Case Study

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Gender inequality is cited as a major contributor to Swaziland's high HIV prevalence rate. There is no routine screening for gender-based violence by health providers in Swaziland to provide statistical data relating to the incidence or prevalence of GBV. However, a national population-based household study on violence against children (mostly girls) and young women revealed an epidemic of sexual assault against girls.

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Gender inequality is a major contributor to men who have sex with men's (MSM) vulnerability to HIV. Understanding the gender dynamics of MSM, as well as their specific sexual identity issues and concerns, is important for delivering effective HIV services. This case study describes how an NGO in Russia created an MSM-supportive environment and provided free access to HIV services through its "Follow the Voice of Life" program.

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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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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.

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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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.

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In the fall of 2000, the World Bank Institute (WBI) presented a challenging evaluation task to EnCompass–to develop an evaluation methodology for its two primary training programs. WBI training programs were under increasing pressure to demonstrate results from both the internal evaluation unit and external donors. The desired outcomes of the training programs, however, had not been clearly defined and some of the workshop managers were hesitant to commit to the evaluation process.

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As evaluators have increasingly experimented with integrating Appreciative Inquiry in evaluation, none has applied an appreciative evaluation methodology to study the impact of a full Appreciative Inquiry process in the context of an organization and community. This article presents what we believe to be the first contribution to the literature in both the AI and evaluation fields of just such an evaluation. It examines how elements of AI were successfully incorporated into an evaluation that assessed the results of an AI change process.

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