Evaluation Learnings Search
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 361 - 370 of 1191| Project Title | Evaluation Type | Learning Type |
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Reducing Child Labor through Education and Service (R-CLES) Learning Description A lesson learned from RCLES is that, when implementing a project in tandem, grantees and their partners must clearly define and formally agree on strategies; operating and administrative procedures; responsibilities; division of tasks, areas of intervention, activities; human resources management and salaries; etc. well before its kick-off. Click here to access the report |
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Reducing Child Labor through Education and Service (R-CLES) Learning Description In Burkina Faso, a country with heavily centralized administrations, it was necessary for CI to establish their HQ in the country’s capital. Decisions are regularly made at the central/national level, and bureaucracy is weighty and demands permanent coordination with the concerned Ministries. Being in close proximity facilitates a swift implementation of project activities. Click here to access the report |
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Reducing Child Labor through Education and Service (R-CLES) Learning Description The project’s large coverage and the vast amount of targeted beneficiary children, along with limited results and time-frame, did not contribute to supporting its implementation and also, somehow limited the “quality approach to education” sought by the project. Click here to access the report |
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Reducing Child Labor through Education and Service (R-CLES) Learning Description The RCLES reduced implementation schedule hindered the likelihood of achieving substantial long-term effects since they require a deep change in social habits. For education to become a strong alternative to child labor, both the mentality of the people involved must change and also the real returns from education must be seen clearly Click here to access the report |
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Reducing Child Labor through Education and Service (R-CLES) Learning Description Offering varied education services, such as primary education, secondary education and skills training provided a varied array of opportunities that were able to adjust to the diverse contexts and children’s’ needs. Click here to access the report |
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Reducing Child Labor through Education and Service (R-CLES) Learning Description Improving capacities and awareness of community and school members by way of training and learning meetings. The “school community” improved its capabilities to deal with child labor issues, and community members became more attentive and aware of child labor issues. Click here to access the report |
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Reducing Child Labor through Education and Service (R-CLES) Learning Description By increasing household incomes, the project decreased some of the burden of children having to work and allowed them to participate in educational activities. Addressing poverty is an effective way of fighting child labor and enrolling children in school. Click here to access the report |
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Reducing Child Labor through Education and Service (R-CLES) Learning Description Farmer Field schools (FFS) and Farming as Business (FAB) allowed beneficiaries to be trained in their village in a trade they already knew. Through VSLAs, access to financial services, savings and credit, could facilitate re-investment, growth and more access to credit and thus improve their economic activities and income. In the long term, this has the potential for further improving school enrollment and reducing child labor Click here to access the report |
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Actions to Reduce Child Labor (ARCH) in Areas of Rubber Production Learning Description Reflect, analyze, problem-solve, act quickly The project team continues to operate as “reflective practitioners,” in that lessons learned result in project adjustments. USDOL’s support to project modifications has helped the project move quickly to achieve its goals. At this point, the project has added inputs such as doing Ebola Virus Disease (EVD) awareness coinciding with in-home tutoring, hiring an agricultural expert, and programming school feeding, in response to needed adjustments to enhance the project quality. Click here to access the report |
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Actions to Reduce Child Labor (ARCH) in Areas of Rubber Production Learning Description Embrace innovation with caution Despite the problems with iLAB’s Open Data Kit, it shows promise. As a means of testing while waiting for its own system, the ARCH staff and volunteers could have linked up with the mobile service developed by iLAB for citizen’s engagement with the GoL Ministry of Public Works. According to the business’s web site, it implements and pilots a text message based service for: a) Citizen reporting of abnormalities in road construction projects, and b) Communication about starting road construction projects. Since it purports to be for “road users and residents within Montserrado, Margibi… and Nimba Counties,” the quirks regarding ease of device, connectivity, or band width might have been tested. The end users (ARCH staff, CAs and teachers) should begin to use the public works application to become accustomed the technology as they wait for the iLAB ODK to be available._x000D_ Click here to access the report |
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| Project Title | Evaluation Type | Learning Type |
|---|---|---|
|
Reducing Child Labor through Education and Service (R-CLES) Learning Description A lesson learned from RCLES is that, when implementing a project in tandem, grantees and their partners must clearly define and formally agree on strategies; operating and administrative procedures; responsibilities; division of tasks, areas of intervention, activities; human resources management and salaries; etc. well before its kick-off. Click here to access the report |
|
|
|
Reducing Child Labor through Education and Service (R-CLES) Learning Description In Burkina Faso, a country with heavily centralized administrations, it was necessary for CI to establish their HQ in the country’s capital. Decisions are regularly made at the central/national level, and bureaucracy is weighty and demands permanent coordination with the concerned Ministries. Being in close proximity facilitates a swift implementation of project activities. Click here to access the report |
|
|
|
Reducing Child Labor through Education and Service (R-CLES) Learning Description The project’s large coverage and the vast amount of targeted beneficiary children, along with limited results and time-frame, did not contribute to supporting its implementation and also, somehow limited the “quality approach to education” sought by the project. Click here to access the report |
|
|
|
Reducing Child Labor through Education and Service (R-CLES) Learning Description The RCLES reduced implementation schedule hindered the likelihood of achieving substantial long-term effects since they require a deep change in social habits. For education to become a strong alternative to child labor, both the mentality of the people involved must change and also the real returns from education must be seen clearly Click here to access the report |
|
|
|
Reducing Child Labor through Education and Service (R-CLES) Learning Description Offering varied education services, such as primary education, secondary education and skills training provided a varied array of opportunities that were able to adjust to the diverse contexts and children’s’ needs. Click here to access the report |
|
|
|
Reducing Child Labor through Education and Service (R-CLES) Learning Description Improving capacities and awareness of community and school members by way of training and learning meetings. The “school community” improved its capabilities to deal with child labor issues, and community members became more attentive and aware of child labor issues. Click here to access the report |
|
|
|
Reducing Child Labor through Education and Service (R-CLES) Learning Description By increasing household incomes, the project decreased some of the burden of children having to work and allowed them to participate in educational activities. Addressing poverty is an effective way of fighting child labor and enrolling children in school. Click here to access the report |
|
|
|
Reducing Child Labor through Education and Service (R-CLES) Learning Description Farmer Field schools (FFS) and Farming as Business (FAB) allowed beneficiaries to be trained in their village in a trade they already knew. Through VSLAs, access to financial services, savings and credit, could facilitate re-investment, growth and more access to credit and thus improve their economic activities and income. In the long term, this has the potential for further improving school enrollment and reducing child labor Click here to access the report |
|
|
|
Actions to Reduce Child Labor (ARCH) in Areas of Rubber Production Learning Description Reflect, analyze, problem-solve, act quickly The project team continues to operate as “reflective practitioners,” in that lessons learned result in project adjustments. USDOL’s support to project modifications has helped the project move quickly to achieve its goals. At this point, the project has added inputs such as doing Ebola Virus Disease (EVD) awareness coinciding with in-home tutoring, hiring an agricultural expert, and programming school feeding, in response to needed adjustments to enhance the project quality. Click here to access the report |
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|
|
Actions to Reduce Child Labor (ARCH) in Areas of Rubber Production Learning Description Embrace innovation with caution Despite the problems with iLAB’s Open Data Kit, it shows promise. As a means of testing while waiting for its own system, the ARCH staff and volunteers could have linked up with the mobile service developed by iLAB for citizen’s engagement with the GoL Ministry of Public Works. According to the business’s web site, it implements and pilots a text message based service for: a) Citizen reporting of abnormalities in road construction projects, and b) Communication about starting road construction projects. Since it purports to be for “road users and residents within Montserrado, Margibi… and Nimba Counties,” the quirks regarding ease of device, connectivity, or band width might have been tested. The end users (ARCH staff, CAs and teachers) should begin to use the public works application to become accustomed the technology as they wait for the iLAB ODK to be available._x000D_ Click here to access the report |
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