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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...
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...
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...
Somali Girls Education Promotion Project Transition (SOMGEP-T) Endline Evaluation
The Somali Girls’ Education Promotion Project – Transition (SOMGEP-T), funded by UK’s Foreign and Commonwealth Development Office (FCDO) and USAID, was implemented from 2017-2022 in rural and remote areas of Somaliland, Puntland, and Galmudug, reaching an estimated 20,000 girls and 10,000 boys directly and another 20,000 students through indirect benefits. The implementation of SOMGEP-T followed on the successes of SOMGEP (2013-17, funded by FCDO), with a particular focus on enhancing learning outcomes and transition rates for marginalised adolescent girls. SOMGEP-T was implemented by a consortium formed by CARE International, ADRA, local women’s rights network NAGAAD, and local non-governmental organisations HAVOYOCO (a youth-led committee) and TASS. The project’s activities were conducted in close collaboration with state- and national-level Ministries of Education, responding to priority areas identified in state and Federal-level sector development plans.
SOMGEP-T used a mixed-methods, quasi-experimental design for impact measurement. The endline evaluation sample included 69 primary schools, split between 37 intervention and 32 comparison schools. Additionally, a pre-post evaluation design was used to assess progress on accelerated education programming. Data collection took place in an additional 32 Alternative Learning Programme (ALP) centres and 35 Accelerated Basic Education (ABE) centres, which are located in the same communities as SOMGEP-T intervention schools. In total, the endline sample included 1,802 girls and their households, 965 of whom were re-contacted from the baseline and interviewed successfully. The endline data collection took place in December 2021.
Learning
A few key findings emerged from the learning analysis. Firstly, although improvements were observed in numeracy, Somali literacy, English literacy, and financial literacy amongst girls in intervention schools, these improvements were also simultaneously observed in girls in comparison schools. Secondly, learning improvements occurred largely within the first two years of the programme, prior to the ML2 evaluation – a finding which can largely be attributed to the COVID-19 pandemic and the resulting long-running school closures that occurred between the ML2 and endline evaluations.
At the endline, it became evident that SOMGEP-T had a much larger impact on learning among a few specific groups of ultra-marginalised girls, especially those marginalised along multiple overlapping axes, such as girls from relatively poor or pastoralist households who were out-of-school at the baseline, girls with physical disabilities, and the lowest-performing students at the baseline. For instance, girls from pastoralist households who were out-of-school at baseline gained an average of 10.8 percentage points in Somali literacy, over and above the comparison group. A similar, but less stark, pattern was observed in average numeracy scores (3.9 percentage points over and above the comparison group). In both cases gains among this subgroup were larger than among other out-of-school girls or pastoralist girls who were already in school when the programme started. Read More...
SOMGEP-T used a mixed-methods, quasi-experimental design for impact measurement. The endline evaluation sample included 69 primary schools, split between 37 intervention and 32 comparison schools. Additionally, a pre-post evaluation design was used to assess progress on accelerated education programming. Data collection took place in an additional 32 Alternative Learning Programme (ALP) centres and 35 Accelerated Basic Education (ABE) centres, which are located in the same communities as SOMGEP-T intervention schools. In total, the endline sample included 1,802 girls and their households, 965 of whom were re-contacted from the baseline and interviewed successfully. The endline data collection took place in December 2021.
Learning
A few key findings emerged from the learning analysis. Firstly, although improvements were observed in numeracy, Somali literacy, English literacy, and financial literacy amongst girls in intervention schools, these improvements were also simultaneously observed in girls in comparison schools. Secondly, learning improvements occurred largely within the first two years of the programme, prior to the ML2 evaluation – a finding which can largely be attributed to the COVID-19 pandemic and the resulting long-running school closures that occurred between the ML2 and endline evaluations.
At the endline, it became evident that SOMGEP-T had a much larger impact on learning among a few specific groups of ultra-marginalised girls, especially those marginalised along multiple overlapping axes, such as girls from relatively poor or pastoralist households who were out-of-school at the baseline, girls with physical disabilities, and the lowest-performing students at the baseline. For instance, girls from pastoralist households who were out-of-school at baseline gained an average of 10.8 percentage points in Somali literacy, over and above the comparison group. A similar, but less stark, pattern was observed in average numeracy scores (3.9 percentage points over and above the comparison group). In both cases gains among this subgroup were larger than among other out-of-school girls or pastoralist girls who were already in school when the programme started. Read More...
Final Evaluation of Climate Change Adaptation of Women Smallholders and Cotton Producers from Vidarbha Region, Maharashtra
CARE India’s project on “Environmentally Sound and Climate Resilient Cotton Production Practices (ESCRCPP)”, supported by Group Galeries Lafayette, was implemented from 2018 to 2021 in 10 villages of Jalgaon Jamod block of Buldhana district in Vidarbha region of Maharashtra, aimed to promote environmentally sound, climate-resilient and inclusive cotton production. The location of the project was guided by the fact that Vidarbha accounts for half of the cotton area of Maharashtra, which has one third of cotton growing area in India and Buldhana district is the major cotton producing area in Vidarbha. The cotton based agricultural economy of the region faces challenges like water stress, climate variability and issues related to farming practices and technology. These result in low productivity, frequent crop failure, poor management of water resources, and high indebtedness of farmers.
The project had three purposes (sub-objectives or outcomes) and six expected results (outputs). The outcomes were: women small holders have the capacity to engage in environmentally sound and climate-resilient cotton production; strengthened collectives for building solidarity, promoting gender equity, and facilitating access of women smallholders from poor and vulnerable households to resilience building resources, services, and opportunities; and enabling environment in the form of supportive cotton value chain actors.
This report is 82 pages long. Read More...
The project had three purposes (sub-objectives or outcomes) and six expected results (outputs). The outcomes were: women small holders have the capacity to engage in environmentally sound and climate-resilient cotton production; strengthened collectives for building solidarity, promoting gender equity, and facilitating access of women smallholders from poor and vulnerable households to resilience building resources, services, and opportunities; and enabling environment in the form of supportive cotton value chain actors.
This report is 82 pages long. Read More...
Rapid Gender Analysis – SNNP Region Ethiopia and Gedeo Crisis Response
As of July 14, conflict between Guji Oromo and Gedeo communities displaced over 1 million people (82 per cent in Gedeo; 19 per cent West Guji zones). Internally displaced people (IDPs) stay in cramped public buildings and spontaneous IDP sites while other live with host communities. This massive and sudden population displacement prompted CARE Ethiopia to expand its emergency programme in the South Nation, Nationalities People Region (SNNPR). Consistent with its focus on gender equality, CARE initiated a rapid gender analysis (RGA) to provide gendered data on needs, power relations, access and controls, risks and coping strategies of displaced women, men, boys and girls affected by the conflict.
An RGA mission led by CARE International Rapid Response Team Gender Specialist took place in Dilla town, Gedeb and Yirgachafe woredas (administrative unit in Ethiopia) between 25 and 31 July. Read More...
An RGA mission led by CARE International Rapid Response Team Gender Specialist took place in Dilla town, Gedeb and Yirgachafe woredas (administrative unit in Ethiopia) between 25 and 31 July. Read More...
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