Community Participation
FINAL PERFORMANCE EVALUATION REPORT OF THE PROJECT “ZIKA RESPONSE IN ECUADOR AND PERU”
This document is the final report of the performance evaluation of the binational project Zika Response in Ecuador and Peru, implemented in Ecuador and Peru by CARE from 2016 to 2019. The main objectives of the project were to strengthen community, local and national capacities to respond to the outbreak of Zika virus and other vector-borne diseases, as well as to improve regional and national efforts to reduce Zika transmission rates.
The evaluation of the project in Ecuador was carried out in the intervention zones of 10 cantons of the provinces of El Oro, Manabí and Esmeraldas, between August and September 2019; in Peru, in 20 districts of 10 provinces of the departments of Tumbes, Piura, Lambayeque, and Cajamarca. After the elaboration of the work proposal and the methodological design of the evaluation, secondary information was collected and primary information was collected at field through interviews, focus groups and social mapping (in Ecuador), and a Likert scale survey (in Peru). The evaluation was framed in five blocks: General Aspects, Community Mobilization, Community-Based Surveillance, Social and Behavioral Change, and Inter-Institutional Planning and Coordination.
The main findings of the evaluation determine that the project achieved, for the most part, the objectives of the project, having as its main achievement the facilitation of inter-institutional coordination of the different actors in the territory. In Peru, the experience of community-based vector control, supported by technological and communications innovations, stands out. In both countries, the project successfully mobilized the community to carry out prevention strategies against Zika and increase knowledge of the risks of this type of disease, as well as useful individual and collective strategies for its prevention. Read More...
The evaluation of the project in Ecuador was carried out in the intervention zones of 10 cantons of the provinces of El Oro, Manabí and Esmeraldas, between August and September 2019; in Peru, in 20 districts of 10 provinces of the departments of Tumbes, Piura, Lambayeque, and Cajamarca. After the elaboration of the work proposal and the methodological design of the evaluation, secondary information was collected and primary information was collected at field through interviews, focus groups and social mapping (in Ecuador), and a Likert scale survey (in Peru). The evaluation was framed in five blocks: General Aspects, Community Mobilization, Community-Based Surveillance, Social and Behavioral Change, and Inter-Institutional Planning and Coordination.
The main findings of the evaluation determine that the project achieved, for the most part, the objectives of the project, having as its main achievement the facilitation of inter-institutional coordination of the different actors in the territory. In Peru, the experience of community-based vector control, supported by technological and communications innovations, stands out. In both countries, the project successfully mobilized the community to carry out prevention strategies against Zika and increase knowledge of the risks of this type of disease, as well as useful individual and collective strategies for its prevention. Read More...
Empowerment through Education in Afghanistan (Phase 3)
CARE International in Afghanistan (CARE Afghanistan) has been implementing the Empowerment through Education (EEA) Project in Afghanistan since May 2011 and the project is now in its third phase. EEA works with communities in five Provinces (Ghazni, Kapisa, Khost, Paktia and Parwan) to set up a community-based education (CBE) program in rural and remote communities, where regular public schools are located far from villages and conservative social norms and safety concerns severely restrict girls’ mobility and access to schooling. Community-based education is a network of classes, often held in homes, that allow children, particularly girls, to access education in communities far from a government school.
KEY FINDINGS
EOPO 1: Increase children’s, particularly girls, access to basic education in grades one to nine through community-based education.
Achievements
- Girls’ enrolment is increasing for both primary and secondary levels.
- A growing cadre of competent and effective female teachers is increasing girls’ enrolment.
- Girls are increasingly furthering their education and skill-base following graduation.
- Parents are encouraged to prioritise girls’ school attendance through active Village Education Committees.
- Girls view community-based education schools as accessible, respectful and safe learning environments
Challenges:
-Low but continued dropout rates for economic reasons
• EOPO 2: Improve the quality of education through training and coaching of teachers, aligned with Ministry of Education (MoE) policies.
(See report for findings)
• EOPO 3: Increase girls’ skills, confidence and abilities to participate in school decision-making structures and technical skills for employment.
(See report for findings)
• EOPO 4: Increase community support for girls’ education and women’s decision-making in management of community-based education.
(See report for findings)
• EOPO 5: Strengthen stakeholder networks to advance the rights of girls’ and boys’ education through policy and practice.
(See report for findings) Read More...
KEY FINDINGS
EOPO 1: Increase children’s, particularly girls, access to basic education in grades one to nine through community-based education.
Achievements
- Girls’ enrolment is increasing for both primary and secondary levels.
- A growing cadre of competent and effective female teachers is increasing girls’ enrolment.
- Girls are increasingly furthering their education and skill-base following graduation.
- Parents are encouraged to prioritise girls’ school attendance through active Village Education Committees.
- Girls view community-based education schools as accessible, respectful and safe learning environments
Challenges:
-Low but continued dropout rates for economic reasons
• EOPO 2: Improve the quality of education through training and coaching of teachers, aligned with Ministry of Education (MoE) policies.
(See report for findings)
• EOPO 3: Increase girls’ skills, confidence and abilities to participate in school decision-making structures and technical skills for employment.
(See report for findings)
• EOPO 4: Increase community support for girls’ education and women’s decision-making in management of community-based education.
(See report for findings)
• EOPO 5: Strengthen stakeholder networks to advance the rights of girls’ and boys’ education through policy and practice.
(See report for findings) Read More...
Strengthening Rural Development Models in Georgia (ENPARD II) Midterm Evaluation
Strengthening Rural Development Models in Georgia seeks to build on the success found by Mercy Corps, CARE and People in Need as they introduced the LEADER model for rural development to the municipalities of Borjomi, Lagodekhi and Kazbegi. In addition to continuing to implement this community-led local development approach, they were tasked with providing more national-level support for other Georgian LEADER implementations with the support of ELARD, a Europe-based not for profit organisation.
A series of interviews and focus groups held with beneficiaries, implementing agencies and other stakeholders provided a very positive picture of the impact being delivered by the LEADER model in these three municipalities, particularly in terms of increased engagement with local governance, community cohesion and economic participation.
Results further suggested that the growing presence LEADER in Georgia’s rural municipalities was positively moving Georgian rural governance in the direction envisioned by the Georgian Government and the Delegation of the European Union, that is, towards a state of alignment with the European Common Agricultural Policy.
The main difficulty identified is that Georgian Government policy looking forward appears to be wavering with regards to its commitment to the LEADER model, despite the levels of investment provided by the EU. Read More...
A series of interviews and focus groups held with beneficiaries, implementing agencies and other stakeholders provided a very positive picture of the impact being delivered by the LEADER model in these three municipalities, particularly in terms of increased engagement with local governance, community cohesion and economic participation.
Results further suggested that the growing presence LEADER in Georgia’s rural municipalities was positively moving Georgian rural governance in the direction envisioned by the Georgian Government and the Delegation of the European Union, that is, towards a state of alignment with the European Common Agricultural Policy.
The main difficulty identified is that Georgian Government policy looking forward appears to be wavering with regards to its commitment to the LEADER model, despite the levels of investment provided by the EU. Read More...
Rapport D’Évaluation Final Project Katye Noy Pi Bel
This 70 page document highlights the final results of the Katye Nou Pi Bèl project funded by the Eur... Read More...
15-02-03 eval. mid-term rapport final we-spora
This 47 page document highlights the mid-term results of the Katye Nou Pi Bèl project funded by the ... Read More...