Education is an essential component in implementing the sustainable development agenda. Reflecting this, UNESCO launched the project ‘Today for Tomorrow: Coordinating and Implementing the Global Action Programme (GAP) on Education for Sustainable Development (ESD)’ in February 2016.
Better designed and implemented entrepreneurship policies should result in more new businesses created, with potential long-term benefits for economic growth, employment and economic integration. Following this logic, UNCTAD has implemented the project ‘Support Developing Country Policy Makers in the Formulation of National Entrepreneurship Policies through the Implementation of Entrepreneurship Policy Frameworks’.
The peace agreement between the Colombian government and the FARC in 2012 brought with it the promise of more peaceful living conditions and new opportunities to participate in democratic processes. However, such opportunities are not evenly distributed. To help address this, Caritas implemented the project ‘Reinforcement of Democratic Processes with Gender and Differential Approaches in Vulnerable Populations in Chocó, Columbia’
Recent research by international organisations has found that teachers do not sufficiently participate in key discussions on educational reform in developing countries, therefore depriving the process of teachers’ input and undermining teachers’ sense of ownership and commitment. The project ‘Improving Teacher Support and Participation in Local Education Groups (LEGs)’ sought to address this deficit.
Technical and Vocational Education and Training (TVET) can empower individuals and contribute to economic growth. UNESCO’s Better Education for Africa’s Rise (BEAR) project aimed to support TVET in five African countries and this month the project’s evaluation report was published following a collaboration between ECOPER and Ockham IPS.
Despite rising school enrolment rates in Burkina Faso, Niger and Senegal, research into primary school reading literacy have revealed poor results. With the aim of addressing this, UNESCO’s International Bureau of Education (IBE) launched the project ‘The results of learning to read in the first years of primary school: integration of the curriculum, teaching, learning aids and assessment’ in November 2013.
Public Private Development Partnerships (PPDPs) are recognised as one of the primary means of implementing the international development agenda as framed by the Sustainable Developing Goals. On this topic, CODESPA recently presented the report ‘Institutional, Legal and Socioeconomic Context as a Reference for the Establishment and Promotion of Public Private Development Partnerships in the Dominican Republic’, in which ECOPER collaborated.
Entrepreneurship and small and medium-sized enterprises (SMEs) have been a priority area for the European Training Foundation (ETF) in recent years in recognition of their effects on economic growth, job creation and social cohesion. ECOPER has collaborated with Ockham IPS to complete the evaluation of the ETF’s work in entrepreneurship and enterprise skills development (EESD) in partner countries between 2010 and 2014.
ECOPER has collaborated with Ockham IPS in the evaluation of UNESCO’s Associated Schools Project (ASP) Network. The evaluation involved a document review, a series of interviews and focus groups and an online survey, and involved six in-country field missions, including one conducted in Haiti by ECOPER consultant Aitor Pérez. The ASP Network supports UNESCO in …
The relationship between water, disease and poverty is a priority area of development in the Dominican Republic, though the extent of the challenges posed varies significantly between geographic areas. ECOPER has recently submitted its report on the evaluation of eight Manos Unidas projects aimed at improving access to water and sanitation in the Dominican Republic.