Youth

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.  

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.

South African President Jacob Zuma

Mothers in ancient Sparta washed the newborn with wine to ensure it was strong.  Later the baby was brought by its father to the elders, who inspected the newborn carefully. If they found that the child was deformed or weakly they threw it into Kaiada, the so called Apothetae, a chasm at a cliff, of the mount Taygetos. (See http://www.sikyon.com/sparta/agogi_eg.html)

First Page of Case Study

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.

First Page of Case Study

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.

Children on doorstep

Núcleo Ciência pela Infância is a collaborative initiative of six partners working to build the evidence base, disseminate findings, and prepare leaders to inform policy on early childhood development in Brazil. EnCompass completed an evaluation that explored the strengths, achievements, and challenges of the collaboration to inform its future directions.

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Over the last 15 years, newborn health has garnered increased attention, and individuals, organizations, and communities of organizations have emerged to work on newborn health and survival at both global and country levels. Save the Children’s Saving Newborn Lives (SNL) program commissioned EnCompass LLC to conduct a series of five organizational network analyses (ONA) to gain insight into the current functioning of newborn communities in Bangladesh, Malawi, Nepal, Uganda, and at the global level.

Youth Community Service Field Training

EnCompass delivered two core training programs to NCCC Team Leaders and Corps Members, ages 18-24, to develop their management competencies and deepen their understanding of cultural diversity issues. The Diversity in Service Training program addressed: increasing awareness of self, culture and identity; applying conflict resolution strategies and tools; understanding communications challenges in diverse cultures; and exploring multiculturalism.

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