Afghanistan

Final evaluation of Maternal New Born and Child Health in district two of Kabul City, Afghanistan.

CARE International in Afghanistan has been implementing community based MNCH project in district 1. Recently, CARE started to expand its program to district 2 of Kabul city. The final evaluation intends to generate information that will be used to compare the contribution of Opportunity for Mothers and Infants Development (OMID) project against baseline. A Cross-sectional descriptive study design has been used to provide information on the change in key knowledge, attitude and practice variables related to maternal, newborn and child health. The objectives of the final evaluation: 1) To assess progress towards meeting the three project outcomes. 2) To compare the contribution of OMID project against baseline findings and recommendations 3) To ascertain the degree of achievement and progress toward project output, outcome and overall objective as set in project proposal and logical framework living children. 4) To assess if the project has potential to be scaled-up, replicated and/or adjusted to improve program quality under any potential extension phases based on experience to date. Read More...

Phase One Outcomes Report The Assessment of Learning Outcomes and Social Effects on Community-Based Education: A Randomized Field Experiment in Afghanistan

This report presents the Phase One outcomes for the Assessment of Learning Outcomes and Social Effects (ALSE) project in Afghanistan, an initiative funded by USAID through a grant issued to the Steinhardt School at New York University (NYU). The research is being carried out in close cooperation with the implementing partners, CRS and CARE International. ALSE is a comprehensive multi-year impact evaluation that aims to expand and deepen our understanding of ways (1) to maximize primary school learning and access through community-based education (CBE), and (2) to sustain these gains in learning and access into the future. Phase One focuses on questions related to the first theme, studying the impact of CBE models that vary in teacher recruitment criteria and the extent of parent and community-level mobilization to support children’s education. The outcomes presented in this report harness ALSE’s experimental design (RCT) to evaluate CBE effectiveness, teacher recruitment, and parent/community mobilization. We compare outcomes in villages where our NGO partners, CARE and CRS, established classes in 2014 to villages where the NGOs had not yet established classes. We also compare different variations in teacher recruitment and community engagement among villages that received classes in 2014. The ALSE study is conducted in six Afghan provinces: Bamiyan, Daykundi, Ghor, Herat, Kapisa and Parwan. [55 pages] Read More...

The Assessment of Learning Outcomes and Social Effects of Community-Based Education: A Randomized Field Experiment in Afghanistan Baseline report

This report presents the findings of baseline data collection for the Assessment of Learning Outcomes and Social Effects (ALSE) project in Afghanistan, an initiative funded by USAID through grants to the University of New York (NYU). ALSE is a comprehensive multi-year impact evaluation that aims to expand and deepen our understanding of ways (1) to maximize primary school learning and access through community-based education (CBE), and (2) to sustain these gains in learning and access into the future. The program operates as a randomized control trial using mixed quantitative and qualitative outcome assessments and measurements. ALSE assesses a CBE program implemented by CARE and CRS (funded by Canada) in 180 villages in the six central Afghan provinces of Bamiyan, Daykundi, Ghor, Herat, Kapisa, and Parwan. In this baseline data report we describe the geographic, demographic, and educational context of the communities we are studying. We also characterize some key patterns in access to education, demand for education, and children’s verbal and mathematical aptitude. The data collection for this report, which was undertaken in the summer and fall of 2014, will help set the stage for future data collection. [150 pages] Read More...

Phase Two Baseline Report The Assessment of Learning Outcomes and Social Effects of Community-Based Education: A Randomized Field Experiment in Afghanistan

This report presents the findings of baseline data collection for the Assessment of Learning Outcomes and Social Effects (ALSE) project in Afghanistan, an initiative funded by USAID through grants to the University of New York (NYU). ALSE is a comprehensive multi-year impact evaluation that aims to expand and deepen our understanding of ways (1) to maximize primary school learning and access through community-based education (CBE), and (2) to sustain these gains in learning and access into the future. The program operates as a randomized control trial using mixed quantitative and qualitative outcome assessments and measurements. ALSE assesses a CBE program implemented by CARE and CRS (funded by Canada) in 180 villages in the six central Afghan provinces of Bamiyan, Daykundi, Ghor, Herat, Kapisa, and Parwan. Phase Two of the ALSE project tests a model of CBE sustainability under the management of three community-level institutions—Community Development Councils (CDCs), Education Subcommittees (ESs), and School Management Shuras (SMSs). Two of the research consists of four steps: (1) a baseline “institutional-capacity assessment” of the three institutions; (2) capacity-building training for the three institutions; (3) the “handover” of 69 randomly assigned CBE classes from management under an NGO to management by the three institutions; and (4) a comparison of education access and learning outcomes between villages where CBE classes were managed by community institutions and those that continued under NGO management for one academic year. This Phase Two Baseline Report focuses on steps (1) and (2) above. The institutional capacity assessment was conducted in late 2016 in 184 villages across six provinces in Afghanistan. The results presented in this report shed light on the current functionality and management practices of the institutions prior to their involvement in the management of CBE classes in their respective villages. [47 pages] Read More...

Every Voice Counts (EVC) Program Mid Term Review Report

This report presents a Mid-Term Review of the Every Voice Counts (EVC) Program and presents the key evaluation questions of relevancy, efficiency, effectiveness, impact and sustainability. In the methodology, a triangulation of data is presented with emphasis on comprehensive desk review of key internal and external documents relevant to the project, theory of change and Harvesting of Outcomes (OH), structured questionnaires, key informant interviews and focus group discussions with a representative sample. Statistical data is presented in form of charts, frequency tables and logical framework. The evaluation report provides clear, evidence-based and analytical answers to all the agreed evaluation questions and includes the assessment of the cross-cutting topics. It contains all the necessary raw data information that have been used in the process of data collection and analysis, and any other necessary annexes and references used. Stories of change have been highlighted to support the stated quantitative data. Data have been disaggregated by provinces, gender and type of organization of the respondents. The aim of this assignment is to conduct the external Midterm Review (MTR) of the Every Voice Counts Program as described in this ToR, following the four (04) domains, that is, empowerment of members of excluded groups in particular, women and girls on lobby and advocacy, strengthening the advocacy of CSOs, enhancing responsiveness of public authorities and other power holders and strengthening space for dialogue and negotiations. These are reflected under the key evaluation questions of OECD (relevancy, effectiveness, efficiency, impact and sustainability). In the particular, the evaluation focused on the following: Describe progress in relation to the country Theory of Change (ToC) and objectives of the EVC Program and as compared to baseline; Describe what went well, what did not and what could be improved. [177 pages] Read More...

Math Knowledge Needs Assessment

The GEC places a strong emphasis on uptake of literacy and numeracy skills as a primary outcome for girls supported by projects. STAGES II is directly educating 23,000 girls in CBE classes and supporting a further 170,000 girls through government school interventions. These beneficiaries are expected to meet the target of 0.25 standard deviations over the control group (non-STAGES supported government school students) in both literacy and numeracy testing at midline and endline. Numeracy skill uptake is measured through Early Grade Mathematics Assessment (EGMA) and Secondary Grade Mathematics Assessment (SEGMA) tools designed by the STAGES evaluator, which are composed of a number of sub-tasks including number identification fluency (EGMA 1), quantity discrimination (EGMA 2), missing number identification (EGMA 3), addition fluency (EGMA 4), subtraction fluency (EGMA 5), word problems (EGMA 6), multiplication and division (SEGMA 1), and more complex equations including algebra (SEGMA 2). [6 pages] Read More...

Assessment of Private Health Facilities’ Engagement in Provision of Maternal and Child Health Care Services

Care International has implemented Opportunity for Mother and Infant Development (OMID) project in Afghanistan. OMID is a community based maternal and child health project. OMID is holistic health care delivery approach targeting districts 01 and 02. Care International plans to scale up this approach to district 06 as well.
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Men’s knowledge and awareness of maternal, neonatal and child health care in urban Afghanistan- Descriptive cross sectional study

The status of men’s knowledge and awareness on maternal, neonatal and child health care are largely unknown in Afghanistan and the effect of community focused interventions in improving men’s knowledge is largely unexplored. This study identifies the extent of men’s knowledge and awareness on maternal, neonatal and child health. [9 pages] Read More...

Final Evaluation of Opportunities for Mothers and Infants Development Project

The evaluation was conducted to ascertain the degree of achievement and progress toward project output, outcome and overall objectives and determine the extent of project contribution in health needs of community examine. A multi-stage, stratified sampling design was used to select mothers from eligible women— women who were married, living in both districts and aged 14 to 49 years.
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Baseline Assessment on Maternal New Born and Child Health in District Two of Kabul City

The KAP survey aimed to identify knowledge gaps, attitude patterns, and practices that may facilitate understanding and action or create barriers to Maternal, New-born and Child Health (MNCH). A Cross-sectional descriptive study design was utilized to provide information on key knowledge, attitude and practice variables related to maternal, newborn and child health with 375 household in 2nd district.

Among others, the following are the key findings of the survey:

1. High total fertility rate,
2. Low uptake of family planning/ birth spacing methods, especially long term methods,
3. High drop outs in routine vaccinations
4. High level of pregnancy complications
5. High level of miscarriage, abortion and children death after birth.
6. High delivery related risks and
7. Low level of delivery preparedness
8. Low ANC services uptake.
9. Considerable knowledge gaps and misconceptions regarding some aspects of MNCH Read More...

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