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.
This month the report ‘Cash for Development: The use of microcredits and cash transfers as development tools’ was published by the European Parliament Committee on Development. It was co-authored by ECOPER consultants, following a meta-evaluation of previous studies on cash-for-development tools.
ECOPER has conducted the external evaluation of the UNESCO project ‘Protecting Cultural Heritage and Diversity in Complex Emergencies for Stability and Peace.’ The project aimed to reduce the vulnerability of populations whose culture and heritage is targeted or affected in complex emergency situations, with interventions in Syria, Iraq, Libya and Yemen.
This month ECOPER completed a systematization of the livelihood programmes run for Myanmar refugees by the Catholic Office for Emergency Relief and Refugees (COEER) as part of its project ‘Strengthening capacities and developing sustainable livelihood opportunities for the Myanmar refugees largely encamped along the Thai-Myanmar border in preparation for eventual repatriation.’
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.
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.