Education

EnCompass helps clients embrace inclusion and accessibility to support girls’ access to education, improve reading outcomes in community schools, increase services for orphans and vulnerable children, build life skills for school-going youth, and address sexual and reproductive health of adolescents. Our participatory, appreciative processes support design, evaluation, and quality improvement processes that boost the effectiveness of education-focused programs. Our rigorous use of data helps clients draw cross-cutting learning from education interventions and engage in continuous quality improvement of their programs.

ASPIRE in Malawi: Stakeholder Briefing

This briefing was prepared by the EnCompass team for stakeholders of the Malawi Girls’ Empowerment through Education and Health Activity (ASPIRE) to review findings of the performance evaluation.

ASPIRE Performance Evaluation, Annex 8: Evaluation Tools

The Malawi Girls’ Empowerment through Education and Health Activity (ASPIRE) is a 4-year, $16.2 million, USAID activity implemented by Save the Children and three partners designed to support the Government of Malawi to improve girls’ achievement in upper primary and...

Evaluation of USAID ASPIRE Activity in Malawi

EnCompass conducted an external performance evaluation of The Malawi Girls’ Empowerment through Education and Health Activity (ASPIRE), a 4-year USAID activity implemented by Save the Children. ASPIRE, which began in 2014, aims to improve girls’ academic...

Time to Learn Endline Evaluation Report

EnCompass worked to strengthen the evidence base for community school-based education in Zambia in order to ultimately improve early grade literacy. EnCompass built evaluation and research capacity of Zambian institutions, including the Ministry of Education, Science,...

Community Schools in Zambia: Stakeholder Briefing

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: What common factors characterize...

Ensuring Inclusive and Quality Education for All

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...

Time to Learn Project Year 4 Performance Evaluation Report

The Year 4 Performance Evaluation was conducted as part of USAID's Time to Learn (TTL) project. The purpose of this internal performance evaluation was to better understand community school teacher practice, especially in literacy instruction. This evaluation seeks to...