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2019-06-27
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).
2019-06-27
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.
2019-06-27
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).
2018-06-14
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.
2018-05-24
CLTS Knowledge Hub;
The CLTS Knowledge Hub, based at the Institute of Development Studies, convened a regional workshop in Arusha, Tanzania, 16-20 April 2018 with support from SNV Tanzania. The event brought together those engaged in rural WASH programming from eight countries across the region (Burundi, Eritrea, Ethiopia, Kenya, Malawi, Tanzania, Uganda and Zambia) alongside experts working at regional and global levels. Over the course of five days participants shared experiences, innovations, challenges and learning, and mapped gaps in knowledge with the aim of improving capacity and future learning, and building consensus on the way forward. SNV Tanzania also facilitated a field visit to its Sustainable Sanitation and Hygiene for All (SSH4A) project areas in Babati and Karatu districts.
This learning brief presents the common challenges and barriers to achieving Sustainable Development Goal (SDG) 6.2 that the workshop participants identified across the region. It summarises discussions held across the week, highlights promising practices and considers priority actions moving forward.
2018-04-20
Oxfam;
Inequality between the richest and the rest in Malawi continues to rise, with poverty remaining extreme and endemic. Climate change is compounding the challenges, with recent droughts and floods likely to have worsened poverty, resulting in one in three Malawians relying on humanitarian assistance in 2016. Economic inequality threatens to undermine the hard-fought and important progress on some aspects of human development in Malawi.
This report presents a vision, roadmap and policy recommendations for a more inclusive, equitable and prosperous Malawi. It shows that inequality is not inevitable but the result of policy choices made by those with power. Breaking out of slow and unequal growth requires government, development partners and institutions to work for all, especially for those living at the margins, rather than serving powerful vested interests.
2017-12-21
Carsey School of Public Policy at The University of New Hampshire;
This case study provides an overview of Ziweto Enterprises, a social venture using franchising methodology to scale its growth. The goal of this study is to present a clear picture of how the starting stages of a social franchise can expand and thrive in a developing country such as Malawi. By discussing Ziweto's history, business model, operations, challenges, successes, decision-making process, social impact, and projected future, this case study aims to provide insight into the application of business format franchising to address social problems.
2017-12-01
Mathematica Policy Research, Inc.;
Drawn from the experiences of eight partners of the Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE) testing approaches to in-service teacher training in East Africa and India, the study surfaces a variety of practical lessons on how to design, implement, and scale efforts to train, motivate, and support teachers in order to improve educational outcomes.
High-quality teaching is central to creating an educational environment that supports learning for all. In designing, implementing, evaluating and scaling teacher training programs as a pathway to shaping education systems, design a cost-effective model that adopts a streamlined, appropriately sequenced approach to influencing how and/or what teachers teach. Shift towards a long-term focus to improving the effectiveness of the teaching force by being intentional about whom you train, leveraging both intrinsic and extrinsic motivators, and engaging both government and pre-service teacher training institutions as key partners. These and other practical, cross-organizational learnings and concrete examples highlighted in the study offer concrete guidance that can be leveraged to strengthen the design, implementation, evaluation and scaling of interventions to improve the quality of teaching.
2017-10-20
Institute of Development Studies (IDS);
A rapid review of the literature has found a selection of innovative WASH options available for situations of severe population overcrowding and limited spaces. Case study information was collated from African, Middle Eastern, South Asian and Caribbean countries. As requested, a number of experts were consulted for their opinion where there was a lack of project evaluations or grey literature.
2017-10-01
CGIAR;
This paper provides a brief synthesis of research conducted on gender in irrigation, and the tools and frameworks used in the past to promote improvement for women in on-farm agricultural water management. It then presents results from the pilot of the Gender in Irrigation Learning and Improvement Tool (GILIT) in locations in Malawi and Uzbekistan in 2015. Through the results of the tool, the paper looks at benefit sharing between men and women farmers: (i) access to irrigation scheme resources (including information, for example, in the design phase; land, water and other inputs); (ii) participation in scheme management; and (iii) access to scheme benefits, including access to market information, packaging and payments. The indicators for the tool were modelled after principles reflected in existing gender policies and strategies, and intended to improve performance at field level in line with national and regional goals. The paper concludes with informal and formal constraints to gender-equitable outcomes from irrigation investments identified during the pilot, and suggests how the tool can be used by various development actors to improve the benefits for women from investments in agricultural water management.
2017-08-21
Water Supply and Sanitation Collaborative Council;
In 2016, WSSCC's Global Sanitation Fund (GSF) recruited an independent team of experts to undertake an in-depth two-part diagnosis of GSF's approach to equality and non-discrimination (EQND). The first part of the diagnosis – an assessment comprising of visits to six countries (Ethiopia, Malawi, Nepal, Nigeria, Senegal and Togo) and a review of documentation across all GSF-supported programmes – was completed in 2017, resulting in this study. While confirming that many people who may be considered disadvantaged have benefitted positively from GSF-supported programmes, the study emphasizes that more proactive attention is needed to ensure no one is left behind. Several recommendations are offered to better integrate EQND throughout the components and stages of all GSF-supported programmes.
2016-10-27
Oxfam GB;
Malawi was one of the six countries in which Oxfam's Women's Economic Empowerment and Care (WE-Care) programme was implemented. In its first phase (2014-2016), WE-Care aimed to build evidence to influence policy and practice change around the issue of unpaid care work. In Malawi, three research methodologies were used, including qualitative participatory research and quantitative methods to generate a strong evidence base for awareness raising and policy advocacy at the national and global levels. The programme was designed to be closely linked with the GSM Association's mNutrition programme, which is a three-year multi-country programme, of which Oxfam is part.
This report describes the use of information and communications technologies for data gathering, analysis and implementation of a randomized control trial. This aimed to understand the impact that access to mNutrition (mAgri and mHealth) services had on the allocation of time to unpaid care work.
