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 951 - 960 of 1122Project Title | Evaluation Type | Learning Type |
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Combating Exploitive Child Labor Through Education in the Dominican Republic (Education/Youth Employment/Public Private Partnerships) Learning Description La creación del Consorcio EpC, diseñado para convertirse en un grupo consultivo y de presión a largo plazo, constituye también una buena práctica. El desarrollo de un espacio de ese tipo es positivo por su valor intrínseco (sirve como espacio de apoyo mutuo y enriquecimiento) y por su valor instrumental como potencial generador de ganancias futuras en términos de apoyo por parte del estado y de la sociedad civil. Por otra parte, todavía hay que seguir trabajando para asegurarse de que el Consorcio EpC continúa funcionando. Algunos miembros del consorcio se manifiestan como abiertamente escépticos: “A decir verdad”, comentó el director de una ONGs, “el Consorcio no existe realmente”. Aunque las reuniones entre los miembros del Consorcio han generado algunas relaciones duraderas, se realizan demasiado pocas reuniones entre los directores de las organizaciones miembros del Consorcio como para consolidar un sentimiento de unidad colectiva. Ahora que el final del proyecto se aproxima, no existen planes sobre futuras reuniones de los miembros del Consorcio. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Duration of the Project. The 3-year duration of child labor elimination projects, especially those aimed at combating child labor in the most disadvantaged, remote, and isolated areas, is usually too short. Such projects should plan for an extra year to assist the local groups in building leadership for identifying sustainable solutions to continue the work they introduced. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Team Work. Strong collaboration in the field between local partner associations, caseworkers, elected local officials, parents, and other relevant groups is the key to successful implementation, especially in remote rural areas. The locally elected caseworkers, who are trusted and respected by the populations, are an important element of the team and serve as leaders. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description School Transportation. Donors perceive investment in school buses as unsustainable because of potential breakdowns or a lack of funds to purchase gas. However, Dima-Adros has been able to demonstrate that modest cost-sharing to purchase a school bus can be justified if the management of the bus is in capable and responsible hands. As the experience of the co-financed school buses is still recent, it is presented as a lesson learned and not quite yet as a best practice. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Monitoring and Evaluation. Future similar projects should include a budget for M&E, including funds for transportation and training for M&E. Future projects should also consider tracking project progress and performance using a TPR format that will allow tracking performance from one TPR to the next, as well as for more accuracy overall. The current TPR format does not include a section for “actions/interventions planned for the next 6 months,” which could be considered a means to improve reporting. Budgets should include line items specifically for transportation and M&E training. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Awareness Raising. Well-targeted, small-scale, and appropriately and repeatedly delivered awareness raising mobilizes people, solidifies messages, and changes attitudes in the long run. Project Dima-Adros’s direct beneficiaries—and their parents, siblings, neighbors, teachers, school principals, bus drivers, and local elected and appointed officials—all understand the dangers of child labor and the need for children to be educated. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Coordination with the GOM. Regarding sustainability and scaling-up potential, the project would have benefitted from a formal partnership or other similar arrangement with one or more relevant GOM entities, probably the Ministry of National Education or the Direction du Travail (Directorate of Labor). Project Adros, predecessor to Project Dima-Adros, was reportedly part of a tripartite partnership with these two departments, which seems to be perceived by the director of the child labor unit as a strong basis for collaboration toward achieving joint objectives, including national-level objectives. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Baseline Study. The holistic concept of the baseline study—as designed and conducted at the outset of Project Dima-Adros—produced an excellent tool that served multiple purposes, including data collection. Once analyzed, these data were used for “show and tell,” mobilization, awareness raising, and planning and reporting. The process appears to be replicable and adaptable to other similar projects. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description The project’s afterhours tutoring program approach, delivered by associations, PTAs in particular, has proven its effectiveness through the beneficiaries’ improved scholastic performance, preventing them from early school dropout, and their potential engagement in exploitive labor. The program should be adaptable nationwide, conditional on the project’s submission of the results of the tutoring evaluation study Click here to access the report |
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Reducing the Exploitation of Working Children Through Education Learning Description The Government of the DRC has been the weakest link in the chain of REETE actors. Measuring the capacity of the government to work toward effective changes in the education system and child labor issues was a key flawed assumption of the project. Click here to access the report |
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Project Title | Evaluation Type | Learning Type |
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Combating Exploitive Child Labor Through Education in the Dominican Republic (Education/Youth Employment/Public Private Partnerships) Learning Description La creación del Consorcio EpC, diseñado para convertirse en un grupo consultivo y de presión a largo plazo, constituye también una buena práctica. El desarrollo de un espacio de ese tipo es positivo por su valor intrínseco (sirve como espacio de apoyo mutuo y enriquecimiento) y por su valor instrumental como potencial generador de ganancias futuras en términos de apoyo por parte del estado y de la sociedad civil. Por otra parte, todavía hay que seguir trabajando para asegurarse de que el Consorcio EpC continúa funcionando. Algunos miembros del consorcio se manifiestan como abiertamente escépticos: “A decir verdad”, comentó el director de una ONGs, “el Consorcio no existe realmente”. Aunque las reuniones entre los miembros del Consorcio han generado algunas relaciones duraderas, se realizan demasiado pocas reuniones entre los directores de las organizaciones miembros del Consorcio como para consolidar un sentimiento de unidad colectiva. Ahora que el final del proyecto se aproxima, no existen planes sobre futuras reuniones de los miembros del Consorcio. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Duration of the Project. The 3-year duration of child labor elimination projects, especially those aimed at combating child labor in the most disadvantaged, remote, and isolated areas, is usually too short. Such projects should plan for an extra year to assist the local groups in building leadership for identifying sustainable solutions to continue the work they introduced. Click here to access the report |
|
|
Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Team Work. Strong collaboration in the field between local partner associations, caseworkers, elected local officials, parents, and other relevant groups is the key to successful implementation, especially in remote rural areas. The locally elected caseworkers, who are trusted and respected by the populations, are an important element of the team and serve as leaders. Click here to access the report |
|
|
Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description School Transportation. Donors perceive investment in school buses as unsustainable because of potential breakdowns or a lack of funds to purchase gas. However, Dima-Adros has been able to demonstrate that modest cost-sharing to purchase a school bus can be justified if the management of the bus is in capable and responsible hands. As the experience of the co-financed school buses is still recent, it is presented as a lesson learned and not quite yet as a best practice. Click here to access the report |
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Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Monitoring and Evaluation. Future similar projects should include a budget for M&E, including funds for transportation and training for M&E. Future projects should also consider tracking project progress and performance using a TPR format that will allow tracking performance from one TPR to the next, as well as for more accuracy overall. The current TPR format does not include a section for “actions/interventions planned for the next 6 months,” which could be considered a means to improve reporting. Budgets should include line items specifically for transportation and M&E training. Click here to access the report |
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|
Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Awareness Raising. Well-targeted, small-scale, and appropriately and repeatedly delivered awareness raising mobilizes people, solidifies messages, and changes attitudes in the long run. Project Dima-Adros’s direct beneficiaries—and their parents, siblings, neighbors, teachers, school principals, bus drivers, and local elected and appointed officials—all understand the dangers of child labor and the need for children to be educated. Click here to access the report |
|
|
Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Coordination with the GOM. Regarding sustainability and scaling-up potential, the project would have benefitted from a formal partnership or other similar arrangement with one or more relevant GOM entities, probably the Ministry of National Education or the Direction du Travail (Directorate of Labor). Project Adros, predecessor to Project Dima-Adros, was reportedly part of a tripartite partnership with these two departments, which seems to be perceived by the director of the child labor unit as a strong basis for collaboration toward achieving joint objectives, including national-level objectives. Click here to access the report |
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|
Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description Baseline Study. The holistic concept of the baseline study—as designed and conducted at the outset of Project Dima-Adros—produced an excellent tool that served multiple purposes, including data collection. Once analyzed, these data were used for “show and tell,” mobilization, awareness raising, and planning and reporting. The process appears to be replicable and adaptable to other similar projects. Click here to access the report |
|
|
Combating Child Labor Through Education in Morocco (DIMA-ADROS) Learning Description The project’s afterhours tutoring program approach, delivered by associations, PTAs in particular, has proven its effectiveness through the beneficiaries’ improved scholastic performance, preventing them from early school dropout, and their potential engagement in exploitive labor. The program should be adaptable nationwide, conditional on the project’s submission of the results of the tutoring evaluation study Click here to access the report |
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Reducing the Exploitation of Working Children Through Education Learning Description The Government of the DRC has been the weakest link in the chain of REETE actors. Measuring the capacity of the government to work toward effective changes in the education system and child labor issues was a key flawed assumption of the project. Click here to access the report |
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