Education
Covid-19 Digital Response Case Study
The case study captures and documents the process of YMI’s adaptation to the COVID-19 pandemic during the period March-July 2020 in countries in the Balkans (Kosovo, Bosnia and Herzegovina, Serbia, Albania, Croatia) and represents a unique contribution and source for other organizations that are going through the same process of adaptation [38 pages]. Read More...
Scaling up Case Study How to Transform a Transformation
Captures the modalities of scaling up of CAREs gender transformative programming in high schools in Balkan countries (Kosovo, Bosnia and Herzegovina, Serbia, Albania, Croatia) used by CARE and local partners [33 pages]. Read More...
Improving Adolescent Reproductive Health and Nutrition through Structural Solutions in West Hararghe Zone, Oromia, Ethiopia Abdiboru Project Final
The final evaluation is divided into three parts, qualitative, quantitative and triangulation final reports.
Triangulation: this project objective was to empower girls through improved reproductive health, nutrition, and education in rural West Hararghe, Ethiopia. It examines the effectiveness of two different set of interventions- a combination of structural and induvial interventions Vs structural, individual, and community level interventions against a control group. Ethiopia is one of the countries in the world characterized by high level of early marriage. In most cases, when girls marry, they move to their husband’s household and are socially isolated, work long hours, and have very little say in decisions that affect them. Keeping girls in schools is essential to their future wellbeing, and Ethiopia has made significant progress on its commitments. But in rural areas, it has been difficult to achieve high levels of secondary schooling for girls. Nutrition is deeply interconnected with reproductive, maternal, newborn, and child health. Household gender dynamics often mean that girls are more food-insecure than their male counterparts. Female adolescents, those living in a household with food insecurity and high dependency ratio are more likely to suffer from household food allocation. Schooling, early marriage and nutritional status and overall girls’ empowerment are interrelated maters. They have a complex relationship one affecting the other significantly.
Addressing the issues in package is believed to bring the maximum benefit in improving the social, health and development of adolescent girls and thus empowering them in multiple dimensions. Yet programs that focus sectorally, targeting health indicators of women and girls while ignoring the broader context that radically constricts their choices, have not generated significant or sustained impact over the long term. The structural context in which girls live is the main driver of their reproductive, maternal, and nutritional health and educational opportunities. Read More...
Triangulation: this project objective was to empower girls through improved reproductive health, nutrition, and education in rural West Hararghe, Ethiopia. It examines the effectiveness of two different set of interventions- a combination of structural and induvial interventions Vs structural, individual, and community level interventions against a control group. Ethiopia is one of the countries in the world characterized by high level of early marriage. In most cases, when girls marry, they move to their husband’s household and are socially isolated, work long hours, and have very little say in decisions that affect them. Keeping girls in schools is essential to their future wellbeing, and Ethiopia has made significant progress on its commitments. But in rural areas, it has been difficult to achieve high levels of secondary schooling for girls. Nutrition is deeply interconnected with reproductive, maternal, newborn, and child health. Household gender dynamics often mean that girls are more food-insecure than their male counterparts. Female adolescents, those living in a household with food insecurity and high dependency ratio are more likely to suffer from household food allocation. Schooling, early marriage and nutritional status and overall girls’ empowerment are interrelated maters. They have a complex relationship one affecting the other significantly.
Addressing the issues in package is believed to bring the maximum benefit in improving the social, health and development of adolescent girls and thus empowering them in multiple dimensions. Yet programs that focus sectorally, targeting health indicators of women and girls while ignoring the broader context that radically constricts their choices, have not generated significant or sustained impact over the long term. The structural context in which girls live is the main driver of their reproductive, maternal, and nutritional health and educational opportunities. Read More...
Niong Axe transversal Gouvernance et Gestion de proximité du projet Partenariat pour l’Apprentissage Final Evaluation
Le système éducatif haïtien fait face à des défis considérables sur le plan de l’accès, de la qualité et surtout de la gouvernance. CARE, par le biais du projet partenariat pour l’apprentissage, vise à appuyer les MENFP à adresser ces défis, avec une insistance sur l’amélioration de la gouvernance du système éducatif haïtien. Ainsi, dans l’axe gouvernance et gestion de proximité dudit projet, CARE cherche à créer, former et accompagner des structures de gestion de proximité. A travers cet axe, le projet vise à Renforcer la gouvernance scolaire et locale pour une amélioration de la qualité de l’éducation fondamentale en Haïti. De manière spécifique, le projet cherche à appuyer la mise en application d’un système scolaire décentralisé par le renforcement de capacité et l’implication des structures de gestion de proximité et des cadres locaux.
Les principaux résultats attendus de l’intervention sont : a) Les structures de gestion de proximité créées, renforcées et formées, élaborent, mettent en œuvre et suivent des plans d’action qui contribuent à la rétention et à l’équité de genre, b) Les structures déconcentrées de l’Etat et cadres locaux exercent leur leadership pour la bonne mise en œuvre de la politique éducative et sont plus redevables face à la communauté. Pour mettre en œuvre ce projet, une enveloppe d’un million six cent vingt-neuf quatre-vingt-onze euros (1,629,091.00 €) a été mobilisée avec une contribution de 50% de l’Agence Français de Développement (AFD) [43 pages]. Read More...
Les principaux résultats attendus de l’intervention sont : a) Les structures de gestion de proximité créées, renforcées et formées, élaborent, mettent en œuvre et suivent des plans d’action qui contribuent à la rétention et à l’équité de genre, b) Les structures déconcentrées de l’Etat et cadres locaux exercent leur leadership pour la bonne mise en œuvre de la politique éducative et sont plus redevables face à la communauté. Pour mettre en œuvre ce projet, une enveloppe d’un million six cent vingt-neuf quatre-vingt-onze euros (1,629,091.00 €) a été mobilisée avec une contribution de 50% de l’Agence Français de Développement (AFD) [43 pages]. Read More...
CARE Mali Harande FY20 Participants Based Survey PaBS Annual Report
Harande program, implemented the annual monitoring survey through the M&E Unit and Program team supported by the CARE USA Regional M&E Advisor. The methodology is based on the Participants Based Survey (PaBS survey) guidelines expressed in Feed the Future PABS guideline1. It has been conducted using the latest BHA participants-based survey methodology guidance. All fourteen (14) annual survey indicators have been computed using weighting procedures. Except for, gross margin, value of incremental and yield indicators that used more complex formulas, standard errors and confidence intervals have been established for the remaining indicators. FY20 Data collection has been made during the period of July 15 - 29, 2020 and methodology comply with the PaBS FtF guideline as recommended by BHA. The PaBS have been implemented in the following four (4) communes: Dourou, Dandoli, Douentza and Koubewel Koundia, and a total of 48 villages have been reached through these communes for data collection.
A total of 1,733 participants have been sampled for this PaBS. Within them 11% refused the survey and 72% were female. That bring the total participant who responded to the survey in all the frames without double counting to 1,529. Participants who overlap between frames during the survey were counted once. It appears that 28% of participants were youth. Out of a total of 1,529 interviewed respondents 1,265 come from households and 18% of them were household heads. The average size of households was 9 members (the number varies from a minimum of 2 to a maximum of 35 household members). [59 pages]. Read More...
A total of 1,733 participants have been sampled for this PaBS. Within them 11% refused the survey and 72% were female. That bring the total participant who responded to the survey in all the frames without double counting to 1,529. Participants who overlap between frames during the survey were counted once. It appears that 28% of participants were youth. Out of a total of 1,529 interviewed respondents 1,265 come from households and 18% of them were household heads. The average size of households was 9 members (the number varies from a minimum of 2 to a maximum of 35 household members). [59 pages]. Read More...
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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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...
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...
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...