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Farmer Field Business Schools and Village Savings and Loan Associations for promoting climate-smart agriculture practices: Evidence from rural Tanzania
How can stakeholders (e.g., governments and their extension services, private sector, policy makers and NGOs) effectively stimulate the adoption of climate-smart agricultural (CSA) practices among small-scale farmers in developing countries? Changes in temperatures and rainfall lead to new risks of drought as well as erratic and excess rainfall (Ericksen et al., 2011; WMO, 2020). Many farmers experience climate change as a threat since crop yields that farmers needed to sustain themselves are adversely affected (IPCC, 2014; WMO, 2020). At the same time, the agricultural sector also contributes to climate change since agricultural greenhouse gas (GHG) emissions (nitrous oxide, methane, and carbon dioxide) are among the significant drivers of global warming (CCAFS, 2021). Read More...
PROJET WALLINDE « AIDER LES AUTRES » Evaluation Finale et Capitalisation
Le projet « aider les autres », ou « Walindé » en langue Fulfuldé, a été mis en oeuvre par CARE Cameroun dans les départements du Mayo Tsanaga, Mayo Danaï et Mayo Kani. L’objectif poursuivi par le projet est de « renforcer l'accès aux services de base en matière d'eau, hygiène et assainissement (EHA) et aux services informels d'épargne et de crédit dans la région de l'Extrême Nord du Cameroun ». Le projet couvre une période allant du 1er avril 2021 au 31 avril 2023 soit une durée globale de 24 mois.
Trois (03) résultats spécifiques étaient attendus, à savoir : (i) La gouvernance communautaire et communale des infrastructures de base (points d'eau, latrines, hygiène) est améliorée afin de garantir un accès accru, équitable et sécurisé à l'eau potable autour des écoles des communes de Mokolo, Hina, Touloum et Kaélé ; (ii) les élèves (filles, garçons), les parents (hommes, femmes ) et le personnel des écoles ont amélioré leurs connaissances et adopté des bonnes pratiques en matières d’EHA ; (iii) les capacités d’épargne des femmes et des jeunes membres des AVEC sont renforcées
Rendu à la fin du projet, il s’est avéré pertinent de conduire une évaluation externe du projet. La mission dont le présent document est le rapport visait à apprécier le résultat global du projet par rapport aux objectifs initiaux et de réfléchir avec les principaux intervenants en vue d’améliorer la mise en oeuvre ultérieure de projets similaires, mais aussi de générer des leçons apprises que CARE Cameroun puisse utiliser pour planifier et/ou adapter les composantes humanitaires des interventions futures. A la suite du processus de sélection, le Cabinet Multipolaire a été retenu pour accompagner CARE dans ce processus. Après production et validation de la note méthodologique, la collecte des données s’est déroulée du 20 au 25 mars 2023. La méthodologie de l’étude était participative et alignée sur les standards de protection et sauvegarde des enfants. Au total, 1 609 personnes dont ont été consultées dont 699 hommes et 910 femmes.
Les données croisées de l’évaluation montrent que les résultats attendus du projet ont été largement atteints, poussés par certaines activités comme la réhabilitation de 25 forages sur 20 prévus. On a également noté une forte mobilisation des populations, notamment à travers les sensibilisations sur les thématiques EHA. Les points forts du projet Walindé sont nombreux, entre autres il s’agit d’un projet pertinent, accepté et fortement apprécié par les populations, menant de judicieuses activités de construction/réhabilitation des points d’eau et des latrines, de renforcement des capacités des CPGE et micro-assurances, en partenariat avec les communes cibles et les structures sectorielles déconcentrées, avec lesquelles un climat de bonne collaboration et d’interactions positives a été développé, pour le grand bien des populations bénéficiaires. Ceci est également un atout pour la durabilité sociale et institutionnelle du projet.
On peut conclure sans risque de se tromper que la couverture en eau potable a été améliorée par l’offre de forages fonctionnels aux écoles bénéficiaires. Toute la population des intervenants de l’école et des communautés environnantes profitent de ces points d’eau. Toutes les écoles bénéficiaires ont en outre un lieu désigné pour le lavage des mains où l'eau et le savon sont présents et les latrines propres. Les proportions de personnes qui, lorsqu’elles y sont invitées, font une démonstration satisfaisante de bonnes pratiques en matière d’EHA sont très satisfaisantes (supérieures à 90%) quel que soit le sexe et l’âge. Le projet a ainsi contribué au changement des comportements au sein des établissements scolaires, au sein des ménages et au sein des communautés. Le projet a également contribué à la formation et au l’autonomisation, soutenue par une implication marquée et positive des acteurs communautaires peut déclencher des dynamiques sociales et institutionnelles favorables à la motivation des communautés qui prennent conscience de ce que leur avenir dépend en majeure partie d’eux même, de leur désir commun de développement.
Les structures de micro assurance constituent une réponse idoine à la problématique de la maintenance durable des points d’eau. A condition :i) qu’elles aient des capacités de sensibilisation permettant d’attirer et affilier le maximum de CGPE au sein de leur commune ; ii) qu’elles soient capables de mutualiser leurs ressources au-delà de la commune et des départements, dans le cadre d’un réseau régional de micro assurance d’entretien des points d’eau. Un accompagnement à cet effet devrait être confié à un consultant ayant le profil adéquat, qui serait rétribué en fonction des résultats obtenus.
Finalement, l’évaluation recommande fortement une phase subséquente du projet, dans la perspective de consolider les acquis du projet, d’organiser plus sereinement le développement du mécanisme de micro-assurance des points d’eau et également les centres d’alphabétisation. Read More...
Trois (03) résultats spécifiques étaient attendus, à savoir : (i) La gouvernance communautaire et communale des infrastructures de base (points d'eau, latrines, hygiène) est améliorée afin de garantir un accès accru, équitable et sécurisé à l'eau potable autour des écoles des communes de Mokolo, Hina, Touloum et Kaélé ; (ii) les élèves (filles, garçons), les parents (hommes, femmes ) et le personnel des écoles ont amélioré leurs connaissances et adopté des bonnes pratiques en matières d’EHA ; (iii) les capacités d’épargne des femmes et des jeunes membres des AVEC sont renforcées
Rendu à la fin du projet, il s’est avéré pertinent de conduire une évaluation externe du projet. La mission dont le présent document est le rapport visait à apprécier le résultat global du projet par rapport aux objectifs initiaux et de réfléchir avec les principaux intervenants en vue d’améliorer la mise en oeuvre ultérieure de projets similaires, mais aussi de générer des leçons apprises que CARE Cameroun puisse utiliser pour planifier et/ou adapter les composantes humanitaires des interventions futures. A la suite du processus de sélection, le Cabinet Multipolaire a été retenu pour accompagner CARE dans ce processus. Après production et validation de la note méthodologique, la collecte des données s’est déroulée du 20 au 25 mars 2023. La méthodologie de l’étude était participative et alignée sur les standards de protection et sauvegarde des enfants. Au total, 1 609 personnes dont ont été consultées dont 699 hommes et 910 femmes.
Les données croisées de l’évaluation montrent que les résultats attendus du projet ont été largement atteints, poussés par certaines activités comme la réhabilitation de 25 forages sur 20 prévus. On a également noté une forte mobilisation des populations, notamment à travers les sensibilisations sur les thématiques EHA. Les points forts du projet Walindé sont nombreux, entre autres il s’agit d’un projet pertinent, accepté et fortement apprécié par les populations, menant de judicieuses activités de construction/réhabilitation des points d’eau et des latrines, de renforcement des capacités des CPGE et micro-assurances, en partenariat avec les communes cibles et les structures sectorielles déconcentrées, avec lesquelles un climat de bonne collaboration et d’interactions positives a été développé, pour le grand bien des populations bénéficiaires. Ceci est également un atout pour la durabilité sociale et institutionnelle du projet.
On peut conclure sans risque de se tromper que la couverture en eau potable a été améliorée par l’offre de forages fonctionnels aux écoles bénéficiaires. Toute la population des intervenants de l’école et des communautés environnantes profitent de ces points d’eau. Toutes les écoles bénéficiaires ont en outre un lieu désigné pour le lavage des mains où l'eau et le savon sont présents et les latrines propres. Les proportions de personnes qui, lorsqu’elles y sont invitées, font une démonstration satisfaisante de bonnes pratiques en matière d’EHA sont très satisfaisantes (supérieures à 90%) quel que soit le sexe et l’âge. Le projet a ainsi contribué au changement des comportements au sein des établissements scolaires, au sein des ménages et au sein des communautés. Le projet a également contribué à la formation et au l’autonomisation, soutenue par une implication marquée et positive des acteurs communautaires peut déclencher des dynamiques sociales et institutionnelles favorables à la motivation des communautés qui prennent conscience de ce que leur avenir dépend en majeure partie d’eux même, de leur désir commun de développement.
Les structures de micro assurance constituent une réponse idoine à la problématique de la maintenance durable des points d’eau. A condition :i) qu’elles aient des capacités de sensibilisation permettant d’attirer et affilier le maximum de CGPE au sein de leur commune ; ii) qu’elles soient capables de mutualiser leurs ressources au-delà de la commune et des départements, dans le cadre d’un réseau régional de micro assurance d’entretien des points d’eau. Un accompagnement à cet effet devrait être confié à un consultant ayant le profil adéquat, qui serait rétribué en fonction des résultats obtenus.
Finalement, l’évaluation recommande fortement une phase subséquente du projet, dans la perspective de consolider les acquis du projet, d’organiser plus sereinement le développement du mécanisme de micro-assurance des points d’eau et également les centres d’alphabétisation. Read More...
CARE Endline Evaluation Report: Restoration of water infrastructure and prevention against COVID19
With funding support from the Ministry of Foreign Affairs, Government of Czech Republic (MoFA Czech), CARE Iraq implemented a six–month project, starting from May 1 to October 31, 2021, and aimed to provide an uninterrupted supply of potable water to vulnerable communities for drinking, personal hygiene, and other domestic use through rehabilitation of non-functional parts of the water treatment plant and restoration of water the networks in two neighborhoods (Nabi Sheet and Galawat) of West Mosul. It further aimed to increase the resilience of vulnerable communities to COVID-19 by providing hygiene kits and increased risk and safety awareness, improving hygiene behavior, and environmental sanitation services. The project is implemented in West Mosul, Galawat, and Nabi Sheet neighborhoods, targeting IDPs, host communities, and returnees. Read More...
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...