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 61 - 70 of 1191Project Title | Evaluation Type | Learning Type |
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Mobilizing Community Action and Promoting Opportunities for Youth in Ghana's Cocoa-Growing Communities (MOCA) Learning Description The Training of Trainers (TOT) dispensed to the Master Craft Persons (MCP) and model Farm School (MFS) Facilitators is also considered a good practice as it provides trainers with necessary pedagogical skills, complementing their technical knowledge and improving their teaching abilities Click here to access the report |
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Mobilizing Community Action and Promoting Opportunities for Youth in Ghana's Cocoa-Growing Communities (MOCA) Learning Description Community-Based Vocational Education Training (CVET) and Model Farm School (MFS) allow for youth training to take place in their own villages and have the potential to increase their chances of developing an income generating activity (IGA) in their communities. Click here to access the report |
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Mobilizing Community Action and Promoting Opportunities for Youth in Ghana's Cocoa-Growing Communities (MOCA) Learning Description Through the livelihood component, the project aims to increase household incomes. This is considered a good practice, as addressing poverty is a valuable approach in combating child labor. Click here to access the report |
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Mobilizing Community Action and Promoting Opportunities for Youth in Ghana's Cocoa-Growing Communities (MOCA) Learning Description Village Savings and Loan Associations (VSLAs) are creating a culture of savings and have a strong potential to facilitate access to credit. In turn, this could increase women’s opportunities for investing in income generating activities (IGAs), and therefore contribute to increasing their household income. Click here to access the report |
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Paraguay Okakuaa (Paraguay Progresses) Learning Description Waiting for children to attend educational activities before starting livelihood activities with households led to inconvenient delays in project implementation. It is convenient not to condition the start of one component on the development of another one Click here to access the report |
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Paraguay Okakuaa (Paraguay Progresses) Learning Description Content of vocational training activities should be attractive and respond to the needs of each specific age cluster and its possibilities of insertion into work. Click here to access the report |
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Paraguay Okakuaa (Paraguay Progresses) Learning Description Projects may benefit from having some flexibility and compensate (at least provisionally) for the absence of some material resources among counterparts (e.g. training materials), in order to facilitate that the latter can provide their specific technical expertise (e.g. training curricula, training staff). Otherwise, projects may suffer critical delays that may affect their final outcome. Click here to access the report |
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Paraguay Okakuaa (Paraguay Progresses) Learning Description Capacity-building processes should be part of the implementation strategy for the different project components (education, livelihood, or awareness-raising). By “doing with” stakeholders instead than “for” them, and working at country and local levels, Paraguay Okakuaa Project (POK) has promoted the sustainability of its activities. Click here to access the report |
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Paraguay Okakuaa (Paraguay Progresses) Learning Description While adequately coordinating with multiple government stakeholders and clarifying their specific responsibilities in the project, Paraguay Okakuaa Project (POK) protected the leadership role of its main partner Ministerio de Trabajo, Empleo y Seguridad Social / Ministry of Labor, Employment, and Social Security (MTESS) within the project. This has contributed to an adequate working relationship with all partners and ongoing support from MTESS. All government stakeholders expressed satisfaction with the project’s work and achievements. Click here to access the report |
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Paraguay Okakuaa (Paraguay Progresses) Learning Description By focusing on generating outputs that contribute to improving the quality and efficiency of government institutions and their processes, Paraguay Okakuaa Project (POK)actions have remained relevant to country stakeholders. Click here to access the report |
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Project Title | Evaluation Type | Learning Type |
---|---|---|
Mobilizing Community Action and Promoting Opportunities for Youth in Ghana's Cocoa-Growing Communities (MOCA) Learning Description The Training of Trainers (TOT) dispensed to the Master Craft Persons (MCP) and model Farm School (MFS) Facilitators is also considered a good practice as it provides trainers with necessary pedagogical skills, complementing their technical knowledge and improving their teaching abilities Click here to access the report |
|
|
Mobilizing Community Action and Promoting Opportunities for Youth in Ghana's Cocoa-Growing Communities (MOCA) Learning Description Community-Based Vocational Education Training (CVET) and Model Farm School (MFS) allow for youth training to take place in their own villages and have the potential to increase their chances of developing an income generating activity (IGA) in their communities. Click here to access the report |
|
|
Mobilizing Community Action and Promoting Opportunities for Youth in Ghana's Cocoa-Growing Communities (MOCA) Learning Description Through the livelihood component, the project aims to increase household incomes. This is considered a good practice, as addressing poverty is a valuable approach in combating child labor. Click here to access the report |
|
|
Mobilizing Community Action and Promoting Opportunities for Youth in Ghana's Cocoa-Growing Communities (MOCA) Learning Description Village Savings and Loan Associations (VSLAs) are creating a culture of savings and have a strong potential to facilitate access to credit. In turn, this could increase women’s opportunities for investing in income generating activities (IGAs), and therefore contribute to increasing their household income. Click here to access the report |
|
|
Paraguay Okakuaa (Paraguay Progresses) Learning Description Waiting for children to attend educational activities before starting livelihood activities with households led to inconvenient delays in project implementation. It is convenient not to condition the start of one component on the development of another one Click here to access the report |
|
|
Paraguay Okakuaa (Paraguay Progresses) Learning Description Content of vocational training activities should be attractive and respond to the needs of each specific age cluster and its possibilities of insertion into work. Click here to access the report |
|
|
Paraguay Okakuaa (Paraguay Progresses) Learning Description Projects may benefit from having some flexibility and compensate (at least provisionally) for the absence of some material resources among counterparts (e.g. training materials), in order to facilitate that the latter can provide their specific technical expertise (e.g. training curricula, training staff). Otherwise, projects may suffer critical delays that may affect their final outcome. Click here to access the report |
|
|
Paraguay Okakuaa (Paraguay Progresses) Learning Description Capacity-building processes should be part of the implementation strategy for the different project components (education, livelihood, or awareness-raising). By “doing with” stakeholders instead than “for” them, and working at country and local levels, Paraguay Okakuaa Project (POK) has promoted the sustainability of its activities. Click here to access the report |
|
|
Paraguay Okakuaa (Paraguay Progresses) Learning Description While adequately coordinating with multiple government stakeholders and clarifying their specific responsibilities in the project, Paraguay Okakuaa Project (POK) protected the leadership role of its main partner Ministerio de Trabajo, Empleo y Seguridad Social / Ministry of Labor, Employment, and Social Security (MTESS) within the project. This has contributed to an adequate working relationship with all partners and ongoing support from MTESS. All government stakeholders expressed satisfaction with the project’s work and achievements. Click here to access the report |
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|
Paraguay Okakuaa (Paraguay Progresses) Learning Description By focusing on generating outputs that contribute to improving the quality and efficiency of government institutions and their processes, Paraguay Okakuaa Project (POK)actions have remained relevant to country stakeholders. Click here to access the report |
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