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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...

ABDISHE: Strengthening Women’s Livelihoods through Markets in Fedis Woreda, East Hararghie Zone, Oromia Region Baseline Study Report

Baseline study of the ABDISHE project implemented in Ethiopia by CARE Canada and CARE Ethiopia as part of the LINKAGES program funded by Global Affairs Canada. [130 pages] Read More...

PROMISE Baseline Survey Garu-Tempane and East Mamprusi Districts

Baseline study of the PROMISE project implemented in Ghana by CARE Canada and CARE Ghana as part of the LINKAGES program funded by Global Affairs Canada. [72 pages] Read More...

LINKAGES Final Evaluation Report – Advisem

Final evaluation conducted for the multi-country LINKAGES program (Bolivia, Ghana, Mali and Ethiopia) funded by Global Affairs Canada and implemented by CARE Canada and CARE offices in the 4 countries. Evaluation was conducted by external Canadian consultant firm Advisem. This report combines findings from the 4 independent final evaluations, which took place in-country as well as reports on findings from independent surveys and interviews conducted by the firm. [117 pages] Read More...

Mid-term Evaluation for GAC-Funded Education Projects

Mid-term Evaluation of three GAC-funded Education projects implemented by Save the Children Canada, CARE Canada, and Plan Canada in Egypt. CARE Canada-managed project was titled: Improving Syrian and Egyptian Children’s Access to Formal and Informal Education (ACCESS). Read More...

ACCESS Baseline Final Report – Improving Syrian and Egyptian Children’s Access to Formal and Informal Education

Report on the Baseline Assessment carried out for the CARE Egypt ACCESS project (Improving Syrian and Egyptian Children’s Access to Formal and Informal Education). [39 pages] Read More...

Baseline Survey Report Fortifying Equality and Economic Diversification

Baseline Report for the FEED project (Fortifying Equality and Economic Diversification) implemented in Consortium with World Vision Canada and Oxfam Canada and funded by Global Affairs Canada. [47 pages] Read More...

Standing Up for Girls: Girls from Arab States Share the Stories of Their Lives

Protecting girls and supporting fulfilment of their rights and potential lies at the heart of the mandate of the United Nations Population Fund’s Arab States Regional Office (UNFPA-ASRO) and CARE’s regional office for the Middle East and North Africa (MENA). Both UNFPA and CARE regional offices have embarked on this report with the aim of identifying, documenting and disseminating the impact of programmes that have targeted adolescent girls and that have successfully resulted in delaying child marriage, preventing teenage pregnancies and combating FGM in Egypt, Jordan, Lebanon, the Occupied Palestinian Territories (OPT), Iraq, and Sudan. More specifically, the report zooms in on the daily lives of girls that have been positively impacted by approaches and practices in reducing GBV and in improving their access to SRH awareness and the accompanying services they need. The report captures the stories told by girls themselves, by their mothers, by community leaders and by aid workers on the risks and unmet needs in refugee and host communities and on how holistic, inclusive and evidence-based programming has mitigated the risks and met these needs. [52 pages] Read More...

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