Humanitarian emergencies frequently require a rapid response from the organisations responsible for providing assistance. In response to this, Caritas has implemented a capacity building programme on emergency preparedness and response, Phase II (ReCIP2) in Mali, which had the aim of improving the organisations’ response to emergencies. ECOPER recently completed its external evaluation of the intervention. The evaluation aimed to both analyse the results of the programme and, where possible, propose improvements which could be adopted for future efforts. It was conducted remotely owing to the COIVD- 19 pandemic, with interviews and surveys taking place online.
ECOPER has collaborated with Ockham IPS to evaluate Phase II of the UNESCO- CFIT project ‘Improving Quality Teacher Education in a selected number of countries in Sub-Saharan Africa’.
ECOPER and OCKHAM IPS have collaborated on an evaluation and tracer study for the German Academic Exchange Service (DAAD) ‘Centres of African Excellence’ (CoAE) programme.
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’.
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.