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.
Looking for something specific? You can filter the evaluations using the dropdown menus on the right side of the screen.
If you have an evaluation or study to share, please e-mail the document to ejanoch@care.org for posting.
Food Security and Gender Equality: A synergistic understudied symphony
As women keep feeding the world, we must give them the right space in our data collection methods and analysis to make the gaps they encounter visible and find solutions that include those. Therefore, the purpose of this study is to explore the correlation between gender inequality values and food security scores worldwide combined with existing literature and rich studies on the links between gender and food in specific contexts to create powerful insights on the need that the world needs to produce, publish, and use more consistent data on gender equality and food. Read More...
Making the Invisible Visible – An evidence-based analysis of gender in the regional response to the war in Ukraine
The escalation of the war in Ukraine began on 24 February 2022, causing thousands of civilian casualties; destroying civilian infrastructure, including hospitals, and triggering the fastest growing displacement crisis in Europe since World War II. The demographic profile of Ukraine, combined with the implementation of martial law and conscription policies, led to an awareness of gender- and age-related factors within the regional humanitarian response that recognised the pre-crisis situation of persons of all genders and diversities and how the war and subsequent regional crise s were compounding the risks that they face.
From the early days of the response, Rapid Gender Analyses (RGA) and other analyses and assessments were conducted, and the Regional Gender Task Force (RGTF) recognised the emergence of common themes and concerns within these that required a closer examination. It was identified that the solutions to the concerns identified required national, regional and cross-border solutions rooted in broad changes in policy and the humanitarian architecture. However, at the time, gender themes, including trends, gaps and specific challenges faced by women and men belonging to different socio-economic and ethnic groups, across the
humanitarian and refugee response in the region had not been captured adequately. Read More...
From the early days of the response, Rapid Gender Analyses (RGA) and other analyses and assessments were conducted, and the Regional Gender Task Force (RGTF) recognised the emergence of common themes and concerns within these that required a closer examination. It was identified that the solutions to the concerns identified required national, regional and cross-border solutions rooted in broad changes in policy and the humanitarian architecture. However, at the time, gender themes, including trends, gaps and specific challenges faced by women and men belonging to different socio-economic and ethnic groups, across the
humanitarian and refugee response in the region had not been captured adequately. Read More...
Expanding Access to Education and Life Opportunities (Excel)
Expanding Access to Education and Life Opportunities (EXCEL) is an education initiative implemented in Pratappur, Sarawal and Palhinandan Rural Municipalities of Nawalparasi (west) district of Lumbini province. The project aimed to provide access to basic education for marginalized adolescent girls for better life opportunities through a year-long accelerated learning program known as “UDAAN”. Read More...
Sistematización del modelo de respuesta sanitaria desde la comunidad – FORS
CARE Perú en asociación con la compañía minera Antamina implementó el Proyecto de Fortalecimiento de la Respuesta Sanitaria Local a través de la Movilización y Reactivación Social (FORS), con el objetivo de fortalecer las capacidades de respuesta organizada de los sistemas de salud locales y las comunidades/territorios del Área de Influencia Operativa (AIO) de Antamina, frente a la emergencia de la CODIV-19, priorizando a la familia como unidad de vigilancia, información y cambio de hábitos, a través de dos componentes: 1) Movilización local de respuesta a la COVID-19 y Reactivación Social; y 2) Fortalecimiento de los Establecimientos de Salud locales para la atención de la pandemia según nivel de atención. Read More...
CAP Final Proyecto FORS
Este estudio se ha desarrollado en el marco del proyecto Proyecto Fortalecimiento de la Respuesta Sanitaria Local a través de la Movilización y Reactivación Social (FORS). El objetivo del estudio fue implementar el estudio de línea de salida (final) de los Conocimientos, Actitudes y Prácticas (CAP) de las familias del Área de Influencia Operativa de Antamina, del personal de establecimientos de salud del AIO, y valorar la contribución del proyecto FORS en el impacto de la reducción del COVID-19. Read More...
Aplicación de la herramienta del Interagency Standing Committee (IASC) en proveedores de Centros de Salud Mental Comunitario y Centros Emergencia Mujer
Implementar el levantamiento y procesamiento de información sobre conocimientos, actitudes y habilidades prácticas para la gestión de casos de personas migrantes y refugiadas sobrevivientes de violencia de género. Read More...
SISTEMATIZACIÓN DE LA ESTRATEGIA DE COMUNICACIÓN
Contribuir al fortalecimiento de un entorno protector para la población migrante venezolana que se encuentre en situación de vulnerabilidad
PROTECCIÓN: Las personas refugiadas y migrantes y solicitantes de asilo más vulnerables, especialmente, las mujeres y adolescentes que están expuestos a violaciones de derechos, incluida la trata de personas y la violencia basada en género, tienen un mayor acceso a servicios especializados de respuesta y prevención de protección
SALUD Y SALUD MENTAL: Las personas refugiadas, migrantes y solicitantes de asilo más vulnerables que están expuestas a la violencia basada en género y/o trata de personas tienen mayor acceso a la atención psicosocial y la atención de salud mental adaptada Read More...
PROTECCIÓN: Las personas refugiadas y migrantes y solicitantes de asilo más vulnerables, especialmente, las mujeres y adolescentes que están expuestos a violaciones de derechos, incluida la trata de personas y la violencia basada en género, tienen un mayor acceso a servicios especializados de respuesta y prevención de protección
SALUD Y SALUD MENTAL: Las personas refugiadas, migrantes y solicitantes de asilo más vulnerables que están expuestas a la violencia basada en género y/o trata de personas tienen mayor acceso a la atención psicosocial y la atención de salud mental adaptada Read More...
Estudio sobre la situación de la seguridad alimentaria y las prácticas de alimentación infantil en hogares del ámbito de intervención del proyecto “Ella Alimenta el mundo”
CARE Perú es una Organización No Gubernamental que ha venido trabajando por mas de 50 años en intervenciones comunitarias para mejorar la nutrición y desarrollo en niñas y niños, alrededor de todo el país.
El presente estudio, buscó obtener información de primera mano sobre el estado actual de algunos de los indicadores del componente nutricional del proyecto del proyecto “Ella Alimenta al Mundo”, con la finalidad analizar los posibles efectos que pudieron darse un año después de la Línea de Base y considerando los potenciales factores influyentes en estos indicadores de estudio, en el contexto de la pandemia por COVID-19.
Ante ello, la consultora responsable del estudio diseñó y adaptó un protocolo adecuado con las variables de estudio que pudieran ser medidas de manera online (vía telefónica) como lo han venido haciendo otras intervenciones y estudios en salud pública alrededor del mundo, dado el contexto de la pandemia. La recolección de datos se dio entre los meses de junio y julio del 2021 bajo la modalidad telefónica teniendo en cuenta las restricciones de tránsito y recomendaciones vigentes de los organismos gubernamentales para evitar la propagación de COVID-19 en el país. Se reclutó un equipo de 11 encuestadores con formación de nutrición, quienes fueron designados a tres equipos según ámbito de estudio: i) Piura (Sullana), ii) Ica (San José de los Molinos y Subtanjalla) y iii) –Lima (Pachacámac), quienes aplicaron las encuestas bajo la supervisión de los especialistas y practicantes de cada ámbito, además de la consultora, asegurando la total objetividad y precisión de la información recolectada.
El estudio recolectó información de 569 niños menores de 5 años acerca de sus indicadores sociodemográficos e inseguridad alimentaria, así como también información en prácticas de alimentación infantil en un total de 115 niños menores de 24 meses.
El presente informe final de la evaluación de medio tiempo, resume los resultados de esta información según los indicadores clave y por distritos.
Indicadores Read More...
El presente estudio, buscó obtener información de primera mano sobre el estado actual de algunos de los indicadores del componente nutricional del proyecto del proyecto “Ella Alimenta al Mundo”, con la finalidad analizar los posibles efectos que pudieron darse un año después de la Línea de Base y considerando los potenciales factores influyentes en estos indicadores de estudio, en el contexto de la pandemia por COVID-19.
Ante ello, la consultora responsable del estudio diseñó y adaptó un protocolo adecuado con las variables de estudio que pudieran ser medidas de manera online (vía telefónica) como lo han venido haciendo otras intervenciones y estudios en salud pública alrededor del mundo, dado el contexto de la pandemia. La recolección de datos se dio entre los meses de junio y julio del 2021 bajo la modalidad telefónica teniendo en cuenta las restricciones de tránsito y recomendaciones vigentes de los organismos gubernamentales para evitar la propagación de COVID-19 en el país. Se reclutó un equipo de 11 encuestadores con formación de nutrición, quienes fueron designados a tres equipos según ámbito de estudio: i) Piura (Sullana), ii) Ica (San José de los Molinos y Subtanjalla) y iii) –Lima (Pachacámac), quienes aplicaron las encuestas bajo la supervisión de los especialistas y practicantes de cada ámbito, además de la consultora, asegurando la total objetividad y precisión de la información recolectada.
El estudio recolectó información de 569 niños menores de 5 años acerca de sus indicadores sociodemográficos e inseguridad alimentaria, así como también información en prácticas de alimentación infantil en un total de 115 niños menores de 24 meses.
El presente informe final de la evaluación de medio tiempo, resume los resultados de esta información según los indicadores clave y por distritos.
Indicadores 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...
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...
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