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.
This case study offers a comparison of two secondary schools—one in which most girls are returning to school after pregnancy and one where girls are returning at a lower, and more typical, rate—identifies several key factors that create an environment conducive to girls returning following maternity leave. These cases may offer lessons to help the Zambian government and its partners increase the reentry rate, thereby improving the prospects for all Zambian girls to fulfill their right to education.
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?
It is well known that gender disparities affect human development. These disparities are far-reaching and have a significant negative impact on health outcomes. This paper examines and demonstrates the use of proverbs as a learning tool to help health policy makers and service providers understand how deep-rooted sociocultural perspectives influence and shape public perceptions of gender roles.
In the fall of 2000, the World Bank Institute (WBI) presented a challenging evaluation task to EnCompass–to develop an evaluation methodology for its two primary training programs. WBI training programs were under increasing pressure to demonstrate results from both the internal evaluation unit and external donors. The desired outcomes of the training programs, however, had not been clearly defined and some of the workshop managers were hesitant to commit to the evaluation process.
As evaluators have increasingly experimented with integrating Appreciative Inquiry in evaluation, none has applied an appreciative evaluation methodology to study the impact of a full Appreciative Inquiry process in the context of an organization and community. This article presents what we believe to be the first contribution to the literature in both the AI and evaluation fields of just such an evaluation. It examines how elements of AI were successfully incorporated into an evaluation that assessed the results of an AI change process.
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.