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The MERANKABANDI cash transfer project provides regular cash payments of Burundian francs (BIF) 20,000 per household per month to help households meet their basic needs and is coupled with behaviour change promotion activities. A beneficiary household remains in the programme for three years (two and a half years with cash and behaviour change activities, and… Read more
This report provides a gender analysis of the Government of Burundi’s “MERANKABANDI” cash transfer project. This study is the first of two papers providing technical support to the UNICEF country office on the programming of activities commonly called “cash plus” or activities complementary to cash transfers. The purpose of this technical support is to assess… Read more
This brief focuses on cross-border movement in Eastern and Southern Africa (ESA) and its implications for development of risk communication and community engagement (RCCE) strategies aimed at preventing transmission of COVID-19 in the ESA region. Given the extensive risk of cross-border transmission of the virus and the imminent reopening of borders, such strategies are essential… Read more
This blog originally appeared on the Open University website and is reposted with their permission Measures to control the current pandemic impact more heavily on everyone whose access to internet and digital technologies is limited. But in some countries, the impact can be particularly devastating, says Anna Colom. The COVID-19 pandemic has shed light on the inequalities in access to the… Read more
The UK’s Department for International Development (DFID) has contracted OPM to carry out a scoping study and literature review of gender-sensitive public works. This involves collecting good practices and examples from across the globe, as well as identifying potential areas for intervention (and piloting) in Mozambique. The terms of reference (TOR) for this study required… Read more
The UK’s Department for International Development (DFID) has contracted OPM to carry out a scoping study and literature review of gender-sensitive public works. This involves collecting good practices and examples from across the globe, as well as identifying potential areas for intervention (and piloting) in Mozambique. This report is a scoping study of the potential… Read more
A ‘learning partner’ formative evaluation of StiR Education’s Intrinsic Motivation model STiR Education’s scaling model is predicated on delivering through the system, not just working alongside it. There are no parallel programme delivery structures: STiR works directly with system level roles at the middle tier, including Teacher Development Coordinators (TDCs) and Mentor Teachers (MTs). The… Read more
This report examines four not-for-profit school chains, run by non-governmental organisations in low-income contexts. These are Fe y Alegría, the Bangladesh Rural Advancement Committee (better known by its acronym BRAC), Gyan Shala and Zambia Open Community Schools. These school chains have succeeded in reaching marginalised students and expanding access to hard-to-reach groups. The evidence also… Read more
In 2017 the Canadian IDRC concluded a six-year programme supporting research organisations in Bangladesh, Burkina Faso, Ethiopia, Kenya, Lebanon, Peru and Vietnam in the development and testing of solutions to strengthen health systems through information technology. The programme under the title ‘Strengthening Equity through Applied Research Capacity building in eHealth’ (SEARCH) set out four objectives:… Read more
The aim of this review was to present the recent evidence on the effectiveness of inclusive and special education approaches in improving learning and behavioural outcomes, with a focus on developing countries, particularly Ethiopia. One of the key difficulties surrounding inclusive education in developing countries is the lack of research about education in these countries…. Read more
Between 2013 and 2017, Education Development Trust designed and delivered a large-scale education reform programme in Kenya, intended to improve the life chances of some particularly disadvantaged girls. This was funded by the UK government Department for International Development (DFID) as part of the UK global Girls’ Education Challenge (GEC) Step Change programmes. Education Development Trust called their project ‘Wasichana Wote Wasome’ (WWW); Kiswahili for ‘let all girls… Read more