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Sexual Harassment in the Media – Africa Report

July 12, 2021

In 2020, WAN-IFRA Women in News (WIN), in partnership with City, University of London,  set out to establish the extent of sexual harassment in news organisations and to gauge their effectiveness in managing it. The research project focused on regions where WIN operates: Africa, the Arab region, Southeast Asia and Russia. In addition, a survey of Central America will begin soon.This report is a summary of its findings in Africa. The project included an online survey and interviews. Some 584 media professionals completed the online survey. They were from eight countries in Africa, namely Botswana, Malawi, Kenya, Rwanda, Tanzania, Uganda, Zambia and Zimbabwe. The overall tally includes eight responses from within Africa that were outside the focus countries. WIN conducted supplementary interviews with 32 media executives from those countries.

Understanding the Barriers to Girls' School Return: Girls' Voices from the Frontline of the COVID-19 Pandemic in East Africa

May 30, 2021

From October 2020 - March 2021, AMPLIFY Girls, undertook a multi-country qualitative research study to ask girls why they were dropping out of school and their recommendations to get young women back to school and back on track.The results are painful but important.At the highest level, our findings suggest that pregnancy is the primary driver of girls' dropout from school during the pandemic, but that pregnancy is a symptom of underlying, acute, economic vulnerabilities and is augmented by situations of social and physical isolation that are often mutually reinforcing. The overwhelming majority of FGD participants cited transactional sex for basic goods (such as food, clothing, and menstrual hygiene products) as the primary cause of unintended pregnancies in their communities. Accordingly, we found that economic precarity leading to transactional sex and unintended pregnancies was the most common pathway leading to girls' dropout. Our research also suggests that the social stigma surrounding teen pregnancy and motherhood is the single biggest factor keeping girls from returning to school post-pandemic.AMPLIFY Girls has recommendations for the world. They center around community-driven organizations and the incredible work they are doing in communities for girls and their families.

Beacons of Hope: Stories of Food Systems Transformation During COVID-19

May 26, 2021

Drawn from different countries around the world, each initiative profiled in Beacons of Hope: Stories of Food Systems Transformation During COVID-19 intervenes at a different point in the food system and responds to the pandemic with creativity, adaptability, and resilience.Led by community groups, innovative policymakers, progressive private sector players, social entrepreneurs, and others, their stories reveal why food systems need to change, while also serving to push back against popular narratives that maintain the status quo and dominate thinking about the future of food.

Rwanda Economic Update, January 2021 : Protect and Promote Human Capital in a Post-COVID-19 World

January 1, 2021

The lockdown, social distancing, and increased costs associated with the COVID-19 pandemic have reduced output and employment, increased poverty, and depressed trade transactions; in the absence of a strong response by government, output will be lower over the next decade due to COVID-19. The pandemic-driven rise in the fiscal deficit is increasing public debt, thus exacerbating existing challenges to sustainability and increasing the urgency of shifting from large public investments to human capital development as the main driver of growth. The government's rapid response to the pandemic has succeeded in keeping the population share of new infections and of deaths well below that of most other countries. However, critical health services, particularly childhood immunization and nutrition services, have been disrupted, which is increasing stunting and preventable diseases. The combination of poorer nutrition, limited health services, learning losses from school closures, and the likelihood that some children (particularly adolescent girls and children from poor households) may never return to school will reduce incomes and productivity over the medium term. The government responded rapidly and effectively to the challenges posed by the pandemic, putting in place the Economic Recovery Plan (ERP) to support households and firms, quickly imposing constraints on mobility to limit the spread of the disease, ramping up social protection programs, and setting up remote learning. Key priorities going forward include: (i) improving the government's expenditure allocation, financial management and revenue mobilization; (ii) strengthening the resilience of the health system and preparing for administration of a vaccine; (iii) reducing learning losses (targeting the most vulnerable), improving skills and strengthening accountability in education; and (iv) expanding the flagship social safety net program, building adaptive systems to respond quickly to shocks, improving poverty targeting of safety net programs, and scaling up the use of digital payments.

Learning Through Play: Increasing impact, Reducing inequality

January 1, 2021

What is the potential of children's play to promote equality in outcomes and address learning gaps between children from more advantaged and less advantaged backgrounds? Drawing evidence from early childhood learning programmes across 18 countries, as well as from interviews with the authors of various contributing studies, this report aims to understand whether and how the evidence about play and learning relates to tackling the learning crisis, especially in terms of inequality in learning outcomes around the globe.This report published by the LEGO Foundation shows that play not only helps children learn, it also supports inclusion, and reduces inequality, therefore demonstrating that policymakers and international organisations need to pay close attention to play. Building on their findings, the authors suggest four areas for future investment, innovation and investigation.

Annual Report 2019 2020

December 28, 2020

Through its work and advocacy, the Foundation has, over the years, emerged as a trusted and committed partner of choice for the nation's development, reputed for its ability to deliver impact efficiently and effectively. The Foundation has grown to manage over 20 projects in the area of health, education and youth empowerment, since its inception in 2001.To expand on this past experience and maximise its impact, Imbuto Foundation continues to direct its interventions within the framework of its Strategic Operation Plan 2018–2024. The Foundation has transitioned to developing the capacity of implementing partners and to fostering greater collaboration in the ecosystem within which it operates.More specifically, the Foundation is:Supporting and implementing targeted, people and community-centred projects.Increasing emphasis on generating and documenting lessons learnt from its experience in implementing projects.Facilitating and catalysing effective collaboration to strengthen ecosystems in its areas of intervention.

GEWEP II: Gender Equality and Women’s Empowerment Programme II Final Report

August 31, 2020

The Gender Equality and Women's Empowerment Program (GEWEP) II was implemented over four years from March 2016 through February 2020. GEWEP II worked with and for poor women and girls in some of the world's most fragile states: Burundi, DRC, Mali, Myanmar, Niger and Rwanda. By the end of the program period, GEWEP IIreached more than 1 161 869women and girls, mainly through Village Savings and Loans Associations (VSLAs). Norad has supported VSLAs since they were first piloted by CARE in Niger in 1991. Since then, Norad has supported over 49 722 groups encompassing more than 1 150 625 women. This includes GEWEP II and previous programming, which GEWEP II builds on. During GEWEP II, more than 16 070 new groups were established. This is a key method for providing financial services to poor women and girls, and an important contribution towards the Sustainable Development Goals (SDGs) 1, 2, 5, 8 and 9, which all mention access to financial services.This report includes results on outcome and output level, of which the outcome level results were presented in detail in the GEWEP II Result Report submitted in May 2019. The table below summarizes the results at outcome level, for the global indicators that were collected across all program countries. These indicators were collected at the population level in the intervention zones. Overall, there has been positive change in the perception and attitude to women's economic, political and social empowerment in the intervention zones. On a national level, there has been positive changes in legislation, but implementation remains a challenge. A few indicators saw negative change. In Burundi, the percentage of women who state they are able to influence decisions went down from baseline, although it is still high at 88%. In Niger, the patriarchy remains strong, but despite challenges in changing men's attitudes, women have reported increased participation and social inclusion. The indicator focusing on women's sole decision-making saw little progress as the program worked more towards joint decision making. 

Annual & Social Impact Report 2018-2019

January 1, 2020

The 2018-2019 Annual & Social Impact Report, which reflects data collected between June-July 2019, marks Indego's twelfth social impact assessment.The first Social Impact Assessment conducted in March 2008, established baseline data to measure future growth and consisted of response data from 44 women from two of Indego Africa's partner cooperatives in Rwanda. This year's report includes the results of comprehensive interviews with artisans across of our partner cooperatives in two countries, Rwanda and Ghana. As we grow and scale as an organization, this data serves as a powerful tool to ensure that our programs are fully and successfully serving the needs of our artisan partners. While this report focuses on metrics collected from our annual Social Impact Assessment, we have also included data from program-specific surveys conducted at the beginning and end of each of our education program semesters.How it worksIndego's field team in Rwanda traveled to of our partner cooperatives to gather quantitative and qualitative metrics from women. Our field team in Ghana also collected social impact data, surveying artisans across artisan groups.The 75-question survey gathers data across a range of development indicators, including income, education, and quality of life. The questions track year-over-year changes in the demographic, behavioral, and attitudinal information of our artisan partners.Results obtained from the surveys are presented and compared for each question at an aggregate level by combining the results from Rwanda and Ghana.Historical data gathered in Rwandan Francs and Ghanaian Cedis was converted to U.S. Dollars utilizing the average FX rate for each year.

Youth in Extension and Advisory Services: Rwanda. Developing Local Extension Capacity Project

August 1, 2019

The overall objective of this youth in extension diagnostic study is to design a pilot engagement in Rwanda to support and strengthen the inclusion of youth in extension – both as providers and recipients of extension services –as a mechanism to both improve the economic opportunities and livelihoods of youth and increase the effectiveness of extension and advisory service systems.In Phase 1, DLEC engaged with USAID country missions that identified engaging youth in agricultural extension as a strategic priority for economic growth and investment. DLEC then identified several countries in which there was buy-in and support from USAID missions to conduct a diagnostic to develop concrete recommendations for a youth-focused engagement. These countries included Guatemala, Niger and Rwanda.For Phase 2, the output is this report. DLEC conducted a landscape analysis, employing a local systems approach and utilize USAID's "5Rs Framework" (Gray et al., 2018) to analyze the roles of certain actors that form a network of relationships whose interactions depend on resources and produce results for youth in EAS. The process of transforming resources into results via interactions of system actors is governed by rules.Methodologies for obtaining the information for this report included: A literature review, key informant interviews, and field and site visits to view programs and talk to stakeholders. Key informants included USAID country partners, government agencies, private sector and civil society that focus on youth in extension. USAID Mission representatives were interviewed to understand Mission priorities for current projects and the Mission country development cooperation strategy (CDCS) as they relate to youth engagement in extension and ongoing or planned programs addressing youth in extension. The report is not meant to give an account of all initiatives in youth and agricultural extension but rather to present a sample of such initiatives, including ones from all the main different types of actors: donor-funded projects, government agencies, educational institutions, international organizations, national and local NGOs, producer organizations and the private sector. 

Building Youth Life Skills: Lessons Learned on How to Design, Implement, Assess, and Scale Successful Programming

June 27, 2019

There is growing recognition that youth need more than formal or vocational education to thrive in school, work, and life. They also need life skills - a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. To leverage the growing momentum and give youth access to these vital tools for success, the Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE) supports grantee partners testing diverse approaches to strengthening life skills. The PSIPSE commissioned an in-depth study of 18 projects in 7 countries, uncovering actionable lessons on how to design, implement, assess, and scale youth life skills programming in low- and middle-income countries. The study is intended for practitioners and government officials interested in building, improving, and expanding work around life skills, as well as donors looking to advance this field and provide useful guidance to their grantees.

Building Youth Life Skills: 8 Tips for Practitioners

June 27, 2019

There is growing recognition that youth need more than academic knowledge to transition successfully into employment and adulthood (Dupuy et al. 2018). They also need "life skills," a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. Life skills can enhance young people's agency and resilience, improve their psychosocial well-being, and predict a range of long-term outcomes, including health, job performance, and wages (Kwauk et al. 2018; OECD 2018, Kautz et al. 2014). The Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE), a donor collaborative, has invested in 18 projects to strengthen life skills in young people. This brief offers eight lessons based on the experiences of these projects—on the design, delivery, measurement, and scale-up of youth life skills programming in lowand middle-income countries (LMICs).

Building Youth Life Skills: 6 Lessons for Government Officials

June 27, 2019

There is growing recognition that youth need more than academic knowledge and technical expertise to transition successfully into employment and adulthood (Dupuy et al. 2018). They also need "life skills," a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. Life skills can enhance young people's agency and resilience, improve their psychosocial well-being, and predict a range of long-term outcomes, including health, job performance, and wages (Kwauk et al. 2018; OECD 2018; Kautz et al. 2014). The Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE), a donor collaborative, has invested in 18 projects that focus on developing life skills among youth (see left). Mathematica, the PSIPSE's learning partner, recently conducted an in-depth study of these projects. The study used interviews with implementing organizations, an extensive review of project documents and evaluation reports, and high-level literature and landscape scans to examine project experiences, set them in context, and draw out lessons for a range of stakeholders. This brief summarizes the lessons for government officials—on how to successfully devise, roll out, scale, and strengthen life skills policies for youth in low-and middle-income countries (LMICs).