Monitoring, Evaluation, and Research

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.

TTL Midline Evaluation Cover

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

This blog post was originally published by the USAID Assist Project.

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In 2001, UNAIDS was mandated by the United Nations General Assembly to support countries in monitoring progress in the Global AIDS Response and to report back on progress to the General Assembly. Progress has been measured against a set of 2010 and 2015 targets, based on a global monitoring framework which draws on a global indicator set.

Primary level students in a rural Zambian community school (c/o Zachariah Falconer-Stout)

The USAID Education Strategy approaches education as both foundational to human development and critically linked to economic growth and democratic governance. Education raises individual incomes and improves health outcomes. Access to education is a crucial precondition to educational impact, but what matters most thereafter is the quality of education. Recognizing these important links to other powerful drivers of development, EnCompass has recently developed a number of resources focused on practical solutions and innovative approaches in education that empower girls and boys to create a better future in all countries.

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The International Program for Development Evaluation Training (IPDET) at Carleton University contracted EnCompass to perform a strategic review. This evaluation served as a tool to help IPDET assess the relevance and sustainability of its current program, as well as to inform future strategy so that IPDET will be highly relevant to the needs of its intended audiences, effective in its delivery, and competitive in terms of its pricing. This evaluation used an iterative method of data collection through document review, semi-structured interviews, online surveys, and landscape analysis.

Group of Hondurans Consulting a Map

Under the USAID ADVANTAGE IDIQ, EnCompass and consortia partner Counterpart International worked with USAID/Honduras to produce an in-depth analysis of GBV issues to inform the Mission’s development objective of increasing citizen security for vulnerable populations in urban, high-crime areas.  EnCompass conducted primary research in the field, including survey research, focus groups, and individual interviews to identify and analyze the most common forms, incidences, and causes of GBV in target communities, wit

This guest post was written by Christy Allison and Maria Brindlmayer of JBS International, Inc. JBS is an EnCompass partner on the USAID Evaluation Services IDIQ contract.

We often hear the term “value engineering” in reference to health care or the construction industry. While the term has sometimes seemed synonymous with cost cutting, at its heart, value-engineering is meant to enhance the value of a product, system or service by taking a function-oriented, systematic, team approach that results in the biggest bang for money spent.

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