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Creating spaces for dialogue: a cluster-randomized evaluation of CARE’s Community Score Card on health governance outcomes
Social accountability interventions such as CARE’s Community Score Card© show promise for improving sexual, reproductive, and maternal health outcomes. A key component of the intervention is creation of spaces where community members, healthcare workers, and district officials can safely interact and collaborate to improve health-related outcomes. Here, we evaluate the intervention’s effect on governance constructs such as power sharing and equity that are central to our theory of change. Read More...
Women’s involvement in coffee agroforestry value- chains Financial training, village savings and loans associations, and decision power in Northwest Vietnam
Colleagues in Vietnam and at CCAFS and the World Agroforestry Centre (ICRAF) carried out some research on our work in the coffee value chain (TEAL).
This study assessed VSLA impacts and related training on gender equality and women’s access to coffee markets in an ongoing coffee- project in northwest Vietnam.
Applying the Women’s Empowerment in Agriculture Index (WEAI), women rated perceptions of their decision-making over a range of 18 tasks related to household and agricultural responsibilities and use of income and social activities (over 18 months). There were improvements in decision-making power in categories with previously low participation and increased sharing of domestic responsibilities (biggest gains were decision-making over large purchases and use of income). Also found that husbands to women in the study embraced more equal sharing of responsibility and decision-making with their wives.
This report is 40 pages long. Read More...
This study assessed VSLA impacts and related training on gender equality and women’s access to coffee markets in an ongoing coffee- project in northwest Vietnam.
Applying the Women’s Empowerment in Agriculture Index (WEAI), women rated perceptions of their decision-making over a range of 18 tasks related to household and agricultural responsibilities and use of income and social activities (over 18 months). There were improvements in decision-making power in categories with previously low participation and increased sharing of domestic responsibilities (biggest gains were decision-making over large purchases and use of income). Also found that husbands to women in the study embraced more equal sharing of responsibility and decision-making with their wives.
This report is 40 pages long. Read More...
5 Game Changing Initiatives for Transformative Agricultural Extension
The USAID Agricultural Extension Support Activity (AESA) project is a key part of Bangladesh-centered Feed the Future (FtF) initiative addresses this challenge. Implemented by the Dhaka Ahsania Mission (DAM) with technical partners CARE Bangladesh and mPower Social Enterprises Ltd., the goal of the project which started at late 2012 is to strengthen the existing extension system in southwest and central Bangladesh to sustainably improve food security and nutrition for smallholder farmers. This translates to the enhancement of access to and utilization of agricultural extension services by smallholder farmers – both women and men. Key interventions under this project works to build capacities and creating support to a demand-driven extension system, synergized by the use of ICT. Geographically distributed in the central and southwest Bangladesh, the project operates in 12 districts, covering 26 upazilas, under Jessore, Khulna and Barisal regions as primary intervention areas.
This report identifies 5 game changing initiatives for transformative agricultural extension. Read More...
This report identifies 5 game changing initiatives for transformative agricultural extension. Read More...
Evaluating Systems-level change and impact Findings from the evaluation of the Humanitarian Assistance Program (PAH) in Ecuador
CARE’s ten-year strategy, Vision 2030, seeks to deepen the organizational focus on systems-level change and impact, recognizing that this is essential to expanding CARE’s reach and fulfilling our mission to save lives, defeat poverty and achieve social justice. To support this, CARE launched a systems-level impact initiative to measure the effect of our programs that have influenced or changed systems, and the impact of this systems-change on people’s lives. The initiative also increased capacity across the CARE confederation to design, finance and implement high-quality systems change programs, and to strengthen the focus on systems-level change within our Country Office organizational frameworks and strategies. Four CARE Country Offices were selected to evaluate a project or program, and to synthesize the results for national and global learning. Read More...
Improving Syrian and Egyptian Children’s Access to Formal and Informal Education (ACCESS) Project
This 37-page report is the baseline study for the Global Affairs (GAC) funded project, “Improving Syrian and Egyptian Children’s Access to Formal and Informal Education” (ACCESS), which aims to increase access to schools for Syrian and Egyptian children, strengthen social cohesion among Syrian refugees and Egyptian host communities, and strengthen the quality of formal and informal Egyptian education systems for boys and girls. The project responds to one of the three main thematic priorities that guide GAC’s development funding: Securing the Future for Children and Youth, under which equal access to quality education is a key tenet, particularly for girls. Read More...
Gender Relations in Nepal Overview
This is a comprehensive overview of gender relations data in Nepal based on the topics of education and economics. The overview looks at distinctions of culture and social factors to assess gender relations across the country. The is a brief document that entails government participation and opportunities based on education and access to resources. Read More...
KUKUA NI KUJIFUNZA (GROWING IS LEARNING) PROJECT
the knowledge and skills acquired by participating women farmers brought positive changes in their lives. About 72.5% and 61.87% of the female and male respondents respectively reported that the trainings were useful in their day to day lives while 27.5% and 37.35% respectively reported that the trainings were very useful. However, 0.78% of female respondents reported that the trainings were not useful. Enabling gender equality and empowering vulnerable and rural small-scale women farmers was an important aspect in the KnK project. Consequently, rural small-scale women farmers were the most targeted in the KnK project. Out of 341 respondents from 15 villages, 260 (76.2%) were female, and 81 (23.8%) were male. People with disabilities were 101 (2.6%) out of the 3,825 direct participants of the KnK project.
Participants in the KnK project were given an opportunity to engage in soya production as one of the strategies to eradicate malnutrition. During the endline evaluation process, it was revealed that a high proportion of the KnK participants (99.2%) engaged in soya beans production. Before the KnK project, soya was not ranked as a food crop implying that farmers did not know its nutrition value, and that the crop was not considered as a reliable source of household income. The endline evaluation revealed that farmers realized the value of soya crop production, in terms of nutrition value and source of income. The mode of operandi of the KnK project laid a solid foundation that could make it sustain for years to come. The legacy of the project in terms of knowledge and skills acquired by participants, as well as the positive changes in their lives, may encourage them to sustain
activities implemented during the project. In fact, there is cause for participants to continue to engage in economic and social activities implemented by the KnK project. The KnK project had good institutional arrangements in place, and this made it easier to coordinate the project activities. Strong partnership with other stakeholders contributed significantly to overall performance of the project. Read More...
Participants in the KnK project were given an opportunity to engage in soya production as one of the strategies to eradicate malnutrition. During the endline evaluation process, it was revealed that a high proportion of the KnK participants (99.2%) engaged in soya beans production. Before the KnK project, soya was not ranked as a food crop implying that farmers did not know its nutrition value, and that the crop was not considered as a reliable source of household income. The endline evaluation revealed that farmers realized the value of soya crop production, in terms of nutrition value and source of income. The mode of operandi of the KnK project laid a solid foundation that could make it sustain for years to come. The legacy of the project in terms of knowledge and skills acquired by participants, as well as the positive changes in their lives, may encourage them to sustain
activities implemented during the project. In fact, there is cause for participants to continue to engage in economic and social activities implemented by the KnK project. The KnK project had good institutional arrangements in place, and this made it easier to coordinate the project activities. Strong partnership with other stakeholders contributed significantly to overall performance of the project. Read More...
“My Solar Water” Participatory Research Project: REPORT 3
The aim of My Solar Water is to improve the quality of drinking water in scattered rural populations of the Amazon. The purpose of this intervention is to evaluate the technical and social response of My Solar Bag, as an instrument to improve the quality of drinking water in the population of rural communities scattered in the Amazon, affected by flooding or in situations of sanitary emergency. The project is implemented with the help of USAID, Puralytics, and Bluewaves. [43 pages] Read More...
Evaluación final Proyecto Aprendemos+, crecemos y emprendemos siempre II
El sistema educativo peruano se caracteriza por brechas de aprendizaje que afectan a las escuelas multigrado rural, y están vinculadas a problemas de calidad en el servicio educativo. A esta brecha educativa se le sumó en 2020 la crisis sanitaria del COVID-19 que supuso la suspensión de clases y la implementación remedial de una propuesta educativa remota a nivel nacional, denominada “Aprendo en Casa”.
El proyecto APRENDEMOS+ CRECEMOS Y EMPRENDEMOS SIEMPRE es la respuesta educativa de CARE Perú para mejorar los aprendizajes de las Instituciones Educativas de nivel primaria multigrado en ámbitos rurales durante el estado de emergencia del COVID-19, en el marco de la educación a distancia. El proyecto se implementó en escuelas rurales de Amazonas y Cajamarca en 2019. En 2020, se implementó en 115 instituciones educativas multigrado y/o unidocentes de las regiones de Amazonas, Cajamarca, Huánuco y Pasco. La intervención cuenta con tres componentes: un componente pedagógico que busca fortalecer las capacidades de los y las docentes/directores para la implementación de la propuesta pedagógica innovadora centrada en la convivencia saludable y educación social y emprendedora; un componente de gestión escolar centrada en la participación, la convivencia y el bienestar socioemocional, a partir de la asesoría a directivos en materia de planificación y gestión escolar; y un componente de soporte que busca promover el aprendizaje autónomo a través de herramientas digitales, para salvaguardar la salud integral de los y las estudiantes. Read More...
El proyecto APRENDEMOS+ CRECEMOS Y EMPRENDEMOS SIEMPRE es la respuesta educativa de CARE Perú para mejorar los aprendizajes de las Instituciones Educativas de nivel primaria multigrado en ámbitos rurales durante el estado de emergencia del COVID-19, en el marco de la educación a distancia. El proyecto se implementó en escuelas rurales de Amazonas y Cajamarca en 2019. En 2020, se implementó en 115 instituciones educativas multigrado y/o unidocentes de las regiones de Amazonas, Cajamarca, Huánuco y Pasco. La intervención cuenta con tres componentes: un componente pedagógico que busca fortalecer las capacidades de los y las docentes/directores para la implementación de la propuesta pedagógica innovadora centrada en la convivencia saludable y educación social y emprendedora; un componente de gestión escolar centrada en la participación, la convivencia y el bienestar socioemocional, a partir de la asesoría a directivos en materia de planificación y gestión escolar; y un componente de soporte que busca promover el aprendizaje autónomo a través de herramientas digitales, para salvaguardar la salud integral de los y las estudiantes. Read More...
Socio-Economic and Financial Profitability Analysis of Rice Seed Production by Women Groups “Nawe Nuze” in the framework of “Win Win” Program in Burundi
mplemented in 6 communes of Kirundo and Gitega provinces in Burundi, the 4-year research program tests an innovative approach « gender transformative » for the agriculture sector. The approach begins with the development of critical thinking aiming at defying discriminatory social beliefs and norms, via a reflective model, community dialogue and collective action. CARE is evaluating how this innovative approach could improve gender equity and the way a particular attention on power relations and a wake of conscience could produce durable effects on food security, nutrition and population economic well-being. The ultimate goal of this research is to compare (1) a model of gender transformative (EKATA4 model) for gender equity and (2) a typical gender integration approach in the agriculture model (gender light model (light, normal or usual). [63 pages] Read More...