Basic and Girls' Education

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...

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...

Umodzi – Men, Women, Boys and Girls in Alliance to Achieve Gender Equality Final Narrative

Umodzi was a two-year action research project to test the effectiveness and scalability of a gender-synchronized, transformational approach that is integrated into existing school-based life skills (LS) and sexuality education programs for 10- to 19-year-old adolescent boys and girls. The purpose of Umodzi was to enhance the sustained empowerment of adolescent girls in rural communities in Central Malawi to exercise their sexual and reproductive health (SRH) rights and ultimately achieve better life outcomes. The project used a comparative study to demonstrate evidence-based impact and also used a proof-of-concept component to inform process in real time. [20 [pages] Read More...

Math Knowledge Needs Assessment

The GEC places a strong emphasis on uptake of literacy and numeracy skills as a primary outcome for girls supported by projects. STAGES II is directly educating 23,000 girls in CBE classes and supporting a further 170,000 girls through government school interventions. These beneficiaries are expected to meet the target of 0.25 standard deviations over the control group (non-STAGES supported government school students) in both literacy and numeracy testing at midline and endline. Numeracy skill uptake is measured through Early Grade Mathematics Assessment (EGMA) and Secondary Grade Mathematics Assessment (SEGMA) tools designed by the STAGES evaluator, which are composed of a number of sub-tasks including number identification fluency (EGMA 1), quantity discrimination (EGMA 2), missing number identification (EGMA 3), addition fluency (EGMA 4), subtraction fluency (EGMA 5), word problems (EGMA 6), multiplication and division (SEGMA 1), and more complex equations including algebra (SEGMA 2). [6 pages] Read More...

Early Childhood Care and Development (ECCD) Endline Report

CARE has mainly been involved in initiating interventions in the field of health, education and livelihood to improve life opportunities for women and children. Their past interventions have focused on maternal health and strengthening preschool education to improve children’s school readiness. Integrated Child Development Scheme (ICDS) is the oldest and largest programme of the Government of India which aims to build holistic development of children ages below six years of age. It mainly focuses on health and nutrition needs and has a component of pre-school education for children aged 3-6 years.

CARE-India fulfilled this need of the ICDS programme in their project “Early Childhood Care and Development Project’ (ECCD). This project implemented in Chhattisgarh focuses towards strengthening five domains – Health, Nutrition, Care & Development, Rights & Protection and Economic strengthening and works with 5 levels – Child, Anganwadi Centre, Caregiver, Community and National. [153 pages] Read More...

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...

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