Education

ANÁLISIS RÁPIDO DE GÉNERO – Proyecto Alma Llanera

El Análisis Rápido de Género que presentamos da cuenta de los hallazgos encontrados en la identificación de los impactos diferenciados de género de la crisis migratoria en las vidas de los hombres, mujeres, niños, y niñas refugiados y migrantes, de procedencia venezolana en el Perú, y busca informar sobre las condiciones de vulnerabilidad que impactan en las mujeres adultas y adolescentes, en relación con temas de protección, violencia basada en género, salud sexual y reproductiva, medios de vida, y acceso a servicios básicos en el contexto de movilidad humana que enfrentan.

El proceso de análisis explora como los impactos diferenciados de género de la crisis migratoria sobre las personas, contribuyen a las desigualdades de género, particularmente cuando se superponen otras áreas de marginalización debido a la clase social, edad, situación de discapacidad, preferencia sexual, entre otras.

Identificadas estas diferencias de género, hemos desarrollado una selección de recomendaciones, con la aspiración de que puedan ser incluidas en las estrategias e intervenciones humanitarias de las organizaciones públicas y de la sociedad civil que están buscan responder a la situación que enfrenta la población refugiada y migrante en el Perú. Read More...

Better Governance for Education End of Project Evaluation Report

Better Governance for Education (BG4E) is a 4 year project (July 2016 – June 2020) funded by the Australian Government’s ‘Australian NGO Cooperation Program’ (ANCP) with a total budget of 1.7 million Australian dollars. It is a pilot project that aims to develop and test a model that shows that better governance (and therefore better decision-making, resource allocation, project implementation oversight, monitoring & evaluation) results in improved service delivery. BG4E is based on CARE International’s Governance Framework, which states that if marginalised citizens are empowered, if power-holders are effective, accountable and responsive, and if spaces for negotiation are created, expanded, effective and inclusive, then sustainable and equitable development can be achieved, particularly for marginalised women and girls. The project worked intensively in four school communities, within the Obura Wanenera District, and at sub-national level in 3 districts (Obura Wonenara, Okapa and Lufa) within Eastern Highlands Province.

The evaluation focused on answering four key evaluation questions:

1) IMPACT - Has improved gender inclusive governance led to better service delivery in education?

2) MODEL - Has this project produced a proven or promising approach?

3) RELEVANCE - How relevant is the project to the policy context?

4) SUSTAINABILITY - Are the outcomes and impacts likely to be sustained after the end of the project? Read More...

CARE HAITI RAPPORT EVALUATION FINALE EGRA: Projet Haïti Gagne: Lire, Ecrire et Réussir

Cette évaluation est la troisième, en trois ans, menée par le staff du projet. Cette dernière, à l’instar des précédentes, avait pour objectif d’évaluer d’une part les compétences en lecture et écriture des élèves particulièrement ceux des deux premières années du cycle fondamental, d’autre part, la relation entre l’environnement immédiat (Ecole, maison) de l’élève et ses compétences de base.

L’évaluation a été conduite entre mai et juin dans 40 sur les 53 écoles partenaires du projet dont 20 écoles dans le Nord et 20 écoles dans le Sud’ Est. Elle a été réalisée auprès des élèves des trois premières Classes du fondamental. La troisième année a été ajoutée juste à titre de comparaison mais ne figure pas parmi les indicateurs prioritaires du projet. Read More...

Supporting Partnerships and Resilience of Communities (SPARC) in Northern Rakhine State End-of-Project Evaluation

The Supporting Partnerships and Resilience of Communities (SPARC) project, with funding from the Australian Government Department of Foreign Affairs and Trade (DFAT), was implemented in Maungdaw District, northern Rakhine State between December 2011- December 2019.

SPARC’s goal is to contribute to the sustainable reduction of poverty in communities through improving the social and economic position of poor, vulnerable households, and to strengthen household and community capacity to sustain such improvements. To achieve this goal, CARE implements integrated livelihood activities that improve food security and economic opportunities, including community forestry, crop productivity intensification, facilitating access to education and introducing financial services through Village Savings and Loans Associations (VSLA).

An end-of-project evaluation was recently commissioned ‘to determine if SPARC achieved its end of project outcomes of sustainable reduction of poverty in poor, vulnerable communities and strengthened household and community capacity to sustain such improvements’.

The evaluation used a mixed method approach combining a literature review and quantitative data sets drawn primarily from the project monitoring system, together with qualitative data, collected using participatory approaches such as focus group discussions (FGD), key informant interviews (KII), and Stories of Change Interviews (SoCs). Read More...

Informe Final de Evaluación Proyecto Nutriendo el Futuro Fase II

El Proyecto Nutriendo el Futuro Fase II se ejecutó en el marco de la alianza CARE y Cargill, en apoyo a cuatro países del área centroamericana: Guatemala, Honduras, Nicaragua y Costa Rica.
Su objetivo fue contribuir a que los productores/as y microempresarios/as de las áreas rurales y periurbanas del área de influencia de Cargill mejoraran la calidad de vida de sus familias, garantizando su seguridad alimentaria y el manejo sostenible de sus recursos naturales. El mismo se implementó por un período de 36 meses, entre septiembre de 2016 y agosto de 2019. El Proyecto brindó apoyo directo a un total de 84 comunidades, 1,606 pequeños productores/as, 968 microempresarios/as y 25,968 niños y niñas en edad escolar. Más del 50% de los beneficiarios (12,863) fueron mujeres y niñas. Read More...

Education for Ethnic Minorities Program: Cambodia

Since 2002, CARE1 has worked in partnership with the Royal Government of Cambodia through the Ministry of Education, Youth and Sport (MoEYS) and other stakeholders such as the United Nations International Children's Emergency Fund (UNICEF) to develop and implement a multi-lingual education (MLE) model within the Education for Ethnic Minorities (EEM) program. The total amount of funding contributed to this Program since 2002 is AUD17.5million by 24 donors, not including donations from the Australian public.

The MLE model aims to increase ethnolinguistic minority children’s access to, and the quality of, primary and secondary education. Ethnolinguistic minorities (hereafter referred to as ethnic minorities) are groups of people who share a culture and/or ethnicity and/or language that distinguishes them from other groups of people and are either fewer in terms of number or less prestigious in terms of power than the dominant groups in the state.

Therefore, the purpose of this evaluation was to:
1. Document the impact of the EEM program, with a view to influencing other donors or national governments in the South East Asia region to replicate the model.
2. Document successful strategies for ensuring sustainability of the model through government systems. Read More...

Afghanistan Quality Learning (AQL) Baseline

The Afghanistan Quality Learning Consortium (AQLC) led by the Aga Khan Foundation Afghanistan, with Save the Children and CARE Afghanistan as Consortium Members, is implementing a four-year project, titled the Afghanistan Quality Learning (AQL). The project aims to ensure that all girls and boys in the project target geographies benefit from quality learning in a conducive environment. The project target geographies are 1,100 schools in 39 districts of 8 provinces in Afghanistan: Badakhshan, Takhar, Bamyan, Jawzjan, Kandahar, Kapisa, Balkh, and Parwan. Phase I of Afghanistan Quality Learning is a four-year (2019-2022) project funded by the Swiss Agency for Development and Cooperation and implemented by the Afghanistan Quality Learning Consortium. The programme description is found in Annex 1.
The project focus will be improving the quality and relevance of education in rural areas in Afghanistan by supporting interventions at school, district, provincial and national levels to strengthen academic supervision, promote the professional development of teachers and improve learning environments. The project adopts a holistic and comprehensive approach to improving the quality of education: on the one hand, it develops the capacities of the Government of Afghanistan’s Ministry of Education institutions at national and sub-national levels to assist teachers and principals to provide better, relevant, and meaningful quality education; on the other hand, the project also mobilizes communities to improve school environments, enhance transparency and address access, protection/safety, inclusion, and equity concerns. In doing so, it supports the implementation of the Ministry of Education’s National Education Strategic Plan III by contributing to its intermediate outcomes of strengthened supervision and community engagement.
The overall goal (impact) of the project is that all girls and boys in the project target geographies benefit from quality learning in a conducive environment. Read More...

FINAL EVALUATION OF THE PROJECT “Sports for Social Change and Inclusion”

The project is implemented from May 2016 until July 2019 by CARE International in partnership with the Association Otaharin from Bijeljina. This report presents the final evaluation of the project.

The overall target of the project was the improvement of the living conditions of Roma children in Bijeljina. The project focused on improvement of the school education of Roma children and their living conditions through sport and art activities, combined with youth and parent group work and school support. The core activity of the project was to organize a football team and football school Otaharin. Playing football should have been the main motive for children (but also parents) to improve their attendance at school, hygiene, increase self-confidence and social behaviour. Beside playing football, the other activities of the project were financing meals for a public kitchen, provision and awarding of school material for poorer children of primary school age, provision of football playground by signing a contract with professional football teams and coaches, awarding of school scholarships for poorer children of primary school age, providing healthy food and drinks at trainings, organizing mandatory workshops for children and parents in order to increase their various social capacities. Read More...

FINAL PERFORMANCE EVALUATION REPORT OF THE PROJECT “ZIKA RESPONSE IN ECUADOR AND PERU”

This document is the final report of the performance evaluation of the binational project Zika Response in Ecuador and Peru, implemented in Ecuador and Peru by CARE from 2016 to 2019. The main objectives of the project were to strengthen community, local and national capacities to respond to the outbreak of Zika virus and other vector-borne diseases, as well as to improve regional and national efforts to reduce Zika transmission rates.

The evaluation of the project in Ecuador was carried out in the intervention zones of 10 cantons of the provinces of El Oro, Manabí and Esmeraldas, between August and September 2019; in Peru, in 20 districts of 10 provinces of the departments of Tumbes, Piura, Lambayeque, and Cajamarca. After the elaboration of the work proposal and the methodological design of the evaluation, secondary information was collected and primary information was collected at field through interviews, focus groups and social mapping (in Ecuador), and a Likert scale survey (in Peru). The evaluation was framed in five blocks: General Aspects, Community Mobilization, Community-Based Surveillance, Social and Behavioral Change, and Inter-Institutional Planning and Coordination.

The main findings of the evaluation determine that the project achieved, for the most part, the objectives of the project, having as its main achievement the facilitation of inter-institutional coordination of the different actors in the territory. In Peru, the experience of community-based vector control, supported by technological and communications innovations, stands out. In both countries, the project successfully mobilized the community to carry out prevention strategies against Zika and increase knowledge of the risks of this type of disease, as well as useful individual and collective strategies for its prevention. Read More...

Empowerment through Education in Afghanistan (Phase 3)

CARE International in Afghanistan (CARE Afghanistan) has been implementing the Empowerment through Education (EEA) Project in Afghanistan since May 2011 and the project is now in its third phase. EEA works with communities in five Provinces (Ghazni, Kapisa, Khost, Paktia and Parwan) to set up a community-based education (CBE) program in rural and remote communities, where regular public schools are located far from villages and conservative social norms and safety concerns severely restrict girls’ mobility and access to schooling. Community-based education is a network of classes, often held in homes, that allow children, particularly girls, to access education in communities far from a government school.

KEY FINDINGS

EOPO 1: Increase children’s, particularly girls, access to basic education in grades one to nine through community-based education.
Achievements
- Girls’ enrolment is increasing for both primary and secondary levels.
- A growing cadre of competent and effective female teachers is increasing girls’ enrolment.
- Girls are increasingly furthering their education and skill-base following graduation.
- Parents are encouraged to prioritise girls’ school attendance through active Village Education Committees.
- Girls view community-based education schools as accessible, respectful and safe learning environments
Challenges:
-Low but continued dropout rates for economic reasons

• EOPO 2: Improve the quality of education through training and coaching of teachers, aligned with Ministry of Education (MoE) policies.
(See report for findings)

• EOPO 3: Increase girls’ skills, confidence and abilities to participate in school decision-making structures and technical skills for employment.
(See report for findings)

• EOPO 4: Increase community support for girls’ education and women’s decision-making in management of community-based education.
(See report for findings)

• EOPO 5: Strengthen stakeholder networks to advance the rights of girls’ and boys’ education through policy and practice.
(See report for findings) Read More...

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