Education
McGovern-Dole Food for Education and Child Nutrition Program in Timor-Leste HATUTAN Sustainability Study Liquica
The United States Department of Agriculture (USDA) has supported Timor-Leste through the McGovern-Dole Food for Education and Child Nutrition Initiative since 2018. The McGovern-Dole funded Hahán ne’ebé Atu fó Tulun ho Nutrisaun no Edukasaun/ Food to Support Nutrition and Education program – HATUTAN - supported 455 schools and surrounding communities in four of Timor-Leste’s most disadvantaged municipalities: Ainaro, Ermera, Liquica, and Manatuto. Between 2018 and 2023, HATUTAN reached 431,244 students, out of whom 109,065 received school meals.
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...
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...
Adolescent Girls’ Education in Somalia (AGES) Post Project Evaluation Summaries
The Adolescent Girls’ Education in Somalia (AGES) project is an ambitious six-year initiative (2018-2024) funded by FCDO and USAID, which sought to enable 83,925 ultra-marginalized girls and female youth living in conflict-affected areas of Somalia to access quality education responsive to their needs. AGES combines the provision of three education modalities with financial literacy, youth savings groups, life skills, mentorship, and girl-led civic action. AGES enrolled a total of 90,698 girls in education, including 21,945 in primary education; 1244 in formal special needs schools; 13,276 in accelerated basic education (ABE); and 54,233 in non-formal education classes (NFE). This series of briefs highlights results on different components of results from the post-project evaluation.
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...
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
This evaluation of CARE International’s Adolescent Girls Education in Somalia (AGES) programme concludes a four-and-a-half-year effort to track the programme’s impact on various cohorts of girl learners. The evaluation is preceded by three previous evaluations: a baseline (BL) round in late 2019, a Midline 1 (ML1) round in early 2022, and a Midline 2 (ML2) round in early 2023. Three key outcomes for girls are measured through this study: 1) learning outcomes, as measured by numeracy and literacy skills; 2) transitions outcomes, measured by girls’ trajectories since first surveyed, such as whether a girl has progressed in grade levels, or secured gainful employment after their participation in the AGES programme; and 3) sustainable change emerging from shifts in social norms at the community and individual level, as well as strengthened institutional capacities to support inclusive education.
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...
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...
Youth Skills Development Impact Brief
Globally, an estimated 282 million young people (aged 15-24) are not employed, in education, or in training (defined as NEET),1 and young people are three times as likely as adults to be unemployed.2 Nearly 75% of the world’s 1.8 billion young people lack the skills needed for the labor market.3 Strong economies hinge upon youth having the skills to secure meaningful, well-paid work. CARE’s programs help young people succeed in jobs, entrepreneurship, and ongoing career learning. CARE provides comprehensive strategies that support and collaborate with national governments, employers, educators, parents, and youth to develop the workforce for today and tomorrow. We build our programs to connect
young people with mentors, training providers, and employers. We train youth in soft skills (such as critical thinking, time management, decision making, self-confidence, and others), financial literacy, and market-demanded technical vocational skills to meet the needs of the labor market.
CARE’s youth skills & workforce development programs primarily support Sustainable Development Goal 8 - Promote inclusive and sustainable economic growth. Since 2020, CARE’s programs have supported 22 million people in increasing their economic empowerment and participation in dignified work in 67 countries. Read More...
young people with mentors, training providers, and employers. We train youth in soft skills (such as critical thinking, time management, decision making, self-confidence, and others), financial literacy, and market-demanded technical vocational skills to meet the needs of the labor market.
CARE’s youth skills & workforce development programs primarily support Sustainable Development Goal 8 - Promote inclusive and sustainable economic growth. Since 2020, CARE’s programs have supported 22 million people in increasing their economic empowerment and participation in dignified work in 67 countries. Read More...
EDUCATION SECTOR PROGRAM IMPLEMENTATION GRANT (ESPIG) Endline Report
Global evidence has shown that the type and quality of education can either fuel marginalization, alienation, poverty and vulnerability of children and young people or strengthen societal resilience. After the fall of the state in 1991 and the outbreak of conflict, the education system in Somalia remains fragmented and underfunded – with only 0.25 percent of Somalia’s GDP invested in the education system. Significant barriers to accessing quality education in Somalia include minimal capacity to provide in-teacher training; insufficient salaries for educators; high student to teacher ratio; low ratio of textbooks to students; inadequate school infrastructure (e.g., gender appropriate WASH facilities or access to electricity); marginalization of pastoralist communities and minority clans; and an inability to appropriately accommodate students with disabilities.
In response the Ministry of Education, Culture and Higher Education (MOECHE) of the Government of Somalia and CARE have implemented the Education Sector Program Implementation Grant (ESPIG) funded by the Global Partnership for Education (GPE). Aligned with the Federal Government of Somalia’s Education Sector Plan 2018-2020 (ESSP), the overall objective of ESPIG is to increase access to quality education for out of school children; enhance the quality of primary education; and improve the capacity of the Ministries of Education (MOEs) at the Federal Member State (FMS) and district level to regulate and better manage the education sector.
This endline evaluation aimed to assess the extent to which the stated objectives and ESPIG components were achieved (or not) during the course of the project. This study also aimed to identify and explore the factors affecting the achievement of the ESPIG outcomes. For instance, it sought to identify factors affecting access to primary education, as well as the quality of teaching. The findings and recommendations aim to inform adaptations to future GPE investments in system strengthening in Somalia as well as the proposed methodology for their implementation. Read More...
In response the Ministry of Education, Culture and Higher Education (MOECHE) of the Government of Somalia and CARE have implemented the Education Sector Program Implementation Grant (ESPIG) funded by the Global Partnership for Education (GPE). Aligned with the Federal Government of Somalia’s Education Sector Plan 2018-2020 (ESSP), the overall objective of ESPIG is to increase access to quality education for out of school children; enhance the quality of primary education; and improve the capacity of the Ministries of Education (MOEs) at the Federal Member State (FMS) and district level to regulate and better manage the education sector.
This endline evaluation aimed to assess the extent to which the stated objectives and ESPIG components were achieved (or not) during the course of the project. This study also aimed to identify and explore the factors affecting the achievement of the ESPIG outcomes. For instance, it sought to identify factors affecting access to primary education, as well as the quality of teaching. The findings and recommendations aim to inform adaptations to future GPE investments in system strengthening in Somalia as well as the proposed methodology for their implementation. Read More...
HATUTAN II Baseline McGovern Dole Food for Education
In this report, we present findings from the baseline assessment of the HATUTAN II (Hahán ne’ebé Atu fó Tulun ho Nutrisaun no Edukasaun or Food to Support Nutrition and Education) program. This program is a five year (2022 – 2027), US$26.5 million initiative that will work in partnership with the Government of Timor-Leste and development stakeholders to address two strategic objectives: improved literacy of school-aged children and increased use of health, nutrition, and dietary practices. The program will operate in 378 schools and communities within four of Timor-Leste’s most deprived municipalities, Ainaro, Ermera, Manatuto, and Oe-cusse, to support an estimated 171,232 target beneficiaries including school-aged children, teacher, school administrators, and community members. Key activities will include support for the government-run School Feeding Program (SFP) and trainings targeting teachers, school administrators, and community members.
The baseline assessment finds that grade 2 students’ literacy abilities are very weak and many students remain unable to read words. The average overall score on the literacy assessment was only 10.9% for intervention students, and only 18.2% of intervention students demonstrated the ability to read and understand the meaning of a grade-level passage. Scores were highest—though still low in absolute terms—for letter recognition, at 21.8% for intervention students. Furthermore, many grade 2 students have no literacy abilities, with 21.8% of intervention students scoring 0% overall on the literacy assessment.
We find moderate use of engaging teaching practices in most intervention municipalities, with relatively more frequent use of these practices in Ermera and less frequent use in Oe-cusse. However, across all municipalities, substantial potential remains to continue improving the use of engaging teaching practices, as well as reducing the use of traditional, unengaging teaching practices including copying from the board and repeating after the teacher. Furthermore, corporal punishment was still observed to be used by some teachers in intervention schools and is likely underreported in our data due to social desirability bias. Read More...
The baseline assessment finds that grade 2 students’ literacy abilities are very weak and many students remain unable to read words. The average overall score on the literacy assessment was only 10.9% for intervention students, and only 18.2% of intervention students demonstrated the ability to read and understand the meaning of a grade-level passage. Scores were highest—though still low in absolute terms—for letter recognition, at 21.8% for intervention students. Furthermore, many grade 2 students have no literacy abilities, with 21.8% of intervention students scoring 0% overall on the literacy assessment.
We find moderate use of engaging teaching practices in most intervention municipalities, with relatively more frequent use of these practices in Ermera and less frequent use in Oe-cusse. However, across all municipalities, substantial potential remains to continue improving the use of engaging teaching practices, as well as reducing the use of traditional, unengaging teaching practices including copying from the board and repeating after the teacher. Furthermore, corporal punishment was still observed to be used by some teachers in intervention schools and is likely underreported in our data due to social desirability bias. Read More...
ELLA ALIMENTA AL MUNDO – PERÚ-Informe Final de Evaluación
CARE PERÚ, desde abril 2019 a diciembre 2022 implementa el proyecto “Ella Alimenta al Mundo”- EAM (SFtW - She Feeds the World - por sus siglas en inglés), programa lanzado en varios países por la Fundación PepsiCo a través de CARE USA. El propósito del proyecto ha sido reducir la desnutrición crónica y la anemia en niñas y niños menores de 5 años e incrementar los ingresos de 4,000 familias pobres que residen en 4 distritos priorizados, correspondiente a las provincias de Lima, Ica y Sullana con enfoque de género. El grupo objetivo son niñas y niños menores de 5 años y mujeres gestantes. Read More...
Intervenciones en Educación Sexual Integral (ESI) en Piura-Evaluación Final
El presente documento contiene los resultados del proyecto “Intervención en educación sexual integral (ESI) y empoderamiento de niñas y adolescentes en Piura” aplicado en Morropón, Piura. Este proyecto fue implementado fuera de la escuela en el C.P. de Yapatera, distrito de Chulucanas y dentro de la escuela en tres instituciones educativas de la zona: IIEE 14618, IIEE 14619, José Pintado Berru. El documento se
divide en cinco partes. En la primera, se presentan los objetivos del estudio y el alcance de éste. En la segunda, los pasos metodológicos necesarios para cumplir con los objetivos. En la tercera, los indicadores de propósito, resultados y productos. La cuarta sección presenta los resultados desagregados de estudiantes y docentes. La quinta parte los resultados cualitativos de docentes y facilitadores. Finalmente, la última parte contienen las conclusiones y recomendaciones de la implementación del proyecto.
El presente trabajo ha identificado mejoras en los indicadores priorizados tanto en docentes como estudiantes a nivel general. En cuanto a los indicadores de propósito, se puede decir que: i) se registraron 330 estudiantes y 15 docentes, ii) hubo un incremento del 8% de la tasa de variación del índice de igualdad de género en las estudiantes mujeres, iii) hubo un incremento global del 22% de la tasa de variación del
índice de igualdad de género en los y las docentes, iv) incremento del 10.55% en tasa de variación de niñas y adolescentes mujeres que obtienen un puntaje deseado (3 a 4 puntos) en el índice de educación sexual integral y normas sociales de género. Read More...
divide en cinco partes. En la primera, se presentan los objetivos del estudio y el alcance de éste. En la segunda, los pasos metodológicos necesarios para cumplir con los objetivos. En la tercera, los indicadores de propósito, resultados y productos. La cuarta sección presenta los resultados desagregados de estudiantes y docentes. La quinta parte los resultados cualitativos de docentes y facilitadores. Finalmente, la última parte contienen las conclusiones y recomendaciones de la implementación del proyecto.
El presente trabajo ha identificado mejoras en los indicadores priorizados tanto en docentes como estudiantes a nivel general. En cuanto a los indicadores de propósito, se puede decir que: i) se registraron 330 estudiantes y 15 docentes, ii) hubo un incremento del 8% de la tasa de variación del índice de igualdad de género en las estudiantes mujeres, iii) hubo un incremento global del 22% de la tasa de variación del
índice de igualdad de género en los y las docentes, iv) incremento del 10.55% en tasa de variación de niñas y adolescentes mujeres que obtienen un puntaje deseado (3 a 4 puntos) en el índice de educación sexual integral y normas sociales de género. Read More...