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The activist milestones are a step-by-step guide to the concrete actions community activists can take to hone and develop their skills as effective citizen activists. They provide the tools necessary to achieve success as an advocate and as a group.
November 2007. REF’s Advocacy to Control Tuberculosis Internationally (ACTION) Project compiled 12 innovative tools, tactics, and strategies for advocacy, which provide a model for increasing the political will to address TB and other vital global health issues.
December 2009. Presented by the National Anti-Hunger Organizations (NAHO), of which RESULTS is a member. The report, which was drafted in response to President Obama’s pledge to end child hunger by 2015, recommends nine steps that will collectively eliminate child hunger in the United States.
July 2010. Though tuberculosis is the third leading killer of adult women worldwide, TB has long been neglected as a women’s health issue. Women face particular barriers to diagnosis and care, and their experience of the disease can be different from men’s. In addition to TB’s unique medical and health impacts on women, a TB diagnosis can also bring with it intense stigma that disproportionately affects women and girls. In this brief, ACTION reviews the evidence regarding women and TB and provides recommendations for accelerating the response by integrating TB services with those for maternal and child health and by increasing collaboration on advocacy between the infectious disease and the maternal and child health communities.
May 2010. The Lancet released a special issue on tuberculosis, which includes a series of papers and comments highlighting the need for new tools, the threat posed by drug-resistant strains, results of current control efforts, and other issues about TB worldwide. The series also includes comments about how to scale up an integrated TB and HIV response, the burden of the disease in women and children, and how migration patterns within and between countries contribute to the spread of TB.
March 2010. In 2003, the U.S. launched a new response to HIV/AIDS abroad called The U.S. President’s Emergency Plan for AIDS Relief (PEPFAR). PEPFAR was the largest commitment in history by any individual nation to combat a single disease. While it signaled what would become an enormous achievement, at the outset, the plan failed to confront the number one infectious killer of people with HIV/AIDS: tuberculosis (TB).
March 2010. This report shows that, as of December 2009, investments by the Global Fund have saved 4.9 million lives. It also documents the Global Fund’s central contribution to progress toward the health-related Millennium Development Goals.
June 2009. A series of reports and policy briefs produced jointly by the Center for Economic Governance and AIDS in Africa (CEGAA) and RESULTS Educational Fund, with support from the Open Society Institute.
March 2009. This report details how key global AIDS and health institutions are failing to address TB-HIV co-infection around the world. Includes critiques of the World Bank; the Global Fund to Fight AIDS, TB and Malaria; the UK Department for International Development; and the US President’s Emergency Plan for AIDS Relief.
May 2007. By examining the President’s Emergency Plan for AIDS Relief (PEPFAR) TB-HIV activities in Ethiopia, Kenya, Rwanda, and the United Republic of Tanzania, this report demonstrates the large gains that could be achieved toward controlling both diseases through increased funding for TB-HIV activities. Offers specific recommendations to the Office of the Global AIDS Coordinator and for increased strategic U.S. investment in global TB control.
September 2006. Of the World Bank’s total global spending on TB, less than 5 percent goes to Africa. Yet Africa is the only region in the world where rates of TB are still increasing. This report recommends that the World Bank dramatically increase its TB funding in Africa and provides evidence for the economic benefits of controlling TB.
February 2004. Produced in collaboration with the Open Society Institute, this report outlines ways to better integrate TB and AIDS efforts in the 14 countries assisted through the President’s Emergency Plan for AIDS Relief (PEPFAR) by expanding TB programs to reach all HIV patients with TB and by linking TB programs to HIV/AIDS voluntary counseling and testing (VCT).
March 2014. On June 26th, 2014, leaders from around the world will convene at the Global Partnership for Education (GPE) Pledging Conference to decide the future of education for children in the most poverty-stricken and conflict-affected countries on the planet. This brief explores why now, more than ever, donors and development actors must ambitiously support GPE’s work over the 2015-2018 period. Developed in partnership with affiliates from countries across RESULTS' Education for All campaign, the brief specifically highlights the roles of Australia, Canada, the U.K., and the U.S.
Towards Collaborative Support to Global Education: A Review of the U.S. Pledge to the Global Partnership for Education
November 2013. In November 2011, the United States made a pledge to the Global Partnership for Education, the world’s only multilateral institution exclusively devoted to ensuring that all children everywhere receive a quality basic education. In addition to pledging to contribute $20 million to the GPE Fund in 2012, the United States reaffirmed earlier commitments to improve the reading skills of 100 million children, increase equitable access to education in crisis and conflict environments for 15 million learners, and improve aid effectiveness. A year later, RESULTS conducted country visits to Liberia, South Sudan, Tanzania, and Zambia to explore the status of the U.S. pledge. Informed by insights from a range of development actors consulted throughout the course of those country visits, this series reflects on what RESULTS learned about the U.S. pledge to GPE.
April 2013. As the world prepares a final push to achieve the Millennium Development Goals by 2015, global attention has turned towards getting the remaining out-of-school children into the classroom. With the World Bank as the world’s largest external financier of education, RESULTS has reviewed the financial support it has provided to the development of basic education systems in the world’s poorest countries from 2000 to 2012 in relation to their populations of out-of-school children. In addition to broadly examining the extent to which World Bank investment in basic education has aligned with populations of children out of primary school, the report also takes a special look at World Bank support to basic education in developing country partners of the Global Partnership for Education and conflict-affected and fragile states. It then identifies the countries that have fallen farthest from the general trend and thus merit immediate action from the World Bank.
September 2012. The World Bank made a pledge to increase support to basic education by $750 million over the next five years, 2011 to 2015. Since then, the Bank has changed the terms of this pledge in such way that it can actually decrease financial assistance to basic education while still claiming to have increased it by $750 million. RESULTS, its international affiliates, and its volunteers across the globe have been working with the World Bank in 2012 to rectify this situation. RESULTS and its partners are now calling for the Bank’s new president, Dr. Jim Yong Kim, to intervene to ensure that a total of $6.8 billion is provided to basic education over the 2011-2015 period in accordance with the pledge the Bank made in 2010. This report takes an in-depth look at how this pledge was renegotiated, the implications of the pledge as it is today, and what can be done to alleviate the issues the pledge was originally supposed to address.
In 2011, RESULTS teamed up with the Global Campaign for Education to research and write a breakthrough analysis of gender discrimination and the right to education. Make it Right: Ending the Crisis in Girl’s Education outlines how – despite overall increases in global and national aggregate enrolments and gender parity – girls still face large challenges in effectively completing primary education and continuing through the school cycle successfully. By using a rights-based framework to assess the availability of education the report highlights the legal, policy, and budget frameworks which are needed to guarantee the right to education, especially for girls. The rights-based framework of this report is based on acceptability, accessibility, and adaptability for the special needs of gender-based marginalization. The report ends with an analysis of the role of the international financial institutions – the IMF and the World Bank – and a call-to-action for all members of the Education for All-Fast Track Initiative to scale up support for girls education.
June 2010. This report by RESULTS Educational Fund finds troubling trends in World Bank education lending for the poorest countries — especially in Africa where its proportion of education financing from the Bank was less than 15 percent in 2009, despite being home to 32 million of the world’s 72 million out-of-school children. Making matters worse, the World Bank is increasingly stepping back from education financing in a growing number of low-income countries. These are primarily countries that have joined the Fast Track Initiative, a multi-donor effort to provide additional financing for Education for All. Since 2003, $1.8 billion in grants have been distributed in 32 countries, 22 of them in Africa. Yet, in many countries that have received FTI grants the Bank has moved out; thus, creating a substitution. This is most problematic because donors to the Fast Track Initiative can’t keep up with the pace of demand, and currently have no funding left to distribute. In the meantime, developing countries are stuck with a volatile, unpredictable, and incoherent aid environment which may leave them out in the cold — short on the external funds needed to implement their education strategies. The report calls on donors to the Bank and the FTI to correct course, including by implementing a matching of funds from each, pooled together in an independent global fund under the FTI partnership.
September 2008. Too many countries are lagging in reaching the Millennium Development Goal of universal access to primary education by 2015 - over 70 million children are still not attending primary school. This report highlights the factors that limit the effectiveness of our aid dollars, suggests immediate actions that would improve aid effectiveness, and encourages Congress to consider major structural changes to U.S. foreign assistance for basic education.
October 2008. This report by RESULTS UK considers why the world is still struggling to deliver education for all and makes recommendations to the government of the UK, the World Bank, and other organizations.
December 2004. Commissioned by RESULTS Educational Fund, this report concludes that the United States Agency for International Development (USAID) is lacking a systematic strategy to increase primary school enrollment and school completion in developing countries, and calls for incentives for poor countries to eliminate primary school fees and scale up systems.
Written by RESULTS activist Bob Sample, this paper gives an in-depth look into the microfinance movement and the role RESULTS and REF played in reaching the goal of providing 100 million of the world’s poorest people with access to microcredit to start or expand small businesses. Presented at the Microcredit Summit in Halifax, Nova Scotia, November 2006.