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.
Filters
Evaluation Learnings Search Results
Showing 1021 - 1030 of 1191Project Title | Evaluation Type | Learning Type |
---|---|---|
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 |
|
|
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 |
|
|
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 |
|
|
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 |
|
|
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 |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description In identifying VET providers, important to assess distance from child’s home to centre Click here to access the report |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description Skills training should be more than 3 months (and harmonized with existing timeframes/systems) Click here to access the report |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description Collaborate with education providers to ensure quality of education Click here to access the report |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description Implementing need to be supported to improve their services (particularly in terms of psychosocial counselling, provision of accommodations facilities for boys and girls separately and services for young mothers (girls who are found pregnant). Click here to access the report |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description A project such as this ideally takes longer than 7 months. Adequate time for implementation crucial Click here to access the report |
|
|
Project Title | Evaluation Type | Learning Type |
---|---|---|
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 |
|
|
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 |
|
|
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 |
|
|
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 |
|
|
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 |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description In identifying VET providers, important to assess distance from child’s home to centre Click here to access the report |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description Skills training should be more than 3 months (and harmonized with existing timeframes/systems) Click here to access the report |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description Collaborate with education providers to ensure quality of education Click here to access the report |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description Implementing need to be supported to improve their services (particularly in terms of psychosocial counselling, provision of accommodations facilities for boys and girls separately and services for young mothers (girls who are found pregnant). Click here to access the report |
|
|
Tanzania Education Alternatives for Children (TEACH) Learning Description A project such as this ideally takes longer than 7 months. Adequate time for implementation crucial Click here to access the report |
|
|