Afghanistan

Comparative Gender Analysis: Women’s Economic and Political Empowerment

Since 2016, with funding from the Dutch Ministry of Foreign Affairs, CARE International has been partnering with the Hague Academy for Local Governance to carry-out Every Voice Counts (EVC), a 5-year programme in Afghanistan, Burundi, Pakistan, Rwanda, Somalia and Sudan. The programme’s objectives are:
- Increased and meaningful participation of women and girls in decision making processes in Kabul, Khost, Parwan and Balkh provinces;
- Inclusive spaces for dialogue and negotiation and create/expand it to local and national level;
- Increased attention of women and girls’ rights and political participation in the national
debate among Afghan public and authorities;
- Improved availability, accessibility and quality of girls’ education and health services.

The goal of the gender analysis consultancy was to provide baseline data on gender dynamics, and technical advice and recommendations on women’s economic and political empowerment for the CARE & HiH Afghanistan partnership programmes in the target regions. Read More...

Afghanistan Quality Learning (AQL) Baseline

The Afghanistan Quality Learning Consortium (AQLC) led by the Aga Khan Foundation Afghanistan, with Save the Children and CARE Afghanistan as Consortium Members, is implementing a four-year project, titled the Afghanistan Quality Learning (AQL). The project aims to ensure that all girls and boys in the project target geographies benefit from quality learning in a conducive environment. The project target geographies are 1,100 schools in 39 districts of 8 provinces in Afghanistan: Badakhshan, Takhar, Bamyan, Jawzjan, Kandahar, Kapisa, Balkh, and Parwan. Phase I of Afghanistan Quality Learning is a four-year (2019-2022) project funded by the Swiss Agency for Development and Cooperation and implemented by the Afghanistan Quality Learning Consortium. The programme description is found in Annex 1.
The project focus will be improving the quality and relevance of education in rural areas in Afghanistan by supporting interventions at school, district, provincial and national levels to strengthen academic supervision, promote the professional development of teachers and improve learning environments. The project adopts a holistic and comprehensive approach to improving the quality of education: on the one hand, it develops the capacities of the Government of Afghanistan’s Ministry of Education institutions at national and sub-national levels to assist teachers and principals to provide better, relevant, and meaningful quality education; on the other hand, the project also mobilizes communities to improve school environments, enhance transparency and address access, protection/safety, inclusion, and equity concerns. In doing so, it supports the implementation of the Ministry of Education’s National Education Strategic Plan III by contributing to its intermediate outcomes of strengthened supervision and community engagement.
The overall goal (impact) of the project is that all girls and boys in the project target geographies benefit from quality learning in a conducive environment. Read More...

Comparative Gender Analysis: Women’s Economic and Political Empowerment

The EVC programme, implemented by CARE Afghanistan in the provinces Kabul, Parwan, Balkh and Khost, focuses on empowering women and girls through capacity building and advocacy to promote meaningful participation in decisionmaking and problem-solving processes at household, village, district, provincial and national levels. The total number of beneficiaries covered under the EVC program are 1,753, of which 1,312 are women and 441 are men.

The goal of the gender analysis consultancy was to provide baseline data on gender dynamics, and technical advice and recommendations on women’s economic and political empowerment for the CARE & HiH Afghanistan partnership programmes in the target regions. Read More...

Every Voice Counts (EVC) Program Third National Advocacy Conference Position Paper

Since 2016 the EVC Program is implemented by CARE and its partners, namely Afghan Women Resource Center-AWRC, Women and Children Legal Research Foundation-WCLRF and Human Rights, Research and Advocacy Consortium-HRRAC. We work in eighty targeted communities in four provinces namely Balkh, Khost, Parwan and Kabul. EVC is a program that invests in social cohesion and community development, while contributing to women and girls’ empowerment, an enabling environment, civil society strengthening and government responsiveness through different interventions such as capacity development, rights awareness raising, lobby and advocacy, social accountability, research and knowledge management. As a result, there are increases in girls’ access to education (re-enrolment of girls at school), women access to local health services, women participation in local decision making processes (e.g. in community development councils), women recruitment in local official structures and community groups, and in renovation, approval and start of construction for new schools and class rooms, clinics and hospital in some of the target areas. We see positive changes in teaching relations and methods for students, improved interaction between patients and health clinic staff, as well as an increase in teacher and clinics’ staff attendance, and in monitoring by senior officials from health and education local services. And finally worth mentioning that here is a decline in harmful practices, thanks to community male members support in the target communities. Read More...

Empowerment through Education in Afghanistan (Phase 3)

CARE International in Afghanistan (CARE Afghanistan) has been implementing the Empowerment through Education (EEA) Project in Afghanistan since May 2011 and the project is now in its third phase. EEA works with communities in five Provinces (Ghazni, Kapisa, Khost, Paktia and Parwan) to set up a community-based education (CBE) program in rural and remote communities, where regular public schools are located far from villages and conservative social norms and safety concerns severely restrict girls’ mobility and access to schooling. Community-based education is a network of classes, often held in homes, that allow children, particularly girls, to access education in communities far from a government school.

KEY FINDINGS

EOPO 1: Increase children’s, particularly girls, access to basic education in grades one to nine through community-based education.
Achievements
- Girls’ enrolment is increasing for both primary and secondary levels.
- A growing cadre of competent and effective female teachers is increasing girls’ enrolment.
- Girls are increasingly furthering their education and skill-base following graduation.
- Parents are encouraged to prioritise girls’ school attendance through active Village Education Committees.
- Girls view community-based education schools as accessible, respectful and safe learning environments
Challenges:
-Low but continued dropout rates for economic reasons

• EOPO 2: Improve the quality of education through training and coaching of teachers, aligned with Ministry of Education (MoE) policies.
(See report for findings)

• EOPO 3: Increase girls’ skills, confidence and abilities to participate in school decision-making structures and technical skills for employment.
(See report for findings)

• EOPO 4: Increase community support for girls’ education and women’s decision-making in management of community-based education.
(See report for findings)

• EOPO 5: Strengthen stakeholder networks to advance the rights of girls’ and boys’ education through policy and practice.
(See report for findings) Read More...

Emergency Response for Drought Affected Households in Northern Afghanistan Project: Baseline Survey Report

CARE’s Emergency Response for Drought Affected Households in Northern Afghanistan (OFDA) Project has planned to assist 4,100 households in two Provinces (Balkh and Samangan) in Northern Afghanistan. This baseline study was conducted to establish baseline values for indicators of intended outcomes and collect information about the target group prior to intervention. Read More...

End-Line Assessments Report: Emergency Response for Drought Affected Households in Northern Afghanistan Project

CARE implemented Emergency Response for Drought Affected Households in Northern Afghanistan project since between August 2018 and August 2019. Initially the project was designed for a 12 months’ period, but the project received approval from donor for a no cost extension following CARE request for a month NCE in order to offset the setback experienced in identifying/selecting local partner’s for the project. The project, was therefore completed in 13-month timeframe.

The project was aimed at improving health, economic condition, hygiene behaviors and practices, and protection for the most vulnerable people affected by drought in Northern Afghanistan. Through this project CARE responded to humanitarian needs of 4,100 HH (24,600 individual) vulnerable IDPs and host communities affected by seasonal drought, including the most affected children in two selected provinces of Balkh and Samangan provinces. In addition, most vulnerable women headed household/their adult children received support through multi-purpose cash as well health, and hygiene awareness interventions.

This report summarize key findings and results of end line assessment conducted in the intervention areas targeted under the project in order to evaluate the project’s effectiveness and outcome achieved in comparison to the baseline situation. Read More...

Community Based Education Enrichment Program (CBEEP) In Afghanistan: Final Evaluation

CARE has been a major player in the education sector in Afghanistan since 1994 implementing CBE programs. The overall aim of CARE Afghanistan’s education projects is to provide greater access to quality basic education for school age children, with a specific focus on girls, in remote areas of Afghanistan where Ministry of Education (MoE) schools are not accessible. To cater to cultural norms, the programs have provided culturally acceptable, quality community based educational opportunities to particularly attract girls and assure their families of a safe, acceptable learning environment. The program puts major emphasis on helping communities gain the skills and knowledge they need to take their children’s education into their own hands. Women are encouraged to play a key role. Bringing positive attitudinal and behavioral changes in communities towards girls’ education and retention of female teachers substantially increases the sustainability of the schools and girls’ access for their future positive engagement in society. CARE’s projects are currently providing educational opportunities to more than 18,000 children across six provinces. CARE’s CBE work has contributed significantly to the shaping of CBE policy in Afghanistan, as CARE continues to work in close coordination with the Ministry of Education (MoE) and collaboratively with NGOs through different CBE consortia working across the country. The Community Based Education Enrichment Program (CBEEP) was part of a larger endeavor of the Assessment of Learning Outcomes and Social Effect in Community Based Education (ALSE) research project. A similar parallel community-based education (CBE) program was being implemented by Catholic Relief Services (CRS) in the provinces of Herat, Ghor, Daykundi and Bamyan. The project goal was to enhance increased equitable access to safe, quality basic education and learning opportunities for Afghan children, especially girls. The evaluation provides an opportunity to gain a wider understanding of the overall achievements of the project and how the key evaluation questions of relevance, effectiveness, efficiency, sustainability and impact have been answered. Read More...

Community Based Education Project

This evaluation assessed the project "Community-Based Education" (July 2011 – June 2014). The project aimed at facilitating government delivery of quality basic education (grades 1-9) in 120 community-based classes (96 primary and 24 lower secondary) to 3,154 children, living in areas where public education services are not available in Ghazni, Kapisa and Khost provinces.
The evaluation took place from September to November 2014, with fieldwork in October 2014. It involved a total of 464 participants (42% female) through an on-line self-assessment questionnaire, beneficiary survey and in-depth interviews in Kabul and around a random sample of 44 CBE classes in the three provinces. All data and steps used for the sample selection, data cleaning and analysis
can be fully reproduced with the codebooks presented in the annexes to this report.
The results indicate that the project is highly relevant considering the needs and priorities of its target groups, as well as CARE's Policy Strategy Framework and the policy scenario. Read More...

RESPONSIVE AND ACCOUNTABLE PROCESSES FOR INCLUSIVE DEVELOPMENT (RAPID)

This report constitutes the final evaluation of the Responsive and Accountable Processes for Inclusive Development project (RAPID), implemented in Balkh (Charkent and Khulm districts) and Parwan (Bagram and Jabulseraj districts) provinces of Afghanistan by CARE and the Afghan Women’s Resource Centre (AWRC). The project aimed at strengthening community-based groups in contributing and influencing local decision-making processes and monitoring service delivery and to enhance responsiveness and accountability of power-holders and local authorities in order for them to serve the needs of communities, particularly women and girls. Read More...

Filter Evaluations

Clear all