EnCompass Resources

EnCompass completed a scoping mission in August 2016 for the 4Children project in Kenya. The scoping mission sought to gather information to determine if Kenya would be an appropriate location for 4Children’s pilot of the AIDSFree Strengthening Linkages between Clinical and Social Services for Children and Adolescents who Have Experienced Sexual Violence: A Companion Guide, which was developed by EnCompass.

Part of USAID/Zambia’s education portfolio, the Time to Learn (TTL) project is a 5-year (2012-2017), USAID-funded project that collaborates with the Ministry of Education, Science, Vocational Training, and Early Education (MESVTEE). The project seeks to improve reading among 500,000 primary grade learners by 2017 in all community schools in six of Zambia’s 10 provinces and increase equitable education services for orphans and vulnerable children in secondary schools in these provinces.

This internal midline impact evaluation was conducted as part of USAID's Time to Learn (TTL) project.  

The Year 4 Performance Evaluation was conducted as part of USAID's Time to Learn (TTL) project. 

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.

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.

Reframing Evaluation Through Appreciative Inquiry is the first book to introduce the application of Appreciative Inquiry (AI), an approach for organizational development and change, to the practice of evaluation. Authors Hallie Preskill and Tessie Tzavaras Catsambas lay out the theoretical foundation of AI and build a bridge between the theory and practice of applying AI to evaluation.

This case study examines FHI's work around the mental health needs of people living with HIV. Their work has led to increased coping mechanisms and capabilities, focusing on holistic, positive living.

This resource was developed as part of our AIDSTAR-One Project work. 

This report analyzes AIDSTAR-One's implementation of an integrated mental health and HIV pilot activity in Zimbabwe. While the mixed-methods assessment addressed areas of the program to strengthen, it determined that integrating mental health care services and substance use screening tools into routine HIV care was feasible. 

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. 

You can purchase a full copy of this edition at this link to the AI Practitioner website.

EnCompass led an evaluation of the Quality Assurance Project's (QAP) healthcare improvement collaborative approach. The team used a formative, participatory methodology, and conducted field visits to six countries where QAP supported one or more collaboratives. The findings of the evaluation are detailed in this report.

Uncover the answers to frequently asked questions about applying Appreciative Inquiry to an evaluation practice. Find answers to questions such as: “What are the benefits of using Appreciative Inquiry in evaluation?” “Does Appreciative Inquiry create positive bias in the evaluation methodology?” “Does Appreciative Inquiry veil problems and push people to see only what is good?”

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.

This toolkit was developed to support implementation of the U.S. Strategy to Prevent and Respond to Gender-based Violence Globally.

In this report, AIDSFree reviewed the PEPFAR Gender-Based Violence Initiative (GBVI) in the Democratic Republic of Congo (DRC) in 2015 to assess lessons of the initiative's implementation. The PEPFAR GBVI is aimed at improving HIV prevention, care, and treatment at all levels of society in the DRC. The AIDSFree team reviewed 21 documents and spoke with 26 stakeholders to complete the assessment. Findings from this report will be used to inform programming and future initiatives.

In this report, AIDSFree reviewed the PEPFAR Gender-Based Violence Initiative (GBVI) in Tanzania in 2015 to assess lessons of the initiative's implementation. The PEPFAR GBVI is aimed at improving HIV prevention, care, and treatment at all levels of society in Tanzania. The AIDSFree team reviewed 65 documents and spoke with more than 50 stakeholders to complete the assessment. Findings from this report will be used to inform programming and future initiatives.

In this report, AIDSFree reviewed the PEPFAR Gender-Based Violence Initiative (GBVI) in Mozambique in 2015 to assess lessons of the initiative's implementation. The PEPFAR GBVI is aimed at improving HIV prevention, care, and treatment at all levels of society in Mozambique. The AIDSFree team reviewed 390 documents and spoke with 40 stakeholders to complete the assessment. Findings from this report will be used to inform programming and future initiatives.

This brief illustrates EnCompass' evaluation of the Beyond Access initiative-- funded by the Global Libraries Program-- to modernize libraries across Bangladesh. This effort, implemented by Save the Children in Bangladesh and IREX, has turned over 20 libraries across the country into community hubs, providing a safe space for children to learn outside of school.

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: