Education
Baseline Evaluation: Partners for Learning – P4L
Key results of the project evaluation
In the P4L intervention areas, we estimated that approximately 5.7 % 1 of children are out of school girls and boys (OOSGB) who come from most rural households (72%), in female-headed households (63%), and extremely poor and their education expenses consume a large part of their global expenses (59%). Most of the surveyed OOSGB are between the ages of 7-14 (66%) without a large difference regarding their sex (girls or boys).
The dropout situation was measured; it is estimated to at a level of 3% mostly in the rural areas (77%) and more frequent among older children from 15-17 years (6.6%). The reasons for non-enrollment or dropout are varied and among others we will mention: High domestic workload for the children; Children’s participation in agricultural activities; Lack of economic means to pay fees, material, textbooks, shoes, and/or uniform; Lack of identification documents (baptismal certificate / birth certificate / national ID) for enrolment; Repeated teacher absences, caused often by strike; Hunger (absence of school feeding program); Distance between home and school.
Main recommendations / perspectives
Considering the results obtained from the data analysis some keys actions are recommended such as more campaigns for providing a ID document to each children; more awareness campaigns to reduce children’s workload until the total elimination of the child labor exists; more awareness activities for enrolling children at the normal school age (5-6 years) regardless of their sex; sensitization for parents around community-based retention and consistent attendance of their children at school; and by increased support to families to raise their household income. Read More...
In the P4L intervention areas, we estimated that approximately 5.7 % 1 of children are out of school girls and boys (OOSGB) who come from most rural households (72%), in female-headed households (63%), and extremely poor and their education expenses consume a large part of their global expenses (59%). Most of the surveyed OOSGB are between the ages of 7-14 (66%) without a large difference regarding their sex (girls or boys).
The dropout situation was measured; it is estimated to at a level of 3% mostly in the rural areas (77%) and more frequent among older children from 15-17 years (6.6%). The reasons for non-enrollment or dropout are varied and among others we will mention: High domestic workload for the children; Children’s participation in agricultural activities; Lack of economic means to pay fees, material, textbooks, shoes, and/or uniform; Lack of identification documents (baptismal certificate / birth certificate / national ID) for enrolment; Repeated teacher absences, caused often by strike; Hunger (absence of school feeding program); Distance between home and school.
Main recommendations / perspectives
Considering the results obtained from the data analysis some keys actions are recommended such as more campaigns for providing a ID document to each children; more awareness campaigns to reduce children’s workload until the total elimination of the child labor exists; more awareness activities for enrolling children at the normal school age (5-6 years) regardless of their sex; sensitization for parents around community-based retention and consistent attendance of their children at school; and by increased support to families to raise their household income. Read More...
EVALUATION FINALE DU PROJET LEAD « INTEGRATION DE LA REDEVABILITE SOCIALE DANS L’EDUCATION POUR LES DEVELOPPEMENT »
Le présent rapport clôture le processus d’évaluation finale du projet « Intégration de la redevabilité sociale dans l’éducation pour le développement » (LEAD), réalisé dans le cadre d’un partenariat signé entre l’organisation CARE International Maroc (CIM) et le « Global Partnership for Social Accountability » (GPSA) de la Banque Mondiale (BM). Il est mis en oeuvre au Maroc par CARE International Maroc et la Near East Foundation (NEF) pour une durée de quatre ans du 30 Septembre 2014 au 30 Septembre 2018 pour un budget global de 720 000 USD. Read More...
Safe Schools for Girls Project Midline Evaluation
Throughout the past two decades, Rwanda has made significant efforts to improve the coverage of education to ensure that all Rwandans have access to quality education through the completion of secondary school. Despite policies to increase access to basic education and increase enrolment rates, dropout remains a key issue, especially in secondary school where female students tend to have lower completion rates than male students.
To promote better educational, social, and economic outcomes for students, CARE Rwanda established the Safe Schools for Girls (SS4G) Project. Operating in the Southern Province of Rwanda, the SS4G Project provided holistic support--including academic resources, financial literacy training, and sexual and reproductive health education, and leadership training--to students to address obstacles to secondary education. As the SS4G project passes its mid-way point in 2019, CARE Rwanda commissioned this evaluation to assess trends and changes over time in students’ knowledge, attitudes, and practices related to the intervention aims, in order to better understand areas that were performing well and identify those that needed revised efforts. Read More...
To promote better educational, social, and economic outcomes for students, CARE Rwanda established the Safe Schools for Girls (SS4G) Project. Operating in the Southern Province of Rwanda, the SS4G Project provided holistic support--including academic resources, financial literacy training, and sexual and reproductive health education, and leadership training--to students to address obstacles to secondary education. As the SS4G project passes its mid-way point in 2019, CARE Rwanda commissioned this evaluation to assess trends and changes over time in students’ knowledge, attitudes, and practices related to the intervention aims, in order to better understand areas that were performing well and identify those that needed revised efforts. Read More...
Better Environment for Education Project Endline
Throughout the past two decades, Rwanda has made significant efforts to improve the coverage of education to ensure that all Rwandans have access to quality education through the completion of secondary school. Despite policies to increase access to basic education and increase enrolment rates, dropout remains a key issue, especially in secondary school where female students tend to have lower completion rates than male students.
To promote better educational, social, and economic outcomes for students, CARE Rwanda established the Better Environment for Education (BEE) Project. Operating in the Western Province of Rwanda, the BEE Project provided holistic support--including academic resources, financial literacy training, and sexual and reproductive health education, and leadership training--to students to address obstacles to secondary education. As the BEE project neared its conclusion in 2019, CARE Rwanda commissioned this endline evaluation to assess trends and changes over time in students’ knowledge, attitudes, and practices related to the intervention’s aims. Read More...
To promote better educational, social, and economic outcomes for students, CARE Rwanda established the Better Environment for Education (BEE) Project. Operating in the Western Province of Rwanda, the BEE Project provided holistic support--including academic resources, financial literacy training, and sexual and reproductive health education, and leadership training--to students to address obstacles to secondary education. As the BEE project neared its conclusion in 2019, CARE Rwanda commissioned this endline evaluation to assess trends and changes over time in students’ knowledge, attitudes, and practices related to the intervention’s aims. Read More...
Towards Economic and Sexual Reproductive Health Outcomes for Adolescent Girls (TESFA) Ex-Post Evaluation Report
TESFA project (Towards Improved Economic and Sexual Reproductive Health Outcomes for Adolescent Girls) was launched in 2010 which targeted ever-married adolescent girls’ economic status and reproductive health. The project envisioned to mitigate the effects of early marriage among ever-married adolescent girls in two woredas, Farta and Lay Gayint, of South Gondar zone in the Amhara regional state of Ethiopia. The project aimed to reach five thousand adolescent girls having marital history under the age of 19 in 25 kebeles in the two woredas, with the goal of achieving measurable positive change in their economic empowerment and sexual and reproductive health status. The project operated through four programmatic arms: Economic empowerment only (EE only), Sexual and reproductive health only (SRH-only), Economic empowerment with sexual and reproductive health (combined) and a delayed implementation arm (Delayed comparison).
This sustainability assessment (Ex-Post Evaluation) was conducted in the areas where TESFA project was implemented for three years to improve economic (EE-only), and sexual and reproductive health (SRH-only) outcomes for ever‐married adolescent girls (10 - 19 years old). The Ex-post evaluation is conducted four years after the completion of TESFA project to assess the sustainability and auto-replication of original girls groups formed by TESFA project. Qualitative approach with purposive sampling method was employed in this sustainability study. Ever married girls groups from the former TESFA project SRH and EE arms, SAA group members (Adult male and female community members) in the SRH Arm, and different level government officials such as Kebele Officials, Health Extension Workers (HEW) and experts from different government offices were participants in the study. Detail information about the group was pulled from archived documents at field office and mapping exercise was done by identifying the girl groups with the help of CARE field office and SAA members in each kebele prior to the focus groups and key-informant interviews. Read More...
This sustainability assessment (Ex-Post Evaluation) was conducted in the areas where TESFA project was implemented for three years to improve economic (EE-only), and sexual and reproductive health (SRH-only) outcomes for ever‐married adolescent girls (10 - 19 years old). The Ex-post evaluation is conducted four years after the completion of TESFA project to assess the sustainability and auto-replication of original girls groups formed by TESFA project. Qualitative approach with purposive sampling method was employed in this sustainability study. Ever married girls groups from the former TESFA project SRH and EE arms, SAA group members (Adult male and female community members) in the SRH Arm, and different level government officials such as Kebele Officials, Health Extension Workers (HEW) and experts from different government offices were participants in the study. Detail information about the group was pulled from archived documents at field office and mapping exercise was done by identifying the girl groups with the help of CARE field office and SAA members in each kebele prior to the focus groups and key-informant interviews. Read More...
Tipping Point Final Evaluation Phase One Nepal
Phase 1 of CARE’s Tipping Point project addressed child marriage through a dynamic process of innovation, insight, and influence in two districts of Nepal in partnership with Siddhartha Samudayik Samaj (SSS) and Dalit Social Development Centre (DSDC). In its first phase, the project promoted girls’ rights and choices regarding marriage in 16 communities using complementary approaches with collectives of girls, boys, and parents, who regularly participated in meetings, and advocacy events to raise public awareness and promote gender-equitable social norms. The project also engaged allies and potential champions for girls’ rights, including government and civil society, to help drive social change and direct more resources towards girls’ empowerment in project communities.
At the conclusion of Phase 1, an external evaluation team visited project sites in Kapilvastu and Rupandehi to conduct qualitative data collection with girls, boys, parents, and community members. The evaluation team’s findings indicate that Tipping Point’s iterative and adaptive strategies have contributed to several changes in the lives of girls, the actions of parents and community members to support girls, and social norms that promote gender equity. Read More...
At the conclusion of Phase 1, an external evaluation team visited project sites in Kapilvastu and Rupandehi to conduct qualitative data collection with girls, boys, parents, and community members. The evaluation team’s findings indicate that Tipping Point’s iterative and adaptive strategies have contributed to several changes in the lives of girls, the actions of parents and community members to support girls, and social norms that promote gender equity. Read More...