Basic and Girls' Education

Sports for Change (S4C) Baseline

Sports for change (S4C) projects aims at leveraging sports activities (Karate and Soccer) to contribute to addressing female disempowerment, gender based violence that is common in schools. The project seeks to raise awareness in schools and communities around schools targeting both learners aged 12-17 and key gatekeepers that interface with the girl including teachers, parents and religious leaders. By the end of the project in 2021, the project hopes to have built a critical mass of youth’s advocates that will keep the momentum of advocating for girl on issues of GBV and gender equality. The project also hopes to cause a shift in society’s attitude towards girls’ empowerment and sexual gender based violence. The project commenced in 2018 is expected to wrap up in 2021. [51 pages] Read More...

Horumarinta Elmiga II (Education for Empowerment through Cohesive and Harmonized System

Horumarinta Elmiga II (Education for Empowerment through Cohesive and Harmonized System) was a three-year (September 2015 – August 2018) education program funded by the European Union (EU), and implemented in all the six administrative regions by a consortium of Save the Children (lead agency), CARE International and Norwegian Refugees Council (NRC), in partnership with the MOEHS of Somaliland. The specific objective of the program was ‘education and training services, responsive to the priorities, needs and requirements of the population of Somaliland, efficiently and equitably delivered.’ [49 pages] Read More...

Waxbarashadu Waa Iftiin (Education is Light) Phase II Project: Endterm Evaluation

This is the report of the End Term Evaluation (ETE) of Waxbarashadu Waa Iftiin (Education is Light) Phase II Project, a 21⁄2 year European Union (EU) funded project implemented in Puntland State of Somalia from 2015/2016 to 2017/2018. The project was implemented by a consortium of International Non-Governmental Organizations (INGOs) comprising CARE (the Lead Agency), Save the Children, ADRA and VU Amsterdam University, in close collaboration with, coordination by, and guidance of the Ministry of Education. The ETE field work was done in July 2018. Data entry, processing, analyses and report were done in August, 2018.
The overall objective of the project was: “Education and training efficiently and effectively delivered’, contributing to poverty alleviation within a peaceful, secure and democratic Somalia”
Its specific objective was: “Education and training services, responsive to the priority requirements of the Somali population, efficiently and equitably delivered.” The project had three (3) expected results: Result 1: Increased access to equitable and quality education for learners; Result 2: Increased participation of youth and adults, including vulnerable groups, in technical and vocational education and training; and, Result 3: Capacity of education institutions, administrations and systems strengthened. Read More...

AWASAR Project Final Evaluation

CARE Nepal, in partnership with local partners Reconstruction and Research Development Center (RRDC) in Mugu and Generating Income for Foster Transformation (GIFT) in Bajura, implemented a 3-year DANIDA-funded AWASAR project from January 2016 to December 2018. The project aimed to reach the unreached children and their families in 10 former VDCs of Bajura (located in three Rural Municipalities) and 10 former VDCs of Mugu (located in five Rural Municipalities) districts. This project supported hard to reach mountain children and their families to improve their educational and food security status of hard to reach children and their families. The project was designed to meet their basic needs in education and food security and equip community organizations for strengthened service delivery. This report is the summary of the evaluation conducted by Research Centre for Integrated Development (RECID/N) Nepal to assess the effectiveness of project strategies and interventions in achieving the desired outcomes and outputs. [76 pages] Read More...

ESTUDIO CUALITATIVO DE PERCEPCIÓN DE NIÑOS, NIÑAS Y ADOLESCENTES EN EL MARCO DEL PROYECTO NIÑAS CON OPORTUNIDADES

El presenta texto constituye el Informe final de consultoría Estudio cualitativo de percepción de niños, niñas y adolescentes en el marco del Proyecto Niñas Con Oportunidades (NCO).
Es necesario aclarar que, aunque el título del Estudio mencione únicamente a niños, niñas y adolescentes, el pedido expreso de CARE Perú fue que se recogiera la percepción acerca del proyecto y de sus diversos ejes también entre docentes, padres de familia y directivos de las Instituciones educativas (IIEE) seleccionadas para el caso.
En esa ruta, el documento presenta los resultados del estudio diferenciando a cada uno de los actores (o usuarios) y toda la información que sustenta su análisis y sus hallazgos, tanto de orden narrativo (grupos focales y entrevistas) como de orden visual (dibujos y tarjetas significativas). Read More...

Resultados a dos años del Proyecto ”Niñas con Oportunidades”

El proyecto aborda la problemática de la falta de oportunidades de las niñas y adolescentes en situación de pobreza debido a la no culminación oportuna de la educación secundaria, particularmente las de zonas rurales y urbanas marginales. (18 pgs) Read More...

Assistance d’urgence aux personnes vulnérables affectées par l’ouragan Matthew dans la Grand ‘Anse

Pour appuyer les ménages de la commune de Jérémie touchés par l’ouragan dévastateur Matthew, CARE, avec un financement de la DG ECHO, a mis en place le projet d’Assistance d'urgence en sécurité alimentaire, éducation et abris aux personnes vulnérables affectées par l'ouragan Matthew dans la Grand ‘Anse. Ce projet de 20 mois (décembre 2016 à Juillet 2018) a soutenu 2 305 ménages à travers une multitude d’activités utilisant une approche intégrée. Ce rapport présente un état des lieux de la mise en oeuvre du projet ECHO au niveau de la commune de Jérémie. Il relate les points forts ainsi que les points à améliorer servant de leçons apprises pour tout projet d’assistance d’urgence dans un contexte semblable. (42 pages) 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...

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