Community health workers (CHWs), and the barriers they face in providing services, have been studied extensively. Less examined is how CHWs respond to these barriers. The USAID Applying Science to Strengthen and Improve Systems (ASSIST) Project conducted a qualitative study of the challenges and opportunities Accredited Social Health Activists (ASHAs) in India encounter and how they respond.
Time to Learn’s Case Study Series provides insight into best practices in the education of orphans and other vulnerable children in Zambia, including an emphasis on Zambia’s community schools. Designed for policymakers and program implementers, these case studies focus on key research priorities identified by stakeholders in Zambia’s educational sector, including government officials, academics, and civil society.
Community schools in Zambia are locally founded, financed and managed through a parent community school committee (PCSC). Despite the stigma and paucity of resources associated with community schools, evidence suggests that many produce better learning outcomes than government schools. Significant research shows parental engagement to be an important factor impacting school quality, although evidence is divided about the nature of the impact.
In our leadership development work with international clients over the past decade, we have increasingly found ourselves faced with two questions: Is one dominant leadership model enough in today’s multicultural work environment, especially for global organizations? And, what can we learn from other cultural traditions to diversify and enrich our approaches for developing the leaders of the future?
This forward-- by former EnCompass CEO Laverne Webb-- precedes a special edition of the academic journal AI Practitioner. The theme of the edition was applying Appreciative Inquiry into evaluation via case studies and assessments.