Education
Projet Haïti Gagne, Lire, Ecrire et Réussir
Le projet Haïti Gagne, financé par UNICEF, vise à améliorer les compétences en lecture et en écriture des élèves dans les 53 écoles partenaires dans les départements du Nord et du Sud’Est. A cet effet, plusieurs initiatives susceptibles de faciliter l’apprentissage des élèves en salle de classe ont été prises, telles que : Le support aux élèves au niveau des fournitures scolaires, L’implication des parents et de la communauté dans le suivi de l’apprentissage des enfants, la formation continue des enseignants sur la méthode « M’ap Li Net Ale », etc.
La comparaison des résultats de l’évaluation mi-parcours et ceux de l’étude de base montrent que les élèves, en particulier ceux de la 2e AF, cette année ont obtenu de meilleurs scores dans presque toutes les sous-taches. Indépendamment des caractéristiques sociodémographiques (niveau et département) des élèves, la proportion des élèves qui ont obtenu zéro, cette année a diminué dans presque toutes les sous-taches, par rapport à celle observée au cours de l’année académique antérieure. Read More...
La comparaison des résultats de l’évaluation mi-parcours et ceux de l’étude de base montrent que les élèves, en particulier ceux de la 2e AF, cette année ont obtenu de meilleurs scores dans presque toutes les sous-taches. Indépendamment des caractéristiques sociodémographiques (niveau et département) des élèves, la proportion des élèves qui ont obtenu zéro, cette année a diminué dans presque toutes les sous-taches, par rapport à celle observée au cours de l’année académique antérieure. Read More...
Final Evaluation Partnership for Learning
The Partnership for Learning (P4L) project is funded by Educate a Child (EAC) P4L whose goal is to return 6 million out-of-school children to school all around the world. P4L has been implemented by CARE Haiti since November 2013 in partnership with several institutions that provided leverage funding such as the Haitian Ministry of Education and Vocational Training (MENFP), Inter-American Development Bank (IDB), United Methodist Committee on Relief (UMCOR), TOMS, LIV Livres Solidaires, LIDE, GAP Inc and other local and international institutions. P4L is implemented in the departments of Ouest, Grand’Anse, Centre and Artibonite.
At the end of the project, 53,059 girls and boys had been enrolled by the project in 465 partner schools. The enrollment rate of formerly out of school children age 5-17 supported by the project (parent survey data) is estimated as 95.4% in school year 2017-2018, compared to 92.0% among the children age 5-17 from randomly sampled households. There was a statistically significant difference (chi-squared = 14.399, df=3, p<0.01) in the enrolment rate per department, with the department of Centre having the lowest rate of children 5-17 years in school (93.0%) and Grand’Anse with the highest at 97.7%. Read More...
At the end of the project, 53,059 girls and boys had been enrolled by the project in 465 partner schools. The enrollment rate of formerly out of school children age 5-17 supported by the project (parent survey data) is estimated as 95.4% in school year 2017-2018, compared to 92.0% among the children age 5-17 from randomly sampled households. There was a statistically significant difference (chi-squared = 14.399, df=3, p<0.01) in the enrolment rate per department, with the department of Centre having the lowest rate of children 5-17 years in school (93.0%) and Grand’Anse with the highest at 97.7%. Read More...
COMMUNICATION FOR EDUCATION AND IMPROVED SCHOOL GOVERNANCE
The present report describes an internal assessment of the impact of the Communication for Education Project (C4E) implemented by CARE in Ratanak Kiri and Mondulkiri Provinces. Under the project, a communication for development campaign was designed by CARE, in collaboration with UNICEF, MoEYS/PED and local government counterparts, to promote better awareness and positive attitudinal changes toward values of education to increase community demand for good quality education among parents, caregivers and community members. The campaign also sought to strengthen perceptions of stakeholders’ role in supporting inclusive learning environments for all children at school. The communication channels used by the campaign included sound recordings (e.g., radio, public announcements, etc.), posters, social media, and other forms of communication. In technical terms, the project focuses on the role of what are known as District-based Training and Monitoring Teams (DTMT1) and School Support Committees (SSCs) and their mandate to promote strengthened demand for inclusive quality education among community members and other stakeholders. Members of the School Support Committees (SSCs) led the campaign to improve attitudes and behaviors as these relate to education. These champions facilitated a Human-Centered Design Approach to the development of the campaign and planned events in remote communities targeted by the project. Read More...
ACCES
L’initiative ACCES, a été mise en oeuvre dans les départements du Borgou et l’Ouémé du 1er septembre 2011 au 31 décembre 2016. Au cours de cette période, quatre composantes ont été exécutées en collaboration avec les acteurs étatiques, les partenaires communaux et l’institution Eau et Assainissement par l’Afrique (EAA) à travers la conduite de différentes activités liées aux résultats du cadre logique de l’intervention. Read More...
ACCESS Evaluation 2017
The ACCES Initiative is a project cofinanced by the European Union, CARE France, the Mairie of Paris, and ten communes in the Ouémé and Borgou departments of Benin. The primary promotor and implementer of the project was CARE International Benin/Togo and the targeted communes were Kalalé, N’Dali, Nikki, Pèrèrè, Tchaourou, Adjarra, Adjohoun, Akpro-Missérété, Bonou, Dangbo. The project lasted five years,with the goal of significantly improving access to infrastructure and services related to water, sanitation, and hygiene for 80 villages, 32 schools, and 10 health centers in ten rural communities of Benin. This was done through the construction and/or rehabilitation of water pumps and the extension of gravity schemes, the installation of incinerators in health centers, and the installation of latrines, trashcans, and urinals in primary schools. Additionally, trainings in management of the new installations were given to local actors and committees to foster self-reliance and local management, and Community Led Total Sanitation was used by facilitators to build demand for sanitation and to decrease or eliminate the practice of open defecation. Read More...
Sports for Change (S4C) Baseline
Sports for change (S4C) projects aims at leveraging sports activities (Karate and Soccer) to contribute to addressing female disempowerment, gender based violence that is common in schools. The project seeks to raise awareness in schools and communities around schools targeting both learners aged 12-17 and key gatekeepers that interface with the girl including teachers, parents and religious leaders. By the end of the project in 2021, the project hopes to have built a critical mass of youth’s advocates that will keep the momentum of advocating for girl on issues of GBV and gender equality. The project also hopes to cause a shift in society’s attitude towards girls’ empowerment and sexual gender based violence. The project commenced in 2018 is expected to wrap up in 2021. [51 pages] Read More...
Horumarinta Elmiga II (Education for Empowerment through Cohesive and Harmonized System
Horumarinta Elmiga II (Education for Empowerment through Cohesive and Harmonized System) was a three-year (September 2015 – August 2018) education program funded by the European Union (EU), and implemented in all the six administrative regions by a consortium of Save the Children (lead agency), CARE International and Norwegian Refugees Council (NRC), in partnership with the MOEHS of Somaliland. The specific objective of the program was ‘education and training services, responsive to the priorities, needs and requirements of the population of Somaliland, efficiently and equitably delivered.’ [49 pages] Read More...
Waxbarashadu Waa Iftiin (Education is Light) Phase II Project: Endterm Evaluation
This is the report of the End Term Evaluation (ETE) of Waxbarashadu Waa Iftiin (Education is Light) Phase II Project, a 21⁄2 year European Union (EU) funded project implemented in Puntland State of Somalia from 2015/2016 to 2017/2018. The project was implemented by a consortium of International Non-Governmental Organizations (INGOs) comprising CARE (the Lead Agency), Save the Children, ADRA and VU Amsterdam University, in close collaboration with, coordination by, and guidance of the Ministry of Education. The ETE field work was done in July 2018. Data entry, processing, analyses and report were done in August, 2018.
The overall objective of the project was: “Education and training efficiently and effectively delivered’, contributing to poverty alleviation within a peaceful, secure and democratic Somalia”
Its specific objective was: “Education and training services, responsive to the priority requirements of the Somali population, efficiently and equitably delivered.” The project had three (3) expected results: Result 1: Increased access to equitable and quality education for learners; Result 2: Increased participation of youth and adults, including vulnerable groups, in technical and vocational education and training; and, Result 3: Capacity of education institutions, administrations and systems strengthened. Read More...
The overall objective of the project was: “Education and training efficiently and effectively delivered’, contributing to poverty alleviation within a peaceful, secure and democratic Somalia”
Its specific objective was: “Education and training services, responsive to the priority requirements of the Somali population, efficiently and equitably delivered.” The project had three (3) expected results: Result 1: Increased access to equitable and quality education for learners; Result 2: Increased participation of youth and adults, including vulnerable groups, in technical and vocational education and training; and, Result 3: Capacity of education institutions, administrations and systems strengthened. Read More...
AWASAR Project Final Evaluation
CARE Nepal, in partnership with local partners Reconstruction and Research Development Center (RRDC) in Mugu and Generating Income for Foster Transformation (GIFT) in Bajura, implemented a 3-year DANIDA-funded AWASAR project from January 2016 to December 2018. The project aimed to reach the unreached children and their families in 10 former VDCs of Bajura (located in three Rural Municipalities) and 10 former VDCs of Mugu (located in five Rural Municipalities) districts. This project supported hard to reach mountain children and their families to improve their educational and food security status of hard to reach children and their families. The project was designed to meet their basic needs in education and food security and equip community organizations for strengthened service delivery. This report is the summary of the evaluation conducted by Research Centre for Integrated Development (RECID/N) Nepal to assess the effectiveness of project strategies and interventions in achieving the desired outcomes and outputs. [76 pages] Read More...