Basic and Girls' Education

FINAL REPORT – MIDLINE EVALUATION PARTNERS FOR LEARNING (P4L)

The Partners for Learning (P4L) project is implemented by CARE in collaboration with 20 partner organizations and 465 schools since November 2013. P4L’s goal is to identify, enroll, and retain 50,000 out-of-school girls and boys (OOSGB) in the Haitian education system. After three years of implementation, this midline evaluation was conducted to assess the prevalence of OOSGB in targeted areas, given contextual changes such as the destruction caused by Hurricane Matthew; analyze the contribution of P4L training activities on teaching practices; and assess the validity of P4L’s strategies.

The recommendations from the midline are:
- Increase mobilization efforts to identify and enroll OOSGB in areas of high out-of-school prevalence;
- Need to reinforce the project strategy to strengthen retention, as dropout remains a major issue in targeted areas;
- Mobilize other actors in the education sector (MENFP, NGOs through CEC, civil society associations, etc.) to design a national strategy to address retention issues;
- Promote VSLA in each area to support families to enroll and keep their children in school;
- Mobilize funds and create partnerships to improve infrastructure conditions in partner
schools. [39 pages] Read More...

NEW SCHOOLS PROGRAM: a final evaluation

The New Schools Program (NSP) was a school-based reform project implemented by CARE International in collaboration with the Ministry of Education and Education directorates in the governorates of Beni Suef, Fayoum and Minia. NSP was charged with increasing school access and enrollment of girls in underserved communities in Minia, Beni Suef, and Fayoum Governorates. The focus on access and enrollment of girls was enhanced through efforts to improve the teaching and learning, mobilize the local community around the importance of education (i.e., particularly that of girls), innovative and deliberative school construction (primary, preparatory, and community multi-grade schools) processes, and adult literacy initiatives. NSP had an extensive partnership that included both Egyptian government agencies, the private sector, Egyptian NGOs and international NGOs.
The purpose of this evaluation was to examine and report on NSP’s effectiveness in addressing the following Intermediate Results: IR 1-- Access to education increased for girls in targeted areas; IR 2: Improved teaching and learning practices in USAID-supported schools; and IR 3: Increased community participation in girls’ education. [178 pages] Read More...

Home-based ECD parent education and support program: Impact Evaluation Short Report

The CARE ECD program has been operational in the two districts of Funhalouro and Homoine in Inhambane Province since 2013. The program is focused around once-a-week, home visits to vulnerable families by volunteers. This report outlines the results of the impact evaluation (using a control study and qualitative and quantitative data and conducted between 2014 and 2016). The results prove conclusively that impact has been made on caregiver status, child status and the caregiving environment – the pillars of ECD as identified by the Essential Package. The program was funded by The Hilton Foundation. [32 pages] Read More...

ECD Program Impact Evaluation Report

The long-term impact aim of the program was to improve comprehensive developmental outcomes, as defined by the Essential Package, for children under five years of age. The aim of the research into the program was to evaluate program impact through nested quantitative and qualitative studies with the ultimate objectives of: i) Assessing whether the ECD program improved child development and nutritional outcomes and, if improvements did occur, ii) Determining which program components contributed significantly to that impact in the different environments. These components included nutrition, social accountability and ECD interventions. The CARE ECD program was funded by the Hilton Foundation from 2013 to 2016. [106 pages] Read More...

RAPPORT DE L’EVALUATION DE BASE EGRA: Projet Haïti Gagne, Lire, Ecrire et Réussir

Cette évaluation de ligne de base du projet a été conduite entre mai et juin 2017 par le personnel de suivi et évaluation du projet avant le démarrage des activités à fort impact sur les bénéficiaires. Cette évaluation s’est donnée pour but de prendre un instantané de la situation dans les écoles partenaires avant le début réel des activités. Cet instantané s’est focalisé sur la capacité des enfants à lire et à écrire et sur l’offre scolaire au niveau des écoles partenaires. De ce fait, 4 types d’enquêtes ont été réalisées :
- Une évaluation EGRA pour mesurer la capacité des enfants à lire et à écrire. Cette évaluation a été conduite auprès de 1337 élèves (49% de garçons et 51% de filles) choisis aléatoirement dont 649 élèves du Nord venant de 19 écoles et 688 élèves du Sud’Est venant de 20 écoles.
- Une enquête auprès des professeurs avec un guide d’observation en salle de classe (Stallings Classroom SnapshotObservation System) et un questionnaire pour interviewer les enseignants.
- Une enquête au niveau des écoles visitées avec un guide d’observation de l’état infrastructurel de l’école et un guide d’interview pour le directeur.
- Une enquête auprès des inspecteurs à travers un guide d’interview. [50 pages] Read More...

Empowerment through Education in Afghanistan (EEA-3) Need Assessment Report

The purpose of a Needs Assessment is to inform some of the key programming decisions ahead of implementation of a third phase (EEA-3). The goal of the proposed EEA-3 project is that children, particularly girls, in targeted communities of five provinces of Afghanistan will have access to a broader range of opportunities in life after obtaining a quality, empowering education. CARE undertook this Need Assessment Study in the five project provinces with the following objectives: Objective 1: To provide a comprehensive assessment of education needs in five proposed provinces. Objective 2: To inform the plan for establishment of new CBE/ LSCBE classes for maximum linkage between formal and informal education systems, increased sustainability and transition planning. Objective 3: Undertake a disability analysis and provide recommendations on disability inclusive approaches for CBE. [89 pages] Read More...

Calidad y equidad en la educación intercultural en Puno KAWSAY II segunda fase

El proyecto “Calidad y equidad en la educación intercultural en Puno - KAWSAY II segunda fase”, ha sido ha sido propuesto y ejecutado por CARE Perú de la región Puno, gracias al financiamiento otorgado por la Douglas B. Marchall, Jr. Family Foundation, habiendo iniciado sus actividades en el segundo semestre de 2014 y, tras una ampliación, culminó sus actividades en mayo de 2016. [73 pages] Read More...

Integrated Community Development Project Endline Evaluation

The main conclusion of this evaluation is that ICDP is making a significant and tangible contribution to improving the well-being of disadvantaged communities living in remote areas of PNG. Communities, Ward Development Committee (WDC) members, LLGs and District authorities are, in general, highly appreciative of the work that ICDP is supporting. It is a highly valued investment, is achieving tangible results, and the work should continue to be supported (taking into account lessons learned so far, including the recommendations contained in this evaluation report). Addressing disadvantage and poverty in remote rural areas requires a long-term and sustained commitment. [131 pages] Read More...

Rapport de l’Evaluation de Base EGRA

Cette évaluation de ligne de base du projet a été conduite entre mai et juin 2017 par le personnel de suivi et évaluation du projet avant le démarrage des activités à fort impact sur les bénéficiaires. Cette évaluation s’est donnée pour but de prendre un instantané de la situation dans les écoles partenaires avant le début réel des activités. Cet instantané s’est focalisé sur la capacité des enfants à lire et à écrire et sur l’offre scolaire au niveau des écoles partenaires.
De ce fait, 4 types d’enquêtes ont été réalisées :

- Une évaluation EGRA pour mesurer la capacité des enfants à lire et à écrire. Cette évaluation a été conduite auprès de 1337 élèves (49% de garçons et 51% de filles) choisis aléatoirement dont 649 élèves du Nord venant de 19 écoles et 688 élèves du Sud’Est venant de 20 écoles.
- Une enquête auprès des professeurs avec un guide d’observation en salle de classe (Stallings Classroom Snapshot Observation System) et un questionnaire pour interviewer les
enseignants.
- Une enquête au niveau des écoles visitées avec un guide d’observation de l’état infrastructurel de l’école et un guide d’interview pour le directeur.
- Une enquête auprès des inspecteurs à travers un guide d’interview. [50 pages] Read More...

Refugee Assistant Initiative in Liberia (RAIL) End of Project Impact Survey

The RAIL project designed to help the UNHCR to provide basic assistance to refugees by strengthening their existing capacity, while promoting self-reliance and livelihoods, is a multi-sector project.

The project was looking at water, sanitation and hygiene (WASH), livelihood with focus on Village Saving and Loan Associations (VSLA) and support to the education of the refugee children, through Early Childhood Education, meant to help develop and mold the minds of the children in their early years while their brains are still pliable.

This multi-faceted approach enhances the protection of the rights of refugees in order to maintain a favorable environment and sustained local integration for those wanting to stay in Liberia. [11 pages] Read More...

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