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...


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.


EOPO 1: Increase children’s, particularly girls, access to basic education in grades one to nine through community-based education.
- 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
-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)

Manual for Male Involvement in Maternal and Infant Nutrition

Men’s involvement in the health of women and children is considered an important avenue for addressing gender influences on maternal and newborn health. Over the past 20 years infant and under-five mortality rates have been on the rise in Kenya, with current poor infant feeding practices contributing to more than 10,000 deaths each year.

In order to improve these practices, it is essential that mothers, caregivers, and family members have accurate information, as well as support to overcome barriers. For instance, engaging male partners in breastfeeding promotion and education, as well as providing fathers with knowledge and skills for optimal nutrition practices, including breastfeeding, has been shown to positively impact exclusive breastfeeding rates.

This training manual is highly participatory and relies on modelling activities, integration of critical assessment of activities throughout the training, called “Stepping Out,” and ultimately application and practice (Teach Backs). Read More...


This report presents the findings of the End of Project (EOP) Evaluation of the YEIS Project. The purpose of the EOP Evaluation was to ascertain the extent to which the project achieved its objectives and results. The Evaluation focused on the following aspects: (i) relevance, (ii) effectiveness (iii) impact (iv) efficiency (v) innovation, (vi) scalability and reliability, (vii) sustainability, (viii) project lessons learned and best practices, (ix) sensitivity to gender, women’s rights and inclusion of persons with disabilities, (x) project’s implementation architecture.

The overall objective of the YEIS project was to contribute to the elimination of poverty of youth between (16-30 years) dependent on the informal sector in Rwanda with a specific geographical coverage of seven districts namely; Nyarugenge, Kicukiro in Kigali City, Rulindo, Gakenke in the Northern Province, Nyabihu, Rubavu and Ngororero in the Western Province. The project was implemented by AJPRODHO in partnership with YWCA and CARE with funding from the European Union and Austrian Development Agency for a period of four years running from February 2015 to January 2019. Read More...

Participatory community development projects in indigenous communities of the highlands of Ecuador, Peru and Bolivia (GERMAN)

Since 1994 CARE Deutschland e.V. (hereinafter CARE) has been carrying out participatory community development projects in the Andean region with the support of the BMZ. Target groups of these projects were Andean indigenous communities in the highlands of Ecuador, Peru and Bolivia. The projects were implemented by local NGOs: Yachachic (1994-2006) in Ecuador, Acción Andina Peru (1997-2018) in Peru and Asociación Acción Andina Bolivien (2010-2017) in Bolivia. As these long-term interventions have so far not been systematically analyzed, it was decided to conduct this evaluation to assess their direct and indirect effects, to analyze the project approach and to formulate recommendations for future CARE projects in the Andean region.
(Full report is in German)
2. Evaluation methodology
The evaluation was carried out through an extensive field study between November and December 2018, visiting 12 indigenous communities in Ecuador, 12 in Peru and 8 in Bolivia. Read More...

INTORE II PROJECT: Final Evaluation Report

CARE Burundi implemented a project to improve the protection of children's rights called Intore II by creating recreational and educational spaces in the communes of Ntahangwa and Mukaza in Bujumbura, and Giheta and Itaba in Gitega province from May 2016 to April 2019. In order to document the project’s impact on the young people and children’s lives, an internal final evaluation was conducted in April 2019. Read More...

Mid-Term Evaluation of the Adolescents Empowerment Program (AEP) in Mukuru and Kajiado, 2019

The Adolescents Empowerment Program (AEP) is a five-year (2015-2020) education project that is seeking to empower marginalized in-and out-of-school adolescent girls and boys aged 10-19 years in urban informal Nairobi (Mukuru) and rural Kajiado areas of Kenya. The AEP is focusing on three main areas: (i) adolescent sexual and reproductive health, (ii) economic empowerment and (iii) use of ICT to support and enhance learning.

The specific objectives of the midline study were to assess knowledge, attitudes and practices of adolescents on ASRH, gender norms, saving and economic empowerment, financial literacy, youth leadership and decision making, education and schooling.

Quantitative and qualitative methods were used.

- The AEP was associated with likelihood of adolescents seeking SRH services, increased confidence to access SRH services and higher intention to use contraceptives.
- Negative gender norms and harmful traditional practices are prevalent, especially in Kajiado.
- The AEP was associated with increasing adolescents’ likelihood to save.
- At midline, there were increases in adolescents with economic empowerment.
- The AEP was associated with increasing adolescents’ financial literacy.
- The AEP was associated with greater participation in youth groups and improved youth leadership norms.
- The AEP had marginal effects on schooling outcomes such as learning and attendance.

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