspension - ICVA Survey Findings 18 February 2025

57

CONCLUSION
The dismantling of USAID remarks a significant 
change in the global landscape of education and 
skills development, with potential implications 
for access, equity, and quality of learning 
worldwide. As this report outlines, USAID’s 
withdrawal puts at risk decades of progress 
in areas such as foundational education, 
vocational training, and higher education, 
particularly in low-income and conflict-affected 
regions. The loss of funding threatens to 
reverse gains in early-grade literacy, disrupt 
teacher training programmes, and undermine 
multilateral initiatives like the Global Partnership 
for Education (GPE) and Education Cannot 
Wait (ECW). Moreover, the erosion of USAID’s 
convening power risks fragmenting donor 
coordination, leaving partner countries without 
the leadership needed to align resources with 
national education priorities.

Addressing these challenges, calls for a 
coordinated global response. The European 
Union, through initiatives such as the Global 

Gateway and Team Europe, is well-placed to 
continue its strong leadership in this area by 
expanding support for education, strengthening 
partnerships, encouraging private sector 
engagement, and maintaining education as 
a priority within its broader development 
agenda. Bridging the current gap will require 
not only sustained financial support, but also 
fresh thinking, including greater private sector 
participation, stronger local engagement, and 
a focus on long-term, sustainable approaches. 
A wide range of international actors, including 
multilateral organisations, philanthropic bodies, 
and partner governments have a key role to play 
in maintaining progress. Without timely and 
coordinated action, the withdrawal of USAID 
risks widening inequalities, increasing instability 
in vulnerable regions, and denying millions of 
children and young people access to learning 
and future opportunities.

58

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J-PAL (Abdul Latif Jameel Poverty Action Lab). “Vocational and Skills Training Programs to Improve Labor Market 
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cari.org/data.

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contexts-nearly-one-quarter-billion-school-aged-children-needing-support.

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Education Legislation.” January 23, 2024. https://results.org/news/new-report-takes-stock-of-usaids-global-foundational-
learning-work.

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theglobaleconomy.com/rankings/gdp_share/.

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AP News. “Judge Rules DOGE’s USAID Dismantling Likely Violates the Constitution” February 28, 2025. https://apnews.
com/article/usaid-federal-judge-trump-administration-bdc919a5d98eda5ab72a32fdfe2f147d 

European AIDS Treatment Group. “‘Devastating’: Malawi Left in Dire Straits by Trump’s Decision to Freeze Aid.” February 
5, 2025. https://www.eatg.org/hiv-news/devastating-malawi-left-in-dire-straits-by-trumps-decision-to-freeze-aid/The 
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www.independent.co.uk/world/china-uk-us-foreign-aid-numbers-graphs-statistics-b2709341.html 

Medium. “A Lead-Free Future is Possible”. May 13, 2024. https://medium.com/usaid-2030/a-lead-free-future-is-possible-
f96a6559649c. 

NBC News. “The U.S. Ends Lifesaving Food Aid for Millions. The World Food Program Calls It a ‘Death Sentence’.” April 
8, 2025. Accessed in April, 2025. https://www.nbcnews.com/news/us-news/us-ends-lifesaving-food-aid-millions-world-
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to State Department.” March 10, 2025 https://thehill.com/homenews/administration/5185546-trump-administration-cuts-
usaid/ .

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61

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Al Bawaba. USAID ‘Training for Employment’ Program Offers Skills to 6,000 Young People in Jordan. November 29, 
2018. https://www.albawaba.com/editorchoice/usaid-training-employment-program-offers-skills-6000-young-people-

jordan-1219764 .

Center of Excellence for Energy (COE). Accessed March, 2025. https://coe.engineering.asu.edu/  

Creative Associates International. Nigeria – LEARN to Read. Accessed March, 2025. https://www.
creativeassociatesinternational.com/past-programs/nigeria-learn-to-read/ .

Creative Associates International. West Bank & Gaza – Basic Education Activity. Accessed March 2025.  https://www.
creativeassociatesinternational.com/past-programs/west-bank-gaza-basic-education-activity/  .

EDC. USAID Kenya Primary Literacy Program. Accessed March, 2025.  https://www.edc.org/usaid-kenya-primary-literacy-
program.

EDC. USAID Zambia Let’s Read Project. Accessed March, 2025. https://edc.org/projects/usaid-lets-read-project/ .

EDC. USAID/Integrated Child and Youth Development (ICYD) Activity in Uganda. Accessed March, 2025. https://edc.org/
projects/usaid-integrated-child-and-youth-development-icyd-activity-in-uganda/  .

EdIntersect. USAID Malawi Next Generation Early Grade Reading Activity (NextGen). Accessed March, 2025. https://
edintersect.com/capacity-development/usaid-malawi-next-generation-early-grade-reading-activity-next-gen/

European Training Foundation. Workforce Egypt Project. Accessed March, 2025. https://www.etf.europa.eu/sites/default/
files/2024-12/Workforce%20Egypt%20SSCs%20future%20framework.pdf

Juntos Aprendemos Colombia. Accessed March, 2025. https://www.youtube.com/@juntosaprendemoscolombia2619.

FHI 360. USAID Morocco Bridge to Middle School Activity (Bridge). Accessed March, 2025. https://www.fhi360.org/
projects/usaid-morocco-bridge-middle-school-activity.

Higher Education System Strengthening Activity (HESSA). Accessed March, 2025 https://hessa.utah.edu/ .

IDYDC. Usaid jifunze uelewe. Accessed March, 2025. https://www.idydc.or.tz/projects/usaid-jifunze-uelewe/.

IESC. USAID Industry-led Skills Development Program. Accessed March, 2025. https://iesc.org/program/usaid-industry-
led-skills-development/ .

IE. USAID Lincoln Scholarship Program. Accessed March, 2025. https://www.iie.org/programs/usaid-lincoln-scholarship-
program/ 

Inclusive Development Partners. Myanmar Programs. Accessed March, 2025. https://www.inclusivedevpartners.com/
myanmar/ https://www.inclusivedevelopment.net/myanmar.

Institute for Educational Initiatives. SHARE. Accessed March, 2025. https://pulte.nd.edu/projects/supporting-holistic-and-
actionable-research-in-education/ .

International Youth Foundation. Kefeta. Accessed March, 2025. https://iyfglobal.org/initiatives/kefeta 

IREX. Forsah Technical and Vocational Education Training (Forsah TVET) in the West Bank and Gaza. Accessed March, 
2025. https://www.irex.org/project/forsah-tvet.

Michigan State University. USAID Malawi Transforming Higher Education Systems (THES). Accessed March, 2025. 
https://education.msu.edu/international/wp-content/uploads/sites/38/2023/02/USAID-Malawi-Transforming-Higher-
Education-THES_20230131.pdf 

National Academies. U.S.-Egypt Science and Technology Joint Fund. Accessed March, 2025. https://www.
nationalacademies.org/our-work/us-egypt-science-and-technology-joint-fund.

Partners for Good (PfG). The Youth Grow Activity (YGA). Accessed March, 2025. https://pfg-jo.org/ar/our-projects/the-
youth-grow-activity-yga/.

RTI International. New RTI-led Program Aims to Improve Learning Outcomes for Studnets in Lebanon with USAID 
Support. Accessed March, 2025. https://www.rti.org/announcements/new-rti-led-program-aims-improve-learning-
outcomes-students-lebanon-usaid-support. 

RTI International. RTI to Partner with USAID to Expand Bilingual Reading Instruction in Senegal. Accessed March, 2025. 
https://www.rti.org/announcements/rti-international-partner-usaid-expand-and-strengthen-bilingual-reading-instruction .

62

The American University in Cairo. AUC, Alexandria University Establish Center of Excellence for Water. Accessed March, 

2025. https://www.aucegypt.edu/news/auc-alexandria-university-establish-center-excellence-water .

The American University in Cairo. In Partnership with USAID, AUC Announces Scholarships to Egyptian Public School 
Students. https://www.aucegypt.edu/media/media-releases/partnership-usaid-auc-announces-scholarships-egyptian-
public-school-students .

The American University in Cairo. University Centers for Career Development. Accessed March, 2025. https://www.
aucegypt.edu/university-centers-for-career-development .

The American University in Cairo. USAID Scholars. Accessed March, 2025. https://www.aucegypt.edu/news/usaidegypt-
awarded-auc-36-million-usaid-scholars .

TripleFunds. Afghanistan Integrated Youth Activity (AIYA). Accessed March, 2025. https://triple-funds.com/tf-entry/
afghanistan-integrated-youth-activity-aiya/.

US Embassy in Lebanon. USAID Higher Education Scholarship. Accessed March, 2025. https://lb.usembassy.gov/usaid-
higher-education-scholarship/ .

US Embassy in Mozambique. U.S. Government Invests in Bilingual Education Program to Improve Learning Outcomes in 
Mozambique. Accessed March, 2025. https://mz.usembassy.gov/u-s-government-invests-in-bilingual-education-program-
to-improve-learning-outcomes-in-mozambique/ .

US Embassy in Uzbekistan. All Teachers Teach All Children - USAID All Children Succeeding Launched in Tashkent. 
Accessed March, 2025 https://uz.usembassy.gov/all-teachers-teach-all-children/ .

US Embassy in Vietnam. DFC, Fulbright University Vietnam, and Government of Vietnam Partner to Advance Higher 
Education and Workforce Development. Accessed March, 2025..

USAID Morocco. USAID Program Supports Transitions to Middle School in Morocco. (Not publicly available since the 
shutdown of USAID websites).

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USAID websites).

USAID. Women’s Economic Empowerment. (Not publicly available since the shutdown of USAID websites).

USAID Afghanistan. Education Programs. (Not publicly available since the shutdown of USAID websites).

USAID Jordan. Youth Employment and Skills Program. (Not publicly available since the shutdown of USAID websites).

USAID Philippines. Workforce Development Program. (Not publicly available since the shutdown of USAID websites).

USFCR. Notice of Intent to Modify Contract #72026321C00003 Workforce Egypt/MTC. https://usfcr.com/search/
opportunities/?oppId=fcfd61e2bd2a4faeb3db0783318053db  Accessed March, 2025.  

Winrock International. USAID’s Esho Shikhi Activity. Accessed March, 2025. https://winrock.org/projects/esho-shikhi/.

World Learning. Quality Instruction Towards Access and Basic Education Improvement (QITABI) 2. Accessed March, 
2025. https://www.worldlearning.org/program/quality-instruction-towards-access-and-basic-education-improvement-2/.

World Learning. Transforming Higher Education Systems (THES) in Malawi. Accessed March, 2025. https://www.
worldlearning.org/program/transforming-higher-education-systems-thes-in-malawi/  

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https://www.wvi.org/stories/puentes-project-gives-opportunities-young-girls-guatemala

63

64

ANNEX A. DATA TABLES

This annex contains data for the figures that do not include labels.

Figure 4. USAID education sector disbursement 2010-24, USD mln

 YEAR

Basic Education 
(USD mln)

Other Education 
(USD mln)

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

2023

2024

 $ 606 

 $ 629 

 $ 487 

 $ 531 

 $  522 

 $ 572 

 $ 710 

 $ 702 

 $ 735 

 $ 719 

 $ 657 

 $ 665 

 $ 775 

 $ 757 

 $ 750 

 $ 186 

 $ 136 

 $ 178 

 $ 187 

 $ 263 

 $ 288 

 $ 292 

 $ 320 

 $ 279 

 $ 300 

 $ 208 

 $ 153 

 $ 173 

 $ 226 

 $ 276 

Data source: ForeignAssistance.gov

65

Figure 6. Share of education spending in USAID overall expenditure across years, USD mln

 YEAR

Education (USD 
mln)

Other Sectors (USD 
mln)

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

2023

2024

 $           792 

 $     14,188 

 $           765 

 $     16,015 

 $           665 

 $     16,695 

 $           718 

 $     16,452 

 $           785 

 $     16,755 

 $           860 

 $     17,360 

 $       1,002 

 $     17,988 

 $       1,022 

 $     18,298 

 $       1,014 

 $     19,076 

 $       1,019 

 $     19,721 

 $           865 

 $     21,795 

 $           818 

 $     27,532 

 $           948 

 $     37,772 

 $           983 

 $     42,807 

 $       1,026 

 $     32,480 

Data source: ForeignAssistance.gov

66

Figure 7. US share in the education ODA by DAC countries, USD mln

 YEAR

US Share (USD 
mln)

Other DAC 
Countries (USD 
mln)

2014

2015

2016

2017

2018

2019

2020

2021

2022

2023

 $ 1,232 

 $ 1,133 

 $ 1,643 

 $ 1,698 

 $ 1,730 

 $ 1,516 

 $ 1,415 

 $ 1,370 

 $ 1,383 

 $ 1,813 

 $ 9,693 

 $ 8,316 

 $ 9,051 

 $ 8,967 

 $ 10,228 

 $ 10,425 

 $ 10,513 

 $ 10,737 

 $ 10,382 

 $ 11,155 

Data source: data-explorer.oecd.org

Figure 9. ODA investments to support SDG 4, by region and donor, cumulative 2010-21

 Other donors 

US

percent of US in the 
total

Europe and Eurasia

 $11,423,000,844 

 $440,156,846 

Western Hemisphere

 $20,300,762,774 

 $1,161,280,037 

World (uncategorised)

 $22,486,513,609 

 $1,864,483,354 

South and Central Asia

 $26,008,459,579 

 $2,371,541,207 

East Asia and Oceania

 $27,631,784,706 

 $1,113,558,974 

Middle East and North 
Africa

 $28,037,583,701 

 $2,283,597,635 

3.7%

5.4%

7.7%

8.4%

3.9%

7.5%

Sub-Saharan Africa

 $35,418,090,757 

 $4,103,380,326 

10.4%

Data source: Burgess, B., Bengtson, A., and B. Lautenslager. (2023). Financing the 2030 Agenda for Sustainable Development, Version 
1.0. Williamsburg, VA. AidData. Accessed at http://aiddata.org/sdg

67

 
Figure 11. 25 Countries with highest USAID education funding 2022-24, USD

COUNTRY

2024

2023

2022

Jordan

Egypt

Lebanon

 $ 142,801,613 

 $ 122,757,149 

 $ 136,987,359 

 $ 83,807,848 

 $ 58,064,972 

 $ 49,315,480 

 $ 68,830,140 

 $ 51,593,498 

 $ 41,212,484 

Afghanistan

 $ 40,216,364 

 $ 27,251,362 

 $ 64,494,561 

Malawi

Kenya

DRC

 $ 34,543,854 

 $ 36,101,766 

 $ 24,789,616 

 $ 46,444,233 

 $ 10,984,298 

 $ 13,141,052 

 $ 25,601,484 

 $ 19,815,711 

 $ 22,616,734 

Philippines

 $ 16,598,652 

 $ 20,321,699 

 $ 21,376,586 

Senegal

Liberia

Somalia

 $ 21,175,967 

 $ 18,586,638 

 $ 13,870,443 

 $ 25,744,784 

 $ 11,341,564 

 $ 14,538,512 

 $ 16,995,190 

 $ 22,023,405 

 $ 10,408,768 

Mozambique

 $ 16,462,845 

 $ 19,021,934 

 $ 13,067,272 

Nigeria

Bangladesh

Pakistan

Guatemala

Uganda

Ethiopia

Zambia

Myanmar

Palestine

Tanzania

Vietnam

Nepal

Honduras

Data source: ForeignAssistance.gov

 $ 22,810,876 

 $ 16,407,855 

 $ 8,629,236 

 $ 31,435,270 

 $ 10,590,521 

 $ 3,860,072 

 $ 1,304,418 

 $ 17,388,126 

 $ 22,595,621 

 $ 10,784,341 

 $ 13,079,602 

 $ 17,404,595 

 $ 2,413,079 

 $ 19,587,244 

 $ 18,406,280 

 $ 3,944,863 

 $ 23,440,226 

 $ 12,884,232 

 $ 7,317,748 

 $ 11,346,166 

 $ 21,309,710 

 $ 12,850,296 

 $ 11,767,017 

 $ 11,763,986 

 $ 33,587,477 

 $ 15,369 

 $ 2,091,493 

 $ 8,858,613 

 $ 14,938,382 

 $ 11,852,274 

 $ 13,581,109 

 $ 12,863,791 

 $ 8,406,870 

 $ 12,905,257 

 $  6,524,822 

 $ 14,404,895 

 $ 11,865,757 

 $ 11,516,901 

 $  9,401,507 

68

69.0%

14.4%

11.8%

1.5%

0.8%

0.8%

0.6%

0.6%

0.5%

Figure 14. USAID education funding by sub-sector, 2023

 SUB-SECTOR

FUNDING

PERCENT

Primary education

Higher education

Basic life skills for adults

Education policy and 
administrative management

Early childhood education

Vocational training

Educational research

Education facilities and training

Other 

Data source: ForeignAssistance.gov

 $ 684,475,415 

 $ 142,425,314 

 $ 117,455,012 

 $ 14,805,242 

 $ 8,126,727 

 $ 7,841,779 

 $ 5,764,248 

 $ 5,506,205 

 $ 991,466,678

Figure 23. USAID education funding by sub-sector, 2023

 YEAR

2020

2021

2022

2023

2024

FUNDING

$147,663,739

$120,143,232

$142,425,314

$158,963,530

$174,559,026

Data source: ForeignAssistance.gov

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ANNEX B. USAID EDUCATION RESULTS BRIEFS 2023

ADVANCING
Foundational Skills

FY 2023 Results Brief

Literacy, numeracy, and social-emotional skills are foundational to future learning and success across the education 
continuum, from pre-primary to higher education and beyond. This brief summarizes USAID’s efforts to advance 
foundational skills for all children and youth. The brief is organized around the seven components of the Reading 
MATTERS Conceptual Framework. These components, which are not reading-specific, reflect cost-effective and 
efficient investments in foundational skills in any given circumstance or environment. The brief presents results up to 
and including the 2023 fiscal year (FY).

Global Snapshot

49 countries where USAID partners are working to advance foundational skills.

Check out the Measuring Literacy and  
Numeracy Outcomes Results Brief to see how 
USAID partners have increased the percentage of 
children who are proficient in reading and math.

USAID fosters foundational skills for all children through:

Evidence-based standards, 
norms, and policies

High-quality texts and 
materials

Effective coaches 
and mentors

Extra practice and support 
outside of school

Quality administrative 
support and supervision

Regular assessments to 
inform instruction

Additional 
Resources

Effective teachers and 
classroom instruction

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USAID’s Reading MATTERS Conceptual Framework

The Reading MATTERS (Mentors, Administrators, Teachers, Texts, Extra Practice, Regular Assessment, 
Standards) Conceptual Framework has seven components. These components are critical for all children to 
learn to read, as shown on the left side of the diagram below. The components form part of a larger education 
system that, ideally, is driven by host-country government capacity and commitment and calibrated by ongoing 
research and adaptation. As shown on the right side of the diagram, a constellation of other factors determining 
a child’s well-being are also important, as they affect how motivated children are to read. While the framework is 
oriented around reading, the components are not reading-specific and can be applied to all foundational skills.

All 
Children 
Reading

Local, regional, or national governments, as well as donor agencies and their implementing partners, can use 
the framework to inform the planning, execution, and evaluation of basic education programming. Using the 
framework as a starting point, practitioners and educators can identify strengths, weaknesses, and gaps in 
foundational skills instruction. They can conduct targeted analysis and develop context-appropriate interventions 
that advance USAID’s education priorities in all types of learning environments. When possible, an intervention 
should explore all components in the Reading MATTERS framework as well as those related to child well-
being, using a tool such as the Applied Education System Diagnostic Toolkit. However, if this is not feasible, 
governments, donors, and partners can simply use the framework to identify potential gaps in analysis or 
programming, especially when an intervention is not having the desired impact.

You can learn more about the framework and its components here. 

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Evidence-based Standards, Norms, and Policies

USAID works with development partners to adopt standards and policies that support foundational learning. 
This includes adopting a national curriculum that reflects evidence-based sequencing and provides appropriate 
instructional and practice time. It also includes setting standards for developing and procuring learning materials, 
establishing assessment frameworks and benchmarks, and creating policies to support ongoing professional 
development for teachers

EGYPT The Teach for Tomorrow activity partnered with the Ministry of Education 
to strengthen Egypt’s teacher professional development system at scale. In FY 2023, 
Teach for Tomorrow and the Ministry continued to finalize Egypt’s new teacher 
performance standards, defining the requisite skills and behaviors for all teachers 
and supplemental standards for teacher supervisors and school administrators. The 
activity drafted Egypt’s first continuous professional development framework and 
designed tools for the Ministry to monitor educator performance and adherence 
to the new standards. These efforts will strengthen the skills of Egypt’s one 
million teachers, a key priority for the Ministry.

Photo: USAID/Claudia Gutierrez

GHANA In FY 2023, USAID launched the Advancing Partnerships for Improved 
Learning (APIL) activity. APIL works with the Government of Ghana and 
private school associations to improve the policy environment for more 
than 200 private schools in northern Ghana. These low-fee schools provide 
education to marginalized farming and herder communities but are often under-
resourced. By improving the policy and regulatory framework governing these 
schools, and strengthening the capacity of government agencies to monitor them, 
APIL seeks to improve student learning outcomes and catalyze additional investment. 
These efforts will ultimately benefit more than 52,000 students with an improved 
learning environment. 

INDIA The India Partnership for Early Learning (IPEL) activity collaborated with 
Bihar, Jharkhand, and Uttar Pradesh states to develop a comprehensive foundational 
learning reporting system to support systemic change. This reporting system 
will track the improvement of learning levels of students across the states. 
The activity also worked closely with the State Council for Education Research and 
Training to design a summative assessment framework and a holistic progress card 
to track children’s progress. In addition, the activity helped develop a first-of-its-kind 
teacher’s guide for grades 1–3. This guide will help teachers focus on literacy and 
numeracy as well as students’ social-emotional learning.

Photo: R4D

Photo: Care

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Effective Coaches and Mentors

Teacher coaches and mentors are trained education professionals who can effectively support teachers to 
improve their instructional skills. They model how to implement instructional models and use materials 
effectively, and provide teachers with focused feedback on their classroom practices. Coaching should occur 
at ongoing, regular intervals, with greater intensity at the beginning of a teacher’s career and less intensity as 
teachers gain mastery of instructional skills.

BANGLADESH The Esho Shikhi (Come and Learn) activity designed a monitoring and 
mentoring training program for head teachers and education officers. The training 
program strengthens the capacity of participants to in turn offer continuous 
mentoring support to Bangla subject teachers and ensure the quality of early grade 
reading. The training program has been so effective that the Government 
of Bangladesh has decided to scale it up nationally. Esho Shikhi provided 
technical support to incorporate other subject areas into the program, including 
English, science, and math, and customized the training package for the government’s 
country-wide implementation.

EL SALVADOR The Educational Innovation activity worked with the Ministry of 
Education, Science, and Technology to design a professional development and 
coaching program for teachers in grades 2–6. In FY 2023, the activity began 
training the first cohort of 654 in-service teachers. The activity helped teachers 
integrate classroom strategies for universal design for learning, social-
emotional learning, and technology into their teaching practice. The program 
will train and coach a total of 2,000 teachers, bringing innovative pedagogical 
practices in math and literacy to improve the quality of education for more than 
80,000 students. 

LAOS The Learn to Read activity complements government efforts to improve 
reading instruction, especially for children who do not speak Lao and children with 
disabilities. The activity supported 2,540 teachers in pre-primary through grade 
2 with coaching and trained 1,710 school principals to facilitate teacher learning 
circles (TLCs). TLCs are small groups of teachers who come together to learn from 
and support each other. TLCs are a cost-effective way to complement coaching by 
offering teachers longer-term support to improve their effectiveness. Following 
their participation in TLCs and receiving at least one coaching visit, more 
than three-fourths of teachers were providing quality instruction in their 
classroom.

Photo: Esho Shikhi

Photo: FHI 360

Photo: USAID/Laos

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Quality Administrative Support and Supervision

School leaders and district or regional-level education officers play a critical role to ensure instructional quality 
in schools. School administrators monitor teacher and student attendance and take steps to ensure that their 
schools are safe for all. This includes, for example, instituting protocols for reporting and responding to incidents 
of violence or abuse and ensuring that appropriate disaster risk reduction measures are in place. Administrators 
also strengthen instruction in schools by supporting teachers in making changes to their practices.

BARBADOS AND EASTERN CARIBBEAN The Digital Education Capacity Strengthening 
Initiative (DECI) supports teachers to develop digital teaching and learning 
materials and meaningfully engage students online. DECI trained 618 educators and 
administrators from grades K–3 in digital leadership, change management, and digital 
pedagogy. As a result, administrators are now better equipped to supervise 
teachers’ lesson plans and teaching practices. Teachers are better able to use 
technology to plan and deliver lessons and assess student performance.

ETHIOPIA The Reading for Ethiopia’s Achievement Developed (READ) II activity took 
several steps to create a safe and nurturing environment for children at school 
and in their community. The activity trained 873 school directors and other 
administrators on school crisis management. READ II also provided training to 
4,900 teachers on psychological first aid and social-emotional learning to support 
trauma-affected students. Administrators and community leaders developed school 
crisis management plans and supported teachers with screening and referring 
vulnerable students. The crisis management plans will help schools recover from 
disruptions by outlining procedures to follow in the event of an emergency.

TANZANIA The Jifunze Uelewe (Learn to Understand) activity continued to strengthen 
local government capacity to sustain improved learning outcomes. In collaboration 
with the Government of Tanzania, the activity conducted a four-day workshop to 
outline the responsibilities of Ward Education Officers (WEOs). WEOs are local 
government officials who play an important role monitoring the quality of basic 
education in their districts. They have frequent contact with schools but their 
activities can vary widely. The workshop developed standardized guidelines for 
WEOs that focus on improving learning outcomes and providing coaching 
and mentoring to teachers.

Photo: OECS

Photo: USAID/Ethiopia

Photo: USAID Tanzania

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Effective Teachers and Classroom Instruction

The research is clear—investing in teacher education is the most effective way to improve learning outcomes. 
USAID programming supports teacher training in both the pre-service and in-service settings. This includes 
helping teachers implement evidence-based instruction in languages that students understand, maximize time 
on task, and use universal design principles to reach all learners. USAID also works to align pre-service and 
in-service training to each other, ensure training aligns to teacher needs and skill sets, and provide teachers with 
classroom-based opportunities to practice new instructional skills. 

DEMOCRATIC REPUBLIC OF THE CONGO Through activities such as Elimu ni Jibu (Education 
is the Answer), USAID works with local communities to provide both formal and 
non-formal education opportunities. Many students in rural and conflict-affected 
areas are enrolled in non-formal learning centers, where teachers are often not 
registered and may be excluded from professional development opportunities. 
USAID works with local officials to strengthen teacher competencies in 
both formal and non-formal schools, reaching 1,460 teachers in FY 2023. 
USAID also partners with community members to offer non-formal education 
opportunities and connect schools and families to private sector financing for low-
fee, non-state school access.  

MOROCCO The Inclusive Education Teacher Training Activity (MITTA) collaborated with 
the Ministry of Education and other local stakeholders to promote inclusive teaching 
practices nationwide. MITTA completed a needs assessment and mapping 
of Moroccan deaf organizations, developed Moroccan Sign Language 
and bilingual deaf education training curricula, and trained eight master 
trainers to support a cascading training of trainers model. Furthermore, the 
activity partnered with the Mohammed V University’s Faculty of Education and the 
University of Tennessee-Knoxville’s Center on Deafness to develop a new certificate 
program on bilingual deaf education, which will be used across Morocco.

SOUTH AFRICA Through the Grade R Mathematics and Language Improvement Project, 
USAID is partnering with the province of Gauteng to strengthen learning in Grade 
R, the year before first grade. In FY 2023, the activity helped teachers in more 
than 3,800 schools improve literacy and early numeracy play-based learning. 
These teachers will be fully trained and equipped with teacher training guides and 
play resources for their Grade R classrooms. In partnership with the Gauteng 
Department of Education and local stakeholders, the activity’s support has expanded 
the early childhood development sector to a scale not seen before in the province.  

Photo: USAID

Photo: USAID/Morocco

Photo: UNMC

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High-quality Texts and Materials

Every student needs their own learning materials, in languages that they use and understand in and outside of 
school. Teachers need different types of materials that are aligned with the curriculum to support instruction and 
teaching practices, including structured guides, supplemental readers, and textbooks. USAID partnerships work 
to ensure that high-quality teaching and learning materials are available, accessible, appropriate, and affordable. 
This support includes providing learners with disabilities with materials that have been specifically designed to 
meet their needs, such as braille or signed translation.

DOMINICAN REPUBLIC Requested by the Ministry of Education to support low-
performing schools, the Read activity devised an approach that included printing 
and distributing decodable and leveled books. These are books designed to help 
children spell out words and match a child’s reading level. In FY 2023, the activity 
distributed nearly 1.4 million books to 1,900 high-priority schools. Read 
subsequently conducted a review of student reading data and found that students 
enrolled in the intervention schools demonstrated improved performance. Based 
on this analysis, the Ministry worked with USAID to scale up the distribution of 
decodable books to more high-priority schools. 

SENEGAL The Renforcement de la Lecture Initiale Pour Tous (RELIT) activity 
partnered with the Government of Senegal to provide high-quality textbooks and 
reading materials. RELIT delivered 78,500 early grade textbooks across seven 
regions and prepared teaching and learning materials in six local languages. 
This included a full set of materials for kindergarten instruction and classroom kits 
made up of play-based learning materials. The activity also supported changes to 
the materials in kindergarten classes to reflect the transition in the language of 
instruction to French. Moreover, RELIT partnered with the Senegalese Association 
of Publishers to launch a “Made in Senegal” initiative, which will create a roadmap for 
using Senegalese printers for future large educational print runs.

YEMEN The Gateway to Education activity partnered with the Ministry of Education 
to develop grade 1–3 textbooks and teacher’s guides. These literacy and numeracy 
materials were based on approved curriculum standards and adhered to international 
standards of inclusivity, gender equality, conflict sensitivity, social-emotional 
learning principles, and psychological well-being. USAID trained 1,400 teachers and 
227 Ministry of Education mentors on the grade 1 literacy materials. Teachers 
reported positive changes in their teaching practices, and their knowledge 
and skill scores more than doubled, from 37 percent to 87 percent. The 
activity will scale up the training to 4,400 teachers in FY 2024.

Photo: USAID/Dominican Republic

Photo: USAID/Senegal

Photo: USAID Yemen Gateway/Save 
the Children

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Extra Practice and Support Outside of School

USAID partnerships help families, mentors, and community members support children with extra practice 
outside of school. This includes remedial education, or the reteaching and reinforcing of basic skills. While 
remedial education is often integrated in the school curriculum, learners can also receive additional support 
through extracurricular activities. Another approach is targeted instruction, which groups learners into small 
groups according to their skill level rather than their age or grade. Targeted instruction helps learners reinforce 
their skills and can be used both inside and outside of school.

COLOMBIA During FY 2023, the Together We Learn activity continued to collaborate 
with the Ministry of Education and local stakeholders to strengthen its accelerated 
education (AE) program. AE is a flexible and age-appropriate program, offered both 
in and outside formal schools, that runs in an accelerated time frame. It aims to 
provide access to education for disadvantaged, over-age, out-of-school, and migrant 
children and youth in the border city of Cúcuta. The activity opened eight new 
AE classrooms, provided AE training to 14 public school teachers, and 
reached 170 students, 40 percent of whom are migrants.

DJIBOUTI The Djibouti Early Grade Reading Activity (DEGRA) collaborated with 
two local NGOs to extend community mobilization efforts to schools in the 
northern and southern regions of the country. DEGRA organized 16 capacity-
strengthening workshops for parents to support reading sessions with 
children at home. The activity also promoted messages on social media and 
broadcast radio to increase parental involvement in children’s learning. The campaign 
included images that defied traditional gender roles, such as a father reading to his 
young daughter, to transform gender norms in the school and home environment.

KENYA Through the Tusome activity, USAID and the Ministry of Education 
implemented a reading remediation program to help learners who were struggling. 
USAID and the Ministry redesigned an earlier pilot program to significantly reduce 
remediation group sizes, allowing for more targeted and frequent practice for 
struggling learners. The redesigned program provides remediation both in school and 
after school. In FY 2023, the program was rolled out in 97 schools by 411 trained 
teachers. Sixty percent of learners who participated in in-school remediation 
improved their reading skills while 73 percent of those who participated in 
after-school remediation demonstrated improved reading skills.

Photo: Partners of the Americas

Photo: Zineb Haddaji/FHI 360

Photo: RTI

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Regular Assessments to Inform Instruction

Continuous assessments are a critical tool to help teachers measure the effectiveness of their teaching. At the 
classroom level, USAID programming helps teachers assess student learning through both formative assessments 
(monitoring learning to provide ongoing feedback) and summative assessments (evaluating learning at the end 
of instruction). At district, regional, and national levels, USAID helps local partners analyze and widely share 
assessment results to inform instruction policy and practice.

KYRGYZ REPUBLIC The Okuu Keremet! (Learning is Awesome!) activity added digital 
applications to more than 1,700 previously distributed tablets to help teachers 
assess student progress in reading and math. This included the BaalooApp for 
formative assessments, which allows teachers to quickly assess student 
performance during a lesson. As one teacher noted, “before, we developed 
tasks by ourselves to test students, mostly handwritten and we had to analyze 
results also by ourselves. Now, it takes several clicks on tablets and you know your 
students’ performance. This is incredible!”

LEBANON The Quality Instruction Towards Access and Basic Education Improvement 
(QITABI) 2 activity supported the Ministry of Education to develop reading 
benchmarks for English and French in grades 2, 3, and 6. These benchmarks will 
support the Ministry of Education’s efforts to contextualize student learning 
and systematically monitor and evaluate progress. QITABI 2 also rolled out a 
national Learning Recovery Program. The program trained over 10,000 teachers on 
conducting diagnostic assessments for students and using evidence for differentiated 
lesson planning. This training equipped teachers with the necessary knowledge and 
skills to address learning losses and improve student well-being.

PHILIPPINES The Improving Learning Outcomes for the Philippines activity supported 
the Department of Education (DepEd)’s efforts to analyze national student 
assessment results and make them more accessible. The activity worked with 
DepEd’s Bureau of Educational Assessment (BEA) to analyze recent data, including 
grade 3 literacy and numeracy. Through workshops, USAID strengthened 
BEA’s capacity to share timely and actionable analysis to inform policies and 
classroom instruction. USAID also began analyzing national, regional, and division-
level assessments to understand the extent to which teachers over-assess students 
at the expense of instruction. USAID’s findings will help DepEd guide teachers to 
find the right balance between assessment and instruction.

For questions, please contact: edulinks@usaid.gov

Photo: USAID

Photo: World Learning

Photo: USAID

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ADVANCING
Youth Workforce Development

FY 2023 Results Brief

Investing in young people is critical to solving pressing and growing development challenges. This brief illustrates 
USAID’s commitment to ensuring all youth gain the skills they need to lead productive lives, gain employment, and 
positively contribute to society. The brief summarizes USAID’s efforts to advance youth workforce development 
(YWFD) during the 2023 fiscal year (FY).

Global Snapshot

66

countries  
advanced YWFD.

113,000

individuals completed 
 YWFD programs.

26,800

 individuals had improved 
soft skills.

37,000

individuals had new 
employment.

USAID invests in global youth programming by:

Strengthening 
foundational skills

Promoting youth 
entrepreneurship

Building technical and 
vocational skills

Leveraging work-based 
learning

Promoting youth 
leadership and engagement

Advancing gender equality 
and social inclusion

Integrating a cross-
sectoral approach

Additional 
Resources

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Strengthening Foundational Skills

Youth need strong foundational skills—including literacy, numeracy, and soft skills—to successfully transition to 
and succeed in the workforce. The examples below highlight USAID’s efforts to strengthen foundational skills 
for all youth, including in and out-of-school youth and those in stable and conflict-affected settings.

AFGHANISTAN The Girls’ Education Challenge (GEC) provided 5,820 students 
from marginalized communities in 15 rural provinces with access to community-
based accelerated education classes. GEC also supported local advocacy for 
girls’ education, with a particular focus on adolescent girls. In FY 2023, despite 
disruptions caused by Taliban edicts, 4,860 GEC students completed their 
three-year accelerated education program, equivalent to a full primary 
school education. Recognizing that some learners, particularly girls, would not be 
allowed to continue their education, GEC provided supplementary training and peer 
mentoring in life skills, entrepreneurship, and financial literacy.

Photo: Aga Khan Foundation UK

KENYA The Empowered Youth (EY) activity empowers Kenyan youth ages 18–24 
years old and adolescent girls ages 15–19 years old by increasing their prospective 
economic opportunities. EY provided 6,160 youth with practical skills development 
in various sectors to equip them with the knowledge needed to pursue economic 
opportunities. Moreover, the activity provided slightly different training to 300 
adolescent girls that emphasized soft skills, well-being, agency, and positive 
affirmation. This ensured that adolescent girls participating in the activity 
received comprehensive, age-specific training on life skills and economic 
empowerment. 

UGANDA The Integrated Child and Youth Development (ICYD) activity enrolled 
out-of-school youth, including teenage mothers and youth with disabilities, in 
an accelerated education program and work-readiness training. The program 
helped 1,440 youth learn literacy and numeracy skills and supported their 
transition to mainstream education. The participants received materials and kits 
to enhance retention and social-emotional well-being. To encourage youth to enroll 
in the program, ICYD organized two radio talk shows and 18 community dialogues. 
In addition, Peace Corps volunteers organized a Drop Everything and Read Day, 
attended by 691 members of the school community, parents, and caregivers.

Photo: Egerton University

Photo: Bantwana Initiative

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Building Technical and Vocational Skills

Technical and vocational education and training programs equip youth with the job-specific skills they need in 
their profession. The examples below highlight USAID’s efforts to build youth’s technical and vocational skills.

AZERBAIJAN The Economic Empowerment for Entrepreneurship and Employment (E4) 
activity drew on ongoing research around youth needs and expectations to organize 
a series of workshops in FY 2023. The workshops focused on the technical skills 
essential for youth employability. As a result, 72 youth from all over Azerbaijan 
attended ten-day introductory technical courses where they learned to use 
information technology-based programs, including Excel, Linux, HTML, and 
CSS. Additionally, the activity resumed English language courses to further improve 
the employability skills of youth. The second and third cohorts ended this fiscal year 
with 160 youth alumni.

PAKISTAN The Merged Areas Governance Program (MAGP) worked with the 
Government of Khyber Pakhtunkhwa to implement a youth skills development 
program. In FY 2023, MAGP trained 306 youth in key trades such as driving, 
mechanical work, graphic design, livestock management, dressmaking 
and design, and plumbing and sanitary works. The Government of Khyber 
Pakhtunkhwa plans to scale up the program to reach 5,500 youth over three years. 
MAGP also trained newly elected youth councilors of village councils in the merged 
areas (which were formally federally administered tribal areas) about their roles, 
responsibilities, and project management.

TUNISIA The Social Safety Net activity’s school dropout prevention program reached 
22 schools with 13,000 pupils. The program identified more than 680 students 
at risk of dropping out and provided them with multi-dimensional support, 
including tutoring, remedial education, and extracurricular activities. For 
youth who have already dropped out, the program provides a pathway back to 
school and access to vocational training and meaningful job opportunities through 
Second Chance Centers. These neighborhood centers are a safe space for youth. 
They provide support for youth to catch up on their studies, return to school, pursue 
vocational training, and—for those who are older—learn about job opportunities.

Photo: USAID/Azerbaijan

Photo: UNDP/Pakistan

Photo: USAID/Tunisia

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Promoting Youth Entrepreneurship

Youth need skills, networks, and access to financing to start and grow their businesses. The examples below 
highlight USAID’s efforts to support youth entrepreneurship.

BRAZIL USAID supported the Juruti UP activity to encourage and promote sustainable 
entrepreneurship in the Brazilian Amazon. A total of 450 youth received training 
on sustainable entrepreneurship with a focus on forest conservation and 
the responsible use of forest resources. The activity’s goals are to understand 
participants’ current knowledge, encourage an entrepreneurial spirit, and present 
tools and sustainable business opportunities in the region to develop economic 
opportunities. The first stage of the activity garnered many innovative plans and in the 
next stage, participants will be coached to develop business models, build strategic 
partnerships, and prototype services and products.

LAOS The Laos Local Solutions Support (LSS) activity partnered with four 
Laotian universities to promote entrepreneurialism and motivate students from 
diverse academic fields to pursue their potential. LSS established a micro-
entrepreneurship funding program and a student business pitch competition, 
which helped students formulate and shape their ideas. The six winning teams 
have commenced implementing their business concepts, taking advantage of the 
program’s funding and networking opportunities, legal guidance, and work spaces. The 
competition has stimulated the development of the youth startup community in Laos.

Photo: IJUS

Photo: Duke University

MALAWI The Restoring Fisheries for Sustainable Livelihoods in Lake Malawi activity 
partners with youth to conserve Lake Malawi’s fish biodiversity. The activity 
addresses youths’ challenges and opportunities by promoting alternative livelihoods 
and research initiatives to reduce the pressure on fish resources. In response to its 
2020 entrepreneurial diagnostic assessment, the activity supported 15 youth-
based conservation enterprises, ranging from honey production to eco-
tourism, with matching grants up to $60,000. USAID supported nine graduate 
and post-graduate students from three public universities with research grants in 
stock assessment and bio-economic modeling.

Photo: Oris Chimenya/USAID

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Leveraging Work-Based Learning

Work-based learning (WBL) is an asset-building strategy that allows youth to apply their learning through career 
exposure and real-life work experiences such as internships, apprenticeships, job shadowing, service learning, career 
talks, workplace tours, and other experiential activities. WBL is a key component of youth workforce development 
programming, as it is often the bridge between skills training and employment. The examples below highlight 
different approaches to WBL in USAID programs.

GHANA The Market Systems and Resilience (MSR) activity partners with local 
stakeholders to increase inclusive agriculture-led economic growth in northern 
Ghana. The activity reached 17,500 youth ages 15–35, forming 26 percent of total 
participants. In collaboration with the University for Development Studies, the activity 
established a youth internship program for students to gain hands-on professional 
experience prior to graduating and entering the workforce. The internship 
program successfully placed 100 students in agribusinesses, offering them 
opportunities to apply what they have learned in school while improving 
their skills for their future careers.

INDONESIA In FY 2023, the Resilient Coffee activity extended its agronomy and climate 
resilience advocacy to about 5,300 coffee farmers in Aceh, North Sumatra, and East 
Java provinces. This initiative equipped small and medium-sized coffee enterprises 
to address climate challenges and adjust their agricultural practices to enhance 
productivity. To further strengthen capacity around climate-resilient farming, the 
activity placed young professionals as interns in coffee enterprises. These interns 
were trained to collect farmer data with cell phones; the phones were then used 
to provide technical support using text-based software platforms. Many coffee 
enterprises subsequently hired these trained interns onto their teams. 

ZIMBABWE The Empowering Young Persons with Disabilities for Economic Inclusion 
activity improved the skills of young persons with disabilities in the informal and 
formal sectors, breaking down barriers and ensuring their active participation 
in the economy. About 1,925 participants received employment and economic 
empowerment services, including entrepreneurship training integrated with vocational 
and technical, financial literacy, and soft skills training. This enabled participants to 
start and grow their own small businesses for self-employment. About 275 young 
persons with disabilities undertook work-related apprenticeships in vocations 
such as carpentry, small livestock rearing, garment making, and welding to 
help them start their own small businesses.

Photo: ACDI/VOCA

Photo: Mispan Indarjo, USAID

Photo: USAID/Zimbabwe

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Advancing Youth Workforce Development: FY 2023 Results Brief

BACK

Promoting Youth Leadership and Engagement

USAID is committed to engaging youth and emerging leaders in education programming. The examples below 
highlight USAID’s efforts to promote youth voices and youth leadership in workforce development programming.

BARBADOS AND EASTERN CARIBBEAN In Saint Lucia, the Youth Resilience, Inclusion, and 
Empowerment (Y-RIE) activity collaborated with 35 Ministry of Youth Development 
and Sports officers and national Youth Council members to develop a life skills 
training curriculum. The curriculum emphasized leadership, teamwork, anger 
management, and conflict mitigation for 12–17-year-olds. Subsequently, USAID 
supported the Ministry to hold a two-week camp where more than 130 
young people received life skills training. The camps focused on engaging youth 
from communities facing increased shootings and other incidents of violence.

IRAQ In FY 2023, the Shared Future activity started intensive bridging activities with 
a new cohort of youth participants. These activities bring together youth from 
different groups to explore shared interests and develop leadership skills. Shared 
Future organized a 12-session, in-person training with 413 youth, instilling in them a 
better understanding of their leadership and resilience potential by developing their 
interpersonal skills. Seventy percent of participants exceeded the project target 
in demonstrating improved skills. Graduates of the training subsequently joined 
teams to design small-scale projects to improve their communities or participated in 
entrepreneurship and work readiness programs.

KOSOVO Up to Youth supports a variety of youth engagement activities and skills-building 
to empower youth to improve their lives. During FY 2023, the program continued 
to strengthen the capacity of its Youth Advisory Board (YAB), a diverse group that 
supports other youth participating in the program across the country. YAB members 
actively identified key challenges in their communities, designed solutions, and 
led implementation of initiatives that address priorities in their communities. 
The program also continued to work with youth in vulnerable situations, including those 
from rural areas, minority youth, and youth with disabilities. In FY 2023, more than 
2,200 youth participated in the program’s activities. 

Photo: U.S. Embassy Bridgetown

Photo: CRS FOR USAID/IRAQ

Photo: Faton Hasani, USAID

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Advancing Gender Equality and Social Inclusion

USAID is committed to advancing gender equality and social inclusion in and through education. The examples 
below highlight USAID’s efforts to promote gender equality and social inclusion in youth workforce development 
programs for young women, youth with disabilities, and other marginalized groups.

COTE D’IVOIRE Pro-Jeunes Women in Energy was a public-private partnership with 
the goal of improving employment opportunities in the energy sector for 750 
young women. The sector provides an opportunity for young women, who are 
disproportionately underemployed, to generate income while contributing to the 
country’s national goal of universal energy access. In FY 2023, the activity exceeded 
its target by training a total of 863 women on domestic and solar electricity 
solution installations and maintenance, as well as technical sales training in 
solar electricity solutions. These skills have helped participants gain employment as 
sales personnel, “last mile” technicians, and other positions.

EGYPT The Inter-Community Girls Empowerment activity trained 55 young leaders, 
known as “champions of change,” from four communities in Minya. To enhance 
livelihood opportunities for youth, the activity also trained 192 women and 
girls in countering gender-based violence and promoting community tolerance 
and social cohesiveness skills, as well as vocational training in jewelry making, 
kilim production, pottery, and silk weaving. The activity is contributing to positive 
youth development objectives by fostering agency through skill building, promoting 
youth engagement and contributions, and empowering women and girls to increase 
their sense of inclusion and belonging.

NEPAL The Local System Strengthening to Reduce Child, Early, and Forced Marriage 
(R-CEFM) partners with local stakeholders to reduce child marriage. In FY 2023, the 
activity provided training to 1,612 community leaders, local government officials, 
and other local organizations on how to integrate gender equity and female 
empowerment components into community-led social behavior change activities. 
These interventions included engaging political and religious leaders to transform social 
norms, recognizing parents whose daughters wait until legal age to marry, training local 
child rights committees and ward child rights committees, and providing vocational training 
to adolescent boys and girls who complete their education and delay marriage.

Photo: PRO-Jeunes.Energie

Photo: Thomas Cristofoletti for 
USAID

Photo: Breakthrough ACTION

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Integrating a Cross-Sectoral Approach

USAID recognizes that young people are multi-dimensional and that positive youth development (PYD) 
programming is holistic. The examples below highlight how USAID’s investment in youth-centered 
programming requires investments across different sectors.

ETHIOPIA The Market Systems for Growth (MS4G) activity works across the 
agriculture, economic growth, WASH, and education sectors to significantly 
improve youth employment. Using e-job and digital training platforms, MS4G 
collaborated with businesses and social enterprises to place 5,300 individuals 
in enhanced jobs within the food security and WASH value chains. Sixty-eight 
percent of participants were women and 48 percent were young adults ages 19–29. 
Partnering with a milk processing company and a sanitation product distributor, 
MS4G provided demand-driven skills training, job placement, and follow-up services, 
reaching 15,400 participants, including 8,900 young adults.

GEORGIA The Unity Through Diversity program supports a network of 15 youth 
centers across the country that offer a variety of training opportunities promoting 
integration, tolerance, human rights, gender equality, anti-discrimination, and 
inclusion. The program directly engaged 1,330 young people, empowering 
young beneficiaries to implement more than 600 local and youth-led civic 
activism projects. Additionally, the program issued 21 micro-grants to young 
leaders to implement projects promoting gender equality and women empowerment. 
The program also established partnerships with 22 businesses and supported 26 
internship programs at private companies. Two summer schools brought together 
200 youth participants from all 15 youth centers nationwide to promote unity. 

HONDURAS As part of an interagency agreement with the U.S. Forest Service, 87 
students aged 18–23 graduated from the Youth Conservation Corps (YCC). 
Fourteen of these students were Afro-Hondurans sponsored by USAID’s 
Conserving Coastal Ecosystems Activity as part of an effort to reach new, 
previously underserved communities. The YCC curriculum includes topics such 
as community-based biodiversity conservation, watershed management, forest fire 
management, eco-tourism, and entrepreneurship, as well as soft skills and personal 
development. To date, 85 percent of the nearly 300 YCC alumni are currently 
employed or enrolled in a university.

For questions, please contact: edulinks@usaid.gov

Photo: USAID/Ethiopia

Photo: USAID Unity Through 
Diversity Program

Photo: U.S. Forest Service IP 
Honduras

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ADVANCING
Higher Education

FY 2023 Results Brief

USAID works in higher education to prepare local workforces, raise industry standards, build research and 
evidence, and reduce extreme poverty. The Higher Education Landscape Analysis included recommendations for 
bolstering higher education to achieve these objectives. This brief responds to three of those recommendations: 
improving coordination and communication within USAID, creating meaningful mechanisms to collect data, and 
developing evidence. The brief summarizes efforts to advance higher education during the 2023 fiscal year (FY), 
which ran from October 2022 to September 2023.

Snapshot of FY 2023 Results and Achievements

830

 higher education institutions 
were provided with capacity 
strengthening support. 

95,700

690

learners were reached by higher 
education interventions.

peer-reviewed publications  
resulted from USG support.

Higher education programming drives locally led development by:

Advancing knowledge and 
research

Providing quality and 
relevant education and 
workforce training

Engaging and strengthening 
the capacity of individuals

Engaging and strengthening 
the capacity of institutions

Strengthening higher education systems

Global 
Snapshot

Additional 
Resources

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USAID developed the Higher Education Program Framework to capture its vision of higher education as a central actor in driving locally led development. Learn more about how  USAID measures results  across the framework.Advancing Higher Education: FY 2023 Results Brief

BACK

Global Snapshot

USAID partners in   64 countries advanced higher education during FY 2023.

Advancing Knowledge 
and Research

Providing Quality and 
Relevant Education and 
Workforce Training

Engaging and 
Strengthening  
the Capacity  
of Individuals

Engaging and 
Strengthening  
the Capacity  
of Institutions

Strengthening Higher 
Education Systems

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Advancing Higher Education: FY 2023 Results Brief

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Measuring Results across the Higher Education Program Framework

The Higher Education Program Framework provides the vision, framing, and key outcomes of the Agency’s 
broad and diverse higher education programming, regardless of sector or region. Here, we map foreign 
assistance standard indicators to different aspects of the framework to show how USAID measures results.

ES.2-55

Number of learners reached by U.S. government 
(USG)-assisted higher education interventions

CBLD-9m & n

Percent of USG-assisted educational institutions with 
improved performance (numerator and denominator)

Cross-Cutting Indicators

Advancing Knowledge  
and Research

STIR-12

Number of peer-
reviewed scientific 
publications resulting 
from USG support 
to research and 
implementation 
programs

Engaging and Strengthening 
Networks and Communities

INDIVIDUALS

ES.2-52

Number of individuals 
affiliated with higher 
education institutions 
receiving capacity 
development support 
with USG assistance

INSTITUTIONS

ES.2-1

Number of host country 
higher education 
institutions receiving 
capacity development 
support with USG 
assistance

Providing Quality and 
Relevant Education and 
Workforce Training

ES.2-2

EG.6-3

EG.6-12

EG.6-13

Number of individuals 
attending higher 
education institutions 
with USG scholarship or 
financial assistance

Number of individuals 
who complete USG-
assisted workforce 
development programs

Percent of individuals 
with new employment 
following participation in 
USG-assisted workforce 
development programs

Percent of individuals 
with improved soft skills 
following participation in 
USG-assisted workforce 
development programs

Strengthening Higher Education Systems

ES.2-54 

Number of USG-supported partnerships that address regional, national, and/or local development objectives 
through or with higher education institutions

ES.1-59

Education system strengthened through USG-assisted policy reform

Supp-16

Education data systems strengthened through USG assistance

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Advancing Higher Education: FY 2023 Results Brief

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Advancing Knowledge and Research

Higher education systems advance knowledge across sectors by supporting applied research and cultivating 
innovative solutions. USAID uses STIR-12 (number of peer-reviewed scientific publications resulting from USG 
support to research and implementation programs) to measure results. 

43
partner countries reported efforts  
to advance knowledge and research  
through higher education.

690
peer-reviewed publications  
resulted from USG support.
STIR-12

BOSNIA AND HERZEGOVINA The Monitoring and Evaluation Support (MEASURE) activity 
supported the University of Sarajevo School of Economics and Business (SEBS) with 
developing a program evaluation course. The course will help build a cadre of 
individuals who can conduct research needed for evidence-driven policy 
in the country. Twenty graduate students enrolled in the pilot course. In the 
course evaluation at the end of the semester, 100 percent of respondents reported 
it enhanced their knowledge of social science research and evaluation. SEBS will 
incorporate this feedback to refine the content and make the course available to both 
graduate and undergraduate students.

Photo: USAID MEASURE-BiH project

VIETNAM The Partnership for Higher Education Reform (PHER) activity advanced the 
research capacity of three national universities and their nine member universities. 
PHER supported the universities with developing research integrity and 
research ethics committee regulations and operational procedures. In 
addition, seven experts from Vietnam International Academic Networks provided 
peer review for emerging scholars’ research reports, manuscripts, and workshop 
papers. PHER also supported the universities with teaching and learning reforms, 
accreditation with the Accreditation Council for Business Schools and Programs 
(ACBSP), human resources metrics, and other efforts. Eight business programs 
achieved progress toward ACBSP accreditation and 19 research papers were 
published with PHER’s support.

Photo: PHER Vietnam

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Providing Quality and Relevant Education and Workforce Training

Higher education systems strengthen the workforce through continuous, market-relevant teaching, learning, 
assessment, curriculum, and pedagogical practices. USAID uses several indicators to measure results, including ES.2-2 
(number of individuals attending higher education institutions with USG scholarship or financial assistance) and ES.2-
55 (number of learners reached by USG-assisted higher education interventions).

45
partner countries reported efforts 
to provide higher education and 
workforce training. 

11,400
individuals attended higher 
education institutions with 
scholarship or financial assistance. 
ES.2-2

95,700
learners were reached by higher 
education interventions.
ES.2-55

EL SALVADOR The Scholarships for Educational Opportunities activity provided more 
than 900 scholarships for young people in vulnerable situations to attend technical 
education and vocational programs. This training will help participants develop 
technical skills demanded by the private sector, improve access to new and 
better jobs, and reduce the risk of irregular migration. The training is held 
at MEGATEC centers (Spanish acronym for Gradual Education Learning Model of 
Technical and Technological Education). Six local higher education institutions manage 
the MEGATECs. As part of the scholarship program, these institutions strengthened 
their capacity to deliver complementary services such as psychosocial support and job 
placement. 

Photo: IOM

KOSOVO The Commercial Justice activity continued to partner with local universities 
to strengthen professionalism and specialization in commercial law. In FY 2023, 
the activity provided internships to 15 university students in commercial 
law-related institutions dealing with dispute resolution, policy making, 
mediation, arbitration, and business. The activity engages interns from a variety 
of backgrounds, including ethnic minorities and marginalized populations such as 
people with disabilities and LGBTQI+ community members. A total of 83 interns have 
been engaged over the life of the activity. Commercial Justice also provided mediation 
training to students to prepare them as future practitioners of commercial justice and 
alternative dispute resolution methods. 

Photo: Checchi and Co. Consulting, 
Inc.

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Engaging and Strengthening the Capacity of Individuals

Higher education systems engage individuals in local, regional, and international communities to both ground 
their work in local challenges and connect them to cutting-edge ideas in the higher education community. USAID 
uses ES.2-52 (number of individuals affiliated with higher education institutions receiving capacity strengthening 
support with USG assistance) to measure results. 

22
partner countries reported efforts to engage 
and strengthen the capacity of individuals 
affiliated with higher education institutions.

7,460
individuals were provided with  
capacity strengthening support.
ES.2-52

PARAGUAY Led by Instituto Desarrollo, a local NGO, the Rule of Law and Culture 
of Integrity activity aims to elevate the quality of legal education across nine higher 
education institutions. In FY 2023, the activity facilitated a community of practice for 
professors from four institutions. This promoted peer-to-peer collaboration 
among participating educators, such as taking part in seminars, research, and 
other activities. The activity also supported the National University of Asunción’s 
Law School with conducting a faculty staff meeting, the first of its kind in more than 
15 years. The meeting brought together more than 450 professors and fostered 
commitment and engagement among professors and administrators. 

PHILIPPINES The Advancing Basic Education in the Philippines (ABC+) activity 
conducted a training on participatory action research (PAR) for education officials 
and university faculty. The training enhanced participants’ knowledge and skills 
to generate contextually relevant, evidence-based research studies. The 
program covered topics such as the role of principals as literacy leaders, effective 
pedagogical practices in afterschool reading programs, and improving the ability of 
in-service teachers to mentor pre-service students. By empowering participants to 
find solutions, the PAR process will help participants tackle challenges beyond the life 
of the activity and share their experiences with others.

Photo: Instituto Desarrollo

Photo: USAID/Philippines

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Engaging and Strengthening the Capacity of Institutions

Higher education systems engage institutions in local, regional, and international communities to both ground their 
work in local challenges and connect them to cutting-edge ideas in the higher education community. USAID uses 
two indicators to measure results: ES.2-1 (number of host country higher education institutions receiving capacity 
strengthening support with USG assistance) and CBLD-9m & n (percent of USG-assisted educational institutions 
with improved performance). CBLD-9 includes both basic education and higher education institutions.

38

830

partner countries reported efforts 
to engage and strengthen the 
capacity of higher education 
institutions.

higher education institutions  
were provided with capacity 
strengthening support.
ES.2-1

68 percent

of educational institutions met 
performance improvement 
benchmarks.
CBLD-9m & n

EGYPT Through the Centers of Excellence for Water and Energy (COE/W and 
COE/E), Egyptian and American universities are strengthening undergraduate 
engineering programs and fostering innovation to solve Egypt’s water and 
energy challenges. In FY 2023, the COE/W introduced 13 courses in water 
engineering at Egyptian partner universities and awarded 13 applied research 
grants to Egyptian scholars to support the National Water Resource Plan 
2037. The COE/E developed plans for a technology center at Ain Shams University 
to develop new courses and certifications. The COE/E also partnered with Egyptian 
universities to improve teaching methods in energy engineering courses.

MOZAMBIQUE The Higher Education Career Development Initiative (HECDI) continued 
to support three career development centers at Mozambican higher education 
institutions. In FY 2023, these centers offered drop-in advising appointments 
and workshops on interviewing, resume writing, and other job search skills 
to 1,379 students. HECDI supported staff with operating and expanding the centers 
through intensive training on topics such as organizational capacity development 
and soft skills for youth. The centers also improved their outreach to the university 
community by hiring and training career ambassadors, who are students that assist 
with the delivery of programs, services, and advising. 

Photo: U.S. Mission Egypt

Photo: Universidade Eduardo 
Mondlane

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Strengthening Higher Education Systems

Strengthening higher education systems can take many forms, such as contributing to policy reforms, improving 
education data systems, and supporting higher education institution partnerships. USAID uses several indicators 
to measure results, including ES.2-54 (number of USG-supported partnerships that address regional, national, 
and/or local development objectives through or with higher education institutions) and ES.1-59 (education system 
strengthened through USG-assisted policy reform). ES.1-59 includes both basic education and higher education 
activities.

25

partner countries reported  
efforts to strengthen higher 
education systems.

181

partnerships through higher 
education institutions addressed 
development objectives.
ES.2-54 

34

activities strengthened education 
systems through policy reform.
ES.1-59

PAKISTAN The Higher Education System Strengthening Activity brings together 
American and Pakistani universities to improve higher education management, 
instruction, and student support. The activity partners with 16 Pakistani universities 
to expand equitable access to higher education, especially for women and 
marginalized groups. In FY 2023, the activity provided training, coaching, 
and mentoring to 236 university staff. It also led campus tours at U.S. partner 
universities. These efforts promoted an exchange of ideas around improving higher 
education governance, relevance, and student services. In FY 2024, the activity will 
focus on supporting Pakistani partner universities with developing strategic plans to 
systematically strengthen their operations. 

KENYA In Kisumu County, USAID’s Empowered Youth activity facilitated a partnership 
between the Grand Forty Hotel and the Akado Vocational and Training Center 
(VTC). The partnership strengthened the link between higher education 
and employment, with collaboration on labor market-responsive training, 
curriculum development, and student internships and industry visits. 
Additionally, the activity worked with higher education stakeholders on social inclusion 
and sensitization to access for vulnerable youth and adolescent girls, particularly 
student mothers. As a result, Akado VTC set up daycare facilities so that young 
mothers can effectively participate in learning with their peers.

For questions, please contact: edulinks@usaid.gov

Photo: University of SWAT

Photo: Egerton University

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