Learning

Los siguientes consejos pueden ayudar a utilizar las preguntas del cuestionario breve elaborado por el grupo de Washington (Cuestionario WG) en la recopilación de datos sobre personas con discapacidad.

En los últimos años ha habido un cambio paradigmático de la manera en que se percibe la discapacidad. 

In recent years, there has been a paradigm shift in the way we perceive disability. Once regarded as a medical problem that requires fixing, disability is now largely viewed through a social construct lens, in which we acknowledge that society creates barriers—environmental, attitudinal and institutional—that limit the participation of persons with functional difficulties in the public sphere.

Have you ever walked into a school that doesn’t have enough resources? Classes may be over-crowded and students might not have any books or reading materials. Without the proper resources, students cannot perform at their fullest potential. 

When it comes to implementing programs, managers must think about how to manage financial resources in all program development phases. Depending on the nature of the education program, this can be done by using a few different approaches. 

Using this framework, USAID staff and implementing partners can make sustainable investments that enable all children and youth to get the education and skills needed to be productive members of society.

The concept of education finance addresses questions about how resources are allocated, used, and accounted for to achieve sustainable, quality education for all children and youth. 

The USAID Education Policy’s focus on “sustained, measurable improvements in learning outcomes and skills development” is at the heart of USAID’s work in education finance, and USAID’s interest in education finance is focused on sustainability.