Education
Intervención en educación sexual integral (ESI) y empoderamiento de niñas y adolescentes en Piura-Línea de Base
El presente documento contiene los resultados de la línea de base del proyecto “Intervención en educación sexual integral (ESI) y empoderamiento de niñas y adolescentes en Piura” aplicado en la provincia de Morropón, Piura. Este proyecto fue implementado en tres instituciones educativas de la zona: IIEE 14618, IIEE 14619, José Pintado Berrú. El documento se divide en tres partes. En la primera, se presentan los objetivos del estudio y el alcance de este. En la segunda, los pasos metodológicos necesarios para cumplir con los objetivos. En la tercera, los resultados de los indicadores de propósito, resultados y productos. Finalmente, la última parte contienen las
conclusiones y recomendaciones de la implementación del proyecto.
En cuanto a los indicadores de propósito, se puede decir que: i) se registraron 44 niñas y adolescentes embarazadas en el distrito de Chulucanas; en el C.P. Yapatera se identificaron 3 adolescentes en situación de embarazo, ii) el Índice de igualdad de género promedio ponderado general es de 2.35 (en una escala de 0 a 4), y iii) un 23.84% de las niñas y adolescentes obtuvieron un puntaje de 3 a 4 puntos (en una escala de 0 a 4) en el índice de educación sexual integral y normas sociales de género. Read More...
conclusiones y recomendaciones de la implementación del proyecto.
En cuanto a los indicadores de propósito, se puede decir que: i) se registraron 44 niñas y adolescentes embarazadas en el distrito de Chulucanas; en el C.P. Yapatera se identificaron 3 adolescentes en situación de embarazo, ii) el Índice de igualdad de género promedio ponderado general es de 2.35 (en una escala de 0 a 4), y iii) un 23.84% de las niñas y adolescentes obtuvieron un puntaje de 3 a 4 puntos (en una escala de 0 a 4) en el índice de educación sexual integral y normas sociales de género. Read More...
Adolescent Girls’ Education in Somalia (AGES) Impact Brief
The Adolescent Girls’ Education in Somalia (AGES) project is an ambitious six-year initiative (2018-2024) funded by FCDO’s Girls’ Education Challenge and USAID, which aims to boost learning outcomes and positive transitions for ultra-marginalized girls living in conflict-affected areas of Somalia. To date, AGES has enabled 90,698 ultra-marginalized girls and female youth to access quality education responsive to their needs. AGES enrolled 67,509 girls in ABE and NFE in 2019-23. Read More...
INFORME FINAL DE EVALUACIÓN Niñas con Oportunidades (NCO)
El presente documento contiene los resultados de la evaluación correspondiente al proyecto “Niñas con Oportunidades” (NCO) implementado por CARE. El documento se divide en cuatro partes. En la primera, se presentan los antecedentes del proyecto. En la segunda, la metodología utilizada. En la tercera, los resultados de los indicadores de propósito, resultados y productos. Finalmente, la última parte contienen las conclusiones y recomendaciones de la implementación del proyecto. Si bien se recogen todos indicadores sujetos a medición del marco lógico, especialmente los indicadores de propósito muestran los primeros avances en los cuatro meses de implementación que ha tenido el proyecto, lo que les permitirá tomar las decisiones necesarias para alcanzar el impacto al 2024.
En cuanto a los indicadores de propósito, se puede decir que: i) las mujeres han mejorado 0.04 puntos en el indicador de bienestar integral; ii) el porcentaje de mujeres embarazadas disminuyó en 0.07%, en base a la respuesta de 28 directores1, y iii) el porcentaje de adolescentes mujeres que terminan la secundaria disminuyó en 10.29%, esto podría deberse a factores contextuales que se deben evaluar. Read More...
En cuanto a los indicadores de propósito, se puede decir que: i) las mujeres han mejorado 0.04 puntos en el indicador de bienestar integral; ii) el porcentaje de mujeres embarazadas disminuyó en 0.07%, en base a la respuesta de 28 directores1, y iii) el porcentaje de adolescentes mujeres que terminan la secundaria disminuyó en 10.29%, esto podría deberse a factores contextuales que se deben evaluar. Read More...
INFORME FINAL DE LÍNEA DE BASE Niñas con Oportunidades (NCO)
El presente documento contiene los resultados de la línea de base correspondiente al proyecto “Niñas con Oportunidades” (NCO) implementado por CARE. El documento se divide en cuatro partes. En la primera, se presentan los antecedentes del proyecto. En la segunda, la metodología utilizada. En la tercera, los resultados de los indicadores de propósito, resultados y productos. Finalmente, la última parte contiene las conclusiones y recomendaciones de la implementación del proyecto.
En cuanto a los indicadores de propósito, se obtuvo que: i) las estudiantes mujeres obtuvieron 2.26 puntos en el indicador de bienestar integral ii) en base a la respuesta de 28 directores1, el porcentaje de mujeres embarazadas es 1.46%, iii) el porcentaje de adolescentes mujeres que terminan la secundaria es 65.04%, y iv) el 48.75% sí estudia en un instituto superior o universidad. Read More...
En cuanto a los indicadores de propósito, se obtuvo que: i) las estudiantes mujeres obtuvieron 2.26 puntos en el indicador de bienestar integral ii) en base a la respuesta de 28 directores1, el porcentaje de mujeres embarazadas es 1.46%, iii) el porcentaje de adolescentes mujeres que terminan la secundaria es 65.04%, y iv) el 48.75% sí estudia en un instituto superior o universidad. Read More...
HATUTAN Endline Evaluation
In this report, we present findings from the endline evaluation of the HATUTAN (Hahán ne’ebé Atu fó Tulun ho Nutrisaun no Edukasaun or Food to Support Nutrition and Education) program. Running between 2018 and 2023, the program worked in partnership with the Government of Timor-Leste and development stakeholders to address two strategic objectives: improved literacy of school-aged children and increased use of health, nutrition, and dietary practices. The program operated in 443 schools and communities within four of Timor-Leste’s most deprived municipalities, Ainaro, Ermera, Liquica, and Manatuto, supporting an estimated 105,967 target beneficiaries including school-aged children, teacher, school administrators, and community members. Key activities included support for the government-run School Feeding Program (SFP) and trainings targeting teachers, school administrators, and community members. Read More...
Strengthening Female Youth Resilience in Somalia Learnings from AGES and SOMGEP-T
A quality, relevant education is core to adaptive capacities for resilience, equipping children and youth with the skills to cope with shocks and adapt to new livelihoods.1 Schools and non-formal learning environments may also contribute to develop transformative capacities for resilience: strengthening social cohesion through peer support networks; equipping students for collective action and participation in decision-making; and shifting gender norms. Education also has the potential to build absorptive capacities for resilience through engaging adolescents and youth in informal savings groups, strengthening preparedness for shocks, and providing safeguarding mechanisms. Developing resilience capacities is relevant for all, but particularly for adolescent girls coming of age in crisis-affected contexts and those living in displacement. Read More...
Learning outcomes, transition, & retention Stories of change from AGES project in Somalia
The Adolescent Girls’ Education in Somalia (AGES) project aims to improve learning outcomes and positive transitions
for 82,975 extremely vulnerable girls and female youth in South Somalia. In 2019-2022, AGES enrolled a total of 62,288
girls in formal primary education (including regular and special needs schools), accelerated basic education (ABE), and non-formal education classes (NFE). Each learning pathway is adapted to girls’ age range and needs, including flexible delivery and content. The project works with Ministries of Education (MOEs) to coach teachers on delivering subject content, adopting inclusive and gender-responsive practices, and providing remedial education where applicable. AGES also trains teachers and Community Education Committees (CECs) to routinely follow up on cases of absenteeism and dropout. Through AGES, girls who are frequently absent or facing temporary school closures due to attacks and natural disasters are provided with remote learning materials and remedial support. As of November 2022, 49% of the students reported receiving remedial support from teachers. Read More...
for 82,975 extremely vulnerable girls and female youth in South Somalia. In 2019-2022, AGES enrolled a total of 62,288
girls in formal primary education (including regular and special needs schools), accelerated basic education (ABE), and non-formal education classes (NFE). Each learning pathway is adapted to girls’ age range and needs, including flexible delivery and content. The project works with Ministries of Education (MOEs) to coach teachers on delivering subject content, adopting inclusive and gender-responsive practices, and providing remedial education where applicable. AGES also trains teachers and Community Education Committees (CECs) to routinely follow up on cases of absenteeism and dropout. Through AGES, girls who are frequently absent or facing temporary school closures due to attacks and natural disasters are provided with remote learning materials and remedial support. As of November 2022, 49% of the students reported receiving remedial support from teachers. Read More...
Adolescent Girls’ Education in Somalia (AGES) Midline evaluation
Original Baseline Cohorts
Learning outcomes among the original baseline cohorts are mixed. The FE and ABE cohorts showed substantial learning gains at ML1 and continue to perform above their baseline levels, but have experienced significant backsliding in both literacy and numeracy since ML1. This learning loss is concerning, and is coupled with a failure, even at ML1, to meet the learning benchmarks established at baseline.1 C1 NFE girls, on the other hand, have shown no learning improvements since baseline on either literacy or numeracy, in either the ML1 or ML2 rounds.
Learning gains among FE girls include an increase in literacy of 20.5 points since baseline, compared to an expected (benchmarked) achievement of 29.7 points. This cohort came closer to meeting the numeracy targets, gaining 15.3 points since baseline, compared to an expected improvement of 18.5 points. ABE girls have also failed to meet their benchmarks, but by larger margins, falling short of the literacy and numeracy benchmarks by 15.4 points and 11.5 points, respectively.
An important caveat when assessing learning outcomes concerns differential exposure to schooling among the cohorts. Girls who remained enrolled in FE consistently improved considerably, but the cohort’s overall scores are reduced by the number of girls who dropped out over time; the same is true of ABE and NFE girls.2 While even consistent attenders generally failed to meet improvement benchmarks, these differential gains underscore the importance of continuous enrolment to achieving the programme’s learning goals.
C4 NFE Cohort
Improving learning outcomes—numeracy and Somali literacy—are at the centre of the AGES programme’s goals. C4 NFE girls were enrolled before ML1 and completed the 10-month NFE programme. At the ML2 evaluation point, in the aggregate, we find that both numeracy and literacy scores improved significantly from a low base set of scores at ML1. The C4 NFE girls improved their average numeracy scores from 21.1 points to 49.6 points, and average literacy scores increased by 18.3 points to 34.9 points.
Examining changes in learning outcomes by region, C4 NFE girls in Banadir, Lower Shabelle, and Middle Shabelle improved their numeracy scores from 24.6 to 28.2 points on average while in Bay C4 NFE girls only improved by 2.3 points on average. With regard to literacy scores, C4 NFE girls in Banadir and Lower Shabelle improved their literacy scores 23.2 and 24.9 points, respectively, while scores in Bay stagnated with only a 1.8 point increase. Girls from Bay scored significantly higher than girls from all other regions at ML1, but by ML2 the numeracy and literacy gains were minimal and not statistically significant. Read More...
Learning outcomes among the original baseline cohorts are mixed. The FE and ABE cohorts showed substantial learning gains at ML1 and continue to perform above their baseline levels, but have experienced significant backsliding in both literacy and numeracy since ML1. This learning loss is concerning, and is coupled with a failure, even at ML1, to meet the learning benchmarks established at baseline.1 C1 NFE girls, on the other hand, have shown no learning improvements since baseline on either literacy or numeracy, in either the ML1 or ML2 rounds.
Learning gains among FE girls include an increase in literacy of 20.5 points since baseline, compared to an expected (benchmarked) achievement of 29.7 points. This cohort came closer to meeting the numeracy targets, gaining 15.3 points since baseline, compared to an expected improvement of 18.5 points. ABE girls have also failed to meet their benchmarks, but by larger margins, falling short of the literacy and numeracy benchmarks by 15.4 points and 11.5 points, respectively.
An important caveat when assessing learning outcomes concerns differential exposure to schooling among the cohorts. Girls who remained enrolled in FE consistently improved considerably, but the cohort’s overall scores are reduced by the number of girls who dropped out over time; the same is true of ABE and NFE girls.2 While even consistent attenders generally failed to meet improvement benchmarks, these differential gains underscore the importance of continuous enrolment to achieving the programme’s learning goals.
C4 NFE Cohort
Improving learning outcomes—numeracy and Somali literacy—are at the centre of the AGES programme’s goals. C4 NFE girls were enrolled before ML1 and completed the 10-month NFE programme. At the ML2 evaluation point, in the aggregate, we find that both numeracy and literacy scores improved significantly from a low base set of scores at ML1. The C4 NFE girls improved their average numeracy scores from 21.1 points to 49.6 points, and average literacy scores increased by 18.3 points to 34.9 points.
Examining changes in learning outcomes by region, C4 NFE girls in Banadir, Lower Shabelle, and Middle Shabelle improved their numeracy scores from 24.6 to 28.2 points on average while in Bay C4 NFE girls only improved by 2.3 points on average. With regard to literacy scores, C4 NFE girls in Banadir and Lower Shabelle improved their literacy scores 23.2 and 24.9 points, respectively, while scores in Bay stagnated with only a 1.8 point increase. Girls from Bay scored significantly higher than girls from all other regions at ML1, but by ML2 the numeracy and literacy gains were minimal and not statistically significant. Read More...