Evaluation

This special study for Save the Children’s Saving Newborn Lives (SNL) program provided an opportunity to return to two countries, Indonesia and Mali, four years after SNL ended its in-country activities. The study has three components: two case studies which investigate what has happened to the momentum for and institutionalization of newborn health in Indonesia and Mali, and a synthesis report that draws lessons from the two case studies.

The reports provide a background of each country’s status prior to the start of SNL and summarize progress made between 2000 and 2010, using SNL’s “pathway to effective coverage” as a framework. The reports compare the current status of newborn care in the two countries, factors affecting progress, and what role SNL played in...

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This special study for Save the Children’s Saving Newborn Lives (SNL) program provided an opportunity to return to two countries, Indonesia and Mali, four years after SNL ended its in-country activities. The study has three components: two case studies which investigate what has happened to the momentum for and institutionalization of newborn health in Indonesia and Mali, and a synthesis report that draws lessons from the two case studies.

The reports provide a background of each country’s status prior to the start of SNL and summarize progress made between 2000 and 2010, using SNL’s “pathway to effective coverage” as a framework. The reports compare the current status of newborn care in the two countries, factors affecting progress, and what role SNL played in...

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This special study for Save the Children’s Saving Newborn Lives (SNL) program provided an opportunity to return to two countries, Indonesia and Mali, four years after SNL ended its in-country activities. The study has three components: two case studies which investigate what has happened to the momentum for and institutionalization of newborn health in Indonesia and Mali, and a synthesis report that draws lessons from the two case studies.

The reports provide a background of each country’s status prior to the start of SNL and summarize progress made between 2000 and 2010, using SNL’s “pathway to effective coverage” as a framework. The reports compare the current status of newborn care in the two countries, factors affecting progress, and what role SNL played in...

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Cover page for Evaluating Our Way to Smarter Organizations

This paper advocates for the creation of an overall evaluation plan— or “evaluation system” — for all nonprofit organization programs. Such an evaluation plan would aim to build the capacity of nonprofit organizations implementing social programs by enabling them to learn from their experience, strengthen partnerships, and promote strategic thinking in their organizations. Through evaluation, organizations implementing social programs can become more effective in their own work, and also present clearer and more persuasive evidence of their effectiveness (“tell their story”) for solving social problems. By embedding evaluation in the work of nonprofit organizations, social programs will become more effective in serving the public, and bringing about social benefits, social empowerment...

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USAID Honduras GBV Study Report Cover showing a data collector interviewing a Honduran woman

The Gender-based Violence (GBV) Analysis for USAID/Honduras was conducted between August and December 2015 by a four-person technical team. Specific objectives of the GBV Analysis included:

  1. Complete time-sensitive primary research in the field, relying on research methodologies, such as survey research, focus groups, individual interviews, and other methods as appropriate, in order to identify and analyze the most common forms, incidence, and causes of GBV in target communities.
  2. Make recommendations for strategic investments by USAID/Honduras that would potentially decrease levels of GBV.
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Cover of "Community Schools in Zambia: Stakeholder Briefing" including title, introductory text, and graphics

This briefing provides a summary of the findings laid out in the comprehensive review of community schools in Zambia, which provides an in-depth review of community schools, as they exist today, through the lens of two key questions:

  1. What common factors characterize community schools as compared to the other three types of schools in Zambia?
  2. To what extent do these unique community school factors support or hinder learning?

To access the full study, see Ensuring Inclusive and Quality Education for All: A Comprehensive Review of Community Schools in Zambia.

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Cover page of the comprehensive review of Community schools in Zambia showing the title, table of contents, and first page of text

A Comprehensive Review of Community Schools in Zambia

While a number of studies have examined community schools in Zambia, there has not been a comprehensive overview since 2006. Many of these studies focus on a narrow topic within the field of community schools, or have small sample sizes that impede the ability to generalize broadly. Consequently, there is a need to synthesize findings across studies and data sources in order to present an accurate “big picture” and summarize the most important factors that will have bearing on current and future community school initiatives.

This study provides in-depth review of community schools, as they exist today, through the lens of two key questions:

 

  1. What common factors characterize community...
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USAID GEFE Implementation Report Cover

In March 2012, USAID issued an updated, expanded Gender Equality and Female Empowerment (GE/FE) Policy designed “to improve the lives of citizens around the world by advancing equality between females and males, and empowering women and girls to participate fully in and benefit from the development of their societies.” 

The GE/FE Policy includes a requirement for USAID to “assess the implementation” of the Policy in 2015. The USAID Bureau for Policy, Planning and Learning (PPL) contracted EnCompass LLC to carry out portions of this assessment (see Annex 1 for Statement of Work). This assessment report will be combined with two other PPL reports on gender integration in CDCSs and Project Appraisal Documents (PADs) to yield a final composite GE/FE Policy Assessment report...

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USAID GEFE Implementation Report: Annexes Cover

In March 2012, USAID issued an updated, expanded Gender Equality and Female Empowerment (GE/FE) Policy designed “to improve the lives of citizens around the world by advancing equality between females and males, and empowering women and girls to participate fully in and benefit from the development of their societies.” 

The GE/FE Policy includes a requirement for USAID to “assess the implementation” of the Policy in 2015. The USAID Bureau for Policy, Planning and Learning (PPL) contracted EnCompass LLC to carry out portions of this assessment (see Annex 1 for Statement of Work). This assessment report will be combined with two other...

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The 5-year Time to Learn (TTL) project aims to improve reading among 500,000 primary grade community school learners in six of Zambia’s 10 provinces. TTL seeks to inform and inspire policy dialogue at the central Ministry of General Education (MOGE) level, creating a favorable environment for effective implementation of the MOGE policy for integrating community schools into the formal education system and providing a range of MOGE actors with an opportunity to understand how to sustain and generalize TTL interventions for project scale-up.

TTL is conducting internal impact and performance evaluations over the life of the project to assess its interventions at different points and from different perspectives, and to provide a holistic understanding of project results over time...

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