Search Results: 2021년디비ⓙ텔그SEin07‰2021년디비팝니다 2021년디비구매ㅓ2021년디비판매な2021년DB업자Ж2021년DB판매사이트
Learning From Failure 2022
In 2019 and 2020, CARE published Learning from Failures reports to better understand common problems that projects faced during implementation. Deliberately looking for themes in failure has helped CARE as an organization and provides insight on what is improving and what still needs troubleshooting. This report builds on the previous work to show what we most need to address in our programming now.
As always, it is important to note that while each evaluation in this analysis cited specific failures and areas for improvement in the project it reviewed, that does not mean that the projects themselves were failures. Of the 72 evaluations in this analysis, only 2 showed projects that failed to deliver on more than 15% of the project goals. The rest were able to succeed for at least 85% of their commitments. Rather, failures are issues that are within CARE’s control to improve that will improve impact for the people we serve.
To fully improve impact, we must continue to include failures in the conversation. We face a complex future full of barriers and uncertainties. Allowing an open space to discuss challenges or issues across the organization strengthens CARE’s efforts to fight for change. Qualitative analysis provides critical insights that quantitative data does not provide insight into the stories behind these challenges to better understand how we can develop solutions.
CARE reviewed a total of 72 evaluations from 65 projects, with 44 final reports published between February 2020 and September 2021 and 28 midterm reports published between March 2018 and October 2020. Seven projects had both midterm and final evaluations at the time of this analysis. For ease of analysis, as in previous years, failures were grouped into 11 categories (see Annex A, the Failures Codebook for details).
Results
The most common failures in this year’s report are:
• Understanding context—both in the design phase of a project and refining the understanding of context and changing circumstances throughout the whole life of a project, rather than a concentrated analysis phase that is separate from project implementation. For example, an agriculture project that built it’s activities assuming that all farmers would have regular internet access, only to find that fewer than 10% of project participants had smartphones and that the network in the area is unreliable, has to significantly redesign both activities and budgets.
• Sustainability—projects often faced challenges with sustainability, particularly in planning exit strategies. Importantly, one of the core issues with sustainability is involving the right partners at the right time. 47% of projects that struggled with sustainability also had failures in partnership. For example, a project that assumed governments would take over training for project participants once the project closed, but that failed to include handover activities with the government at the local level, found that activities and impacts are not set up to be sustainable.
• Partnerships—strengthening partnerships at all levels, from government stakeholders to community members and building appropriate feedback and consultation mechanisms, is the third most common weakness across projects. For example, a project that did not include local private sector actors in its gender equality trainings and assumes that the private sector would automatically serve women farmers, found that women were not getting services or impact at the right level.
Another core finding is that failures at the design phase can be very hard to correct. While projects improve significantly between midterm and endline, this is not always possible. There are particular kinds of failure that are difficult to overcome over time. Major budget shortfalls, a MEAL plan that does not provide quality baseline data, and insufficient investments in understanding context over the entire life of a project are less likely to improve over time than partnerships and overall MEAL processes.
Some areas also showed marked improvements after significant investments. Monitoring, Evaluation, Accountability, and Learning (MEAL), Gender, Human Resources, and Budget Management are all categories that show improvements over the three rounds of learning from failures analysis. This reflects CARE’s core investments in those areas over the last 4 years, partly based on the findings and recommendations from previous Learning From Failure reports. Specifically, this round of data demonstrates that the organization is addressing gender-related issues. Not only are there fewer failures related to gender overall, the difference between midterm and final evaluations in gender displays how effective these methods are in decreasing the incidence of “failures” related to engaging women and girls and looking at structural factors that limit participation in activities.
Another key finding from this year’s analysis is that projects are improving over time. For the first time, this analysis reviewed mid-term reports in an effort to understand failures early enough in the process to adjust projects. Projects report much higher rates of failure at midterm than they do at final evaluation. In the projects where we compared midline to endline results within the same project, a significant number of failures that appeared in the mid-term evaluation were resolved by the end of the project. On average, mid-term evaluations reflect failures in 50% of possible categories, and final evaluations show failures in 38% of possible options. Partnerships (especially around engaging communities themselves), key inputs, scale planning and MEAL are all areas that show marked improvement over the life of the project.
Read More...
As always, it is important to note that while each evaluation in this analysis cited specific failures and areas for improvement in the project it reviewed, that does not mean that the projects themselves were failures. Of the 72 evaluations in this analysis, only 2 showed projects that failed to deliver on more than 15% of the project goals. The rest were able to succeed for at least 85% of their commitments. Rather, failures are issues that are within CARE’s control to improve that will improve impact for the people we serve.
To fully improve impact, we must continue to include failures in the conversation. We face a complex future full of barriers and uncertainties. Allowing an open space to discuss challenges or issues across the organization strengthens CARE’s efforts to fight for change. Qualitative analysis provides critical insights that quantitative data does not provide insight into the stories behind these challenges to better understand how we can develop solutions.
CARE reviewed a total of 72 evaluations from 65 projects, with 44 final reports published between February 2020 and September 2021 and 28 midterm reports published between March 2018 and October 2020. Seven projects had both midterm and final evaluations at the time of this analysis. For ease of analysis, as in previous years, failures were grouped into 11 categories (see Annex A, the Failures Codebook for details).
Results
The most common failures in this year’s report are:
• Understanding context—both in the design phase of a project and refining the understanding of context and changing circumstances throughout the whole life of a project, rather than a concentrated analysis phase that is separate from project implementation. For example, an agriculture project that built it’s activities assuming that all farmers would have regular internet access, only to find that fewer than 10% of project participants had smartphones and that the network in the area is unreliable, has to significantly redesign both activities and budgets.
• Sustainability—projects often faced challenges with sustainability, particularly in planning exit strategies. Importantly, one of the core issues with sustainability is involving the right partners at the right time. 47% of projects that struggled with sustainability also had failures in partnership. For example, a project that assumed governments would take over training for project participants once the project closed, but that failed to include handover activities with the government at the local level, found that activities and impacts are not set up to be sustainable.
• Partnerships—strengthening partnerships at all levels, from government stakeholders to community members and building appropriate feedback and consultation mechanisms, is the third most common weakness across projects. For example, a project that did not include local private sector actors in its gender equality trainings and assumes that the private sector would automatically serve women farmers, found that women were not getting services or impact at the right level.
Another core finding is that failures at the design phase can be very hard to correct. While projects improve significantly between midterm and endline, this is not always possible. There are particular kinds of failure that are difficult to overcome over time. Major budget shortfalls, a MEAL plan that does not provide quality baseline data, and insufficient investments in understanding context over the entire life of a project are less likely to improve over time than partnerships and overall MEAL processes.
Some areas also showed marked improvements after significant investments. Monitoring, Evaluation, Accountability, and Learning (MEAL), Gender, Human Resources, and Budget Management are all categories that show improvements over the three rounds of learning from failures analysis. This reflects CARE’s core investments in those areas over the last 4 years, partly based on the findings and recommendations from previous Learning From Failure reports. Specifically, this round of data demonstrates that the organization is addressing gender-related issues. Not only are there fewer failures related to gender overall, the difference between midterm and final evaluations in gender displays how effective these methods are in decreasing the incidence of “failures” related to engaging women and girls and looking at structural factors that limit participation in activities.
Another key finding from this year’s analysis is that projects are improving over time. For the first time, this analysis reviewed mid-term reports in an effort to understand failures early enough in the process to adjust projects. Projects report much higher rates of failure at midterm than they do at final evaluation. In the projects where we compared midline to endline results within the same project, a significant number of failures that appeared in the mid-term evaluation were resolved by the end of the project. On average, mid-term evaluations reflect failures in 50% of possible categories, and final evaluations show failures in 38% of possible options. Partnerships (especially around engaging communities themselves), key inputs, scale planning and MEAL are all areas that show marked improvement over the life of the project.
Read More...
MAGNIFYING INEQUALITIES AND COMPOUNDING RISKS The Impact of COVID-19 on the Health and Protection of Women and Girls on the Move
More than one year into the coronavirus disease (COVID-19) pandemic—with some countries seemingly on their way out of the crisis while others enter new waves—evidence of its impact is growing. COVID-19 is increasing short-term humanitarian needs and negatively affecting longer-term outcomes for marginalized populations and people in vulnerable situations, significantly setting back hard-won development gains, magnifying inequalities, and compounding risks. Among those worst affected are the more than 80 million people worldwide—approximately half of whom are women and girls—who have been forcibly displaced by drivers such as persecution, conflict, generalized violence or human rights violations.1
The majority of forcibly displaced people live in resource-poor countries with weak public health and social protection systems, and economies that have been hard-hit by the pandemic.2 Yet, to date, there has only been limited research around the unique ways in which women and girls on the move are affected.3 This despite predictions of significant impacts on access to, and use of, basic health services—including for sexual and reproductive health (SRH)—and the overall protection environment, including increases in prevalence and risk of gender-based violence (GBV).
Placing gender at the center of its humanitarian and development responses, CARE undertook new research in Afghanistan, Ecuador, and Turkey between April and May 2021 to better understand how COVID-19 is impacting the health and protection of women and girls on the move. The three countries represent different types of forced displacement across multiple regions: internally displaced persons (IDPs) and refugee returnees in Afghanistan; more recent migrants and refugees due to the Venezuelan crisis in Ecuador; and longer-term Syrian refugees living under temporary international protection in Turkey. The primary data collected for this research included more than 1,000 surveys with women on the move and from host communities, to allow comparison; 31 focus group discussions (FGDs) with women and adolescent girls; and 45 key informant interviews (KIIs) with government actors, health and protection service providers, humanitarian organizations, and CARE staff. Read More...
The majority of forcibly displaced people live in resource-poor countries with weak public health and social protection systems, and economies that have been hard-hit by the pandemic.2 Yet, to date, there has only been limited research around the unique ways in which women and girls on the move are affected.3 This despite predictions of significant impacts on access to, and use of, basic health services—including for sexual and reproductive health (SRH)—and the overall protection environment, including increases in prevalence and risk of gender-based violence (GBV).
Placing gender at the center of its humanitarian and development responses, CARE undertook new research in Afghanistan, Ecuador, and Turkey between April and May 2021 to better understand how COVID-19 is impacting the health and protection of women and girls on the move. The three countries represent different types of forced displacement across multiple regions: internally displaced persons (IDPs) and refugee returnees in Afghanistan; more recent migrants and refugees due to the Venezuelan crisis in Ecuador; and longer-term Syrian refugees living under temporary international protection in Turkey. The primary data collected for this research included more than 1,000 surveys with women on the move and from host communities, to allow comparison; 31 focus group discussions (FGDs) with women and adolescent girls; and 45 key informant interviews (KIIs) with government actors, health and protection service providers, humanitarian organizations, and CARE staff. Read More...
“FUTURE FOR YOU(TH): YOUNG PEOPLE AS LEADERS OF LIFE SKILLS EDUCATION IN THE BALKANS”
The final evaluation of the “Future for You(th): Young people as Leaders of Life Skills Education in the Balkans” was conducted between December 2023 and March 2024. This end-term evaluation has addressed the full period of the project implementation (March 2021 – February 2024). Its scope covered all four target countries (Bosnia and Herzegovina, Serbia, Kosovo and Albania) and main project beneficiaries (partner organizations, institutional representatives, teachers, youth, parents, movement leaders, etc.).
The evaluation process employed a mixed-methods approach with a non-experimental design. Its purpose was to assess the intervention's impact on advancing gender equality, examining shifts in cultural norms, behaviors and attitudes, and power dynamics, along with changes in participation, access to resources, and policy adjustments. It also aimed to summarize the main findings, conclusions and recommendations to inform the project's design and implementation phase.
The evaluation process was based on OECD-DAC evaluation criteria, but the priority was given to relevance, effectiveness, (immediate) impact and sustainability of the intervention. The rest of the criteria were not prioritized considering the given time frame, budget and purpose of the evaluation.
The project evaluation has embedded gender-responsive approaches and human rights frameworks from its inception. This approach was instrumental in establishing a holistic evaluation framework, with the aim of ensuring that these aspects were not treated as peripheral concerns but rather integral components of the project's core objectives and activities.
The data collection process comprised a desk review of relevant documents, semi-structured interviews with key informants, focus groups involving young individuals, and validation sessions to confirm clarity and authenticate key findings with project partners and other stakeholders. Data triangulation involved consolidating various methods and sources, thereby enhancing credibility through cross-referencing information from diverse origins.
Key limitations in the evaluation included a lack of representation from policymakers in some countries, restricted involvement of young individuals not engaged in BMCs and limited participation of young law offenders and professionals from youth at risk centers in the evaluation process. Related findings from the informants were cross-referenced with other information extracted from reviewed documents to mitigate potential bias.
Young men and women who participated in a greater number of project activities, including workshops or events related to campaigns, demonstrated more gender-equal attitudes towards gender roles and norms, violence, gender equality. All young people have increased their knowledge in sexual and reproductive health. Parents of BMC members have confirmed that the BMC program serves as a vehicle for continuous and holistic personal growth of their children, positively impacting diverse aspects of their lives.
School staff and professionals from juvenile correctional centers have gained qualitative content and the necessary competencies to effectively present crucial topics to youth in a non-formal manner that aligns with the needs of young people.
BMCs have progressed to comprehensive resource centers, providing safe spaces where young individuals can openly discuss their most sensitive concerns and receive professional referrals to address their diverse needs.
The project has managed to reach out to a remarkable number of people. The partners organized campaigns at the local level, resulting in the implementation of 35 school-based initiatives that reached 9,356 young individuals, and conducted 68 community-based campaigns, engaging with 20,218 citizens spanning across youth and adults alike, significantly increasing awareness on promoting peaceful masculinities, gender equality, and addressing hate speech and intolerance within the targeted demographics.
Despite challenges, such as navigating political instability, the project demonstrated resilience and effectiveness, significantly influencing community attitudes on social issues. It made a substantial impact on policy and practice regarding life skills education, underscoring its commitment to gender equality. Read More...
The evaluation process employed a mixed-methods approach with a non-experimental design. Its purpose was to assess the intervention's impact on advancing gender equality, examining shifts in cultural norms, behaviors and attitudes, and power dynamics, along with changes in participation, access to resources, and policy adjustments. It also aimed to summarize the main findings, conclusions and recommendations to inform the project's design and implementation phase.
The evaluation process was based on OECD-DAC evaluation criteria, but the priority was given to relevance, effectiveness, (immediate) impact and sustainability of the intervention. The rest of the criteria were not prioritized considering the given time frame, budget and purpose of the evaluation.
The project evaluation has embedded gender-responsive approaches and human rights frameworks from its inception. This approach was instrumental in establishing a holistic evaluation framework, with the aim of ensuring that these aspects were not treated as peripheral concerns but rather integral components of the project's core objectives and activities.
The data collection process comprised a desk review of relevant documents, semi-structured interviews with key informants, focus groups involving young individuals, and validation sessions to confirm clarity and authenticate key findings with project partners and other stakeholders. Data triangulation involved consolidating various methods and sources, thereby enhancing credibility through cross-referencing information from diverse origins.
Key limitations in the evaluation included a lack of representation from policymakers in some countries, restricted involvement of young individuals not engaged in BMCs and limited participation of young law offenders and professionals from youth at risk centers in the evaluation process. Related findings from the informants were cross-referenced with other information extracted from reviewed documents to mitigate potential bias.
Young men and women who participated in a greater number of project activities, including workshops or events related to campaigns, demonstrated more gender-equal attitudes towards gender roles and norms, violence, gender equality. All young people have increased their knowledge in sexual and reproductive health. Parents of BMC members have confirmed that the BMC program serves as a vehicle for continuous and holistic personal growth of their children, positively impacting diverse aspects of their lives.
School staff and professionals from juvenile correctional centers have gained qualitative content and the necessary competencies to effectively present crucial topics to youth in a non-formal manner that aligns with the needs of young people.
BMCs have progressed to comprehensive resource centers, providing safe spaces where young individuals can openly discuss their most sensitive concerns and receive professional referrals to address their diverse needs.
The project has managed to reach out to a remarkable number of people. The partners organized campaigns at the local level, resulting in the implementation of 35 school-based initiatives that reached 9,356 young individuals, and conducted 68 community-based campaigns, engaging with 20,218 citizens spanning across youth and adults alike, significantly increasing awareness on promoting peaceful masculinities, gender equality, and addressing hate speech and intolerance within the targeted demographics.
Despite challenges, such as navigating political instability, the project demonstrated resilience and effectiveness, significantly influencing community attitudes on social issues. It made a substantial impact on policy and practice regarding life skills education, underscoring its commitment to gender equality. Read More...
Looking at the Chivi WASH Project 4 Years Later
Four years after the close of the Chivi WASH Project in 2017 in Chivi North, CARE conducted an “ex-post” evaluation in March 2021 to see which aspects of the project, were sustained. The evaluation focused on water, sanitation and hygiene (WASH); specifically: open defecation status, latrine coverage, and access to an improved water source. The evaluation also inquired about attitudes towards leadership roles of women and girls, and whether COVID-19 lockdowns affected water and sanitation services. Read More...
Somali Girls Education Promotion Project Transition (SOMGEP-T) Baseline
CARE International launched SOMGEP and, following its successful completion, continued its programming through Somali Girls’ Education Promotion Project – Transition (SOMGEP-T). The project, which began on May 1 2017 and is expected to close on October 31 2021, builds on evidence from SOMGEP and seeks to further address barriers and challenges Somali girls face related to attendance and learning outcomes. At proposal stage, the project was expected to reach a total of 27,146 marginalised girls; calculations based on up to date enrolment data indicate that the project is estimated to reach 27,722 in-school girls across 148 primary schools and 53 secondary schools in Somaliland, Puntland, and Galmudug, as well as 5,140 out-of-school girls in the same locations.
SOMGEP-T aims to bring about sustainable improvements to the learning and transition outcomes of marginalised Somali girls. To address barriers and the causes of marginalisation, the SOMGEP-T Theory of Change (ToC) focuses on four key outputs: (1) Improved access to post-primary options, (2) Supportive school practices and conditions for marginalised girls, (3) Positive shifts on gender and social norms at community and individual girl level, and (4) Enhanced MoEs’ capacity to deliver quality and relevant formal and informal education. Outputs are expected to contribute to the achievement of the project’s four intermediate outcomes of attendance, retention, improved quality of teaching, and life skills development, which will in turn contribute to the long-term goals of improving learning outcomes, boosting transition rates, and ensuring the sustainability of changes brought about by the project.
The SOMGEP-T evaluation uses a mixed-methods, quasi-experimental design, involving a longitudinal panel of girls with a non-randomly assigned comparison group. The baseline sample comprises 76 schools, with 38 intervention schools and 38 comparison schools. The primary findings from the evaluation are summarised below. Read More...
SOMGEP-T aims to bring about sustainable improvements to the learning and transition outcomes of marginalised Somali girls. To address barriers and the causes of marginalisation, the SOMGEP-T Theory of Change (ToC) focuses on four key outputs: (1) Improved access to post-primary options, (2) Supportive school practices and conditions for marginalised girls, (3) Positive shifts on gender and social norms at community and individual girl level, and (4) Enhanced MoEs’ capacity to deliver quality and relevant formal and informal education. Outputs are expected to contribute to the achievement of the project’s four intermediate outcomes of attendance, retention, improved quality of teaching, and life skills development, which will in turn contribute to the long-term goals of improving learning outcomes, boosting transition rates, and ensuring the sustainability of changes brought about by the project.
The SOMGEP-T evaluation uses a mixed-methods, quasi-experimental design, involving a longitudinal panel of girls with a non-randomly assigned comparison group. The baseline sample comprises 76 schools, with 38 intervention schools and 38 comparison schools. The primary findings from the evaluation are summarised below. Read More...
Final: Servicio de Diagnóstico sobre las Necesidades de Financiamiento y de Servicios de Desarrollo Empresarial en contexto Post-COVID 19 de los Empresarios de la Microempresa y Pequeña Empresa – MYPE
CARE Peru. El presente informe tiene como objetivo presentar los resultados del primer y segundo levantamiento de información y el diagnóstico para la identificación de las Necesidades de Financiamiento y de Servicios de Desarrollo Empresarial en contexto Post-COVID 19 de los Empresarios de la Microempresa y Pequeña Empresa – MYPE, durante el periodo de diciembre del 2020 a marzo del 2021. Para ello, se realizó una revisión del enfoque metodológico empleado, proceso y herramientas de recojo de información, en donde se detalló los elementos que permitieron y dificultaron dicho proceso. El diagnóstico consitió en el análisis de la información recogida en donde se tomará en cuenta la revisión de los hallazgos por variables del estudio, diferencias percibidas por grupo de participación (strivers y pre-strivers), así como de la diferenciación por género y resiliencia. Por otro lado, se presentan conclusiones enfatizando temas relacionados a su gestión empresarial como formas de financiamiento, conocimiento de plataformas y medios virtuales, conocimientos sobre estructuración de costos, demanda de microcréditos de los y las micro-empresario/as [63 pgs.] Read More...
PROGRAMME QUINQUINAL MWANAMKE AMANI NA USALAMA (MAnU 2.0) RAPPORT D’EVALUATION MI-PARCOURS DU PROGRAMME EN RDC ET AU BURUNDI
Cette étude évalue le programme MAnU 2.0, contraction de Mwanamke, Amani na Usalama 2.0 (traduction de Femmes, Paix et Sécurité). Il s’agit d’un programme mis en oeuvre au Burundi et en République Démocratique du Congo, par un Consortium composé de deux organisations néerlandaises dont Mensen met een Missie (MM) (organisation lead) et CARE Nederland et d’une organisation régionale SPR (Synergie des Femmes pour la Paix et la Réconciliation des Peuples des Grands Lac), en partenariat avec des organisations nationales dans les deux pays d’intervention du programme. Il s’agit d’une évaluation à mi-parcours, puisque le programme couvre la période 2021-2025.
L’objectif global du programme est le suivant : « Les femmes et les filles en RDC et au Burundi participent de manière significative à la prévention, à la résolution, à la médiation des conflits, à la protection et à la consolidation de la paix ». Afin d’atteindre cet objectif, le programme met en oeuvre une stratégie axée sur des activités de sensibilisation et de réflexion, le renforcement des capacités des organisations de la société civile, des leaders communautaires, autorités locales et des réseaux de base ainsi que le lobbying et le plaidoyer aux niveaux local, provincial, national et régional pour accroître la participation des femmes dans les instances de prise de décisions.
Pour vérifier l’atteinte de cet objectif, IRSAC a mis en oeuvre une méthodologie mixte, combinant méthodes quantitatives (réalisées au moyen d’un questionnaire) et méthodes qualitatives (à travers l’organisation de Focus Groupes et d’entretiens semi-structurés), complétés par la recherche documentaire.
La présente évaluation s’est concentrée sur la pertinence, la cohérence et l’efficacité aussi bien du programme lui-même (la gouvernance du programme, le partenariat et le niveau d’atteinte des résultats) que de la stratégie mise en oeuvre.
L’étude a évalué l’efficacité de la structure de gouvernance de MAnU 2.0 et le partenariat au sein de MAnU 2.0 et vérifié la mesure dans laquelle cette structure a contribué à l’atteinte des objectifs du consortium en matière de participation effective des organisations partenaires et groupes cibles dans la prise de décisions. Quant au partenariat au sein et en dehors de MAnU 2.0, l’évaluation a analysé son caractère équitable et sa valeur ajoutée en matière de promotion de la Résolution 1325 du Conseil de sécurité des Nations Unies. Ce faisant, l’étude conclut que la structure de gouvernance MAnU.2.0, composée de différentes entités couvrant le niveau local jusqu’au niveau régional (cf. infra), offre aux groupes cibles la possibilité de participer et d’influencer la prise des décisions au niveau local jusqu’au niveau régional, à travers en particulier, leur participation dans les réunions des Equipes de Coordination Locale aux niveaux des axes ( Nord Kivu, Sud Kivu et Burundi) et que leurs points de vue peuvent être ramenés au niveau du CRG à travers les points focaux des axes qui participent aux assises du CRG. Read More...
L’objectif global du programme est le suivant : « Les femmes et les filles en RDC et au Burundi participent de manière significative à la prévention, à la résolution, à la médiation des conflits, à la protection et à la consolidation de la paix ». Afin d’atteindre cet objectif, le programme met en oeuvre une stratégie axée sur des activités de sensibilisation et de réflexion, le renforcement des capacités des organisations de la société civile, des leaders communautaires, autorités locales et des réseaux de base ainsi que le lobbying et le plaidoyer aux niveaux local, provincial, national et régional pour accroître la participation des femmes dans les instances de prise de décisions.
Pour vérifier l’atteinte de cet objectif, IRSAC a mis en oeuvre une méthodologie mixte, combinant méthodes quantitatives (réalisées au moyen d’un questionnaire) et méthodes qualitatives (à travers l’organisation de Focus Groupes et d’entretiens semi-structurés), complétés par la recherche documentaire.
La présente évaluation s’est concentrée sur la pertinence, la cohérence et l’efficacité aussi bien du programme lui-même (la gouvernance du programme, le partenariat et le niveau d’atteinte des résultats) que de la stratégie mise en oeuvre.
L’étude a évalué l’efficacité de la structure de gouvernance de MAnU 2.0 et le partenariat au sein de MAnU 2.0 et vérifié la mesure dans laquelle cette structure a contribué à l’atteinte des objectifs du consortium en matière de participation effective des organisations partenaires et groupes cibles dans la prise de décisions. Quant au partenariat au sein et en dehors de MAnU 2.0, l’évaluation a analysé son caractère équitable et sa valeur ajoutée en matière de promotion de la Résolution 1325 du Conseil de sécurité des Nations Unies. Ce faisant, l’étude conclut que la structure de gouvernance MAnU.2.0, composée de différentes entités couvrant le niveau local jusqu’au niveau régional (cf. infra), offre aux groupes cibles la possibilité de participer et d’influencer la prise des décisions au niveau local jusqu’au niveau régional, à travers en particulier, leur participation dans les réunions des Equipes de Coordination Locale aux niveaux des axes ( Nord Kivu, Sud Kivu et Burundi) et que leurs points de vue peuvent être ramenés au niveau du CRG à travers les points focaux des axes qui participent aux assises du CRG. Read More...
CONEX Balkan Project Rapid Gender Analysis Report Western Balkan Region – Albania, Bosnia & Herzegovina, Kosovo, Montenegro, North Macedonia, and Serbia
CONEX is a regional project implemented in six Balkan countries designed to support the marginalized groups of people in the targeted communities that have suffered the most during the Covid-19 crisis, namely the elderly, unemployed women, minorities, refugees, internally displaced persons (IDPs) and persons with disabilities to transition from relief to recovery and onwards to development.
The Rapid Gender Analysis (RGA) has been conducted to provide essential information about gender issues and concerns that should be addressed and will not only be used to define concrete action points and possible adaptations of project design but also as a learning tool and advocacy platform with national NGO networks and local/national authorities. The RGA objectives are to:
Assess the ways and the extent to which women and other vulnerable groups are affected by social and economic deprivation due to consequences of the COVID-19 crisis;
Explore how the prevailing gender norms and roles relate to the project activities and objectives, in particular with regard to the access to information, ability to access services, employment and effects of gender based violence (GBV) and
Increase the gender analysis and integration related capacities of project staff (gender-sensitization, RGA data collection training).
The RGA was conducted in the period May-October 2021 and consisted of three main segments facilitated by the CARE team: 1. Capacity building of partners on gender and how to conduct the RGA; 2. Coordination of data collection, analysis, and validation 3. RGA report writing.
In total, 28 implementing partners’ staff members from nine organizations in 21 locations in six target countries organized and facilitated 53 events (focus group discussions - FGDs and key informant interviews -KIIs) during which they directly talked to 195 persons (66% female), 21% ethnic minority (Roma and Ashkali), over 29% persons from rural areas and 11% persons with disabilities – PWD. Read More...
The Rapid Gender Analysis (RGA) has been conducted to provide essential information about gender issues and concerns that should be addressed and will not only be used to define concrete action points and possible adaptations of project design but also as a learning tool and advocacy platform with national NGO networks and local/national authorities. The RGA objectives are to:
Assess the ways and the extent to which women and other vulnerable groups are affected by social and economic deprivation due to consequences of the COVID-19 crisis;
Explore how the prevailing gender norms and roles relate to the project activities and objectives, in particular with regard to the access to information, ability to access services, employment and effects of gender based violence (GBV) and
Increase the gender analysis and integration related capacities of project staff (gender-sensitization, RGA data collection training).
The RGA was conducted in the period May-October 2021 and consisted of three main segments facilitated by the CARE team: 1. Capacity building of partners on gender and how to conduct the RGA; 2. Coordination of data collection, analysis, and validation 3. RGA report writing.
In total, 28 implementing partners’ staff members from nine organizations in 21 locations in six target countries organized and facilitated 53 events (focus group discussions - FGDs and key informant interviews -KIIs) during which they directly talked to 195 persons (66% female), 21% ethnic minority (Roma and Ashkali), over 29% persons from rural areas and 11% persons with disabilities – PWD. Read More...
Somali Girls Education Promotion Program Transition (SOMGEP-T) Midline
Despite ongoing efforts, learning outcomes in Somalia remain among the lowest in the region, particularly for girls. Boys and girls contend with different gender and social norms that tend to undermine their ability to stay in school, study and advance from grade to grade. Girls in Somalia are living in an environment undergoing deep transitions in social and gender norms, where traditional norms expecting women to primarily care for children in the home and assume responsibility for household tasks, and placing little value or emphasis on education for women coexist with new roles for women as entrepreneurs, heads of household and main breadwinners at home, thus increasing demand on girls’ education. Since the time of the baseline, rural-rural migration has increased, predominantly as a result of economic hardship that has persisted among households that have been most heavily affected by drought. At the level of national government, MoE personnel tend to change frequently, leading to lack of continuity over time, but there is also increased funding for educational initiatives. It is in this context that CARE International launched SOMGEP and, following its successful completion, continued its programming through Somali Girls’ Education Promotion Project – Transition (SOMGEP-T). The project, which began on May 1 2017 and is expected to close on October 31 2021, builds on evidence from SOMGEP and seeks to further address barriers and challenges Somali girls face related to attendance and learning outcomes. At proposal stage, the project was expected to reach a total of 27,146 marginalised girls; calculations based on up to date enrolment data indicate that the project is estimated to reach 27,722 in-school girls across 148 primary schools and 53 secondary schools in 22 target districts in Somaliland, Puntland, and Galmudug, as well as 5,140 out-of-school girls in the same locations.
SOMGEP-T aims to bring about sustainable improvements to the learning and transition outcomes of marginalised Somali girls. To address barriers and the causes of marginalisation, the SOMGEP-T Theory of Change (ToC) focuses on four key outputs: (1) Improved access to post-primary options, (2) Supportive school practices and conditions for marginalised girls, (3) Positive shifts on gender and social norms at community and individual girl level, and (4) Enhanced MoEs’ capacity to deliver quality and relevant formal and informal education. Outputs are expected to contribute to the achievement of the project’s four intermediate outcomes of attendance, retention, improved quality of teaching, and life skills development, which will in turn contribute to the long-term goals of improving learning outcomes, boosting transition rates, and ensuring the sustainability of changes brought about by the project.
The SOMGEP-T evaluation uses a mixed-methods, quasi-experimental design, involving a longitudinal panel of girls with a non-randomly assigned comparison group. The present study describes the results after four months of exposure to the intervention for in-school girls and presents the baseline findings for girls attending an alternative learning program (ALP). The midline sample comprises 63 schools, with 32 intervention schools and 31 comparison schools, plus 32 ALP sites (17 shared with the midline sample, 15 unique to the ALP sample). The primary findings from the evaluation are summarised below. Read More...
SOMGEP-T aims to bring about sustainable improvements to the learning and transition outcomes of marginalised Somali girls. To address barriers and the causes of marginalisation, the SOMGEP-T Theory of Change (ToC) focuses on four key outputs: (1) Improved access to post-primary options, (2) Supportive school practices and conditions for marginalised girls, (3) Positive shifts on gender and social norms at community and individual girl level, and (4) Enhanced MoEs’ capacity to deliver quality and relevant formal and informal education. Outputs are expected to contribute to the achievement of the project’s four intermediate outcomes of attendance, retention, improved quality of teaching, and life skills development, which will in turn contribute to the long-term goals of improving learning outcomes, boosting transition rates, and ensuring the sustainability of changes brought about by the project.
The SOMGEP-T evaluation uses a mixed-methods, quasi-experimental design, involving a longitudinal panel of girls with a non-randomly assigned comparison group. The present study describes the results after four months of exposure to the intervention for in-school girls and presents the baseline findings for girls attending an alternative learning program (ALP). The midline sample comprises 63 schools, with 32 intervention schools and 31 comparison schools, plus 32 ALP sites (17 shared with the midline sample, 15 unique to the ALP sample). The primary findings from the evaluation are summarised below. Read More...
EMERGENCY FOOD SECURITY PROGRAM-EFSP II
This end-of-project evaluation study was carried out between August and September 2021. The overall purpose of the evaluation was to assess the extent to which the program had achieved its strategic objective of improved food security for drought-affected households in the target locations. This included the use of the OECD- DAC criteria, more specifically Relevance and Appropriateness, Efficiency and Effectiveness as well as the project’s impact on the community. Read More...