Education
Informe Final de Evaluación Proyecto Nutriendo el Futuro Fase II
El Proyecto Nutriendo el Futuro Fase II se ejecutó en el marco de la alianza CARE y Cargill, en apoyo a cuatro países del área centroamericana: Guatemala, Honduras, Nicaragua y Costa Rica.
Su objetivo fue contribuir a que los productores/as y microempresarios/as de las áreas rurales y periurbanas del área de influencia de Cargill mejoraran la calidad de vida de sus familias, garantizando su seguridad alimentaria y el manejo sostenible de sus recursos naturales. El mismo se implementó por un período de 36 meses, entre septiembre de 2016 y agosto de 2019. El Proyecto brindó apoyo directo a un total de 84 comunidades, 1,606 pequeños productores/as, 968 microempresarios/as y 25,968 niños y niñas en edad escolar. Más del 50% de los beneficiarios (12,863) fueron mujeres y niñas. Read More...
Su objetivo fue contribuir a que los productores/as y microempresarios/as de las áreas rurales y periurbanas del área de influencia de Cargill mejoraran la calidad de vida de sus familias, garantizando su seguridad alimentaria y el manejo sostenible de sus recursos naturales. El mismo se implementó por un período de 36 meses, entre septiembre de 2016 y agosto de 2019. El Proyecto brindó apoyo directo a un total de 84 comunidades, 1,606 pequeños productores/as, 968 microempresarios/as y 25,968 niños y niñas en edad escolar. Más del 50% de los beneficiarios (12,863) fueron mujeres y niñas. Read More...
Education for Ethnic Minorities Program: Cambodia
Since 2002, CARE1 has worked in partnership with the Royal Government of Cambodia through the Ministry of Education, Youth and Sport (MoEYS) and other stakeholders such as the United Nations International Children's Emergency Fund (UNICEF) to develop and implement a multi-lingual education (MLE) model within the Education for Ethnic Minorities (EEM) program. The total amount of funding contributed to this Program since 2002 is AUD17.5million by 24 donors, not including donations from the Australian public.
The MLE model aims to increase ethnolinguistic minority children’s access to, and the quality of, primary and secondary education. Ethnolinguistic minorities (hereafter referred to as ethnic minorities) are groups of people who share a culture and/or ethnicity and/or language that distinguishes them from other groups of people and are either fewer in terms of number or less prestigious in terms of power than the dominant groups in the state.
Therefore, the purpose of this evaluation was to:
1. Document the impact of the EEM program, with a view to influencing other donors or national governments in the South East Asia region to replicate the model.
2. Document successful strategies for ensuring sustainability of the model through government systems. Read More...
The MLE model aims to increase ethnolinguistic minority children’s access to, and the quality of, primary and secondary education. Ethnolinguistic minorities (hereafter referred to as ethnic minorities) are groups of people who share a culture and/or ethnicity and/or language that distinguishes them from other groups of people and are either fewer in terms of number or less prestigious in terms of power than the dominant groups in the state.
Therefore, the purpose of this evaluation was to:
1. Document the impact of the EEM program, with a view to influencing other donors or national governments in the South East Asia region to replicate the model.
2. Document successful strategies for ensuring sustainability of the model through government systems. Read More...
FINAL EVALUATION OF THE PROJECT “Sports for Social Change and Inclusion”
The project is implemented from May 2016 until July 2019 by CARE International in partnership with the Association Otaharin from Bijeljina. This report presents the final evaluation of the project.
The overall target of the project was the improvement of the living conditions of Roma children in Bijeljina. The project focused on improvement of the school education of Roma children and their living conditions through sport and art activities, combined with youth and parent group work and school support. The core activity of the project was to organize a football team and football school Otaharin. Playing football should have been the main motive for children (but also parents) to improve their attendance at school, hygiene, increase self-confidence and social behaviour. Beside playing football, the other activities of the project were financing meals for a public kitchen, provision and awarding of school material for poorer children of primary school age, provision of football playground by signing a contract with professional football teams and coaches, awarding of school scholarships for poorer children of primary school age, providing healthy food and drinks at trainings, organizing mandatory workshops for children and parents in order to increase their various social capacities. Read More...
The overall target of the project was the improvement of the living conditions of Roma children in Bijeljina. The project focused on improvement of the school education of Roma children and their living conditions through sport and art activities, combined with youth and parent group work and school support. The core activity of the project was to organize a football team and football school Otaharin. Playing football should have been the main motive for children (but also parents) to improve their attendance at school, hygiene, increase self-confidence and social behaviour. Beside playing football, the other activities of the project were financing meals for a public kitchen, provision and awarding of school material for poorer children of primary school age, provision of football playground by signing a contract with professional football teams and coaches, awarding of school scholarships for poorer children of primary school age, providing healthy food and drinks at trainings, organizing mandatory workshops for children and parents in order to increase their various social capacities. Read More...
FINAL PERFORMANCE EVALUATION REPORT OF THE PROJECT “ZIKA RESPONSE IN ECUADOR AND PERU”
This document is the final report of the performance evaluation of the binational project Zika Response in Ecuador and Peru, implemented in Ecuador and Peru by CARE from 2016 to 2019. The main objectives of the project were to strengthen community, local and national capacities to respond to the outbreak of Zika virus and other vector-borne diseases, as well as to improve regional and national efforts to reduce Zika transmission rates.
The evaluation of the project in Ecuador was carried out in the intervention zones of 10 cantons of the provinces of El Oro, Manabí and Esmeraldas, between August and September 2019; in Peru, in 20 districts of 10 provinces of the departments of Tumbes, Piura, Lambayeque, and Cajamarca. After the elaboration of the work proposal and the methodological design of the evaluation, secondary information was collected and primary information was collected at field through interviews, focus groups and social mapping (in Ecuador), and a Likert scale survey (in Peru). The evaluation was framed in five blocks: General Aspects, Community Mobilization, Community-Based Surveillance, Social and Behavioral Change, and Inter-Institutional Planning and Coordination.
The main findings of the evaluation determine that the project achieved, for the most part, the objectives of the project, having as its main achievement the facilitation of inter-institutional coordination of the different actors in the territory. In Peru, the experience of community-based vector control, supported by technological and communications innovations, stands out. In both countries, the project successfully mobilized the community to carry out prevention strategies against Zika and increase knowledge of the risks of this type of disease, as well as useful individual and collective strategies for its prevention. Read More...
The evaluation of the project in Ecuador was carried out in the intervention zones of 10 cantons of the provinces of El Oro, Manabí and Esmeraldas, between August and September 2019; in Peru, in 20 districts of 10 provinces of the departments of Tumbes, Piura, Lambayeque, and Cajamarca. After the elaboration of the work proposal and the methodological design of the evaluation, secondary information was collected and primary information was collected at field through interviews, focus groups and social mapping (in Ecuador), and a Likert scale survey (in Peru). The evaluation was framed in five blocks: General Aspects, Community Mobilization, Community-Based Surveillance, Social and Behavioral Change, and Inter-Institutional Planning and Coordination.
The main findings of the evaluation determine that the project achieved, for the most part, the objectives of the project, having as its main achievement the facilitation of inter-institutional coordination of the different actors in the territory. In Peru, the experience of community-based vector control, supported by technological and communications innovations, stands out. In both countries, the project successfully mobilized the community to carry out prevention strategies against Zika and increase knowledge of the risks of this type of disease, as well as useful individual and collective strategies for its prevention. Read More...
Aprendemos +, Crecemos y Emprendemos Siempre
El presente documento describe los resultados de la evaluación final de la propuesta de Implementación del Servicio Educativo en IIEE multigrado de Amazonas y Cajamarca realizado por encargo de CARE Perú con el propósito de medir el impacto y resultados del proyecto; así como los efectos logrados en los escenarios donde se implementó la intervención.
Este proyecto ha sido ejecutado por CARE Perú y el Ministerio de Educación -MINEDU a través de un acuerdo que busca desarrollar una propuesta para mejorar el servicio educativo rural, con el fin de contribuir al logro de los aprendizajes a través de la innovación educativa. El periodo de ejecución del proyecto ha sido entre los meses de agosto a diciembre del 2019 en 59 IIEE focalizadas por el MINEDU, en el ámbito de 5 UGEL, localizadas en las regiones de Amazonas y Cajamarca, y dirigida a 1215 estudiantes, 96 docentes y 59 directivos. La propuesta basa su intervención en tres componentes: Pedagógico, de gestión y soporte. Read More...
Este proyecto ha sido ejecutado por CARE Perú y el Ministerio de Educación -MINEDU a través de un acuerdo que busca desarrollar una propuesta para mejorar el servicio educativo rural, con el fin de contribuir al logro de los aprendizajes a través de la innovación educativa. El periodo de ejecución del proyecto ha sido entre los meses de agosto a diciembre del 2019 en 59 IIEE focalizadas por el MINEDU, en el ámbito de 5 UGEL, localizadas en las regiones de Amazonas y Cajamarca, y dirigida a 1215 estudiantes, 96 docentes y 59 directivos. La propuesta basa su intervención en tres componentes: Pedagógico, de gestión y soporte. Read More...
Manual for Male Involvement in Maternal and Infant Nutrition
Men’s involvement in the health of women and children is considered an important avenue for addressing gender influences on maternal and newborn health. Over the past 20 years infant and under-five mortality rates have been on the rise in Kenya, with current poor infant feeding practices contributing to more than 10,000 deaths each year.
In order to improve these practices, it is essential that mothers, caregivers, and family members have accurate information, as well as support to overcome barriers. For instance, engaging male partners in breastfeeding promotion and education, as well as providing fathers with knowledge and skills for optimal nutrition practices, including breastfeeding, has been shown to positively impact exclusive breastfeeding rates.
This training manual is highly participatory and relies on modelling activities, integration of critical assessment of activities throughout the training, called “Stepping Out,” and ultimately application and practice (Teach Backs). Read More...
In order to improve these practices, it is essential that mothers, caregivers, and family members have accurate information, as well as support to overcome barriers. For instance, engaging male partners in breastfeeding promotion and education, as well as providing fathers with knowledge and skills for optimal nutrition practices, including breastfeeding, has been shown to positively impact exclusive breastfeeding rates.
This training manual is highly participatory and relies on modelling activities, integration of critical assessment of activities throughout the training, called “Stepping Out,” and ultimately application and practice (Teach Backs). Read More...
YOUTH EMPLOYABILITY IN THE INFORMAL SECTOR (YEIS) PROJECT: End of Project Evaluation Report
This report presents the findings of the End of Project (EOP) Evaluation of the YEIS Project. The purpose of the EOP Evaluation was to ascertain the extent to which the project achieved its objectives and results. The Evaluation focused on the following aspects: (i) relevance, (ii) effectiveness (iii) impact (iv) efficiency (v) innovation, (vi) scalability and reliability, (vii) sustainability, (viii) project lessons learned and best practices, (ix) sensitivity to gender, women’s rights and inclusion of persons with disabilities, (x) project’s implementation architecture.
The overall objective of the YEIS project was to contribute to the elimination of poverty of youth between (16-30 years) dependent on the informal sector in Rwanda with a specific geographical coverage of seven districts namely; Nyarugenge, Kicukiro in Kigali City, Rulindo, Gakenke in the Northern Province, Nyabihu, Rubavu and Ngororero in the Western Province. The project was implemented by AJPRODHO in partnership with YWCA and CARE with funding from the European Union and Austrian Development Agency for a period of four years running from February 2015 to January 2019. Read More...
The overall objective of the YEIS project was to contribute to the elimination of poverty of youth between (16-30 years) dependent on the informal sector in Rwanda with a specific geographical coverage of seven districts namely; Nyarugenge, Kicukiro in Kigali City, Rulindo, Gakenke in the Northern Province, Nyabihu, Rubavu and Ngororero in the Western Province. The project was implemented by AJPRODHO in partnership with YWCA and CARE with funding from the European Union and Austrian Development Agency for a period of four years running from February 2015 to January 2019. Read More...
Participatory community development projects in indigenous communities of the highlands of Ecuador, Peru and Bolivia (GERMAN)
Since 1994 CARE Deutschland e.V. (hereinafter CARE) has been carrying out participatory community development projects in the Andean region with the support of the BMZ. Target groups of these projects were Andean indigenous communities in the highlands of Ecuador, Peru and Bolivia. The projects were implemented by local NGOs: Yachachic (1994-2006) in Ecuador, Acción Andina Peru (1997-2018) in Peru and Asociación Acción Andina Bolivien (2010-2017) in Bolivia. As these long-term interventions have so far not been systematically analyzed, it was decided to conduct this evaluation to assess their direct and indirect effects, to analyze the project approach and to formulate recommendations for future CARE projects in the Andean region.
(Full report is in German)
2. Evaluation methodology
The evaluation was carried out through an extensive field study between November and December 2018, visiting 12 indigenous communities in Ecuador, 12 in Peru and 8 in Bolivia. Read More...
(Full report is in German)
2. Evaluation methodology
The evaluation was carried out through an extensive field study between November and December 2018, visiting 12 indigenous communities in Ecuador, 12 in Peru and 8 in Bolivia. Read More...
INTORE II PROJECT: Final Evaluation Report
CARE Burundi implemented a project to improve the protection of children's rights called Intore II by creating recreational and educational spaces in the communes of Ntahangwa and Mukaza in Bujumbura, and Giheta and Itaba in Gitega province from May 2016 to April 2019. In order to document the project’s impact on the young people and children’s lives, an internal final evaluation was conducted in April 2019. Read More...
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...