Basic and Girls' Education

Kutch Livelihood and Education Advancement Project (KLEAP) Endline Report

This endline study was an attempt for measuring the extent to which the stated goals and objectives of the K-LEAP had met and contributed towards increasing the income of the families, thereby resulting in improving the quality of the life. As highlighted across various sections of the report, it was observed that involvement in K-LEAP positively impacted the life of participants and also increased their household income. Various initiatives undertaken as a part of K-LEAP are sustainable and have the potential to be replicated in future. [65 pages] Read More...

Start Early: Read in Time (SERT) Endline Report

Start Early: Read in Time is a CARE India Solution for Sustainable Development (CISSD) initiative in select districts of Uttar Pradesh and Odisha with an overall goal of improving “early grade reading skills of children (6-9 years of age), especially girls from marginalized Dalit and Adivasi communities in the formal primary schools in Odisha and Uttar Pradesh.”

In order to reach this goal of improving early grade reading in government schools, the project has been implementing innovate techniques in three districts in UP and one in Odisha since 2014. The project extended to two more districts in UP in 2016 and another district in Odisha in 2017. This report presents the findings of the endline study conducted in the initial four districts under the program, namely- Bahraich, Balrampur and Shravasti in UP and Mayurbhanj in Odisha. [86 pages]
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PCTFI Baseline Study Report 2015

PCTFI baseline study explored the existing barriers and opportunities for increased girls` participation, leadership and continuation of girls` education. It also investigated the existing and possible roles and responsibilities of different stakeholders who are important to improve the situation. Baseline data has been categorized under 27 key queries which have been summarized here into three parts; barriers and opportunities of girls` participation, underneath reasons behind not transforming into secondary education, an exploration of social and gender norms among the parents, SMCs, teachers and boys. It has also examined the attendance, dropout, promotion and progression rate of the students to explore the present scenario of girls` education both in primary education and transition to secondary level. According the PCTFI baseline study most of the girl students informed that they do not have adequate opportunities to participate in the school activities. Baseline data also shows very low participation of the girls in the extracurricular activities in school and lack of social environment for girls. Lack of encouraging environment and poor leadership capacity are pushing back the girls’ from school. Data shows the average score regarding participation and leadership is 1.7 out of 4 which depicts low participation and leadership of the girl students. In addition, a conducive environment at home to study is one of the hindrances that the study revealed. Distance from home and shortage of secondary school in the community is another significant barrier for the continuation of girl education. During the baseline study (2015) most of the parents and SMC members informed that while primary school is available almost in every village, secondary school is far from home. It has been also noted that the unsafe way to school aggravated by long distance from home thus parents are not interested to send their daughters to the secondary school. Baseline data also shows high score among boys and girls including parents regarding aspiration for higher study however, school data shows low attendance of both boys and girls especially of the fourth and fifth graders. Having 22.33 school days girls and boys attended an average of 14 and 11 days respectively which indicates lack of enthusiasm of the parents regarding their children`s education. On the other hands, Government’s limitation in attracting good teaching staffs, there is an evident inadequacy in the teaching capacities in general as well as specific to incorporating gender parity in teaching methods. Social norms continue to socialize teachers who are yet to believe in the concept of girls’ emancipation and leadership. Most of the girls do not enjoy fearless environment and usually hesitate to speak out in front of teacher. Teacher involved girl students in the gender stereotype activities which indicated poor understanding of gender parity among teachers. [31 pages] Read More...

Schools Promoting Learning Achievement through Sanitation and Hygiene (SPLASH)

SPLASH is a five-year USAID-funded project that is targeting to reach over 240,000 primary school pupils in four districts of Eastern Province, Zambia, (Mambwe, Chipata, Lundazi, and Chadiza). This 5-year project (2010-2015), funded through USAID’s Bureau for Global Health and led by FHI 360 in partnership with CARE and Winrock International, uses at-scale programming approaches to reduce diarrheal diseases and acute respiratory infections, the two top killers of children under age five globally. The project works with the Ministry of Education, Science, Vocational Training, and Early Education (MESVTEE) and other line ministries such as the Ministry of Local Government and Housing (MLGH) and the Ministry of Health (MOH). SPLASH’s overall objective is to sustainably improve access to safe water, adequate sanitation, hygiene information, and health practices to improve learning environments and educational performance in primary schools. [2 pages] Read More...

Women and Girls Empowerment (WAGE) II & Supporting Adolescent Girls Empowerment (SAGE) Baseline

CARE Tanzania's Women and Girls Empowerment (WAGE) and Supporting Adolescent Girls Empowerment (SAGE) Program goals is social and economic empowerment of marginalized women and girls. The primary target group is those women and girls who are especially poor and/or excluded more often than other groups. The program design is deliberately linked to CARE Tanzania's strategic focus on governance as a key impediment to equitable and effective development. The program uses a proven community based group savings and loans methodology (MMD) as an entry point to mobilize group members to address a wide range of constraints to the social and economic empowerment of marginalized women and girls. [354 pages] Read More...

Supporting Adolescent Girls Empowerment- SAGE II Final Evaluation

The Supporting Adolescent Girls Empowerment project provides mechanisms through which girls access opportunities to quality education. The project utilizes social support, government structures, and girls’ agency to ensure the girls stay and complete the education cycle. [11 pages] Read More...

End-Term Evaluation of the Strengthening Community Schools to Provide Education and other Related Services (SCORES) Project

The Strengthening Community Schools to provide Education and Other Related Services(SCORES) project was a three and a half year action that commenced in January 2010 and ended in June 2013. The overall objective of the action was improving access to and quality of social services in education and health through the empowerment of local communities and non state actors (NSA). The specific objective of the project was 30 community schools in Lundazi and Chama districts of Eastern Province lead their communities in providing services in response to education and HIV/AIDS needs. The project was funded by the European Union which committed Euro 750,000 to the project and CARE Deutschland-Luxemburg (CARE DL) matched this amount with Euro 250,000. [71 pages] Read More...

Improving Syrian and Egyptian Children’s Access to Formal and Informal Education

The project was part of the inclusive response of Canada to the regional impact of the Syrian crisis. The three-years project aimed at improving the lives of vulnerable Egyptian and Syrian children in Greater Cairo by fulfilling their urgent needs to education and child protection, enhancing social coherence in refugees hosting communities. Certainly, children are the most vulnerable category in refugees and hosting communities. Meanwhile, the Ministry of Education (MoE) exerts all possible efforts to fulfill all requests. [36 pages] Read More...

Education for Change 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. [74 pages] Read More...

TEMPS – Travaillons ensemble contre les mariages précoces

L’« Initiative conjointe de prévention et d’atténuation des effets du mariage précoce forcé dans les zones à fortes prévalences au Bénin et au Mali » est conçue par CARE (CARE Mali, CARE Bénin/Togo et CARE Canada) pour une durée de deux ans et demi (27 Mars, 2015 au 30 septembre, 2017) et financée par les Affaires Mondiales Canada (AMC). Le montant total de cette initiative est de $1,299,142 CAD pour le Mali.
Connu sur le terrain comme « TEMPS – Travaillons ensemble contre les mariages précoces », elle intervient au Bénin et au Mali. Au Mali, l’initiative est mise en œuvre dans huit (8) communes des régions de Mopti et Tombouctou. [46 pages] Read More...

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