Here in CARE International’s Evaluation e-Library we make all of CARE’s external evaluation reports available for public access in accordance with our Accountability Policy.
With these accumulated project evaluations CARE International hopes to share our collective knowledge not only internally but with a wider audience.
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If you have an evaluation or study to share, please e-mail the document to ejanoch@care.org for posting.
McGovern-Dole Food for Education and Child Nutrition Program in Timor-Leste HATUTAN Sustainability Study Liquica
HATUTAN’s final evaluation show that the integrated intervention has achieved remarkable results, including:
-A gain of 4.8 percentage points in literacy scores, over and above the comparison group.
-A major reduction in teachers’ use of traditional practices: the proportion of students who spent the class copying from the board declined by 15 percentage points over and above the comparison group, while the proportion of students repeating after the teacher declined by 25 percentage points; and
- A major improvement in infant feeding practices, reducing by 13.6 percentage points in the proportion of mothers feeding formula to babies under six months of age.
In 2023, the schools14 in the municipality of Liquica – 101 in total, out of which 35 receiving the full intervention15 - graduated out of the program following demonstrated improvements in school management, SFP delivery, increased use of participatory teaching practices and reduction in negative teaching practices, and improvements in hygiene and sanitation. Among other results, the final evaluation showed that 91% of the schools in Liquica had reading corners in grade 2, compared to HATUTAN’s 65% average; the average attendance rate reached 78%, compared to a 64% average; and teacher attendance rate reached 85%. The second phase of the program has continued to support schools in Ainaro, Ermera, and Manatuto since 2023, and expanded operations to Oé-cusse in 2024. Read More...
Examining Barriers to Family Planning Information, Products, and Services Among Ukrainian Refugees and Host Communities in Poland (English)
Poland SRHR Stakeholder Workshop Learning Brief (August 2024): This brief shares insights from a workshop on sexual and reproductive health rights (SRHR) for Ukrainian refugees and Polish communities. It identified financial barriers, restrictive policies, and stigma as major challenges, and explored how CVA could improve SRH access by partnering with local stakeholders and adapting to Poland's restrictive policy environment. Read More...
Community Nutrition and Health Activity Equity Gap Analysis
Page No: 35 Read More...
Rapid Assessment of the FBMT Family Business Management Training
The relevance of the FBMT in relation to the objectives of the W4C (Women for Change) program was analyzed by comparing the FBMT content and the evidence from the interviews with the objectives and indicators of the W4C logframe.
It becomes clear that the FBMT was most effective in increasing IGAs, balancing decision making and improving relationships. The effect of IGAs on household income not entirely clear yet. Access to the training is determined by participation in VSLAs. While this is not detrimental in the first place, potential entry barriers to VSLAs need to be kept in mind when scaling up.
For men the main challenges to participate in the FBMT are a perceived loss of power and possibly the available time to attend. Yet, those who participated were attracted by potential economic gains and finally recognized the advantages of improved relationships.
A mapping of training courses that are related to the FBMT and are applied in the W4C program revealed that the couple dialogues, the gender strategy interventions and FBMT overlap in some areas but the FBMT goes beyond the objectives of the other two courses. The IGA training courses, which are complementary to the FBMT, overlap with some of the contents of the FFBS1 (Farmer Field and Business School). The FFBS also overlaps with some of the FBMT contents on gender and also addresses the couple rather than just the women. However, it comprises of about double the number of training modules of the FBMT.
Training application is divided between technical advisors and field supervisors. This arrangement was not evaluated in detail but might not be the most effective and should be reviewed critically. The FBMT sustainably changed some of the behaviour of participating couples, confirming the sustainability of some of the effects of the training. The provision of the training still depends on external funding and cannot be considered fully sustainable yet. Change plans and their follow up by CARE staff are time consuming, resource intensive and might reduce the ownership of these plans by the couple that developed the plan.
The FBMT has been successful in changing household economies and relationships. Specifically the daily calendar, the income and expenditure tree and the prioritization of expenditures as practiced in the NEEDS and WANTS exercise have proven to be very effective. The perceived economic advantages of the training attract men eventually they discover the rewards of an improved relationship. The benefits of the FBMT have motivated some community members to spread its concepts to other households, which is as an opportunity for future programming. Read More...
Baseline Study Report of Flash Flood and Lightning
The study encompassed three districts prone to flash floods, namely Sylhet, Sunamganj, and Netrokona. For the treatment group areas, the selected Upazilas were Gowainghat, Dharmapasha, and Khaliajuri and for control group areas, the selected areas were Sylhet Sadar, Sunamganj Sadar, Madan.
Data was collected from 502 households, 12 focus group discussions, and 19 key informant interviews. The study's findings indicate that flash floods and lightning are recurrent and severe hazards that pose significant threats to the communities lives, assets, and livelihoods. These hazards are disproportionately affect women, individuals with disabilities and farmers. The study also identified several shortcomings in the existing early warning systems, including issues related to timeliness, quality, coverage, accessibility, comprehension, and trust.
Read More...
Adolescent Girls’ Education in Somalia (AGES) Post Project Evaluation Summaries
Additionally, The Adolescent Girls’ Education in Somalia (AGES) project worked to improve learning outcomes and positive transitions for 90,698 extremely vulnerable girls and female youth in South Somalia. AGES research showed that vulnerable girls’ limited self-confidence and voice hinders participation in class, with a negative impact on learning, particularly among girls with disabilities and displaced youth. To address this barrier, AGES
formed school-based clubs known as Girls’ Empowerment Forum (GEF). Through the GEF, vulnerable students participate in activities to develop leadership skills with support from mentors and are linked to resource
persons within the community. They are trained to act as peer mentors within their schools and community, reaching out to other girls to provide support, and engaging in joint advocacy and action. GEF participants
work together to develop plans to address issues of their choice through girl-led action. GEF mentors and peer mentors are also trained on psychosocial first aid, providing support to those affected by shocks. In 2020-2024, AGES established 911 Girls’ Empowerment Forums with a total of 9,110 members. The GEFs were connected through 18 district-level networks. Read More...
Adolescent Girls’ Education in Somalia (AGES) Endline evaluation
In addition, the programme’s theory of change (ToC) posits that several intermediate outcomes mediate the effect of programme interventions on the primary outcomes. As such, this study also examines progress on several intermediate outcomes: 1) attendance rates, 2) quality of teaching practices, 3) girls’ leadership and life skills, 4) school management and governance, 5) community support for girls’ education, 6) girl’s self-efficacy, 7) strengthened economic circumstances for female youth, and finally, 8) access to social support services.
Importantly, this study comprises evaluations for three separate groups of girls, all recruited into the study at various points in time. The study began with an original baseline cohort of girls participating in the formal education (FE), Alternative Basic Education (ABE), and Non-Formal Education (NFE) programmes. These girls were recruited from schools in the following states, or geographic zone: Banadir, South West State, and Jubaland. The ABE programme focused on accelerated education of basic skills to enable girls to transition into the formal education system, while the NFE programme aimed to equip girls with the skills – both hard and soft – needed to pursue livelihoods, though some NFE girls also transition to the formal education system. These initial groups – whom we collectively refer to as Cohort 1 (C1) or the baseline cohort – were first recruited at BL in 2019, and were funded by the UK’s Girls’ Education Challenge (GEC) fund.
Two further cohorts, funded by USAID, were later introduced. Cohort 4, or C4, NFE girls were introduced into the study at ML1, while Cohort 5, or C5, NFE girls were introduced to the study at ML2. As such, unlike the C1 girls, we take the ML1 and ML2 evaluation rounds as the cohort-specific baselines for C4 and C5 NFE girls, respectively, and compare changes in main and intermediate outcomes from those rounds to EL. The USAID expansion of the NFE programming also meant the C4 and C5 Read More...
SISTEMATIZACIÓN DE LA ESTRATEGIA DE SALUD MENTAL DEL PROYECTO ALMA LLANERA DE CARE PERÚ
Esta sistematización, orientada desde una mirada comunitaria y participativa, incorpora las voces y saberes de las diferentes personas involucradas en la estrategia: equipo central y regional del proyecto, consultores del proyecto, responsables de la estrategia de salud mental de las DIRIS/DIRESAS/GERESAS, jefe/as y/o responsable de participación social comunitaria de los CSMC, agentes comunitarios de salud y beneficiarios/as del proyecto; a fin de recoger buenas prácticas, lecciones aprendidas y procesos innovadores, que permitan generar aprendizajes internos e interinstitucionales a partir de la implementación de esta estrategia. Las entrevistas individuales y los grupos de discusión fueron las técnicas principales para recolectar la información, complementado con la revisión de documentos concernientes al programa y a la estrategia en particular. Read More...
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