Based on the requirements of Global Outcome 5, an evaluation of the UNICEF YEP programme has been commissioned by UNICEF to understand lessons that can be learnt from providing informal education in Somalia, both in the terms of delivering relevant skills that can improve the lives of beneficiaries, and the impact a tailored curriculum can have on peace building in Somalia when drivers of conflict are taken into account. The central question of this evaluation is therefore: ‘Has the implementation of YEP in Somalia had an impact on conflict drivers among marginalised youth by reducing reliance on negative coping and strategies and improving access to sustainable livelihoods?’
This study was commissioned by NRC Ethiopia to document lessons learned as well as to provide a strategic framework to inform NRC’s positioning on integrated programming. It examines the role of NRC in the provision of refugee livelihoods and education. The objectives were to: (a) identify key strengths, weaknesses and opportunities to bring together programming opportunities in relation to education, livelihoods, resilience and migration and (b) build a strategic framework, utilising Samuel Hall’s expertise in implementation research, for NRC to position itself in terms of scalable programs on refugee livelihoods, taking into consideration donor interests/strategies and potential programme synergies. A participatory research framework was designed, employing qualitative research methods in Addis, Shire and Dollo Ado. Focus group discussions (9 FGDs with 63 respondents), key informant interviews (30) and in-depth case studies (5) were gathered in a manner to reflect the voices of people engaged at different levels and in different phases of NRC’s implementation.
This scoping study has been commissioned by UNHCR to inform the future regional education strategy for Somali refugees to be developed in 2015. The assumptions behind this study are simple. First, the situation of Somali refugees and displaced in East Africa in 2015 present major political, social, and economic risks for refugees, host countries, and the Horn of Africa, while compromising Somalia’s capacity to progressively rebuild its future. Secondly, in 2015, there is not only a necessity but also an opportunity to work towards solutions addressing the immediate and longer term protection needs of Somali refugees; thirdly, these solutions require a regional and coordinated approach between Somalia, host communities and their natural partners – including UNHCR; last but not least, education of Somali refugees can trigger such a crucial change for the future of Somalia and the Horn of Africa.
The school-in-a-box programme is a broad educational initiative, created and implemented by the Womanity Foundation. Launched in 2007, the programme was developed while working at the Al Fatah School in Kabul and as of 2015 has been replicated in 11 other public schools. The programme aims to improve the quality of girls’ primary and secondary education in Afghanistan through teacher training, student counselling, improvements in infrastructure, and community outreach. This evaluation, the fourth of its kind, was commissioned to assess conditions at twelve schools where the programme is completed or ongoing, as well as three schools where it is soon expected to commence.
The World Bank’s 2012 World Development Report states that investing in women’s and girls’ empowerment and economic potential is “smart economics”. Researchers speak of the “Girl Effect” and find strong linkages between investing in girls and increases in national income all over the developing world. For Afghanistan in the early 2000s, fostering economic development is a high priority.
This paper is based on several research studies conducted for DFID, GIZ, the World Bank, UN agencies and INGOs. The talk at the London School of Economics, part of a discussion on gender in the Middle-East, addressed key findings on women’s access to justice in Afghanistan and their consequences for state-building.
Part of a peace and conflict assessment, a workshop between all relevant GIZ departments enabled Samuel Hall to present initial assessment findings and dig deeper into the issues faced by donors with regards to teaching and the mining sector in Afghanistan.
The findings of our evaluation for GIZ on their BEPA programme were shared with all national and international stakeholders at the Afghan Ministry of Education. Actors included government officials, donors, embassies and NGOs.
Our co-director Hervé Nicolle was invited to Doha, Qatar for the annual forum bringing together decision makers, influential experts and practitioners to explore ground breaking innovations and take concrete steps to make significant improvements to worldwide education. The annual World Innovation Summit for Education is the premier international platform dedicated to innovation and creative action in education where top decision-makers share insights with on-the-ground practitioners and collaborate to rethink education.
The present study’s first aim was to review the relevance and impact of the strategic choice made by GIZ BEPA’s to use community mobilization as a conduit for the promotion of girls’ secondary education. Its second aim was to evaluate the quality of implementation and sustainability of the programme; and finally, it will provide GIZ with practical recommendations for the improvement and potential extension of the programme.
The Youth Education Pack project targets male and female youth in Herat, Faryab and Nangarhar in Afghanistan. It provides life skills training, vocational training and literacy and numeracy training to vulnerable and illiterate youth under poverty level. The target group includes refugees, returnees and IDPs along with host communities. This report is an evaluation of the YEP project using the OECD-DAC criteria and substantive quantitative, qualitative and contextual information from the field.
An event featuring all revelant Afghan stakeholders such as the MoPH, WFP and others, enabled Samuel Hall to conduct a brainstorming session aimed at highlighting necessary strategies for the proper implementation of a media campain on fortified foods.
This baseline evaluation report for ACTED’s GEC implementation programme in Faryab comes at an important moment for the NGO, for Afghanistan and for the future of development assistance in areas marred by conflict. Not only is this survey unique in its structure and scope, but it is also the very first of three external baselines done in Afghanistan for DFID’s implementing partners. As such, it has the potential of serving as a benchmark for the other NGOs and for other large education projects that may or may not be undertaken in Afghanistan in the coming years.
As the Deputy Ministry of Youth Affairs, drafts the National Youth Policy of Afghanistan, this report commissioned by DMoYA, UNFPA, UNDP and UNICEF is a first of its kind to be a dedicated, up-to-date document on the youth. The purpose of this report is to understand the conditions, aspirations and current state of youth in Afghanistan.
A changing political, social and economic context requires the evaluation to start with a main research question: how can Seeds of Peace adapt its theory of change to the regional and local dynamics in South Asia (Afghanistan, Pakistan and India)?
THE CHALLENGE OF MAKING AFGHAN SCHOOLS SAFE FOR EDUCATION
In Afghanistan, children’s access to education has improved considerably during the last decade. Yet, security continues to deteriorate in many parts of the country, placing education gains for many children at risk. Schools, students, and educators in conflict settings are direct targets of threats and attacks. This document provides highlights from research conducted by Samuel Hall Consulting for Save the Children International (SCI) in 2013.
This study aims to understand the coping mechanisms that individuals, communities, civil society and authorities use to mitigate attacks and threats on schools in Afghanistan. A report commissioned by Save the Children.
This report examines the work of Womanity Foundation in 3 model Afghan schools in Kabul and Kapisa provinces. The ‘School in a Box’ initiative aims at creating model institutions for girl’s education that can function as learning hubs.
This event at the Kabul Star Hotel in Kabul, bringing together stakeholders from various sectors, was aimed at collecting additional feedback on the report’s findings regarding HLP rights for women, in order to stregthen the final product and produce recommendations. Several Samuel Hall staff presented key sections of the draft report commissioned by NRC.
The “School in a Box” supports quality education for girls up to the end of secondary school, and includes training for teachers in innovative teaching methods; the use of scientific labs; English language, computer and physical education methods. This report provides a baseline survey in the schools enrolled to the programme in 2011.