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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Addressing GBV & SRHR Challenges in Bama and Dikwa LGAs in Borno State, Northeast Nigeria
Borno state in Northeast Nigeria has been under frequent attacks in the past decade, which has left several million people insecure, homeless, and without any means of livelihood. Hence, the rate of Gender-based Violence (GBV) continues to increase coupled with lack of awareness and basic infrastructure for promoting Sexual and Reproductive Health and Rights (SRHR). To alleviate the challenges faced by several inhabitants of these conflict-affected communities, CARE is implementing a SRHR and GBV project to reach 47,000 vulnerable boys, girls, men and women, living in Internally Displaced Person (IDP) camps and host communities in Bama and Dikwa Local Government Areas (LGAs) in Borno State. This report highlights the current gaps in GBV and SRHR in Bama and Dikwa LGAs to serve as benchmark for measuring progress and guide implementation of the right intervention mix.
In October – November 2019, CARE Nigeria conducted a baseline survey for the project. The study involved administration of Knowledge Attitude and Practice (KAP) questionnaires as well as Focus Group Discussions (FGD) and Key Informant Interviews (KII) covering SRHR and GBV to randomly selected men, women, boys and girls in the project communities. Among the interviewed were; community members, representatives of security agencies, camp coordinator and health facility staffs respectively, in Dikwa and Bama LGAs in Borno State. A total of 79 FGDs and 46 KIIs were conducted, in addition to the quantitative survey involving 3,112 participants. Read More...
In October – November 2019, CARE Nigeria conducted a baseline survey for the project. The study involved administration of Knowledge Attitude and Practice (KAP) questionnaires as well as Focus Group Discussions (FGD) and Key Informant Interviews (KII) covering SRHR and GBV to randomly selected men, women, boys and girls in the project communities. Among the interviewed were; community members, representatives of security agencies, camp coordinator and health facility staffs respectively, in Dikwa and Bama LGAs in Borno State. A total of 79 FGDs and 46 KIIs were conducted, in addition to the quantitative survey involving 3,112 participants. Read More...
Projet régional de Dialogue pour la Transhumance apaisée en Afrique de l’Ouest (PRODIATA)
Le Projet régional de Dialogue pour la Transhumance apaisée en Afrique de l’Ouest (PRODIATA) est mis en oeuvre pour opérationnaliser la composante 2 du Programme Régional de Dialogue et d'Investissement pour le Pastoralisme et la transhumance au Sahel et dans les pays côtiers d’Afrique de l’Ouest (PREDIP). Le PREDIP est conçu dans une approche régionale avec un objectif général de renforcer la contribution du pastoralisme et de la transhumance transfrontalière à la sécurité alimentaire et nutritionnelle, au développement socioéconomique équitable et à l’intégration régionale en Afrique de l’Ouest.
PRODIATA a pour objectif général de contribuer à long terme à faciliter une transhumance transfrontalière apaisée et à améliorer la nutrition des populations côtières et pastorales. L’objectif spécifique du projet est d’impliquer les acteurs locaux, nationaux et régionaux de la transhumance transfrontalière dans le dialogue et la bonne gouvernance des ressources et des espaces agro-sylvo-pastoraux en réduisant les risques de conflits et en améliorant la sécurité alimentaire. De façon spécifique, le projet viser à impliquer les acteurs locaux, nationaux et régionaux de la transhumance transfrontalière dans le dialogue et la bonne gouvernance des
ressources et des espaces agro-sylvo-pastoraux pour une réduction des risques de conflits et l’amélioration de la sécurité alimentaire. Read More...
PRODIATA a pour objectif général de contribuer à long terme à faciliter une transhumance transfrontalière apaisée et à améliorer la nutrition des populations côtières et pastorales. L’objectif spécifique du projet est d’impliquer les acteurs locaux, nationaux et régionaux de la transhumance transfrontalière dans le dialogue et la bonne gouvernance des ressources et des espaces agro-sylvo-pastoraux en réduisant les risques de conflits et en améliorant la sécurité alimentaire. De façon spécifique, le projet viser à impliquer les acteurs locaux, nationaux et régionaux de la transhumance transfrontalière dans le dialogue et la bonne gouvernance des
ressources et des espaces agro-sylvo-pastoraux pour une réduction des risques de conflits et l’amélioration de la sécurité alimentaire. Read More...
Las mujeres migrantes y refugiadas venezolanas y su inserción en el mercado laboral peruano: dificultades, expectativas y potencialidades
El trabajo se centró en las regiones de Lima y Callao, La Libertad y Piura, utilizando una aproximación metodológica mixta. A nivel cuantitativo, se analizaron los resultados de la encuesta realizada por CARE Perú, acerca de los medios de vida, medios de protección y salud mental de la población migrante venezolana de Lima y Callao, Piura, La Libertad y Tumbes a inicios de 2020. Con un marco muestral de 503 casos, se obtuvo una perspectiva general sobre diferentes aspectos de la situación laboral de las mujeres migrantes venezolanas en las regiones de estudio. A nivel cualitativo, se realizaron 33 entrevistas semi-estructuradas, que permitieron ahondar en las percepciones de las mujeres venezolanas y de las y los empleadores peruanos. Dada la situación de emergencia sanitaria, a raíz del COVID-19, las entrevistas se llevaron a cabo vía telefónica.
Con respecto a la condición migratoria de esta población, los principales hallazgos son los siguientes: Alrededor del 66% de las mujeres encuestadas tienen entre uno y tres años en el país, lo que coincide con el aumento de los flujos de ingreso durante los años 2018 y 2019. Por su parte, en relación a la documentación migratoria, de las mujeres venezolanas que se encontraban en situación regular, el 56% de ellas contaban con PTP, mientras que el 35% con carné de extranjería.
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Con respecto a la condición migratoria de esta población, los principales hallazgos son los siguientes: Alrededor del 66% de las mujeres encuestadas tienen entre uno y tres años en el país, lo que coincide con el aumento de los flujos de ingreso durante los años 2018 y 2019. Por su parte, en relación a la documentación migratoria, de las mujeres venezolanas que se encontraban en situación regular, el 56% de ellas contaban con PTP, mientras que el 35% con carné de extranjería.
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EVALUACIÓN DEL COMPONENTE DE EDUCACIÓN DEL PROYECTO “EDUCACIÓN PARA EL DESARROLLO Y LA INCLUSIÓN FINANCIERA”
En el periodo 2017-2019, CARE desarrolló el proyecto “Educación para el desarrollo y la inclusión financiera” (en adelante Proyecto EFI) con el propósito de alcanzar a 3 543 familias en situación de pobreza periurbana y rural para contribuir a mejorar sus ingresos económicos y su calidad de vida de manera sostenible.
El componente 2 del Proyecto EFI tenía como objetivo fortalecer las capacidades emprendedoras y habilidades financieras de 5 mil estudiantes de educación secundaria de cuatro regiones (Arequipa, Junín, Lambayeque y La Libertad), a través de la capacitación a docentes y dotación de recursos pedagógicos (cuadernos de trabajo de educación emprendedora, financiera y previsional) y la incorporación de la temática en las programaciones curriculares.
Este componente se enmarca en el desarrollo de políticas educativas sectoriales vinculadas a mejoras de la calidad educativa en materia de Educación Emprendedora, Financiera y Previsional (en adelante EEFP), a través de la implementación de la Competencia 19 del Currículo Nacional de la Educación Básica (en adelante CNEB), que establece las capacidades y los niveles de desarrollo que deben desarrollar todos los estudiantes del Perú a lo largo de su educación básica (es decir en todas las modalidades y niveles).
El proyecto capacitó a 465 docentes de Educación para el Trabajo (EPT), Ciencias Sociales (CCSS) y de otras áreas, con una metodología innovadora e interesante. La capacitación incluyó además la distribución del material (guías para docentes y cuadernos de trabajo para estudiantes). Docentes y directores coinciden
que el proyecto EFI ha promovido aprendizajes relevantes para la vida de los estudiantes, contribuyendo a su desarrollo integral. Los/las docentes reportaron que su participación en el proyecto contribuyó a que fortalezcan desempeños específicos del Marco del Buen Desempeño Docente: el conocimiento actualizado y comprensión de las teorías y prácticas pedagógicas y de la didáctica de las áreas a su cargo (Desempeño 3); el diseño creativo de procesos pedagógicos capaces de despertar curiosidad, interés y compromiso en los estudiantes, para el logro de los aprendizajes previstos (Desempeño 6); y, en menor medida, el diseño de una evaluación de manera sistemática, permanente, formativa y diferencial en concordancia con los aprendizajes esperados (Desempeño 9).
El proyecto EFI permitió capacitar en EEFP y planes de negocio a 7 172 estudiantes. La ampliación de 2019 permitió capacitar adicionalmente a más de 274 mil estudiantes de otras escuelas, logrando un alcance de capacitación de 281262 estudiantes. El proceso de asesoramiento y diseño del proyecto de emprendimiento fue enriquecedor para docentes y estudiantes, e implicó reflexionar sobre una propuesta de valor atractiva, viable, y que incorporara productos y saberes locales.
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El componente 2 del Proyecto EFI tenía como objetivo fortalecer las capacidades emprendedoras y habilidades financieras de 5 mil estudiantes de educación secundaria de cuatro regiones (Arequipa, Junín, Lambayeque y La Libertad), a través de la capacitación a docentes y dotación de recursos pedagógicos (cuadernos de trabajo de educación emprendedora, financiera y previsional) y la incorporación de la temática en las programaciones curriculares.
Este componente se enmarca en el desarrollo de políticas educativas sectoriales vinculadas a mejoras de la calidad educativa en materia de Educación Emprendedora, Financiera y Previsional (en adelante EEFP), a través de la implementación de la Competencia 19 del Currículo Nacional de la Educación Básica (en adelante CNEB), que establece las capacidades y los niveles de desarrollo que deben desarrollar todos los estudiantes del Perú a lo largo de su educación básica (es decir en todas las modalidades y niveles).
El proyecto capacitó a 465 docentes de Educación para el Trabajo (EPT), Ciencias Sociales (CCSS) y de otras áreas, con una metodología innovadora e interesante. La capacitación incluyó además la distribución del material (guías para docentes y cuadernos de trabajo para estudiantes). Docentes y directores coinciden
que el proyecto EFI ha promovido aprendizajes relevantes para la vida de los estudiantes, contribuyendo a su desarrollo integral. Los/las docentes reportaron que su participación en el proyecto contribuyó a que fortalezcan desempeños específicos del Marco del Buen Desempeño Docente: el conocimiento actualizado y comprensión de las teorías y prácticas pedagógicas y de la didáctica de las áreas a su cargo (Desempeño 3); el diseño creativo de procesos pedagógicos capaces de despertar curiosidad, interés y compromiso en los estudiantes, para el logro de los aprendizajes previstos (Desempeño 6); y, en menor medida, el diseño de una evaluación de manera sistemática, permanente, formativa y diferencial en concordancia con los aprendizajes esperados (Desempeño 9).
El proyecto EFI permitió capacitar en EEFP y planes de negocio a 7 172 estudiantes. La ampliación de 2019 permitió capacitar adicionalmente a más de 274 mil estudiantes de otras escuelas, logrando un alcance de capacitación de 281262 estudiantes. El proceso de asesoramiento y diseño del proyecto de emprendimiento fue enriquecedor para docentes y estudiantes, e implicó reflexionar sobre una propuesta de valor atractiva, viable, y que incorporara productos y saberes locales.
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When Time Won’t Wait: CARE’s Rapid Gender Analysis Approach External Evaluation
Humanitarian crises can offer a ‘window of opportunity’ to transform unequal gender relations and shift harmful gender norms. Integration of gender into humanitarian programming ensures that the specific vulnerabilities, needs, capacities and priorities of women, girls, men and boys — related to pre-existing gender roles and inequalities, along with the impacts of the crisis — are recognised and addressed.
Sound gender analysis and programming from the outset is critical to effective crisis response in the short-term, and equitable and empowering societal change in the long-term. CARE’s Rapid Gender Analysis (RGA) approach and tool, developed during the humanitarian response in Syria in 2013, aims to drive a shift to locally driven and women-centered needs assessment which influences how needs are defined and responses are developed. The approach aims to provide essential information about gender roles and responsibilities, capacities, and vulnerabilities together with programming recommendations in situations where time is of the essence
and resources can be scarce. The ultimate goal of such an approach is to influence humanitarian response, program design and implementation to ensure that it supports not only the immediate needs of women and girls but also upholds their rights. CARE’s RGA has now been used in over 50 crises around the word and is featured as good practice in the Inter-Agency Standing Committee’s (IASC) Gender Handbook for Humanitarian Action. With rapidly increasing interest in and adoption of CARE’s RGA approach, discussion and questions continue as to whether increased awareness of gender, power and disaggregated data sets are translating into safer, more responsive, and effective aid.
To answer these questions, CARE commissioned an external evaluation to ‘provide an analysis of the effectiveness and influence of the RGA approach on adapting programming to improve gendered outcomes for crises-affected communities.’ The scope of the evaluation was global and focused on rapid gender analyses and related humanitarian programming over the period 2015-2020. Read More...
Sound gender analysis and programming from the outset is critical to effective crisis response in the short-term, and equitable and empowering societal change in the long-term. CARE’s Rapid Gender Analysis (RGA) approach and tool, developed during the humanitarian response in Syria in 2013, aims to drive a shift to locally driven and women-centered needs assessment which influences how needs are defined and responses are developed. The approach aims to provide essential information about gender roles and responsibilities, capacities, and vulnerabilities together with programming recommendations in situations where time is of the essence
and resources can be scarce. The ultimate goal of such an approach is to influence humanitarian response, program design and implementation to ensure that it supports not only the immediate needs of women and girls but also upholds their rights. CARE’s RGA has now been used in over 50 crises around the word and is featured as good practice in the Inter-Agency Standing Committee’s (IASC) Gender Handbook for Humanitarian Action. With rapidly increasing interest in and adoption of CARE’s RGA approach, discussion and questions continue as to whether increased awareness of gender, power and disaggregated data sets are translating into safer, more responsive, and effective aid.
To answer these questions, CARE commissioned an external evaluation to ‘provide an analysis of the effectiveness and influence of the RGA approach on adapting programming to improve gendered outcomes for crises-affected communities.’ The scope of the evaluation was global and focused on rapid gender analyses and related humanitarian programming over the period 2015-2020. Read More...
Learning from Youth in West Africa in COVID-19
In July 2020, volunteers from the West Africa CARE Youth Network decided to learn more about what young women and men are experiencing in COVID-19, and how that should shape CARE’s response and our advocacy interests. This team interviewed 128 young people between the ages of 15 and 35 in 8 countries. 86 of the young people (67%) were young women. Volunteers used Whatsapp messages, phone calls, and recorded interviews to let young people tell their own stories. With a few guiding questions, and using ONA as a platform to structure and analyze the responses, the team has been able to see regional trends and individual stories that must shape humanitarian response to COVID-19 and recovery efforts in way that include young people—especially young women, meet their needs, and value their voices and leadership.
Interviewers had a set of questions from CARE’s Rapid Gender Analysis toolkit, where they asked young people about the biggest impact COVID-19 has in their lives, their biggest need right now, how they are responding to COVID-19, and what are their hopes for the future. Listening to their answers, interviewers categorized the responses based on a pre-set list of options also from the RGA toolkit.
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Interviewers had a set of questions from CARE’s Rapid Gender Analysis toolkit, where they asked young people about the biggest impact COVID-19 has in their lives, their biggest need right now, how they are responding to COVID-19, and what are their hopes for the future. Listening to their answers, interviewers categorized the responses based on a pre-set list of options also from the RGA toolkit.
Read More...
Harande Outcome Mapping Report
The USAID-funded Harande program aims to sustainably improve the food, nutrition and income security of 179,690 vulnerable household members by 2020 in 193 communities of Youwarou, Tenenkou, Bandiagara and Douentza districts in the Mopti region. This area is located in the center of Mali and suffers from frequent drought and current conflict and political instability. The program is a Development Food Assistance Program (DFAP) and is implemented by a consortium of international NGOs, composed of CARE International (lead), Save the Children International (SCI), Helen Keller International (HKI) and two national NGOs, namely: YAGTU and Sahel Eco.
Starting from July 2019, the program set in motion a qualitative and participative approach known as « Outcome Mapping » through its M&E Team (Harande MEAL Team). This approach was favored because it allows adequate monitoring and also helps to assess the level of expected changes.
Upon completion of the implementation approach – which lasted for about 9 months – the Harande MEAL Team prepared this report based on information collected from community actors and beneficiaries of the program. Read More...
Starting from July 2019, the program set in motion a qualitative and participative approach known as « Outcome Mapping » through its M&E Team (Harande MEAL Team). This approach was favored because it allows adequate monitoring and also helps to assess the level of expected changes.
Upon completion of the implementation approach – which lasted for about 9 months – the Harande MEAL Team prepared this report based on information collected from community actors and beneficiaries of the program. Read More...
School Feeding Program Study Report
The Government of Timor-Leste’s school feeding program provides a meal or snack to all students in preschools and basic education (Grades 1-9) throughout the country. In full implementation, this represents providing mostly cooked meals to about one quarter of the population.1 The nationwide School Feeding Program was established by the Government of Timor-Leste (GOTL) in 2005 and has been through several phases of implementation. The Manual which has guided the program implementation since 2013 is in the process of being revised (end of 2019 to early 2020). To support the Timor-Leste government to review and improve the School Feeding Program (SFP), CARE International in Timor-Leste studied the program and commissioned this report with the objectives to review and assess how the program is being implemented as well as gather opinions and suggestions from various stakeholders on how to improve the program. Read More...
HATUTAN COST OF THE DIET STUDY
This report covers the analysis and findings of a Cost of the Diet (CotD) study conducted in the four operational municipalities of the HATUTAN program, namely Ainaro, Ermera, Liquica and Manatuto. The study was commissioned by Mercy Corps Timor-Leste with funding from the United States Department of Agriculture (USDA). The CotD study was presented to the National Institute of Health (INS) for approval prior to implementation.1 The study was designed to answer the following seven key questions:
1. What are the locally available and affordable foods found in each of the HATUTAN municipalities that could be used for nutritious school meals?
2. What is the cost of a nutritious school meal based on locally available foods?
3. What are the recommended foods to purchase, based on the current $0.25 and proposed $0.50 per child per day, to maximize nutrition outcomes?
4. What is the estimated cost of the non-food consumables – such as transportation, soap and firewood – that also need to be covered within the amount budgeted per student per a meal?
5. What is the nutritional value of a locally-sourced school meal?
6. How does the nutritional value of a locally-sourced school meal differ from the currently provided school meal?
7. How does a school meal for a child help close the nutrition gap at the household level? Read More...
1. What are the locally available and affordable foods found in each of the HATUTAN municipalities that could be used for nutritious school meals?
2. What is the cost of a nutritious school meal based on locally available foods?
3. What are the recommended foods to purchase, based on the current $0.25 and proposed $0.50 per child per day, to maximize nutrition outcomes?
4. What is the estimated cost of the non-food consumables – such as transportation, soap and firewood – that also need to be covered within the amount budgeted per student per a meal?
5. What is the nutritional value of a locally-sourced school meal?
6. How does the nutritional value of a locally-sourced school meal differ from the currently provided school meal?
7. How does a school meal for a child help close the nutrition gap at the household level? Read More...
HATUTAN in Timor-Leste Baseline
The HATUTAN program (Hahán ne’ebé Atu fó Tulun ho Nutrisaun no Edukasaun) or “Food to Support Nutrition and Education” in English) is a five-year initiative to build a partnership between schools and their communities to improve literacy, learning, health and nutrition for children and adults in Timor-Leste. Working in partnership with the Government of Timor-Leste (GOTL) and key development stakeholders, the HATUTAN program focuses on two strategic objectives: (1): Improved literacy of School-Aged Children, and (2): Increased Use of Health, Nutrition and Dietary Practices. The HATUTAN program is funded by the US Government through the Foreign Agricultural Service of United States Department of Agriculture (USDA) under the McGovern Dole International Food for Education and Child Nutrition Program. The Ministry of Education, Youth and Sports is the lead government of Timor-Leste (GOTL) partner, in collaboration with the Ministries of Health (MOH), State Administration (MSA) and Agriculture and Fisheries (MAF). The program is implemented by a consortium led by CARE International in Timor-Leste together with Mercy Corps and WaterAid.
The program will work in four municipalities namely: Ainaro, Ermera, Liquica and Manatuto. Support for the School Feeding Program will operate at the national and municipal level and in all the schools covered by the GOTL School Feeding Program in the four municipalities (estimated at 440 schools). The priority is to support the government SFP to fully operate in all basic education and preschools throughout the school year as per plan. As an interim measure, however, the program will import USDA provided food commodities of fortified rice, pinto beans and fortified vegetable oil to the estimated 90,000 preschool and primary-aged children in
440 schools in the first trimester of school years 2020-2022.1 Read More...
The program will work in four municipalities namely: Ainaro, Ermera, Liquica and Manatuto. Support for the School Feeding Program will operate at the national and municipal level and in all the schools covered by the GOTL School Feeding Program in the four municipalities (estimated at 440 schools). The priority is to support the government SFP to fully operate in all basic education and preschools throughout the school year as per plan. As an interim measure, however, the program will import USDA provided food commodities of fortified rice, pinto beans and fortified vegetable oil to the estimated 90,000 preschool and primary-aged children in
440 schools in the first trimester of school years 2020-2022.1 Read More...
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