Basic and Girls' Education

Udaan: Catching the Missed Opportunity Project Endline Survey Report

The objective of this evaluation was to conduct End Line Survey/final evaluation of Udaan: Catching the Missed Opportunity Project Access to Quality Education for Economically and Socially Vulnerable Girls in Kapilbastu district. The project tenure was from November 2013 to April 2017. The project has applied people centered approach to address ‘Out of School Children’ especially poor vulnerable socially excluded (PVSC) girls. The aim of the end line survey is to measure progress against the outcome and impact level indicators achieved during the project implementation phase.
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Hausala: Empowering Adolescent Girls Baseline Report

Care Nepal, an International non‐Government organization, is implementing Hausala; project that is  designed to empower the girls from Dalit and marginalized communities in the two districts (Rupandehi  and Kapilvastu) of western terai of Nepal. The project goal is to ensure that Adolescent Girls in Nepal  have Better Life Opportunities. The project aims to create an environment in which marginalized  adolescent girls can build their capabilities to pursue opportunities & realize their aspirations. The  project aims to achieve its objectives by providing access to accelerated learning programs for  marginalized & socially excluded adolescent girls (especially those from Dalit, Muslim and other  marginalized communities in the project area) who have either dropped‐out or never been to school.  Nepal Evaluation and Assessment Team (NEAT) supported CARE Nepal to conduct the baseline study.  Read More...

ECD Program Baseline Report Summary

The CARE ECD Program is being implemented in two districts in the Inhambane Province. Homoine is a small, densely populated district with 107 475 inhabitants as of 2007. Consumption poverty rates are around 51% with the majority of the population living along the coastline and along transit routes with access to some good farmland relative to the rest of the province.

Funhalouro is a large, sparsely populated district with 44 320 inhabitants as of 2007. The area is prone to food insecurity and drought. With a consumption poverty rate above 69%, Funhalouro is one of the most vulnerable and impoverished areas of Inhambane. Because it is remote and the population dispersed there are few development interventions in Funhalouro.

The ECD program is an implementation science project because we are finding out how best to implement a home-based Early Childhood Development (ECD) intervention in these two different sites. This focus on implementation science means that a large part of the evaluation of the ECD project will include on-going qualitative research on which implementation strategies work best where and why. Read More...

Projet Education Pour le Changement Rapport de l’Etude de Base

En juillet 2015, CARE Mali à travers le Programme Education a bénéficié du financement Patsy Collins Trust Funds Initiative (PCTFI) à travers CARE USA pour la mise en œuvre du projet novateur dénommé « Education For Change » (appelé Education Pour le Changement en Français et Jannde Yiriwere en langue locale Fulfulde). Education For Change (EFC) est partie intégrante d'un financement global accordé par CARE USA à sept pays dont le Mali pour les cinq prochaines années.En l'occurrence il s’agit du Zimbabwe, du Cambodge, du Kenya, du Rwanda, de l'Inde et du Népal.
Ce projet d'une durée de cinq ans sera mis en œuvre dans six communes des cercles de Bandiagara et Mopti de la région de Mopti (deux communes urbaines et quatre communes rurales). Les bénéficiaires sont estimés à 90.000 filles et garçons âgés de 10 à 18 ans, femmes et hommes. Les adolescents et adolescentes sont des non scolaires et scolaires au niveau de 50 écoles (primaires, fondamentales, secondaires, techniques et professionnelles). Les cibles sont les populations fortement affectées par les effets du changement climatique (sécheresse et inondation) et la crise socio-politique et sécuritaire survenue au Mali en 2012. Read More...

Global Partnership for Social Accountability- Strengthening Social Accountability in Education Baseline Survey

The purpose of this report is to present findings from baseline survey that was done concerning indicators for the Strengthening Social Accountability in the Education Sector in Malawi (SSAES). The baseline was done to provide the benchmark against the project’s key indicators for the purposes of monitoring, evaluation and learning.
The SSAES is a 3-year World Bank funded project being implemented by CARE Malawi, in partnership with the Civil Society Education Coalition (CSEC). The project is funded through the Global Partnership for Social Accountability (GPSA), a World Bank facility that supports civil society and governments to work together to solve critical governance challenges in developing countries. The SSAES project will be achieved through two key objectives, namely: - i) increased level of efficiency, transparency and accountability in the procurement processes; and ii) decreased teacher absenteeism. The project has a crosscutting component of Advocacy, Knowledge Management and Learning. The project is covering a total of 90 schools in six districts of Mzuzu City, Kasungu, Dedza, Balaka, Mwanza, and Mulanje.

The baseline was a cross sectional study using both qualitative and quantitative research methods. Primary data was done using five data collection tools: School questionnaire, household questionnaire, Focus Group Discussions (FGD), Key Informants Interviews (KII) and Observational methods. Data was collected from 6 project districts. A total of 360 household questionnaires, 46 school questionnaires, 15 Focus Group Discussions and 18 Key Informant Interviews were administered. Besides, the baseline used secondary data through desk review. Read More...

Food and Nutrition Security and Enhanced Resilience Baseline Study

The current SEWOH Nutrition Baseline Survey was conducted among women of reproductive age, infants and young children between the age of 6-23 months, as well as pre- and primary school children in Malawi in August and September 2015. The main objective of this survey was to describe the nutrition situation among the target groups in selected rural areas of the districts Dedza and Salima. Of special interest were Minimum Acceptable Diet (MAD) of infants and young children and Individual Dietary Diversity Score Women (IDDS-W). Further, it aimed to examine linkages between crop cultivation, dietary diversity and complementary feeding practices with living conditions as well as with knowledge and practice in regard to nutrition and hygiene. Read More...

Patsy Collins Trust Fund Initiative Cohort 2 Final Report

The project has observed that there is an increase in number of learners who are completing their primary education especially in the schools where PCFTI was being implemented. Three years ago because of various barriers only 50% of the learners would complete their primary education. However, this is no longer the case now. Though the average district completion rate for Kasungu is still low, the same has greatly improved in the schools where the project was being implemented. For instance, anecdotal evidence has shown that, completion rate among girls in primary education in the targeted schools has greatly improved. This has been achieved because of the effects of the combination of interventions such as strengthening of school and community based structures, facilitating development of School Improvement Plans (SIP) and the involvement of the Participatory Education Theatre (PET) groups which PCTFI has implemented for the past three years.
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PCTFI Malawi: FY15 to FY17 Performance Monitoring and Evaluation Plan

The redesigned PCTFI Malawi project takes a holistic approach to adolescent girls’ empowerment with interventions in education and SRH underpinned by cross-cutting activities in gender, participatory governance and capacity building and buoyed by a proactive learning agenda to influence policy at all levels through advocacy. Its goal is to empower adolescent girls in rural Kasungu to claim and exercise their rights to good quality education and sexual and reproductive information and services.
The project strategy leverages six years of PCTFI implementation in Malawi, best practices, lessons learned and proven approaches and tools for the CARE world; and opportunities for collaboration at all levels to map out the pathways to achieving the impact goal. The proposed interventions are organized under 3 thematic areas related to the adolescent girl’s agency and relations and to the structures that influence her empowerment. Read More...

Patsy Collins Trust Fund Initiative (PCTFI) Situation Analysis Study Report

The situation analysis was conducted in order to produce a comprehensive report for the Malawi Patsy Collins Trust Fund Initiative (PCTFI) to be implemented in Kasungu district. Malawi continues to face a number of major obstacles in creating a stable and sustainable educational system for its children, in particular for the girls. CARE Malawi is already implementing a number of other projects in Kasungu district and in order to contribute to solving the educational problems in the country, CARE Malawi was looking at maximizing the impact and synergy of its programs by increasing intra-sector and cross-sector coordination and collaboration and narrowing the spread of the programs by mapping and prioritizing key geographical areas of coverage. It was therefore felt that a Situational Analysis would be useful to get a better idea of the prevailing situation in Kasungu that the PCTFI project was to address.
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Rapport Annuel pour le Project FANAMBY

Cette troisième année a été pour le projet FANAMBY une période de consolidation et de maturation des structures mises en place, en vue de l’appropriation par les bénéficiaires et de leur autonomisation dans une perspective de pérennisation des acquis. La stratégie de retrait du projet a été déclenchée avec la tenue du premier atelier de transfert de compétence à la Direction Régionale de l’Education Nationale et à la CiSco. La conduite des activités ayant été progressivement affectée à la CiSco avec un accompagnement de proximité apporté par l’équipe du projet. [18 pages] Read More...

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