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Open Society Foundations;
This is a special edition of Amplifying Voices that includes highlights of the Open Society Initiative for East Africa's work from 2005 to 2015. Amplifying Voices documents different journeys the foundation has traveled with its partners since its launch in 2005 and the collective efforts to realize human rights and freedoms for all.
Amplifying Voices pays particular attention to those on the margins of society, including stories of working on the forced sterilization of HIV-positive women or those with mental health illnesses, promoting the rights of sex workers, or addressing the question of human rights and counterterrorism.
The Open Society Initiative for East Africa started as a one-program initiative in 2005 in Kenya and today has grown to include eight programs in the region. Geographically, the foundation now works in Kenya, Uganda, Tanzania, South Sudan, and Sudan. It addresses issues including health and rights, disability rights, and food security.
Mathematica Policy Research, Inc.;
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.
Mathematica Policy Research, Inc.;
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).
Mathematica Policy Research, Inc.;
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).
MasterCard Foundation, The;
This report considers key trends in secondary education in particularly with respect to enrollment and domestic and aid financing from an equity perspective. While many national governments and international donors have shifted their spending from primary to secondary education since the early 2000's, it is evident that unfinished business remains in regards to primary education, with the poorest and most disadvantaged still unlikely to complete the full cycle of primary education. Even when they do, many are not learning the basics, and their chances of transitioning into secondary education is much lower then their more advantaged counterparts. In order for countries to achieve the SDG4 targets by 2030, the way in which governments and international donors disburse their resources will have a huge bearing on countries being on track to ensure no one is left behind.
Large-scale and complex emergencies often occur in countries where government institutions have weak coping capacity. They may struggle to deliver essential services routinely, even in non-emergency situations. This has serious implications for the way in which emergency water, sanitation and hygiene services are managed long-term and in the transition from emergency to post-emergency situations.
UNHCR and Oxfam commissioned a study to understand more about how emergency WASH services are delivered, and to identify how the provision of infrastructure can lead to sustainable service delivery and a more professional management mechanism. As many humanitarian crises are protracted in nature, emergency WASH services need to be sustained once humanitarian agencies depart. This report aims to review and identify alternative service delivery options, and to provide some pragmatic guidance that can be incorporated into emergency response programmes and tested, evaluated and built on in the future.
MasterCard Foundation, The;
This background paper considers the evidence on whether and how more targeted approaches to subsiding secondary school costs are possible. Examples often focus on ones that relate to cost reductions through social protection programmes such as scholarships or Conditional Cash Transfers (CCTs) that aim to increase enrolment and retention in school (Petrosino, Morgan, Fronius, Tanner-Smith & Boruch, 2012). Such interventions on their own are unlikely to improve learning outcomes, and so need to be accompanied by strategies to promote inclusive, quality of education (Sabates et al., 2018). There is a wide variety of evidence on cost-reduction programmes, with rigorous evidence of the impacts on education. Specifically, this report focuses on evidence on education scholarships (including stipends and fee elimination), and conditional cash transfers. Examples are provided from Sub-Saharan Africa where available, complemented with ones from other low- and middle-income countries where such programmes have often been more prevalent.
This report uses 2013–2015 International Aid Transparency Initiative (IATI) data to trace Swedish aid to Tanzania to its end use. It finds that general budget support (GBS) accounted for much of Swedish aid in 2013 and 2015, but could not determine final expenditures using IATI data. In the absence of GBS, the authors could only confirm that in 2014, 28 percent of Swedish aid arrived in Tanzania, via the government and Tanzania-based organizations. A key constraint to traceability is that Sweden does not require aid implementers to report to IATI. The report recommends that Sweden encourage such reporting.
According to the Tanzania Water and Sanitation Network's 2009 national water point mapping survey,46% of all public, improved water points were non-functioning. In the Karatu District in northernTanzania, community-owned water supply organizations (COWSOs), Karatu Village Water Supply(KAVIWASU) and Endamarariek/Endabash Water Supply (ENDAWASU), experienced 39 and 34% nonrevenue water, respectively. To improve revenue collection and water supply services, the RevolutionizingRemittance Recovery in Water (R3W) project built the capacity of KAVIWASU and ENDAWASU to install and manage a prepaid water technology. Results to date show that revenues increased by 201%, downtime reduced from 1 week to less than a day, COWSOs' technical and management skills improved and there was greater customer satisfaction with the new technology.
The innovative cross-country 'WASH & Learn Programme' that Simavi implements in East Africaintegrates different sustainability aspects in the use of Cost Recovery Planning and RiskAssessment/Mitigation tools to trigger WASH financing and investments in the sustainability of WASHinfrastructure. Through this operational mix of sector tools and principles, results are becoming evident:Communities, schools and governments are working together to generate income, to grow local funds forWASH and especially for operation and maintenance of the WASH investment. The stakeholderengagement has scaled up from initial discussion to active involvement through public privatepartnerships, fostering the target group from beneficiaries to stakeholders.
CLTS Knowledge Hub;
La CLTS Knowledge Hub, basée à l'Institute of Development Studies, a organisé un atelier régional à Arusha en Tanzanie, du 16 au 20 avril 2018 avec l'aide de la SNV Tanzanie. L'événement a réuni les personnes impliquées dans la programmation de l'EAH en milieu rural dans huit pays de la région (Burundi, Érythrée, Éthiopie, Kenya, Malawi, Ouganda, Tanzanie et Zambie) aux côtés d'experts travaillant aux niveaux régional et mondial. Durant les cinq jours de l'atelier, les participants ont échangé leurs expériences, les innovations, les problèmes rencontrés et les acquis et ils ont recensé les manques de connaissances dans le but d'améliorer les capacités et l'apprentissage futur et d'arriver à un consensus sur la façon d'aller de l'avant. Par ailleurs, la SNV Tanzanie a facilité une visite d'étude dans ses zones du projet Assainissement durable et Hygiène pour Tous (SSH4A) dans les districts de Babati et Karatu.
Cette note d'apprentissage présente les problèmes les plus communs et les obstacles à la réalisation de l'Objectif de développement durable (ODD) 6.2 que les participants à l'atelier ont identifiés dans toute la région. Elle résume les discussions qui se sont tenues toute la semaine, met en avant les pratiques prometteuses et considère des actions prioritaires pour aller de l'avant.
FC and EAPN, in partnership with other stakeholders, have carried out a series of workshopsas part of the Data Strategy and Capacity Building Program in Tanzania. As a continuation of the series, a fourth workshop took place on December 6, 2017 in Dar Es Salaam. This report highlights the key outcomes and discussions of the fourth workshop in this series of workshops.