Education
Projet Education Pour le Changement Rapport de l’Etude de Base
En juillet 2015, CARE Mali à travers le Programme Education a bénéficié du financement Patsy Collins Trust Funds Initiative (PCTFI) à travers CARE USA pour la mise en œuvre du projet novateur dénommé « Education For Change » (appelé Education Pour le Changement en Français et Jannde Yiriwere en langue locale Fulfulde). Education For Change (EFC) est partie intégrante d'un financement global accordé par CARE USA à sept pays dont le Mali pour les cinq prochaines années.En l'occurrence il s’agit du Zimbabwe, du Cambodge, du Kenya, du Rwanda, de l'Inde et du Népal.
Ce projet d'une durée de cinq ans sera mis en œuvre dans six communes des cercles de Bandiagara et Mopti de la région de Mopti (deux communes urbaines et quatre communes rurales). Les bénéficiaires sont estimés à 90.000 filles et garçons âgés de 10 à 18 ans, femmes et hommes. Les adolescents et adolescentes sont des non scolaires et scolaires au niveau de 50 écoles (primaires, fondamentales, secondaires, techniques et professionnelles). Les cibles sont les populations fortement affectées par les effets du changement climatique (sécheresse et inondation) et la crise socio-politique et sécuritaire survenue au Mali en 2012. Read More...
Ce projet d'une durée de cinq ans sera mis en œuvre dans six communes des cercles de Bandiagara et Mopti de la région de Mopti (deux communes urbaines et quatre communes rurales). Les bénéficiaires sont estimés à 90.000 filles et garçons âgés de 10 à 18 ans, femmes et hommes. Les adolescents et adolescentes sont des non scolaires et scolaires au niveau de 50 écoles (primaires, fondamentales, secondaires, techniques et professionnelles). Les cibles sont les populations fortement affectées par les effets du changement climatique (sécheresse et inondation) et la crise socio-politique et sécuritaire survenue au Mali en 2012. Read More...
Global Partnership for Social Accountability- Strengthening Social Accountability in Education Baseline Survey
The purpose of this report is to present findings from baseline survey that was done concerning indicators for the Strengthening Social Accountability in the Education Sector in Malawi (SSAES). The baseline was done to provide the benchmark against the project’s key indicators for the purposes of monitoring, evaluation and learning.
The SSAES is a 3-year World Bank funded project being implemented by CARE Malawi, in partnership with the Civil Society Education Coalition (CSEC). The project is funded through the Global Partnership for Social Accountability (GPSA), a World Bank facility that supports civil society and governments to work together to solve critical governance challenges in developing countries. The SSAES project will be achieved through two key objectives, namely: - i) increased level of efficiency, transparency and accountability in the procurement processes; and ii) decreased teacher absenteeism. The project has a crosscutting component of Advocacy, Knowledge Management and Learning. The project is covering a total of 90 schools in six districts of Mzuzu City, Kasungu, Dedza, Balaka, Mwanza, and Mulanje.
The baseline was a cross sectional study using both qualitative and quantitative research methods. Primary data was done using five data collection tools: School questionnaire, household questionnaire, Focus Group Discussions (FGD), Key Informants Interviews (KII) and Observational methods. Data was collected from 6 project districts. A total of 360 household questionnaires, 46 school questionnaires, 15 Focus Group Discussions and 18 Key Informant Interviews were administered. Besides, the baseline used secondary data through desk review. Read More...
The SSAES is a 3-year World Bank funded project being implemented by CARE Malawi, in partnership with the Civil Society Education Coalition (CSEC). The project is funded through the Global Partnership for Social Accountability (GPSA), a World Bank facility that supports civil society and governments to work together to solve critical governance challenges in developing countries. The SSAES project will be achieved through two key objectives, namely: - i) increased level of efficiency, transparency and accountability in the procurement processes; and ii) decreased teacher absenteeism. The project has a crosscutting component of Advocacy, Knowledge Management and Learning. The project is covering a total of 90 schools in six districts of Mzuzu City, Kasungu, Dedza, Balaka, Mwanza, and Mulanje.
The baseline was a cross sectional study using both qualitative and quantitative research methods. Primary data was done using five data collection tools: School questionnaire, household questionnaire, Focus Group Discussions (FGD), Key Informants Interviews (KII) and Observational methods. Data was collected from 6 project districts. A total of 360 household questionnaires, 46 school questionnaires, 15 Focus Group Discussions and 18 Key Informant Interviews were administered. Besides, the baseline used secondary data through desk review. Read More...
Food and Nutrition Security and Enhanced Resilience Baseline Study
The current SEWOH Nutrition Baseline Survey was conducted among women of reproductive age, infants and young children between the age of 6-23 months, as well as pre- and primary school children in Malawi in August and September 2015. The main objective of this survey was to describe the nutrition situation among the target groups in selected rural areas of the districts Dedza and Salima. Of special interest were Minimum Acceptable Diet (MAD) of infants and young children and Individual Dietary Diversity Score Women (IDDS-W). Further, it aimed to examine linkages between crop cultivation, dietary diversity and complementary feeding practices with living conditions as well as with knowledge and practice in regard to nutrition and hygiene. Read More...
Patsy Collins Trust Fund Initiative Cohort 2 Final Report
The project has observed that there is an increase in number of learners who are completing their primary education especially in the schools where PCFTI was being implemented. Three years ago because of various barriers only 50% of the learners would complete their primary education. However, this is no longer the case now. Though the average district completion rate for Kasungu is still low, the same has greatly improved in the schools where the project was being implemented. For instance, anecdotal evidence has shown that, completion rate among girls in primary education in the targeted schools has greatly improved. This has been achieved because of the effects of the combination of interventions such as strengthening of school and community based structures, facilitating development of School Improvement Plans (SIP) and the involvement of the Participatory Education Theatre (PET) groups which PCTFI has implemented for the past three years.
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PCTFI Malawi: FY15 to FY17 Performance Monitoring and Evaluation Plan
The redesigned PCTFI Malawi project takes a holistic approach to adolescent girls’ empowerment with interventions in education and SRH underpinned by cross-cutting activities in gender, participatory governance and capacity building and buoyed by a proactive learning agenda to influence policy at all levels through advocacy. Its goal is to empower adolescent girls in rural Kasungu to claim and exercise their rights to good quality education and sexual and reproductive information and services.
The project strategy leverages six years of PCTFI implementation in Malawi, best practices, lessons learned and proven approaches and tools for the CARE world; and opportunities for collaboration at all levels to map out the pathways to achieving the impact goal. The proposed interventions are organized under 3 thematic areas related to the adolescent girl’s agency and relations and to the structures that influence her empowerment. Read More...
The project strategy leverages six years of PCTFI implementation in Malawi, best practices, lessons learned and proven approaches and tools for the CARE world; and opportunities for collaboration at all levels to map out the pathways to achieving the impact goal. The proposed interventions are organized under 3 thematic areas related to the adolescent girl’s agency and relations and to the structures that influence her empowerment. Read More...
Patsy Collins Trust Fund Initiative (PCTFI) Situation Analysis Study Report
The situation analysis was conducted in order to produce a comprehensive report for the Malawi Patsy Collins Trust Fund Initiative (PCTFI) to be implemented in Kasungu district. Malawi continues to face a number of major obstacles in creating a stable and sustainable educational system for its children, in particular for the girls. CARE Malawi is already implementing a number of other projects in Kasungu district and in order to contribute to solving the educational problems in the country, CARE Malawi was looking at maximizing the impact and synergy of its programs by increasing intra-sector and cross-sector coordination and collaboration and narrowing the spread of the programs by mapping and prioritizing key geographical areas of coverage. It was therefore felt that a Situational Analysis would be useful to get a better idea of the prevailing situation in Kasungu that the PCTFI project was to address.
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Rapport Annuel pour le Project FANAMBY
Cette troisième année a été pour le projet FANAMBY une période de consolidation et de maturation des structures mises en place, en vue de l’appropriation par les bénéficiaires et de leur autonomisation dans une perspective de pérennisation des acquis. La stratégie de retrait du projet a été déclenchée avec la tenue du premier atelier de transfert de compétence à la Direction Régionale de l’Education Nationale et à la CiSco. La conduite des activités ayant été progressivement affectée à la CiSco avec un accompagnement de proximité apporté par l’équipe du projet. [18 pages] Read More...
Complementary Basic Education (CBE) Project Baseline Report
CARE International Ghana is among the group of implementing partners delivering an annual cycle of the Complementary Basic Education (CBE) Program in Ghana which is providing to a pre-determined number of out-of-school children aged 8-14 years with access to an accelerated numeracy and literacy program in their mother tongue and targeted to their needs, and to thereby enable them to acquire the basic knowledge and skills required for admission to formal education. Over the past two years, CARE delivered two cycles of the CBE program in collaboration with the District Assembly and the Education Directorate to serve more than the expected 11000 OOSC. CARE reached out to 11771 out of school of children (OOSC) in over 200 communities within Sekyere Afram Plains District in Ashanti Region, and West Mamprusi and East Mamprusi Districts in the Northern Region of Ghana. The results show that at least 90% of the above OOSC were able to complete the CBE program and also transition into the formal school in September 2015 and 2016.
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Supporting Participation and Accountability for Communities’ Education (SPACE) Mid-term Evaluation
The objective of this 78-page consultancy report is to conduct the midterm evaluation for the SPACE project, based on the indicators set in the M&E system, and in reference to available project documents and progress reports. Qualitative and quantitative analyses were conducted in order to highlight implementation challenges, lessons learned and recommendations for the project's upcoming period. As such, this mid-term evaluation report includes an analysis of the project's relevance, efficiency and effectiveness and aims at displaying a snapshot of where the project is standing at the time of the report vis-à-vis implementation and actual/prospective results. The objective of this report is to aid in improving project implementation in the remaining phase of its lifetime and also to provide an overview of expected impact and sustainability, wherever applicable. Read More...
The Power to Lead Alliance (PTLA): Empowering Girls to Learn and Lead Final Evaluation
This 73-page final report on the Power to Lead Alliance (PTLA) was funded by USAID for implementation in six countries: Egypt, Honduras, India, Malawi, Tanzania, and Yemen over the course of three years. The project, which began in September 2008 and ended in September 2011, focused on 10- to 14-year-old girls as the target population. The primary goal of PTLA was to promote girl leaders in vulnerable communities. Three objectives were formulated to address this goal:
Objective 1: Cultivate opportunities for girls to practice their leadership skills
Objective 2: Create partnerships to promote girls’ leadership
Objective 3: Enhance knowledge to implement and promote girls’ leadership programs
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Objective 1: Cultivate opportunities for girls to practice their leadership skills
Objective 2: Create partnerships to promote girls’ leadership
Objective 3: Enhance knowledge to implement and promote girls’ leadership programs
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