ILAB facilitates opportunities for learning and reflection by publishing learnings documented in project evaluation reports. Lessons learned and promising practices found in these reports are presented here in a searchable database so that these valuable learnings may be considered in the development of new programming. To view the evaluation reports and other research from which these learnings are collected, please see our performance, monitoring and accountability page.
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Evaluation Learnings Search Results
Showing 1031 - 1040 of 1122Project Title | Evaluation Type | Learning Type |
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Prepárate para la Vida (Get Ready for Life) Learning Description The local success of the teams contrasts with the lack of coordination in putting together a national-level awareness campaign and policy network. While the most important work of the project occurs in the engagement with beneficiaries, the lack of coordination among the leadership of the various organizations resulted in some missed opportunities to be more effective. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description Allowing non-project teachers in participating schools to take part in teacher training sessions is a good practice. This expands the reach of new methodologies, and works toward raising awareness of child labor issues. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description The main lesson that emerges with regard to efficiency relates to the already stated problem of coordination; the project often seemed like several projects rather than one coordinated effort. Better communication, coordination, and planning would have helped generate a common monitoring process from the outset that could have resulted in gains in efficiency and sustainability. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description A second lesson relates to the larger tension that emerges when there is more focus on effective monitoring than the educational strategies and work with beneficiaries, which the teams see as their primary goal. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description Education and educators should expand the horizons and hopes of children. As development practitioners think more in terms of fostering capacities, the capacity to aspire for a better life should continue to be nurtured. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description This project has contributed greatly to the development of a significant number of teachers and promotores. Strategies for recognizing such talent and making it available for future state or international efforts to improve the educational system are vastly needed. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description Additionally, hiring local and young personnel, like those recruited by the Iquitos team, should be considered a good practice in taking advantage of local knowledge and finding staff that identify with young people Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description Another good practice is working closely with community leaders and local authorities in a collaborative and horizontal spirit. The project’s ability to work with local leaders in identifying and securing sites and spaces for project services is invaluable. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description The great success of reaching 10,500 children and adolescents cannot be underestimated. The creation of new curricula and the dedication of the various members of CEDRO, CHSA, and Fe y A teams will continue to improve the lives of many young people. However, the concern about what will happen to these children and others in Peru casts a shadow over even the most laudable achievements of the project. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description Much more energy and planning should have been given to thinking about an exit plan for the project. Additionally, greater planning should have been devoted to strategies for transferring some of the pedagogical and other human resources that have been generated by this project. Click here to access the report |
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Project Title | Evaluation Type | Learning Type |
---|---|---|
Prepárate para la Vida (Get Ready for Life) Learning Description The local success of the teams contrasts with the lack of coordination in putting together a national-level awareness campaign and policy network. While the most important work of the project occurs in the engagement with beneficiaries, the lack of coordination among the leadership of the various organizations resulted in some missed opportunities to be more effective. Click here to access the report |
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|
Prepárate para la Vida (Get Ready for Life) Learning Description Allowing non-project teachers in participating schools to take part in teacher training sessions is a good practice. This expands the reach of new methodologies, and works toward raising awareness of child labor issues. Click here to access the report |
|
|
Prepárate para la Vida (Get Ready for Life) Learning Description The main lesson that emerges with regard to efficiency relates to the already stated problem of coordination; the project often seemed like several projects rather than one coordinated effort. Better communication, coordination, and planning would have helped generate a common monitoring process from the outset that could have resulted in gains in efficiency and sustainability. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description A second lesson relates to the larger tension that emerges when there is more focus on effective monitoring than the educational strategies and work with beneficiaries, which the teams see as their primary goal. Click here to access the report |
|
|
Prepárate para la Vida (Get Ready for Life) Learning Description Education and educators should expand the horizons and hopes of children. As development practitioners think more in terms of fostering capacities, the capacity to aspire for a better life should continue to be nurtured. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description This project has contributed greatly to the development of a significant number of teachers and promotores. Strategies for recognizing such talent and making it available for future state or international efforts to improve the educational system are vastly needed. Click here to access the report |
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|
Prepárate para la Vida (Get Ready for Life) Learning Description Additionally, hiring local and young personnel, like those recruited by the Iquitos team, should be considered a good practice in taking advantage of local knowledge and finding staff that identify with young people Click here to access the report |
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|
Prepárate para la Vida (Get Ready for Life) Learning Description Another good practice is working closely with community leaders and local authorities in a collaborative and horizontal spirit. The project’s ability to work with local leaders in identifying and securing sites and spaces for project services is invaluable. Click here to access the report |
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|
Prepárate para la Vida (Get Ready for Life) Learning Description The great success of reaching 10,500 children and adolescents cannot be underestimated. The creation of new curricula and the dedication of the various members of CEDRO, CHSA, and Fe y A teams will continue to improve the lives of many young people. However, the concern about what will happen to these children and others in Peru casts a shadow over even the most laudable achievements of the project. Click here to access the report |
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Prepárate para la Vida (Get Ready for Life) Learning Description Much more energy and planning should have been given to thinking about an exit plan for the project. Additionally, greater planning should have been devoted to strategies for transferring some of the pedagogical and other human resources that have been generated by this project. Click here to access the report |
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