Education

McGovern-Dole Food Fore Education Program HATUTAN – Midline Evaluation

The HATUTAN program (Hahán ne’ebé Atu fó Tulun ho Nutrisaun no Edukasaun or Food to Support Nutrition and Education) is a five-year initiative to build a partnership between schools and communities in order to improve literacy, learning, healthy, and nutrition for children and adults in Timor-Leste. The program works 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 HATUTAN program is funded by the U.S. government through the Foreign Agricultural Service of the United States Department of Agriculture under the McGovern-Dole International Food for Education and Child Nutrition Program. The program is implemented by a consortium led by CARE International with Mercy Corps and WaterAid. The lead Timorese government partner is the Ministry of Education, Youth, and Sports, in collaboration with the Ministry of Health, Ministry of State Administration, and Ministry of Agriculture and Fisheries.

To achieve these objectives, the program supports, among a variety of activities, the Government of Timor-Leste’s school feeding program (SFP) to fully operate in all basic education and preschools throughout the school year. Key project activities include strengthening and supplementing the government-sponsored SFP and building school capacity through trainings for teachers and administrators and provision of resource materials. Additionally, the HATUTAN program seeks to support farmers to boost the production of local produce to increase yields and help create sustainable sources of nutritious food for local schools. In addition to activities related to literacy and SFPs, HATUTAN seeks to conduct trainings related to nutrition, health, and other topics, and to promote gender equality and the reduction of gender-based violence.

This report presents the midline evaluation of the HATUTAN program, which began in early 2019. It is important to note that restrictions due to the COVID-19 pandemic have had a substantial impact on program activities and target outputs and outcomes. In March 2020, HATUTAN field activities were halted, field offices were temporarily closed, and staff began to work from home due to a State of Emergency issued by the Government of Timor-Leste. This State of Emergency remains in effect to date, with varying levels of restriction on school activities, movement, and group gatherings. As a result, the HATUTAN program is behind schedule in terms of some major deliverables due to COVID-19. Additionally Read More...

Social inclusion through team sports and education: sport for development

Dysfunctional family relationships make the social integration of children into a regular school career more difficult and put a strain on them, and accordingly also reduce the children's future prospects. One of the most important prevention and protection mechanisms for the successful development of children is therefore their inclusion in the public school system. Unfortunately, parents and schools do not offer the children the support they need to successfully complete primary and secondary school (primary school / primary school grades 1 to 9 and secondary school another 4 years). The premature drop-out rate from school for Roma children and other disadvantaged / vulnerable children in Bijeljina is high. Diverse efforts are necessary for disadvantaged / vulnerable children to remain successfully in the Bosnian school system. Children need separate learning support, an incentive to attend school regularly and to improve their social skills. Parents' awareness of education must also be heightened and communication between home and school intensified. At the same time, prejudices on the part of the school (and the majority society) against children in the relevant settlement must be broken down; but at the same time the fear of the Roma community about state institutions must be reduced. The "Sports for Social Change" project addresses all of these interfaces and has already achieved far-reaching successes through the innovative use of football as an inclusion method in combination with non-formal educational offers, which must now be consolidated and expanded. Read More...

ENDLINE EVALUATION COVER PAGE Adolescent Empowerment Project (AEP) IN KAJIADO & MUKURU

CARE implemented the Adolescent Empowerment Project (AEP) in Kenya, funded through the Patsy Collins Trust Fund Initiative from 2015 to 2020. The project aimed to empower adolescent girls and boys from chronically insecure households to fully exploit their potential, take advantage of opportunities, and fulfil their aspirations. Over a 5-year implementation period, the project targeted adolescents (aged 10-19) in urban Mukuru (within Nairobi county) and rural Kajiado county with a suite of activities and services delivered through partners Hope Worldwide Kenya (HWWK) and Neighbors Initiative Alliance (NIA). Inputs were designed to expand life choices and empower participants to become engaged citizens and include activities on leadership skills development, adolescent sexual and reproductive health (ARSH), economic empowerment, ICT skills, and quality education.
This report is 70 pages long. Read More...

Working with Youth at Risk in the Balkans Case Study

Capturing 5 different models of working on prevention of radicalization and extremism in 5 countries in the Balkans capturing core impact elements on youth, parents, teachers, and other relevant stakeholders/community members that is developed by CARE and partners. (Kosovo, Bosnia and Herzegovina, Serbia, Albania, Croatia) [52 pages]. Read More...

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...

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...

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...

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]

Read More...

Filter Evaluations

Clear all