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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.
World Bank Group;
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.
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.
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.
this report is one component of a wide-ranging study on the education of secondary school teachers in sub-Saharan Africa. It informs and provides direct input into the larger study, which culminates in an Overview Report. The Overview Report is one of 13 background papers which contribute to a comprehensive study of secondary education in Africa (SEA) coordinated by the Mastercard Foundation and supported by a number of education partners operating across the continent. Rwanda is one of four case studies selected for this research. The study's theoretical framework was developed out of the Literature Review, which also produced a set of research questions (detailed in Appendix 2) that guided the work of all components, including this case study. Data for the case study was derived from academic and other literature, as well as interviews with key role players in the field of teacher education in Rwanda. These role players include government officials responsible for teacher education on a national and/or regional basis, teacher educators responsible for initial teacher education (ITE) and Continuous Professional Development (CPD), and teacher unions. Face-to-face interviews were conducted where possible, but some actors provided information via telephonic or electronic means.
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.
World Association of News Publishers (WAN-IFRA);
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.
The 2018 Annual & Social Impact Report includes the results of comprehensive interviews with 319 artisans across 16 of Indego Africa's partner cooperatives in Rwanda and Ghana.Indego's on-the-ground team in Rwanda traveled to 12 of our partner cooperatives to conduct our Social Impact Assessment and gather quantitative metrics and qualitative indicators (such as confidence and self-perception) from 294 women. Our team in Ghana also collected social impact data, surveying 25 artisans across 4 artisan groups.
The LEGO Foundation;
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.
Doris Duke Charitable Foundation;
Integrated management of childhood illness (IMCI) can reduce under-5 morbidity and mortality in low-income settings. A program to strengthen IMCI practices through Mentorship and Enhanced Supervision at Health centers (MESH) was implemented in two rural districts in eastern Rwanda in 2010. We estimated cost per improvement in quality of care as measured by the difference in correct diagnosis and correct treatment at baseline and 12 months of MESH. Costs of developing and implementing MESH were estimated in 2011 United States Dollars (USD) from the provider perspective using both top-down and bottom-up approaches, from programmatic financial records and site-level data. Improvement in quality of care attributed to MESH was measured through case management observations (n = 292 cases at baseline, 413 cases at 12 months), with outcomes from the intervention already published. Sensitivity analyses were conducted to assess uncertainty under different assumptions of quality of care and Integrated management of childhood illness (IMCI) can reduce under-5 morbidity and mortality in low-income settings. A program to strengthen IMCI practices through Mentorship and Enhanced Supervision at Health centers (MESH) was implemented in two rural districts in eastern Rwanda in 2010. We estimated cost per improvement in quality of care as measured by the difference in correct diagnosis and correct treatment at baseline and 12 months of MESH. Costs of developing and implementing MESH were estimated in 2011 United States Dollars (USD) from the provider perspective using both top-down and bottom-up approaches, from programmatic financial records and site-level data. Improvement in quality of care attributed to MESH was measured through case management observations (n = 292 cases at baseline, 413 cases at 12 months), with outcomes from the intervention already published. Sensitivity analyses were conducted to assess uncertainty under different assumptions of quality of care andpatient volume. The total annual cost of MESH was US$ 27,955.74 and the average cost added by MESH per IMCI patient was US$1.06. Salary and benefits accounted for the majority of total annual costs (US$22,400 /year). Improvements in quality of care after 12 months of MESH implementation cost US$2.95 per additional child correctly diagnosed and $5.30 per additional child correctly treated. The incremental costs per additional child correctly diagnosed and child correctly treated suggest that MESH could be an affordable method for improving IMCI quality of care elsewhere in Rwanda and similar settings. Integrating MESH into existing supervision systems would further reduce costs, increasing potential for spread.
This situational analysis is about school to work transitions (SWT) in the sub-Saharan African context. We focus in particular on the transition from secondary education to work, including both general secondary education and secondary-level technical and vocational education and training (TVET). Secondary education is often framed as a conduit into tertiary education, but for many youths it is not. It is the last step in their educational trajectory, before or during which they may make the transition to work. This study is about how to best prepare youth enrolled in secondary school to transition to work and navigate a pathway to an employment trajectory that eventually leads to improved lives. We aim to provide a framework to structure thinking around school to work transitions, outline the context, identify the scope and the gaps in the knowledge base, and provide recommendations to guide future programming and policy on school to work transitions
Women for Women International;
Since 1993, Women for Women International has served more than 479,000 marginalised women affected by conflict. Through our yearlong programme marginalised women are supported to: earn and save money; influence decisions; improve their well-being; and connect to networks for support. We see promising results in our monitoring and evaluation efforts.Based on our evidence and complemented by global studies, we highlight four key, interlinked components that are necessary for effectively supporting women's economic empowerment in conflict:1. Work with men to address discriminatory gender norms. All members of society suffer from patriarchal attitudes and have a role to play in promoting gender equality – these are not just "women's issues".2. Holistic and integrated programming. Women's needs and experiences in conflict are complex and interlinked. Solely economic interventions alone have not proven to yield long-term benefits.3. Build women's economic knowledge and skills. This is vital to supporting them to build agency and influence decisions, increase their income and increase their resilience to economic shocks.4. Informal and formal support networks. In the absence of government and financial services, networks are key to supporting women to access financial support, particularly for savings and income.In conclusion, this paper makes five recommendations for international governments and donors to effectively deliver on international commitments and support marginalised women's economic empowerment in conflict-affected contexts:1. Urgently increase funding for women's rights organisations.2. Support economic empowerment programmes that include men in their programme design.3. Target the most marginalised women.4. Support holistic and integrated programming.5. Listen to the needs of marginalised women and actively include them in the design, implementation and review of economic empowerment programmes.