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Tuesday, December 13

  1. page space.menu edited ... Additional Education Resources BGE Sector Profile Human Interest StoriesAMEE Stories AMEE…
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    Additional Education Resources
    BGE Sector Profile
    Human Interest StoriesAMEEStories
    AMEE
    ERAC
    Africa ERAC
    LAC ERAC
    CARE wikis home

    (view changes)
    3:49 am

Tuesday, September 6

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Friday, March 18

  1. page Knowledge Products edited ... This document outlines our common agenda and a path to heightened impact, more thoughtful appr…
    ...
    This document outlines our common agenda and a path to heightened impact, more thoughtful approaches, greater accountability and – most importantly – a quality education for all.
    Objectives of the Learning Agenda
    ...
    programming portfolios.
    CARE believes that in order to achieve significant and lasting impact on poverty and social injustice, especially for women and girls, all of our programs should include a set of established characteristics. One of those characteristics is: the ability to promote organizational and social learning, to generate knowledge and evidence of impact. This evidence and knowledge will be used for advocacy, risk analysis and mitigation, adapting the theory of change and leveraging resources.
    ...
    that area.
    It

    It
    is expected
    ...
    agenda by:
    • Identifying the learning sub-themes that are relevant and of interest to your CO
    ...
    knowledge captured
    • Identifying gaps in knowledge that the CO would like to learn from other COs
    • Developing knowledge products and means for learning
    • Sharing knowledge
    ...
    of CARE
    The duration of this learning agenda is through the end of FY14. At the end of FY14 the BGE Unit will lead an assessment of progress towards this learning agenda and evaluate how to continue. The results of this learning agenda will also inform the next education sector strategy.
    ...
    full publication can be accessed {Global Learning
    ...
    2011.doc} .
    Click {Global

    {Global
    Learning Agenda (French).doc} for the French version
    Click {Global

    {Global
    Learning Agenda (Spanish).doc} for the Spanish version
    Click {Global

    {Global
    Learning Agenda (Portuguese).doc} for the Portuguese version
    For additional information, please contact Amanda Moll at amoll@care.org or Camber Brand at cbrand@care.org.

    PCTFI Tips Series:
    The Patsy Collins Trust Fund Initiative (PCTFI) is excited to share its new series of lessons from the field, the PCTFI Tips Series! Over the past year, each of the PCTFI Cohort 1 countries (Cambodia, Honduras, Mali, and Tanzania) have participated in a reflective exercise on the work that they have done. Drawing on their experiences, each country compiled a list of potential topics for their first contribution to the Tips Series. After discussing and vetting the topics across the group of four countries and BGE, single themed topics were decided upon. Information was collected through a series of interviews and a thorough document review of each program’s work. Topics were created from a field-perspective, with the intention that these documents would be shared across the CARE community. Each document describes a challenge the team encountered, CARE’s response, the results of this response, and recommendations to other colleagues. The first volume of the Tips Series will be published over the upcoming months and will include all four Cohort 1 countries. It is our hope that these CARE lessons are helpful in not only telling the story of the work we are doing, but also encouraging cross-collaboration and sharing across the CARE education and program sectors. As they become available, electronic copies of these documents can be found here on the BGE Wiki as well as the CARE USA website at http://www.care.org/careswork/whatwedo/education/edu_publications.asp. The topics of the first four PCTFI Tips Series documents to be published are:
    ...
    The Strategic Impact Inquiry (SII) has allowed the CARE Kenya team to examine its education programs in Dadaab through various lenses, while also allowing for staff and community development in designing methodology and particaipatory approaches. Through this SII process the education team has began to internally evalute its programs with an eye to indicators that focus on attainment; quality; equality and empowerment.
    The SII, has presented CARE Kenya with an opportunity to reflect on how it would like to approach education in its future programming as the study has provided CARE Kenya with an in-depth view of perceptions from the community on the education system, as well as providing quantitative data on its attainment levels, equality and quality of education in Dadaab schools. The study has allowed CARE Kenya to probe deeply into its education programs and reflect on how its education programs have impacted the empowerment of girls and other marginalized children. The findings from this study will guide future strategic planning within the Dadaab education program.
    ...
    clicking HERE
    Learning Journey Series
    :
    (view changes)
    5:58 am
  2. page Knowledge Products edited BGE Knowledge Products: BASIC AND GIRLS' EDUCATION GLOBAL LEARNING AGENDA CARE’s Basic and G…

    BGE Knowledge Products:
    BASIC AND GIRLS' EDUCATION GLOBAL LEARNING AGENDA
    CARE’s Basic and Girls’ Education (BGE) Unit draws on a wealth of experience embodied in its education portfolio which touches more than 40 programs, involving over 100 projects in 44 countries. This portfolio targets marginalized communities and vulnerable populations, employing key thematic programming models. It focuses on innovations in programming, the incorporation of girls’ leadership competencies, and advocacy for rights based access to quality education. Staff in the BGE Unit and Country Offices (COs) have documented knowledge and developed a broad range of knowledge products in the form of basic project documents, evaluations, impact assessments, policy and advocacy papers, capacity building training manuals, toolkits, comprehensive research documents, and sets of human interest and success stories. In addition, all staff engages regularly in meetings at multiple levels, advocacy campaigns, trainings, and many other venues where knowledge is generated, shared, and clarified. Equally important is the knowledge we draw from our constituents, our partners and, especially, our colleagues.
    According to BGE’s 2010-2015 Sector Strategy, CARE’s education programs will share a set of priorities that are grounded in our vision, experience and guiding principles. These priorities are as follows: strengthen community-driven models of education; deepen partnerships in government-run education systems to promote new kinds of collaboration and impact; demonstrate innovative, replicable solutions to address gender, especially in marginalized communities we seek to target; advance knowledge generation in the sector by vigorous documentation of our impacts; address imbalances of power and gender; and incorporate a leadership focus into CARE’s education work globally.
    A set of operational priorities have also been outlined to help create a shared direction for how CARE works together in the sector. These themes will help direct how global resources are used and form the basis for our learning agenda. They are impact measurement, greater influence on the way education programs are formulated and implemented, development of clear organizational expertise, project to program shift and theory of change, leveraging of resources, and promoting CARE’s visibility and learning in education.
    This document outlines our common agenda and a path to heightened impact, more thoughtful approaches, greater accountability and – most importantly – a quality education for all.
    Objectives of the Learning Agenda
    In order to achieve the results laid out for the education sector, it is imperative to have a cohesive learning agenda to guide our work. This agenda should be based on our experiences, knowledge and programming portfolios.
    CARE believes that in order to achieve significant and lasting impact on poverty and social injustice, especially for women and girls, all of our programs should include a set of established characteristics. One of those characteristics is: the ability to promote organizational and social learning, to generate knowledge and evidence of impact. This evidence and knowledge will be used for advocacy, risk analysis and mitigation, adapting the theory of change and leveraging resources.
    The purpose of the learning agenda is to create, organize, collect, and present knowledge and learning around a central theme. In choosing a strategic learning theme to guide a learning agenda, we can strategically create a knowledge base around this topic, organizing our work and positioning us to be global leaders in that area.
    It is expected that each CO engaged in education work would participate in this joint learning agenda by:
    • Identifying the learning sub-themes that are relevant and of interest to your CO
    • Contributing to global learning by sharing knowledge captured
    • Identifying gaps in knowledge that the CO would like to learn from other COs
    • Developing knowledge products and means for learning
    • Sharing knowledge
    • Applying learning to improve current programming and positioning of CARE
    The duration of this learning agenda is through the end of FY14. At the end of FY14 the BGE Unit will lead an assessment of progress towards this learning agenda and evaluate how to continue. The results of this learning agenda will also inform the next education sector strategy.
    The full publication can be accessed {Global Learning Agenda January 2011.doc} .
    Click {Global Learning Agenda (French).doc} for the French version
    Click {Global Learning Agenda (Spanish).doc} for the Spanish version
    Click {Global Learning Agenda (Portuguese).doc} for the Portuguese version

    PCTFI Tips Series:
    The Patsy Collins Trust Fund Initiative (PCTFI) is excited to share its new series of lessons from the field, the PCTFI Tips Series! Over the past year, each of the PCTFI Cohort 1 countries (Cambodia, Honduras, Mali, and Tanzania) have participated in a reflective exercise on the work that they have done. Drawing on their experiences, each country compiled a list of potential topics for their first contribution to the Tips Series. After discussing and vetting the topics across the group of four countries and BGE, single themed topics were decided upon. Information was collected through a series of interviews and a thorough document review of each program’s work. Topics were created from a field-perspective, with the intention that these documents would be shared across the CARE community. Each document describes a challenge the team encountered, CARE’s response, the results of this response, and recommendations to other colleagues. The first volume of the Tips Series will be published over the upcoming months and will include all four Cohort 1 countries. It is our hope that these CARE lessons are helpful in not only telling the story of the work we are doing, but also encouraging cross-collaboration and sharing across the CARE education and program sectors. As they become available, electronic copies of these documents can be found here on the BGE Wiki as well as the CARE USA website at http://www.care.org/careswork/whatwedo/education/edu_publications.asp. The topics of the first four PCTFI Tips Series documents to be published are:
    (view changes)
    5:08 am

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