Education

school children gathered at school courtyard

EnCompass supports the MacArthur Foundation’s Big Bet On Nigeria program as its Evaluation and Learning partner. The On Nigeria program focuses on reducing corruption in the country by encouraging accountability, transparency, and good governance in many sectors of society, including electricity distribution, universal basic education, home grown school feeding, criminal justice, and media and journalism.

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:

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

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.

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

Children in Myanmar playing with a tablet.

Co-written with Jaime L. Jarvis

How do project implementers design an intervention in a dynamic environment, when they don’t know how beneficiaries will respond? And how do evaluators design a flexible process to get decision-makers the information they need, when the theory of change is participant-driven and activities involve substantial grassroots initiative? One recent EnCompass evaluation explores these questions—with exciting results.

Isolated for decades, Myanmar (Burma) is in the midst of a political and economic transition. As part of that transition, the Internet is opening the doors to uncensored information for the first time—with incredible speed.

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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.

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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.

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This toolkit was developed to support implementation of the U.S. Strategy to Prevent and Respond to Gender-based Violence Globally. It provides guidance and resources for USAID technical and program officers working on education to increase understanding of gender-based violence (GBV) in the education context and strengthen integration of a GBV response into projects and activities.

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.

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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.

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