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EVALUATION REPORT FOR THE YOUTH EMPOWERMENT PROJECT IN ZIMBABWE
This study is a final evaluation for the Youth Empowerment Project (YEP), a three year project implemented by CARE International in Zimbabwe (CARE), in partnership with various implementing partners in 11 districts of Masvingo, Manicaland, Matabeleland South and Harare provinces. The implementing partners in the project were Caritas Masvingo and the Diocese of Mutare Community Care Programme (DOMCCP). Empretec was identified as the technical partner, while VIRL Rural and Social Services and CBZ Bank Limited were the financial partners. Other partners included Simukai Outreach Chipinge Children's Hope in Chipinge, United Church of Christ in Zimbabwe (UCCZ) in Chipinge and Family AIDS Caring Trust (FACT) in Chiredzi, who are vocational training institutions roped in to conduct Internal Savings and Lending (ISALs) training. Government Ministries, which include the Ministry of Youths, Indigenisation and Economic Empowerment (MYIEE), the Ministry of Small and Medium Enterprises and Cooperative Development (Ministry of SMEs), and the Ministry of Women Affairs, Gender and Community Development were also involved in the project. The project was aimed at ensuring that there is increased economic and social participation of male and female youths in Zimbabwe. It focused on the development of youth skills, including technical, business management and interpersonal skills and also facilitated community dialogues to ensure that families and communities support youths to participate in economic activities. The project also focused on creating sustainable relationships between youths and formal financial institutions, through the participation of two financial institutions: VIRL Rural and Social Services and CBZ Bank Limited. [107 pages] Read More...
Endline Evaluation of Haushala Initiative of LEAD Program
Care Nepal has been implementing Haushala project which was designed to strengthen girls’ agency along with education outcomes, economic empowerment and adolescent sexual and reproductive health (ASRH) practices, hence helping to build sustainable change, including through creating a safer and more secure learning environment, facilitating social networks and gradually transforming traditional social norms with a negative impact on girls. The project also aimed to improve accountability and gender responsiveness of service providers for improved learning for girls.
During the evaluation both qualitative and quantitative data were collected using questionnaires, FGD and KII checklist for girls, parents, head teachers, cooperatives and school management committee. The data collection faced few limitations arising from COVID-19 which limited the logistical flexibility of the project along with created greater ethical consideration regarding health of the enumerators.
Girls reported that they perceived high parental support in their studies but this perception decreased with age. Parents and Girls both credit UALC and its program for aiding them and their children to attend formal schools. Parents were highly motivated by UALC and its stakeholders to help their daughter(s) to join formal education. However, it was also observed that the effort put by stakeholders such as schools and social mobilisers on influencing the parents who did not enroll their daughter(s) in formal school after UALC was not enough. But, as the transition was already very high and parents who did not send their daughter(s) for the first time were not that willing to re-enroll. Hence, the project can be deemed a success to certain point. [151 pages] Read More...
During the evaluation both qualitative and quantitative data were collected using questionnaires, FGD and KII checklist for girls, parents, head teachers, cooperatives and school management committee. The data collection faced few limitations arising from COVID-19 which limited the logistical flexibility of the project along with created greater ethical consideration regarding health of the enumerators.
Girls reported that they perceived high parental support in their studies but this perception decreased with age. Parents and Girls both credit UALC and its program for aiding them and their children to attend formal schools. Parents were highly motivated by UALC and its stakeholders to help their daughter(s) to join formal education. However, it was also observed that the effort put by stakeholders such as schools and social mobilisers on influencing the parents who did not enroll their daughter(s) in formal school after UALC was not enough. But, as the transition was already very high and parents who did not send their daughter(s) for the first time were not that willing to re-enroll. Hence, the project can be deemed a success to certain point. [151 pages] Read More...
Endline Evaluation of Udaan II: Catching the Missed Opportunity
Udaan II “Catching the Missed Opportunity” Project, funded by OPEC, is one of the most important initiatives for girls’ education and economic prosperity. As an instrument to women and girls’ empowerment through transforming harmful social norms, building life skills and advocating related policy reforms; the Project was operated for 3 years (November 2017 to October 2020). The project was focused on out of school girls (10 to 14 year old) from marginalized and socially excluded communities and have never been to school or dropped out in their primary education for delivering an accelerated learning approach. This project was implemented by Care Nepal in Krishannagar Rural Municipality, Kapilvastu Municipality and Maharajgunj Rural Municipality of Kapilbastu district in cooperation with its local partner Siddhartha Social Development Centre (SSDC).
The objective of the evaluation study was to measure both, the intended and unintended outcomes and impact of the project against the targeted results.
The evaluation study followed both the qualitative and quantitative methods for data collection. The focus group discussion, in-depth interview, and key informant interviews were the methods for field data collection. The data collected were analyzed and presented in tables, figures, and themes. [58 pages] Read More...
The objective of the evaluation study was to measure both, the intended and unintended outcomes and impact of the project against the targeted results.
The evaluation study followed both the qualitative and quantitative methods for data collection. The focus group discussion, in-depth interview, and key informant interviews were the methods for field data collection. The data collected were analyzed and presented in tables, figures, and themes. [58 pages] 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...
Capacity Building with the Institute for Social Policy Annual Report
Capacity Building with the Institute of Social Policy Read More...
Palestine West Bank/Gaza Rapid Gender Assessment Early Gender Impacts of the COVID-19 Pandemic Full report
Among those most impacted by COVID19 are women and girls. Across every sphere, from health to the economy, security to social protection, the impacts of COVID-19 are exacerbated for women and girls simply by virtue of their sex. All of these impacts are further amplified in contexts of fragility, conflict, refuge, displacement and emergencies where social cohesion is already undermined and institutional capacity and services are limited.
CARE Palestine West Bank/ Gaza has carried out a Rapid Gender Assessment in order to highlight for policymakers the importance of addressing the gender impacts of this pandemic and social prejudices and gender norms that discriminate against women in the public and private spheres.
This report is intended for policymakers, the Palestinian Authority, civil society organizations—local and international—community members, donors, and the international community at large. It is organized around broad themes and areas of focus of particular importance to those whose programming advances gender equality and reduces gender inequalities. It seeks to deepen the current gender analysis available by encompassing learning from global gender data available for the COVID-19 public health emergency. Read More...
CARE Palestine West Bank/ Gaza has carried out a Rapid Gender Assessment in order to highlight for policymakers the importance of addressing the gender impacts of this pandemic and social prejudices and gender norms that discriminate against women in the public and private spheres.
This report is intended for policymakers, the Palestinian Authority, civil society organizations—local and international—community members, donors, and the international community at large. It is organized around broad themes and areas of focus of particular importance to those whose programming advances gender equality and reduces gender inequalities. It seeks to deepen the current gender analysis available by encompassing learning from global gender data available for the COVID-19 public health emergency. Read More...
CARE Rapid Gender Analysis on Power and Participation (RGA-P) Kassala Sudan
This Rapid Gender Analysis on Power and Participation (RGA-P) was carried out to understand women’s participation in both formal and informal structures, and the barriers to and opportunities for supporting women’s meaningful participation and leadership during the health and WASH protracted crisis in Kassala State. This RGA P was conducted in Kassala, a state in East Sudan, which borders Ethiopia and Eritrea and has a population of 2,8 million with a population of 1,271,780 below the age of 18. Annually, Kassala state is affected by natural crisis, floods, droughts and subsequent desertification, as well as man-made crisis. Refugees from Tigray and Eritrea settled in Kassala, making the state susceptible to higher rates of trafficking, smuggling and violence. Kassala state is one of the states with the country’s worst social indicators on malnutrition. Women and adolescent girls are exposed to high rates of female genital mutilation (FGM), high risk of kidnapping and high rates of child early marriage; with FGM and gender based violence (including FGM and early child marriange) all normalized within society. The prevalence of FGM in Kassala is at 40 % and children as young as six years are being engaged to be married.
As part of the RGAP, a training was conducted with staff and partner staff on Women Lead in Emergencies (WLiE). The training helped staff to appreciate the approach as well as the methodology. Following the training, a team of sixteen staff members (15 female and 1 male) participated in the primary data collection in three villages. Focus group discussions (FGDs) were conducted with groups of women and men. Key informant interviews (KIIs) were held with women leaders, community leaders, government officials as well as one of the agencies that has been implementing in the area. Secondary data collection was also done to triangulate and validate findings.
Women in the three villages visited have limited decision making power and voice, both within the home and in public spaces. Some of the barriers to participation cited by women included lack of education, harmful social norms and practices that limit women and girls’ mobility and participation in public, and limited access and control over resources.
In the three villages where this RGA P focused, Wad Eissa, Shalataib, and Wad Bau villages, findings indicated there are no women participating in the key local level governance structure, referred to as the Popular Committee. Men occupy all the leadership positions and where women’s names were included in the membership list, it was often tokenistic without the women’s own awareness of their role. Apart from the popular committee, there is a community level “father’s group” that supports education in Wad Bau, there were no other visible formal or informal decision-making structures.
Only one active women’s group was identified in Wad Elisa, but no other women’s groups or associations were identified in the rest of the three villages. The group in Wad Eisa had been formed as a result of interventions lead by a German NGO, Welthungerhilfe (WHH), in the area. The other villages had had limited interactions with outside organizations both national, international and even the government.
The entry points to enhancing women’s participation and leadership during the health and WASH protracted crisis in Kassala State can be through the engagement of the traditional and trained midwives, the female teachers, and the mothers’ groups. CARE under the health and nutrition project are looking to form mothers and fathers’ group. This will help bring women together and create safe spaces for women to work together. In the three villages, there are trained midwives, and in Wad Bau there are three female teachers. These women already have the respect and support of the women, and these women can conduct awareness sessions and facilitate discussions with groups of women, regarding their concerns and how they can come together and take the lead in addressing issues that affect them. As teachers are often from outside the village and stay only for a few months at a time, this can be an effective starting point for engaging women but a more sustainable approach will need to be considered as well. Through the father’s groups, men and boys can be engaged, to mitigate GBV risks, that could emerge, due to women’s participation in decision making regarding different community issues. According to one of the male leaders, men have been resistant of women participating in decision making platforms, and social norms are not open to women speaking in front of men.
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As part of the RGAP, a training was conducted with staff and partner staff on Women Lead in Emergencies (WLiE). The training helped staff to appreciate the approach as well as the methodology. Following the training, a team of sixteen staff members (15 female and 1 male) participated in the primary data collection in three villages. Focus group discussions (FGDs) were conducted with groups of women and men. Key informant interviews (KIIs) were held with women leaders, community leaders, government officials as well as one of the agencies that has been implementing in the area. Secondary data collection was also done to triangulate and validate findings.
Women in the three villages visited have limited decision making power and voice, both within the home and in public spaces. Some of the barriers to participation cited by women included lack of education, harmful social norms and practices that limit women and girls’ mobility and participation in public, and limited access and control over resources.
In the three villages where this RGA P focused, Wad Eissa, Shalataib, and Wad Bau villages, findings indicated there are no women participating in the key local level governance structure, referred to as the Popular Committee. Men occupy all the leadership positions and where women’s names were included in the membership list, it was often tokenistic without the women’s own awareness of their role. Apart from the popular committee, there is a community level “father’s group” that supports education in Wad Bau, there were no other visible formal or informal decision-making structures.
Only one active women’s group was identified in Wad Elisa, but no other women’s groups or associations were identified in the rest of the three villages. The group in Wad Eisa had been formed as a result of interventions lead by a German NGO, Welthungerhilfe (WHH), in the area. The other villages had had limited interactions with outside organizations both national, international and even the government.
The entry points to enhancing women’s participation and leadership during the health and WASH protracted crisis in Kassala State can be through the engagement of the traditional and trained midwives, the female teachers, and the mothers’ groups. CARE under the health and nutrition project are looking to form mothers and fathers’ group. This will help bring women together and create safe spaces for women to work together. In the three villages, there are trained midwives, and in Wad Bau there are three female teachers. These women already have the respect and support of the women, and these women can conduct awareness sessions and facilitate discussions with groups of women, regarding their concerns and how they can come together and take the lead in addressing issues that affect them. As teachers are often from outside the village and stay only for a few months at a time, this can be an effective starting point for engaging women but a more sustainable approach will need to be considered as well. Through the father’s groups, men and boys can be engaged, to mitigate GBV risks, that could emerge, due to women’s participation in decision making regarding different community issues. According to one of the male leaders, men have been resistant of women participating in decision making platforms, and social norms are not open to women speaking in front of men.
Read More...