Education

EDUCATION AND PROTECTION FOR SYRIANS IN JORDAN PROJECT ADA Final Evaluation

The “Education and Protection for Syrians in Jordan'' project has been implemented through CARE International in Jordan and funded by ADA. This project is designed to address the needs of vulnerable Syrians and Jordanian citizens, and targeted four urban areas of Jordan, including Amman, Irbid, Mafraq, and Zarqa. The first objective provided conditional cash for the protection and education of vulnerable youth who are at risk of dropping out or have already dropped out of school due to either working or due to the risk of early/child marriage and, therefore, not attending school. The second objective focused on providing vulnerable families with case-management support, following which referrals were made in order to connect these beneficiaries with both internal and/or external services. In addition, interventions included peer-to-peer support group activities, as well as one-day Psychosocial sessions (PS) implemented at CARE community centers that were focused on recreational, educational, and empowerment activities. The third objective provided small business development training and grants to entrepreneurs hoping to establish or expand their businesses. [19 pages]. Read More...

Kinder und Jugendliche Willkommen KIWI Project III Wirkungsbericht 2020

The KIWI project has been in existence since the beginning of 2016. The pilot phase in North Rhine-Westphalia (January to September 2016) was financed entirely by donations from the alliance Aktion Deutschland Hilft. Funding from the Deutsche Bank Foundation, the RTL Foundation "We Help Children" and the UN Refugee Aid enabled us to expand the program nationwide. Subsequently, we were able to consolidate and further expand KIWI nationwide through funding from the EU's AMIF programme and again from the Deutsche Bank Foundation. The promotion of school projects for the design of diversity and encounters and the awarding of the KIWI prize are part of an accompanying project financed by the Deutsche Bank Foundation. This first impact report according to the Social Reporting Standard includes the results of the third project phase as well as the accompanying project. We also report on the development process of KIWI as a "learning" project. Further funding from the RTL foundation "We help children" gave us the opportunity to transfer the KIWI approach to primary education as part of the KIWI kids pilot project (September 2018 – February 2020). This publication also provides a brief overview of the main results of this pilot phase.

Das KIWI-Projekt existiert seit Anfang 2016. Die Pilotphase in Nordrhein-Westfalen (Januar bis September 2016) wurde vollständig aus Spenden des Bündnisses Aktion Deutschland Hilft finanziert. Eine Förderung durch die Deutsche Bank Stiftung, der Stiftung RTL „Wir helfen Kindern“ sowie der UNO-Flüchtlingshilfe ermöglichte uns die bundesweite Ausdehnung des Programms. Im Anschluss konnten wir durch eine Förderung aus dem AMIF-Programm der EU und wiederum der Deutsche Bank Stiftung KIWI bundesweit konsolidieren und weiter ausbauen. Die Förderung von Schulprojekten zur Gestaltung von Vielfalt und Begegnung und die Verleihung des KIWI-Preises sind Bestandteil eines durch die Deutsche Bank Stiftung finanzierten Begleitprojektes. Dieser erste Wirkungsbericht nach Social Reporting Standard umfasst Ergebnisse der dritten Projektphase sowie des Begleitprojektes. Außerdem berichten wir über den Entstehungs- und Entwicklungsprozess von KIWI als „lernendes“ Projekt. Eine weitere Förderung durch die Stiftung RTL „Wir helfen Kindern“ gab uns die Chance, den KIWI-Ansatz im Rahmen des Pilotprojekts KIWI kids (September 2018 – Februar 2020) auf den Primarschulbereich zu übertragen. Diese Publikation enthält auch einen Kurzüberblick über die wesentlichen Ergebnisse dieser Pilotphase. [64 pages]

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Dioptra Costing Tool Case Study Jordan

The Syrian crisis that began in 2011 has caused mass internal and external displacement — about 1.3 million Syrians have migrated to Jordan, mostly living in urban areas outside refugee camps (estimated 81%). An assessment by CARE in 2018 found high unmet needs in food security, shelter, protection, education, and livelihoods among Syrian refugees and Jordanian host community members. Many refugee children have missed the crucial years of early education: about 40% of registered school-age Syrian children are out of school and at risk of child labor and early marriage To address these needs, CARE provides comprehensive protection services to vulnerable refugees and Jordanians in Amman, Irbid, Mafraq, Zarqa, and Karak. These services include, but are not limited to, Protection Case Management, Conditional Cash for Education, and Emergency Cash Assistance. [7pages] Read More...

Renewing a Long-Term Strategic Partnership: Lessons learned from 20 years of collaboration in global health and development between CARE and Emory University

Over more than 20 years, CARE USA (CARE) and Emory University (EU) – principally within the Rollins School of Public Health (RSPH) – have collaborated across global health and development sectors, including water and sanitation (WASH), maternal and child nutrition, food security, HIV/AIDS, and women’s empowerment. This collaboration has included joint research projects, training for CARE field staff, student employment and training, guest lectures by CARE staff at Emory, and employment opportunities at CARE for former Emory students following graduation.
Several high-profile joint research projects have included SWASH+ (Kenya: 2006-2019) and the Tipping Point Project (Nepal: 2019-pres). School Water, Sanitation and Hygiene plus Community Impact (SWASH+) was a 13- year project that is an exemplar of the impact of CARE and Emory collaborations. It has resulted in over 20 publications from both institutions, including policy papers that have contributed significantly to increasing the scale, impact, and sustainability of school WASH interventions in Kenya. The Tipping Point project aims to empower adolescent girls and their communities to delay marriage and to promote girls’ rights in Nepal and
Bangladesh.
RSPH researchers commenced a four-year partnership with CARE to strengthen the rigor and visibility of the impacts of this program. These projects have resulted in co-funded grants, peer-reviewed manuscripts, and conference presentations (see Appendix A for a complete list). [21 pages] Read More...

Proyecto Aprendemos+ Crecemos y Emprendemos Siempre Baseline Evaluation

El sistema educativo peruano se caracteriza por brechas de aprendizaje que afectan a las escuelas multigrado rurales, y están vinculadas a problemas de calidad en el servicio educativo. A esta brecha educativa se le sumó en 2020 la crisis sanitaria del COVID-19 que supuso la suspensión de clases y la implementación remedial de una propuesta educativa remota a nivel nacional, denominada Aprendo en Casa.
El proyecto APRENDEMOS+ CRECEMOS Y EMPRENDEMOS SIEMPRE es la respuesta educativa de CARE Perú para mejorar los aprendizajes de las Instituciones Educativas de nivel primaria multigrado en ámbitos rurales durante el estado de emergencia del COVID-19 y la educación a distancia. El proyecto se implementó en escuelas rurales de Amazonas y Cajamarca en 2019. En 2020, se está implementando en 115 instituciones educativas multigrado y/o unidocentes de las regiones de Amazonas, Cajamarca, Huánuco y Pasco. La intervención cuenta con tres componentes: un componente pedagógico que busca fortalecer las capacidades de los y las docentes/directores para la implementación de la propuesta pedagógica innovadora centrada en la convivencia saludable y educación social y emprendedora; un componente de gestión escolar centrada en la participación, la convivencia y el bienestar socioemocional, a partir de la asesoría a directivos en materia de planificación y gestión escolar; y un componente de soporte que busca promover el aprendizaje autónomo a través de herramientas digitales, para salvaguardar la salud integral de los y las estudiantes.
El presente informe presenta los resultados del Estudio de Línea de Base del proyecto, desarrollado en el mes de junio y julio de 2020. El estudio está compuesto por dos componentes (cuantitativo y cualitativo), y busca medir los indicadores inicio del proyecto y compararlos con un área de no intervención. Para el componente cuantitativo se aplicaron encuestas a 102 directivos, 55 docentes, 411 estudiantes y 111 padres/madres o cuidadores de escuelas tratamiento (intervenidas por el proyecto) y escuelas control (es decir, sin intervención). Para el componente cualitativo se seleccionaron ocho escuelas (cuatro tratamiento y cuatro control) y se aplicaron 48 entrevistas a directivos, docentes, estudiantes, padres/madres/cuidadores y agentes comunitarios. [134 pages] Read More...

Gestión sostenible para la conservación y restauración del bosque mesófilo del pie de monte volcánico de los municipios del Quetzal, La Reforma, Nuevo Progreso y el Tumbador del departamento de San Marcos en la cuenca del río Naranjo

This document is the results report of the Project Baseline "Sustainable Management for the Conservation and Restoration of the Mesophil forest of the Volcanic Mount Foot of the Municipalities of Quetzal, La Reforma, Nuevo Progreso and the Tomb of the department of San Marcos, in the Naranjo River basin" whose funding comes from the Tropical Forest Conservation Fund (FCA) whose field stage was developed during August-October 2019, in order to provide the initial parameters and indicators to assess the impact of the objectives and results defined by that project. The project was designed with the primary purpose of contributing to the well-being of populations located in the upper and middle part of the Naranjo River basin, through the promotion and implementation of activities aimed at improving agroforestry systems and sustainable conservation and restoration of forest remnants, for the recovery of connectivity as a measure to address biodiversity loss and fragmentation of forest ecosystems. The selected territory has a high wealth of flora and fauna with ecosystem functionality that contribute to the well-being and family economy of 115,891 inhabitants in the four municipalities according to data from the 2018 census. It belongs to the Volcanic Chain Region prioritized by the FCA and according to the National Forest Institute (INAB) for its hydrological potential is defined as a very high priority of intervention. Read More...

Durable Solutions for Returnees and IDPs in Somalia (DSRIS) Project Final Report

The Durable Solutions for Refugees and IDPs in Somalia (DSRIS) was a three-year that was implemented in Somalia between 10 January 2017 to 9 January 2020 under the consortium of CARE International (Lead agency), Save the Children (SCI), Agency for Technical Cooperation and Development (ACTED), IMPACT Initiatives and Save Somali Women and Children (SSWC). The project was funded by the European Union (EU). The aim of the project was to contribute to the integration of internally displaced persons, returnees and refugees in Somalia by improving access to basic quality services such as education, health, hygiene and sanitation, Child Protection and Gender-Based Violence (GBV) intervention. Additionally, the project aimed at enhancing relevant and sustainable livelihood opportunities for youth at risk of illegal migrations, radicalization, as well as other vulnerable displaced people, returnees and host communities to enhance integration and social cohesion. The project was being implemented in Puntland, Bari, and Mudug (Bossaso and Galkacyo north districts), Galmudug, Mudug, and Galgaduud (Dhusamareb, Adaado, and Galkacyo south). The sectors targeted by the project include Education, Health, WASH, Child Protection/GBV, women and youth empowerment and integration. Read More...

TVET and Higher Education for Boosting Road Infrastructure Development and Growth of Energy Services (THE BRIDGES) Project Final Report

CARE Somalia/Somaliland was funded by the European Union (EU) to improve the technical skills of the youth in roads and energy service sectors. The Technical and Vocational Education Training (TVET) and Higher Education for Boosting Road Infrastructure Development and Growth of Energy Services (THE BRIDGES) project aim to support the Government of Somalia/Somaliland plans to enhance inclusive economic growth and reduce poverty. The project aims to assist in the development of high-quality skills both for gainful employment and sustainable economic development. To meet labor demands in road infrastructure and energy sectors, the project further aims to strengthen TVET and Higher Education (HE) to offer high-quality solutions responsive to the changing market situations in the selected priority sectors of the economy. Given the increasingly dynamic employment market in Somalia/Somaliland, there is a need for high-quality competency-based skills development. The BRIDGES project sought to enhance the development of national and local capacities of TVET, and Higher Education linked to the road infrastructure and energy sector services. This is intended to be accomplished through the strengthening of institutional capacities in addition to aligning skills training to standardized international frameworks. Read More...

EVALUACIÓN DEL COMPONENTE DE EDUCACIÓN DEL PROYECTO “EDUCACIÓN PARA EL DESARROLLO Y LA INCLUSIÓN FINANCIERA”

En el periodo 2017-2019, CARE desarrolló el proyecto “Educación para el desarrollo y la inclusión financiera” (en adelante Proyecto EFI) con el propósito de alcanzar a 3 543 familias en situación de pobreza periurbana y rural para contribuir a mejorar sus ingresos económicos y su calidad de vida de manera sostenible.

El componente 2 del Proyecto EFI tenía como objetivo fortalecer las capacidades emprendedoras y habilidades financieras de 5 mil estudiantes de educación secundaria de cuatro regiones (Arequipa, Junín, Lambayeque y La Libertad), a través de la capacitación a docentes y dotación de recursos pedagógicos (cuadernos de trabajo de educación emprendedora, financiera y previsional) y la incorporación de la temática en las programaciones curriculares.
Este componente se enmarca en el desarrollo de políticas educativas sectoriales vinculadas a mejoras de la calidad educativa en materia de Educación Emprendedora, Financiera y Previsional (en adelante EEFP), a través de la implementación de la Competencia 19 del Currículo Nacional de la Educación Básica (en adelante CNEB), que establece las capacidades y los niveles de desarrollo que deben desarrollar todos los estudiantes del Perú a lo largo de su educación básica (es decir en todas las modalidades y niveles).
El proyecto capacitó a 465 docentes de Educación para el Trabajo (EPT), Ciencias Sociales (CCSS) y de otras áreas, con una metodología innovadora e interesante. La capacitación incluyó además la distribución del material (guías para docentes y cuadernos de trabajo para estudiantes). Docentes y directores coinciden
que el proyecto EFI ha promovido aprendizajes relevantes para la vida de los estudiantes, contribuyendo a su desarrollo integral. Los/las docentes reportaron que su participación en el proyecto contribuyó a que fortalezcan desempeños específicos del Marco del Buen Desempeño Docente: el conocimiento actualizado y comprensión de las teorías y prácticas pedagógicas y de la didáctica de las áreas a su cargo (Desempeño 3); el diseño creativo de procesos pedagógicos capaces de despertar curiosidad, interés y compromiso en los estudiantes, para el logro de los aprendizajes previstos (Desempeño 6); y, en menor medida, el diseño de una evaluación de manera sistemática, permanente, formativa y diferencial en concordancia con los aprendizajes esperados (Desempeño 9).

El proyecto EFI permitió capacitar en EEFP y planes de negocio a 7 172 estudiantes. La ampliación de 2019 permitió capacitar adicionalmente a más de 274 mil estudiantes de otras escuelas, logrando un alcance de capacitación de 281262 estudiantes. El proceso de asesoramiento y diseño del proyecto de emprendimiento fue enriquecedor para docentes y estudiantes, e implicó reflexionar sobre una propuesta de valor atractiva, viable, y que incorporara productos y saberes locales.
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School Feeding Program Study Report

The Government of Timor-Leste’s school feeding program provides a meal or snack to all students in preschools and basic education (Grades 1-9) throughout the country. In full implementation, this represents providing mostly cooked meals to about one quarter of the population.1 The nationwide School Feeding Program was established by the Government of Timor-Leste (GOTL) in 2005 and has been through several phases of implementation. The Manual which has guided the program implementation since 2013 is in the process of being revised (end of 2019 to early 2020). To support the Timor-Leste government to review and improve the School Feeding Program (SFP), CARE International in Timor-Leste studied the program and commissioned this report with the objectives to review and assess how the program is being implemented as well as gather opinions and suggestions from various stakeholders on how to improve the program. Read More...

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