Basic and Girls' Education

Steps Towards Afghan Girls’ Education Success (STAGES) Midline Report

This document reflects the status of STAGES-I project during project implementation of phase I in 2016. The Department for International Development (DFID)-funded Girls’ Education Challenge (GEC) consists of a range of interventions in DFID-partner countries aimed at addressing obstacles to girls’ school enrolment, retention and learning. Steps Towards Afghan Girls’ Educational Success (STAGES) is one of the GEC Step Change projects currently being implemented in Afghanistan. The project is implemented by a consortium of partners including the Aga Khan Foundation, Aga Khan Educational Services, Care International, Catholic Relief Services, Save the Children, Afghan Education Production Organization and Roshan Telecom. This report presents the findings of the midline evaluation of STAGES and is based on midline data collected by an external evaluator between August and December 2015, and complemented with quarterly monitoring data collected by project partners and the STAGES Project Management Unit (PMU). [100 pages] Read More...

Preliminary Baseline Report: Steps Towards Afghan Girls’ Education Success (STAGES)

This document reflects the status of STAGES-I project at baseline Read More...

Fanamby mi-parcours

L’objectif global de ce projet est de répondre aux besoins de la population, plus précisément des enfants avec une attention particulière accordée aux filles et à la réduction des risques de catastrophe. Ainsi, 17 000 enfants (dont 50% de filles) du district de VATOMANDRY, âgés de 5 à 15 ans, devront bénéficier d’une part, d’une éducation primaire de qualité et d’autre part, de conditions d’apprentissage améliorées d’ici la fin du projet. Les impacts seront évalués grâce aux indicateurs suivants : un taux d’admission moyen de 75% atteint par niveau, un taux d’abandon ne dépassant pas les 5% chez les filles et les garçons à la fin de chaque année scolaire, un taux d’inscription supérieur à 85% pour les enfants de 5 à 15 ans, un taux de présence de 75% des élèves au cours des périodes de soudure, une augmentation de 7% du taux de maintien des filles à l’école et une augmentation de 10% du budget alloué à l’éducation par les foyers. Read More...

Fanamby Baseline

Une réflexion profonde concernant la politique de l’éducation nationale est actuellement en cours a dont la réalisation de la convention nationale de l’éducation qui s’est tenu le 07 au 10 octobre dernier, où l’on parle de changement de la langue d’enseignement en malgache, l’amélioration voire la modernisation de l’environnement scolaire, le renforcement de capacité des instituteurs… etc.
C’est dans ce contexte national que CARE international met en oeuvre le projet « Pathways to quality education » FANAMBY dans la région Atsinanana grâce au financement du donateur privé LYRECO For Education pour une durée de 4 ans de juillet 2014 à juin 2018. [76 pages]
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Steps Towards Afghan Girls Educational Success-T Project Baseline Report

As part of the Girls Education Challenge-Transition (GEC-T) program, Steps Towards Afghan Girls’ Educational Success-II (STAGES-II) is expanding its work from GEC-1 to implement community-based education (CBE) to marginalised girls in 16 provinces of Afghanistan. STAGES-II is building on past activities and learning to introduce a new focus on transition, particularly the transition of girls from primary to secondary school education. The project aims to contribute to the learning and transition outcomes of 22,731 girls enrolled in primary- and lower-secondary community-based education (CBE) and accelerated learning programs (ALP). The baseline evaluation included a number of quantitative tools to measure the primary and intermediate outcomes, including: literacy and numeracy tests, a girl survey appended to learning tests, household surveys conducted with male heads of households and female carers of cohort girls, school surveys, teacher competency surveys, classroom observations and community assessments in CBE communities. Qualitative interviews and focus group discussions were also conducted with girls, boys, mothers, fathers, SMCs, CDCs, teachers, mullahs and officials from Provincial Education Departments (PEDs) and District Education Departments (DEDs). The baseline data collection also included benchmarking for transition and learning in order to set future project targets Read More...

Umodzi – research on gender synchronized approaches to adolescent lifeskills

The aim of Umodzi Project was to test the effectiveness of adding gender conscious practice curriculum (GCP) and intergenerational dialogues on existing Auntie Stella life skills curriculum to accelerate and enhance adolescent life skills and sexual reproductive health programming. CARE Malawi contracted the CDM to implement the evaluation to compliment routine monitoring activities and establish the effectiveness of the gender synchronized approach. (169 pages) Read More...

Umodzi -using a gender synchronized approach to accelerate impact-midline

The Umodzi Project aims to test the effectiveness and scalability of a gender synchronized and transformational approach to accelerate and enhance the impact of integrated adolescent life skills and sexual reproductive health (SRH) programming. The Umodzi project relies on coordinating existing initiatives to achieve: 1) Adoption of gender-equitable attitudes and behaviours among adolescent boys and girls in primary school; 2) Improved health and development knowledge, attitudes, self-efficacy, and self-care practices among adolescent boys and girls in primary school; and, 3) Enhanced inter-generational relationships between men and boys and women and girls that are supportive of adolescent gender and SRHR. The Midterm Evaluation (MTE) of the project aimed to explore the effect of UMODZI gender conscious practice (GCP)) on gender conscious attitudes; and on further outcomes identified in coordination with the development of GCP curriculum and Theory of Change. (76 pages) Read More...

Umodzi -using a gender synchronized approach to accelerate impact-baseline

This 112 page baseline study provides quantitative and qualitative data on the UMODZI research project, whose aim is to test the effectiveness and scalability of a gender synchronized and transformational approach to accelerate and enhance the impact of integrated adolescent life skills and sexual reproductive health programming. UMODZI is funded through the Gates Foundation Grand Challenges Read More...

FANAMBY project

64 page final evaluation. Financé par LYRECO for Education et opérationnalisé par CARE International à Madagascar, le Projet Fanamby s’inscrit dans l’atteinte des Objectifs du Développement Durable (ODD) et du Plan National pour le Développement (PND) dans le cadre desquels le Ministère de l’Education Nationale à Madagascar a initié son Plan Sectoriel de l’Education (PSE) qui vise à mettre en place une éducation de base de qualité, accessible pour tous.
Son budget total s’élève à 1000 000 Euro pour une durée de 48 mois. Le projet a pour objectif principal d’améliorer l'accès à l'éducation primaire de qualité pour au moins 17 000 enfants âgés de 5 et de 15 ans dans 47 écoles primaires publics du district de Vatomandry, dans la région Atsinanana de Madagascar (côte Est), avec une attention particulière à l'éducation des filles, suite au passage du cyclone Giovanna en Février 2012.
L'objectif de la présente évaluation finale est d’analyser et d'apprécier l'atteinte des résultats au vu des objectifs fixés par le projet, les dynamiques de changement au niveau des bénéficiaires cibles ainsi que la viabilité des activités qui ont été développées après quatre années d'intervention.
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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...

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