Education
Evaluación final Proyecto Aprendemos+, crecemos y emprendemos siempre III
El proyecto APRENDEMOS+ CRECEMOS Y EMPRENDEMOS SIEMPRE 2021 presenta una respuesta educativa semipresencial con el objetivo general de generar las condiciones pedagógicas y de bienestar para que los y las estudiantes de las IIEE de primaria rural multigrado/unidocente focalizadas logren aprendizajes satisfactorios en las competencias de las áreas curriculares de Comunicación, Matemática y Personal Social. Este proyecto cuenta con tres objetivos específicos o componentes: i. fortalecer las capacidades de los y las docentes/directores para mejorar los aprendizajes de los/las estudiantes de aulas multigrado/unidocente; ii. promover la participación de la comunidad educativa para fortalecer la gestión escolar; iii. fortalecer la práctica pedagógica, la gestión en docentes/directores y desarrollar aprendizajes autónomos a través de recursos educativos. En 2021, la propuesta se implementará en 115 instituciones educativas de nivel primaria multigrado/unidocente de las regiones de Amazonas, Cajamarca, Huánuco y Pasco; atendiendo a 2372 estudiantes y 187 docentes.
El presente informe del Estudio de Línea de Base del proyecto tiene como objetivo general medir los indicadores del proyecto a nivel cualitativo y cuantitativo; y, compararlos con un área de no intervención (grupo control). El estudio se enmarca en las consecuencias educativas de la pandemia de Covid-19, y las medidas de respuesta del sector para garantizar el acceso a una educación con calidad y equidad. El estudio cuenta con dos componentes. El componente cuantitativo contó con 294 entrevistas en IIEE tratamiento y control, dirigidas a directivos, docentes, estudiantes y padres/madres de familia. El componente cualitativo estaba compuesto por 32 entrevistas en 8 IIEE tratamiento y control, dirigidas a directivos, docentes, estudiantes, padres/madres de familia y agentes educativos comunitarios.
El informe presenta los resultados de los indicadores centrales del proyecto, así como la medición de indicadores referenciales, complementados por los resultados cualitativos a nivel descriptivo y analítico. Incluye además un conjunto de conclusiones y de recomendaciones para la implementación del proyecto. Read More...
El presente informe del Estudio de Línea de Base del proyecto tiene como objetivo general medir los indicadores del proyecto a nivel cualitativo y cuantitativo; y, compararlos con un área de no intervención (grupo control). El estudio se enmarca en las consecuencias educativas de la pandemia de Covid-19, y las medidas de respuesta del sector para garantizar el acceso a una educación con calidad y equidad. El estudio cuenta con dos componentes. El componente cuantitativo contó con 294 entrevistas en IIEE tratamiento y control, dirigidas a directivos, docentes, estudiantes y padres/madres de familia. El componente cualitativo estaba compuesto por 32 entrevistas en 8 IIEE tratamiento y control, dirigidas a directivos, docentes, estudiantes, padres/madres de familia y agentes educativos comunitarios.
El informe presenta los resultados de los indicadores centrales del proyecto, así como la medición de indicadores referenciales, complementados por los resultados cualitativos a nivel descriptivo y analítico. Incluye además un conjunto de conclusiones y de recomendaciones para la implementación del proyecto. Read More...
Línea de base Proyecto Aprendemos+, crecemos y emprendemos siempre III
El proyecto APRENDEMOS+ CRECEMOS Y EMPRENDEMOS SIEMPRE 2021 presenta una respuesta educativa semipresencial con el objetivo general de generar las condiciones pedagógicas y de bienestar para que los y las estudiantes de las IIEE de primaria rural multigrado/unidocente focalizadas logren aprendizajes satisfactorios en las competencias de las áreas curriculares de Comunicación, Matemática y Personal Social. Este proyecto cuenta con tres objetivos específicos o componentes: i. fortalecer las capacidades de los y las docentes/directores para mejorar los aprendizajes de los/las estudiantes de aulas multigrado/unidocente; ii. promover la participación de la comunidad educativa para fortalecer la gestión escolar; iii. fortalecer la práctica pedagógica, la gestión en docentes/directores y desarrollar aprendizajes autónomos a través de recursos educativos. En 2021, la propuesta se implementará en 115 instituciones educativas de nivel primaria multigrado/unidocente de las regiones de Amazonas, Cajamarca, Huánuco y Pasco; atendiendo a 2372 estudiantes y 187 docentes.
El presente informe del Estudio de Línea de Base del proyecto tiene como objetivo general medir los indicadores del proyecto a nivel cualitativo y cuantitativo; y, compararlos con un área de no intervención (grupo control). El estudio se enmarca en las consecuencias educativas de la pandemia de Covid-19, y las medidas de respuesta del sector para garantizar el acceso a una educación con calidad y equidad. El estudio cuenta con dos componentes. El componente cuantitativo contó con 294 entrevistas en IIEE tratamiento y control, dirigidas a directivos, docentes, estudiantes y padres/madres de familia. El componente cualitativo estaba compuesto por 32 entrevistas en 8 IIEE tratamiento y control, dirigidas a directivos, docentes, estudiantes, padres/madres de familia y agentes educativos comunitarios.
El informe presenta los resultados de los indicadores centrales del proyecto, así como la medición de indicadores referenciales, complementados por los resultados cualitativos a nivel descriptivo y analítico. Incluye además un conjunto de conclusiones y de recomendaciones para la implementación del proyecto. Read More...
El presente informe del Estudio de Línea de Base del proyecto tiene como objetivo general medir los indicadores del proyecto a nivel cualitativo y cuantitativo; y, compararlos con un área de no intervención (grupo control). El estudio se enmarca en las consecuencias educativas de la pandemia de Covid-19, y las medidas de respuesta del sector para garantizar el acceso a una educación con calidad y equidad. El estudio cuenta con dos componentes. El componente cuantitativo contó con 294 entrevistas en IIEE tratamiento y control, dirigidas a directivos, docentes, estudiantes y padres/madres de familia. El componente cualitativo estaba compuesto por 32 entrevistas en 8 IIEE tratamiento y control, dirigidas a directivos, docentes, estudiantes, padres/madres de familia y agentes educativos comunitarios.
El informe presenta los resultados de los indicadores centrales del proyecto, así como la medición de indicadores referenciales, complementados por los resultados cualitativos a nivel descriptivo y analítico. Incluye además un conjunto de conclusiones y de recomendaciones para la implementación del proyecto. Read More...
Evaluación final Proyecto Aprendemos+, crecemos y emprendemos siempre II
El sistema educativo peruano se caracteriza por brechas de aprendizaje que afectan a las escuelas multigrado rural, y están vinculadas a problemas de calidad en el servicio educativo. A esta brecha educativa se le sumó en 2020 la crisis sanitaria del COVID-19 que supuso la suspensión de clases y la implementación remedial de una propuesta educativa remota a nivel nacional, denominada “Aprendo en Casa”.
El proyecto APRENDEMOS+ CRECEMOS Y EMPRENDEMOS SIEMPRE es la respuesta educativa de CARE Perú para mejorar los aprendizajes de las Instituciones Educativas de nivel primaria multigrado en ámbitos rurales durante el estado de emergencia del COVID-19, en el marco de la educación a distancia. El proyecto se implementó en escuelas rurales de Amazonas y Cajamarca en 2019. En 2020, se implementó en 115 instituciones educativas multigrado y/o unidocentes de las regiones de Amazonas, Cajamarca, Huánuco y Pasco. La intervención cuenta con tres componentes: un componente pedagógico que busca fortalecer las capacidades de los y las docentes/directores para la implementación de la propuesta pedagógica innovadora centrada en la convivencia saludable y educación social y emprendedora; un componente de gestión escolar centrada en la participación, la convivencia y el bienestar socioemocional, a partir de la asesoría a directivos en materia de planificación y gestión escolar; y un componente de soporte que busca promover el aprendizaje autónomo a través de herramientas digitales, para salvaguardar la salud integral de los y las estudiantes. Read More...
El proyecto APRENDEMOS+ CRECEMOS Y EMPRENDEMOS SIEMPRE es la respuesta educativa de CARE Perú para mejorar los aprendizajes de las Instituciones Educativas de nivel primaria multigrado en ámbitos rurales durante el estado de emergencia del COVID-19, en el marco de la educación a distancia. El proyecto se implementó en escuelas rurales de Amazonas y Cajamarca en 2019. En 2020, se implementó en 115 instituciones educativas multigrado y/o unidocentes de las regiones de Amazonas, Cajamarca, Huánuco y Pasco. La intervención cuenta con tres componentes: un componente pedagógico que busca fortalecer las capacidades de los y las docentes/directores para la implementación de la propuesta pedagógica innovadora centrada en la convivencia saludable y educación social y emprendedora; un componente de gestión escolar centrada en la participación, la convivencia y el bienestar socioemocional, a partir de la asesoría a directivos en materia de planificación y gestión escolar; y un componente de soporte que busca promover el aprendizaje autónomo a través de herramientas digitales, para salvaguardar la salud integral de los y las estudiantes. Read More...
AN ASSESSMENT OF THE GENDERED EFFECTS OF THE COVID-19 PANDEMIC ON HOUSEHOLDS
The Coronavirus Disease 2019 (COVID-19) is arguably one of the biggest pandemics to hit the world in recent times. It began in Wuhan, China and within a span of a few months took a toll on all the countries. A pandemic of such magnitude was witnessed when the 1918 flue pandemic started in Europe, spreading to United States of America, Asia and later to the rest of the world. Globally, the pandemic has affected the achievement of the Sustainable Development Goals (SDGs). Governments across the world, including Kenya, have taken up different containment measures including introduction of economic stimulus programs to cushion women and men, girls and boys and the economy at large, from the devastating effects of the pandemic. In Kenya, the pandemic and its associated containment measures resulted in unprecedented effects on the country’s economic and social outcomes such as Gross Domestic Product (GDP) and people’s well-being with a disproportionate burden falling on women and girls. This report analyses the gendered socio-economic effects of COVID-19 and provides policy recommendations that will guide responses, interventions and recovery plans for COVID-19 in Kenya. Specifically, the report assesses the effect of COVID-19 on: incomes including remittances; food security; education; unpaid care and domestic work; access to healthcare services; access to sexual and reproductive health services; access to social protection; access to water and sanitation services; gender-based violence (GBV) due to restrictions associated with COVID-19, and the prevention and response mechanisms. The analysis in this report is informed by primary data collected from a sample of 2,587 individuals from all the 47 counties in Kenya between 4th August and 8th September 2020 using Computer Assisted Telephonic Interviews (CATI). Due to the sensitivity of GBV information and the need to uphold the privacy of respondents in the survey, a separate SMS-based survey was conducted. Two questionnaires were administered to a sample of 2,482 individuals drawn across all the 47 counties in Kenya. The same individuals were interviewed at different times with the duration of each interview lasting not longer than 20 minutes. A total of 34 Key Informant Interviews (KIIs), that is 19 women and 15 men, were conducted from both State and non-State actors to complement and triangulate the findings from the individual/ household data while drawing more insights on the effects and recovery plans from the pandemic. Read More...
Regional project FAIR III “ For Active Inclusion & Rights of Roma Women in the Western Balkans III”
This intervention builds on extensive CARE’s expertise and experience in facilitating process related to women’s empowerment and gender equality across the globe and in the Balkan region. It also intends to scale up approaches and models that have proven successful over the last six years of the FAIR projects’ implementation (FAIR and FAIR II). The project seeks to empower Roma women and girls to be free and able to exercise their rights to live a healthy, dignified life free from violence, inequality and discrimination with support from their partners, families and communities in Bosnia and Herzegovina, Serbia and Montenegro. This will be accomplished through four output level results that need to be met for the longer-term changes to happen, they are inter-connected and mutually reinforcing since only in that way the outcome can be accomplished.
The first one (Output 1) refers to the enhanced capacities of Roma CSOs, youth and key community actors to practice and promote gender equitable, healthy and non-violent lifestyle with help of tested models and approaches. Under the second expected result (Output 2) Improved access to and provision of services for Roma, Egyptian (RE) women and girls (in particular on SRMH, GBV and Education) will be ensured through strengthening of the Roma CSOs and the existing participatory accountability community mechanisms. Output 3will enable three national-level Roma women networks to be active and contribute to the effective functioning of the regional Roma Women Balkans Network and its enhanced efforts towards Post 2020 EU Roma Integration Agenda. In the last expected result (Output 4), Roma women and girls, CSOs and Networks are part of the regional and global social movement initiatives promoting and advocating for gender equality and (minority) women’s rights. The project will directly target 26,150 people in total –aiming at 85% Roma and over 60% women and girls. Data collection under this project will be disaggregated by sex, age and ethnicity, whenever possible. Over20,000 people are expected to be reached in the three target countries through a series of promotional activities. Final Beneficiaries will include about 78,000 people in the 3 target countries based on the assumption that each target group person will reach out to at least 3 persons in his/her direct environment. [13 pages] Read More...
The first one (Output 1) refers to the enhanced capacities of Roma CSOs, youth and key community actors to practice and promote gender equitable, healthy and non-violent lifestyle with help of tested models and approaches. Under the second expected result (Output 2) Improved access to and provision of services for Roma, Egyptian (RE) women and girls (in particular on SRMH, GBV and Education) will be ensured through strengthening of the Roma CSOs and the existing participatory accountability community mechanisms. Output 3will enable three national-level Roma women networks to be active and contribute to the effective functioning of the regional Roma Women Balkans Network and its enhanced efforts towards Post 2020 EU Roma Integration Agenda. In the last expected result (Output 4), Roma women and girls, CSOs and Networks are part of the regional and global social movement initiatives promoting and advocating for gender equality and (minority) women’s rights. The project will directly target 26,150 people in total –aiming at 85% Roma and over 60% women and girls. Data collection under this project will be disaggregated by sex, age and ethnicity, whenever possible. Over20,000 people are expected to be reached in the three target countries through a series of promotional activities. Final Beneficiaries will include about 78,000 people in the 3 target countries based on the assumption that each target group person will reach out to at least 3 persons in his/her direct environment. [13 pages] Read More...
McGovern-Dole Food Fore Education Program HATUTAN – Midline Evaluation
The HATUTAN program (Hahán ne’ebé Atu fó Tulun ho Nutrisaun no Edukasaun or Food to Support Nutrition and Education) is a five-year initiative to build a partnership between schools and communities in order to improve literacy, learning, healthy, and nutrition for children and adults in Timor-Leste. The program works in partnership with the Government of Timor-Leste and development stakeholders to address two strategic objectives: improved literacy of school-aged children and increased use of health, nutrition, and dietary practices. The HATUTAN program is funded by the U.S. government through the Foreign Agricultural Service of the United States Department of Agriculture under the McGovern-Dole International Food for Education and Child Nutrition Program. The program is implemented by a consortium led by CARE International with Mercy Corps and WaterAid. The lead Timorese government partner is the Ministry of Education, Youth, and Sports, in collaboration with the Ministry of Health, Ministry of State Administration, and Ministry of Agriculture and Fisheries.
To achieve these objectives, the program supports, among a variety of activities, the Government of Timor-Leste’s school feeding program (SFP) to fully operate in all basic education and preschools throughout the school year. Key project activities include strengthening and supplementing the government-sponsored SFP and building school capacity through trainings for teachers and administrators and provision of resource materials. Additionally, the HATUTAN program seeks to support farmers to boost the production of local produce to increase yields and help create sustainable sources of nutritious food for local schools. In addition to activities related to literacy and SFPs, HATUTAN seeks to conduct trainings related to nutrition, health, and other topics, and to promote gender equality and the reduction of gender-based violence.
This report presents the midline evaluation of the HATUTAN program, which began in early 2019. It is important to note that restrictions due to the COVID-19 pandemic have had a substantial impact on program activities and target outputs and outcomes. In March 2020, HATUTAN field activities were halted, field offices were temporarily closed, and staff began to work from home due to a State of Emergency issued by the Government of Timor-Leste. This State of Emergency remains in effect to date, with varying levels of restriction on school activities, movement, and group gatherings. As a result, the HATUTAN program is behind schedule in terms of some major deliverables due to COVID-19. Read More...
To achieve these objectives, the program supports, among a variety of activities, the Government of Timor-Leste’s school feeding program (SFP) to fully operate in all basic education and preschools throughout the school year. Key project activities include strengthening and supplementing the government-sponsored SFP and building school capacity through trainings for teachers and administrators and provision of resource materials. Additionally, the HATUTAN program seeks to support farmers to boost the production of local produce to increase yields and help create sustainable sources of nutritious food for local schools. In addition to activities related to literacy and SFPs, HATUTAN seeks to conduct trainings related to nutrition, health, and other topics, and to promote gender equality and the reduction of gender-based violence.
This report presents the midline evaluation of the HATUTAN program, which began in early 2019. It is important to note that restrictions due to the COVID-19 pandemic have had a substantial impact on program activities and target outputs and outcomes. In March 2020, HATUTAN field activities were halted, field offices were temporarily closed, and staff began to work from home due to a State of Emergency issued by the Government of Timor-Leste. This State of Emergency remains in effect to date, with varying levels of restriction on school activities, movement, and group gatherings. As a result, the HATUTAN program is behind schedule in terms of some major deliverables due to COVID-19. Read More...
Social inclusion through team sports and education: sport for development
Dysfunctional family relationships make the social integration of children into a regular school career more difficult and put a strain on them, and accordingly also reduce the children's future prospects. One of the most important prevention and protection mechanisms for the successful development of children is therefore their inclusion in the public school system. Unfortunately, parents and schools do not offer the children the support they need to successfully complete primary and secondary school (primary school / primary school grades 1 to 9 and secondary school another 4 years). The premature drop-out rate from school for Roma children and other disadvantaged / vulnerable children in Bijeljina is high. Diverse efforts are necessary for disadvantaged / vulnerable children to remain successfully in the Bosnian school system. Children need separate learning support, an incentive to attend school regularly and to improve their social skills. Parents' awareness of education must also be heightened and communication between home and school intensified. At the same time, prejudices on the part of the school (and the majority society) against children in the relevant settlement must be broken down; but at the same time the fear of the Roma community about state institutions must be reduced. The "Sports for Social Change" project addresses all of these interfaces and has already achieved far-reaching successes through the innovative use of football as an inclusion method in combination with non-formal educational offers, which must now be consolidated and expanded. Read More...
ENDLINE EVALUATION COVER PAGE Adolescent Empowerment Project (AEP) IN KAJIADO & MUKURU
CARE implemented the Adolescent Empowerment Project (AEP) in Kenya, funded through the Patsy Collins Trust Fund Initiative from 2015 to 2020. The project aimed to empower adolescent girls and boys from chronically insecure households to fully exploit their potential, take advantage of opportunities, and fulfil their aspirations. Over a 5-year implementation period, the project targeted adolescents (aged 10-19) in urban Mukuru (within Nairobi county) and rural Kajiado county with a suite of activities and services delivered through partners Hope Worldwide Kenya (HWWK) and Neighbors Initiative Alliance (NIA). Inputs were designed to expand life choices and empower participants to become engaged citizens and include activities on leadership skills development, adolescent sexual and reproductive health (ARSH), economic empowerment, ICT skills, and quality education.
This report is 70 pages long. Read More...
This report is 70 pages long. Read More...
Working with Youth at Risk in the Balkans Case Study
Capturing 5 different models of working on prevention of radicalization and extremism in 5 countries in the Balkans capturing core impact elements on youth, parents, teachers, and other relevant stakeholders/community members that is developed by CARE and partners. (Kosovo, Bosnia and Herzegovina, Serbia, Albania, Croatia) [52 pages]. Read More...