EnCompass Resources

Publication | February 2016
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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.

Publication | January 2016
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This internal midline impact evaluation was conducted as part of USAID's Time to Learn (TTL) project.  

Publication | June 2016
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The Year 4 Performance Evaluation was conducted as part of USAID's Time to Learn (TTL) project. 

Publication | February 2015
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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.

Publication | February 2015
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.

Publication | February 2016
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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 under the ADVANTAGE IDIQ.

Publication | September 2016
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:

Publication | August 2016
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.

Articles | February 2016

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.

Articles | February 2016
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This case study offers a comparison of two secondary schools—one in which most girls are returning to school after pregnancy and one where girls are returning at a lower, and more typical, rate—identifies several key factors that create an environment conducive to girls returning following maternity leave. These cases may offer lessons to help the Zambian government and its partners increase the reentry rate, thereby improving the prospects for all Zambian girls to fulfill their right to education.

Publication | February 2016
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This case study examines two exemplary Zambian community schools where girls consistently achieve results above the national average in grade 7 national exams in order to build an evidence base for what works in improving girls’ performance in those exams. Several common factors emerged that contribute to an environment that has supported girls to perform above the national average in grade 7 national exams: free remedial lessons in grade 7, a sense of pride in the school by the extended school community, public recognition of good learner performance, support and mentoring of teachers

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In 2016 and 2017, EnCompass supported the USAID Performance Management and Support Program for Lebanon (PMSPL II) in conducting three education sector gender analyses across basic public education, higher education, and vocational training.

External Reports | October 2017
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ASPIRE is a 4-year, $16.2 million, USAID activity implemented by Save the Children and three partners, including EnCompass. ASPIRE has three outputs:

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 secondary school, and ultimately, girls’ empowerment. ASPIRE has three outputs:

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 secondary school, and ultimately, girls’ empowerment. ASPIRE has three outputs:

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