EN - Educo_Analysis and Systemization of 20 Evaluation Reports​

Analysis and Systemization of 20 Evaluation Reports​

Carried out for development and humanitarian action projects in the Americas, Asia and Africa.

Contents​ / 1

Contents​

Methodology​ Findings associated with each Educo social impact outcome Lessons learned​ Good practice ​ Recommendations​ Analysis by evaluation criteria ​ Conclusions

Methodology​ / 2

Methodology​

Systemization limitations​

Methodological approach​

Objective​

Sample selection​

Phases​

Scope​

Generalization of findings and conclusions​

Research topics​

Methodology / 3

Overall analysis​

of the sample of selected projects​

Distribution of reports by region​

List of evaluations analysed​

Distribution of reports by main programmatic area​

Distribution of reports by area and region​

Nº extracts per report​

For the analysis exercise, excerpts from informative and relevant reports related to evaluation findings, recommendations, lessons learned and good practices were identified and recorded. The following graph shows the number of extracts selected per report.​

Findings associated with each Educo Social Impact Outcome.​

Social Impact Outcome 1​

Findings associated with each Educo Social Impact Outcome / 5

Equitable, safe, quality education​

Programmatic priorities​

Main outcomes​

Education and care in early childhood​

Capacity building for families​

Capacity building for schools and professionals​

Safe and inclusive educational processes​

Innovative and critical methodologies to improve learning ​

Development of teaching capacities​

Gender and coeducation approach ​

Local languages and cultures​

Safe and protective education ​

Education technologies and digitalisation​

Educational alternatives and technical training for out-of-school children and young people​

Learning and skills for a full and dignified life ​

Equitable access mechanisms and recovery strategies​

RDD and Education in humanitarian crises and natural disasters​

Adapted educational opportunities for children and young people​

Preventive and response capacity of risk management systems​

Findings associated with each Educo Social Impact Outcome/ 6

Social Impact Outcome 2​

Protection against violence and exploitation​

Programmatic priorities​

Main outcomes​

Protective and positive treatment family and community environments.​

Community and Child Participation​

Attitude and Behaviour Change in the Child

Protection System

Combating gender-based violence.​

Empowering and educating girls and women

Promoting a culture of respect and equity

Combating the worst forms of child labour and exploitation.​

Raising awareness and understanding of violence and abuse against children

Reducing child labour and improving conditions

Protecting children in humanitarian crises.​

Protecting children in humanitarian crises.​

Findings associated with each Educo Social Impact Outcome/ 7

Social Impact Outcome 3​

Empowerment and agency​

Programmatic priorities​

Main outcomes

Economic and Personal Empowerment ​

Organisation and agency for social change.​

Leadership and Community ​

Gender and Sexual Diversity​

Culture of peace and social cohesion.​

Education and Rights Awareness ​

Building of safe spaces​

Education and action for the ecological transition.​

Ecological Transition and Sustainability​

Participation and accountability in humanitarian crises.​

Participation and Accountability​

Lessons Learned.​

Lessons learned / 9

Social Impact Outcome 1​

Social Impact Outcome 2​

Equitable, safe, quality education

Protection against violence and exploitation.​

Alleviate poverty in order to reduce the number of school drop-outs and facilitate the uptake of educational alternatives.​

Changing attitudes is a long-term process that requires a process of reflection, self-criticism and continued reinforcement of knowledge.​

Community collaboration and participation is key to the success of educational programs.​

Training and ongoing educational guidance for teachers is essential for protecting children and adolescents.​

Fostering student leadership contributes to a safer and more disciplined learning environment.​

Comprehensive Sexuality Education (CSE) is most effective when it is implemented simultaneously with families, education authorities and teachers.​

Innovative methodologies and teacher commitment are crucial for educational success.​

Ongoing training for teachers and head teachers is important when creating an inclusive and effective learning environment.​

Supporting existing initiatives and referral systems is more efficient than developing new projects in emergency contexts.​

Lessons Learned / 10

Social Impact Outcome 3​

Operational​ Lessons Learned

Empowerment and agency​

The importance of institutional embedding and coordination with local actors or those present in the territory.​

It is vital to keep children, adolescents and young people at the centre of decisions in all activities and interventions.​

The need to foster community participation and ownership.​

Empowerment methodologies and strategies do not work effectively in rigid traditional educational settings.​

The importance of the design and coherence of interventions in the successful development of interventions.​

The development of community-led initiatives funded by Educo is a valuable experience for engaging elected officials.​

Establishing robust monitoring and evaluation systems is key to project success.​

Good Practice.​

Good Practice.​ / 12

Social Impact Outcome 1​

Social Impact Outcome 2​

Equitable,​ safe, quality education

Protection against violence and exploitation​

Innovative methods and practice such as the Children's Parliament and the Mobile Library equip teachers to engage their students and improve their learning experience.​

The Child Protection Committees have become key contributors to the success of this project.​

Multipurpose Learning Centres served as friendly spaces for promoting child protection from a capacity approach.​

The investment made by the project in capacity building for teachers and caregivers produces positive results such as reduced dropout rates.​

Involving community social services and building on existing referral channels has positive outcomes with potential for sustainability.​

Good Practice.​/ 13

Social Impact Outcome 3​

Operational​ Good Practice

Empowerment ​ and agency​

Formalising inter-institutional collaboration and strengthening it through networks and meetings optimises implementation and helps to increase the impact and potential for sustainability of results.​

Creating spaces for young people to share their reflections such as student governments and developing methodological guidelines for how they work is an effective practice for their empowerment.​

Investing in needs assessment through quality studies is key to designing effective strategies.​

The Advisory Councils are effective as a space for the permanent participation of children and adolescents (CA).​

The development of mechanisms, management tools and methodological documents of their own contributes to the efficiency of the planning and implementation of activities.​

Defining a Participation and Accountability Strategy from a community-based approach facilitates collective ownership and commitment and improves program implementation.​

Play-based methodologies are effective in raising awareness of children's rights.​

Empowering women leaders, strengthening their capacities and giving them relevant roles in project implementation counteracts gender stereotypes.​

Recommendations.​

Recommendations.​ / 15

Social Impact Outcome 1​

Social Impact Outcome 2​

Equitable,​ safe, quality education

Protection against violence and exploitation​

Reinforce teacher training with appropriate and sufficient materials and tools.​

Propose interventions with a view to strengthening existing protection systems.​

Develop a communication and advocacy strategy linked to protection programs that is delivered through different channels depending on the audience.​

Encourage the sharing of good practice and lessons learned from educational projects.​

Provide continuity to training and awareness-raising processes, as well as educational support to implement Comprehensive Sex Education (CSE) in the classroom through a transformative teaching practice.​

Strengthen Community Learning Centres.​

Facilitate personalised support for those who initiate a complaint process.​

Extend codes of conduct for the travel and tourism industry to contribute to protecting children from sexual exploitation.

Social Impact Outcome 3​

Recommendations.​ / 16

Operational empowerment ​ and agency

Recommendations​

Formalise the institutional relationship with local authorities and foster synergies to improve efficiency, effectiveness and sustainability.​

Capitalise on innovations in the framework of Empowerment projects.​

Enable participation and ownership of activities and results by local communities and stakeholders to promote sustainability.​

Raise awareness via communication campaigns.​

Make the most of the potential for complementarity and mutual enrichment of the project's partners and collaborators through coordination and planning mechanisms.​

The design process needs to take into account that the change in attitudes that many projects aim to bring about requires a long-term approach and will require the definition of a strategy that incorporates the sustainability dimension.​

Address gender relations from an intersectional perspective and a masculinities approach for a better understanding of the hierarchies, inequalities and hegemonic cultural models that condition equality.​

Promote MEAL processes based on a participatory and capacity-building approach.​

Analysis by Evaluation Criteria.​

Analysis by Evaluation Criteria / 18

Relevance​

Coherence​

Efficiency​

Aligned with public policy​

Relevant

High coverage​

Good implementation​

Necessary​

Respond to SDGs and international conventions​

Pertinent​

Partnerships that contribute to efficiency​

Internal coherence​

Adapted to the context and changing circumstances​

Efficient and transparent management​

Analysis by Evaluation Criteria / 19

Effectiveness​

Impact​

Sustainability​

Generating local capacity​

Meaningfully positive​

Targets met​

Long-term changes​

Improvements observed in stakeholder groups​

Contribute to community development​

Challenges in the social, political and economic context​

Need for medium- to long-term interventions​

Analysis by Evaluation Criteria / 20

Participation and ownership​

Gender perspective​

Participation​

Impact on perceptions and attitudes​

Inclusion and empowerment​

Knowledge​

Initiatives​

Transversal approach​

Conclusions.​

Conclusions.​ / 22

Social Impact Outcome 1​

Equitable, safe, quality education​

PP 1. Education and care in early childhood.​

PP3. Educational alternatives and technical training.​

They have been effective in building the capacity of families and professionals, strengthening early education and access to quality early childhood education services. However, attention to this stage is still insufficient.​

They have made significant progress in offering educational alternatives and technical training for out-of-school children.​

PP 2. Safe and inclusive educational processes.​

PP4. Education in humanitarian crises.​

They have shown the importance of adapting educational opportunities for children in emergency situations, with a focus on preparedness and rapid response.​

They have succeeded in creating more inclusive and safe learning environments, with a relevant approach to cultural and gender diversity.​

Conclusions.​ / 23

Social Impact Outcome 2​

Protection against violence and exploitation​

PP1. Strengthening Protective Family and Community Environments.​

PP3. Combating the Worst Forms of Child Labour and Exploitation.​

They have made significant progress in involving communities and children in child protection. However, a more sustained approach is needed to ensure that these initiatives are sustained in the long term.​

They have been successful in reducing child labour and improving working conditions for children and adolescents. Awareness-raising on children's rights and vocational training in safe trades has taken children out of hazardous work, improving their self- sufficiency and livelihoods.​

PP2. Combating Gender-based Violence.​

PP4. Protecting Children in Humanitarian Crises.​

They have raised awareness of women's and girls' rights, improving their self-confidence and encouraging their participation in society. Training in sexual and reproductive rights, self-esteem and planning for the future has been shown to reinforce a culture of respect and equity.​

Community-based approaches have proven to be effective in reducing the risks associated with the lack of child protection. Ongoing training and support from local and government actors has facilitated the creation of community networks that make an impact.​

Conclusions.​ / 24

Social Impact Outcome 3​

Empowerment and agency​

PP1. Organisation and agency for social change.​

PP3. Ecological Transition and Sustainability​

They have promoted sustainable and environmentally friendly practices, improving community resilience to climate change.​ There is a need to broaden the scope and mainstream the approach.

They have contributed significantly to the economic and personal empowerment of women, youth, LGBTIQ people and communities through skills development, job creation and income generation initiatives.​ Leadership and active participation in community decision-making has been encouraged, strengthening social cohesion and promoting local democracy.

PP2. Culture of peace and social cohesion.​

PP4. Participation and accountability.​

They have made progress in promoting a culture of peace and social cohesion through rights education and awareness-raising, particularly in contexts of conflict or inequality.​

They have promoted the active participation of children, adolescents and communities in accountability and decision-making processes, strengthening transparency and social accountability.​

Conclusions.​ / 25

Further conclusions extracted from the systematisation process​

Mix-ups and Confusion in Good Practices and Lessons Learned.​

Difficulty of Alignment with SIO and Programmatic Areas.​

There is a need to improve categorisation in order to be able to extract and consolidate lessons learned and good practices in a homogeneous way.​

There is a need to improve the identification in evaluations of how and to what extent a project contributes to the Impact Results (SIO) and its programmatic areas.​

Diversity and Quality of Evaluation Reports.​

Incorporate the digital environment in the design of interventions.​

Strategic opportunity in scope and effectiveness while ensuring that digital gaps are addressed​

High degree of diversity in the quality of evaluation reports, which complicates the homogeneous extraction of learning and aspects to reflect on.​

Limitations of the projects as evidenced by the evaluation​

Analysis and Systemization of 20 Evaluation Reports​

carried out for development and humanitarian action projects in the Americas, Asia and Africa.​

Annex.​ List of Evaluations Analysed.

List of Evaluations Analysed / 28

List of Evaluations Analysed​

Region​

AP

Code​

Title​

AFRICA

PA1 Safe, equitable and quality education

BJ3067

Project to strengthen the life skills of children and adolescents, the socio-economic ​reintegration of young people and the promotion of peace and social cohesion in the department of Atacora (PReCoV)​

ML3006

APEEM - Support for the Protection and Education of Children Affected by the Crisis in the Mopti Region, Mali​

NE3046

Access to Quality and Safe Education for Children Affected by the Security Crisis and COVID-19 in Tillabéri Region, Niger​

PA2 Protection against violence and exploitation

BF3049

Promotion of Human Rights in Artisanal and Small-scale Mining (ProDHu-MAPE)​

ML3031

Joining Forces for Africa – protecting children during the COVID-19 crisis and beyond​

ML2206

Project for the Promotion of the Rights and Protection of Female Domestic Workers (FTD) (Jgitugu) in the District of Bamako and the Circles of Segou, Bla, San​

PA3 Empowerment and agency for social change

SN3010

Project on Gender Mainstreaming in Governance Mechanisms and Structures of​ for the Fulfilment of the Right to Secondary Education for Girls and Adolescent Women​ in Senegal​

List of Evaluations Analysed / 29

List of Evaluations Analysed​

Región

AP

Código

Título

ASIA

PA1 Safe, equitable and quality education

BD3102

Support to community-based Education and protection for the children of Rohingya camp and host- community in Cox’s Bazar

IN2099

Quality education program-MSSWS​

PA2 Protection against violence and exploitation

BD3108

From work to school: education, training and protection for children in hazardous child labour in the coastal areas of Bangladesh.​

PH2101

SAGIP Project: Strengthening accountability in governance towards ending child labour by promoting rights and providing socio-economic support​.

PA3 Empowerment and agency for social change

BD3101

Humanitarian assistance to Rohingya children, youth, and their families, and Host Communities in Cox’s Bazar​

List of Evaluations Analysed​ / 30

List of Evaluations Analysed​

Región

AP

Código

Título

PA1 Safe, equitable and quality education

LATAM

GT2054

Virtual environments in schools​

SV3044

Living my right to education​

PA2 Protection against violence and exploitation

NI3080

Women's empowerment and respect for sexual diversity as a right for gender equality​ in Nicaragua​

GT2176

Life stories impacted by Comprehensive Sex Education -CSE-​

SV2078

Women changing the world together​

GT2176

Life stories impacted by Comprehensive Sex Education -CSE-​

BO1805

Strengthening comprehensive systems for the protection of children and adolescents from trafficking and smuggling​ for commercial sexual exploitation, contributing to the exercise of their right to a life free of violence ​in Bolivia.​

PA3 Empowerment and agency for social change

BO2094

Project on Gender Mainstreaming in Governance Mechanisms and Structures​ for the Fulfilment of the Right to Secondary Education for Girls and Adolescent Women​ in Senegal​

BD3101: “Immediate impacts of the project are quite positive in terms of adopting and practicing child protection, GBV, DRR and action plan for reduce risk reduction plan measures as well as led by Children and youth are protected and have more resilient communities their external engagement have been significantly noticed by the project stakeholders. Strengthening Community-Based Child Protection System (CBCPC) was one of the key sustainable approaches that has engaged and mobilized caregivers, child protection actors (social workers, community volunteers, government officials) community leaders (Majhis), and non-child protection actors. The project has striven building knowledge on sensitise children, youth, and community members on child protection, child labour, child marriage, child trafficking, and sexual and gender-based violence (SGBV) through 12 Adolescent & Youth Groups (A&Y) with 240 youth and 12 Community-Based Child Protection Committees (CBCPC) with 240 adults directly. changing attitudes, behaviours and/or practices of these actors and target groups.”​ BF3049: “In terms of strengthening the skills of community protection structures, the approach used has also been effective and efficient, according to CCPE members. The approach based on collaborations between resource people and the involvement of the community not only ensures ownership of the project and a high level of support from the local population, but above all the successful implementation of the activities. Instead of using resource people to come and raise awareness among the population each time, with the high costs associated with their travel, accommodation or catering, or wanting to immediately refer a child at risk to the decentralised state structures in charge of protection, with the accompanying costs, the setting up and/or strengthening of the skills of the members of these structures appears to be efficient given the results achieved in such a short space of time.”

Educo projects have contributed significantly to the economic and personal empowerment of women, youth, LGBTIQ people and communities through skills development, job creation and income generation initiatives. This includes the creation of Village Savings and Loan Associations (VSLAs) and support for economic ventures, which has strengthened the financial autonomy of the beneficiaries.​ Leadership and active participation in community decision-making has been encouraged, strengthening social cohesion and promoting local democracy.​ The empowerment of women and LGBTIQ people has been strengthened according to the analysed projects working in this area, promoting equality and reducing gender-based violence. The projects analysed that worked on this issue have succeeded in raising awareness of the rights of women and LGBTIQ people, and have encouraged greater participation of these groups in decision-making and in the community.​ Despite advances in the inclusion of gender and sexual diversity, there is a need to broaden the scope of these initiatives, ensuring that all voices are heard and considered, especially those from excluded groups.

Play-based methodologies are effective in raising awareness of children's rights.​

SN3010 “As soon as it was conceived and presented to the communities, the GENeREr project initiated a fairly dynamic role-playing exercise that got the stakeholders excited about the issue of the exercise and enjoyment of the right to quality education for girls and teenagers in Senegal. The auditors were quick to point out that, from the outset of the project, all those involved had a clear understanding of their roles and responsibilities, in relation to both adults and children”.​

SV3044: “It has led to actions that have strengthened the skills and competencies of children and adolescents; it has identified opportunities to access an equitable and relevant education that promotes integration into an education system in accordance with the needs identified. The project has made it possible to place children and adolescents at the centre of the action and based on the coordinated efforts of primary and secondary duty bearers, actions are implemented that provide opportunities to enjoy the right to education”.​ IN2099: “The findings of focus group discussion with students strongly aligned with the overall objective of the school transformation project implemented by Pratham in Pune. It suggests that there is a significant improvement in teaching methodology by recognizing the importance of differentiation and personalized learning and remedial education to achieve expected competencies. Teachers now recognize that every student is unique and has different learning styles and needs. Therefore, they design lessons and activities that cater to these individual differences, making learning more effective and enjoyable”​ IN2099: “The findings suggest that project activities have helped the school to develop essential skills such as critical thinking, problem-solving, collaboration, decision making, confidence and communication among the students. It clearly reflected in the conversation held with children during FGDs. This practice in school is successfully increasing motivation and engagement, as students are often more interested and invested in learning when they can see the real-world application of their work”.

Ongoing training for teachers and head teachers is important when creating an inclusive and effective learning environment​

SV3044 “Increasing the capacity and competence of head teachers and teachers effectively contributes to children's learning through the adaptation and implementation of participatory activities in the teaching-learning process”.​ “The training processes for teachers and directors help them become aware of how to accompany children and adolescents in vulnerable conditions, mainly in cases where they have a disability, they have learned how to carry out inclusive activities that support integration in the classroom and interaction with other classmates.”

Covid-19 has implied an enormous challenge for many of the projects. In many cases, it has had an impact on the efficiency of the projects, having to replan some actions or even adapt the budget and manage these changes with the respective financiers and counterparts. There are also projects that have had to redesign their interventions due to the impediment that existed for many months to carry out in-person actions. Thus, additional effort has had to be made to digitize training and/or bring information, awareness-raising or training actions to the online environment. However, from the reports analyzed it can be concluded that it has been a difficulty overcome and that it has left installed capacities that can be used as opportunities. In humanitarian emergency contexts, difficulties have been identified linked to control over the execution of the project, given that they are areas of intervention in which the competent authorities have a lot of control over everything that happens under their territory. In very impoverished environments or territories , projects that seek to fight against child labor and promote alternatives to dropping out of school encounter difficulties at a structural level. As long as family subsistence cannot be guaranteed, families will continue to resort to the additional “labor” involved in the work of their sons and daughters. ​

It is not easy to identify how and to what extent a project contributes to the Impact Results (SIO) and its programmatic areas on the basis of evaluation reports. This dimension is not adequately addressed in most of the evaluation reports, which makes it difficult to clearly link it to Educo's strategic objectives and its strategic analysis.​

In humanitarian crises, child protection is essential. Community-based approaches have proven to be effective in reducing the risks associated with the lack of child protection. Ongoing training and support from local and governmental actors have facilitated the creation of community networks that promote child rights and violence prevention, ensuring a safe environment even in crisis situations.​ However, the sustainability of these achievements requires a strategic and coordinated approach, including continuous capacity building for local actors and the strengthening of community protection infrastructures. Educo must continue to support communities so that they can respond effectively to crisis situations and protect children in a comprehensive way.

BF3049: “By supporting women to set up VSLA groups, the project has made many women aware of the importance of income-generating activities (IGAs). The VSLA groups have managed to mobilise large sums of money, which they have used to finance their members' income-generating activities. The VSLA groups are very popular with the women, and it emerged from the interviews that all the groups are already self-sufficient and have started their second cycle despite the difficult circumstances and are supporting their children. These achievements are therefore visible and are a guarantee of sustainability for the project, because with these results, many people have managed to stay the course and explore all the possibilities for progress".​ GT3126: “The 37% increase in their income to support the family economy from pig rearing, selling carcasses and meat products has been fundamental in giving the women more independence".​ ML 2206: “Thanks to this project, the FTDs have seen their image improve in the areas they are from (the Ségou region) and in the host areas, following the awareness-raising campaigns launched by the project."

Reinforce teacher training with appropriate and sufficient materials and tools.​

GT2054 “The main recommendations that head teachers make to the program are: include other courses such as language, Social Studies and Artistic Expression, continue with teacher training, and more computers and equipment”.​ BD3102 “Appropriate training materials (pictorial presentation, video, games) on various child and adolescent abuses, social issues (early/child marriage) should be made available in sufficient quantity and the teacher should be trained on concepts and effective utilization of the materials”

The development of community-led initiatives funded by Educo is a valuable experience for engaging elected officials.​

ML2206: “Looking ahead, the development of initiatives of their own by the respective communes, financed by Educo (reception areas, road axis and departure areas), is an experience that should be exploited to better encourage elected representatives”.​

BD3102: “The project contributed to activating, capacitating, and mobilizing various child protection actors including 1566 parents and community members/caregivers. The project contributed to encouraging, capacitating, and mobilizing 2250 children and adolescent as an interface between parents and communities and local administrations. The project-built interest of the adolescent boys and girls in attending community-based Learning Centres by providing education support materials. LCMCs were made active to manage the learning centres and the MPC and ensure child friendly spaces. MPC learners received life skill trainings and were engaged in appropriate activities.”​ SN3010: has made child protection bodies functional at both community and village level: ‘As a result of the project, these bodies are now operational at both municipal and village level. Even though GENeREr focused on an initial intervention by Enda and Educo in the area of child protection, the project has succeeded in revitalising the protection mechanisms and putting them in place in certain localities where, until now, no organisation had taken responsibility for the issue’.

Defining a Participation and Accountability strategy using a community-based approach facilitates collective ownership and commitment and improves program implementation.​

SV3044 “Implementing training processes for soft skills (leadership, affective communication, intermediation, teamwork) with the different project holders helps participants to be more committed, involved and proactive in the project's activities”.​ BF3049 ‘'The community approach in the development of activities:BF3049 : “The community approach to activities: This approach consists of putting the community at the forefront of the project's activities, planning with them, asking for their suggestions and recommendations before carrying out the activities, gathering their experiences of the difficulties encountered by other stakeholders in carrying out the same activities, etc. From planning to implementation, all the collaborators were approached in a spirit of anticipation, which enabled them to benefit from each other's experience. These experiences, shared with the social services and the local population, helped to avoid certain difficulties and, above all, to improve the way in which certain activities were carried out. In addition, the anticipation and exchanges have made it possible to coordinate with all the stakeholders on the ground when difficulties have arisen”.

SV3044: “The awareness-raising processes developed in the framework of the project are valued positively by duty bearers; the right to a safe and inclusive education for all is recognised. "Before, we didn't give any importance to a child missing school; now we have been taught that we are not fulfilling their right when they are not sent to school." Mother of family participating in focus group in Santa Elena.​ SV3044: “From the previous participations, parents and guardians highlight that the project has improved communication with their children, which has motivated them to attend school regularly”.

Enable participation and ownership of activities and results by local communities and stakeholders to promote sustainability.​

ML3031 “Encourage the empowerment of community groups and civil society organisations by strengthening them in fundraising”.​ IN2099 makes several recommendations with this aim in mind:​

• “Collaborate with local authorities, NGOs, and community leaders to ensure the long-term viability of CLCs.”​
• “Foster community ownership and engagement by involving local stakeholders in the planning, implementation, and monitoring of the project.”​
• “Build local capacities by providing training and resources to community members, educators, and project staff”.​
• “Organise regular workshops, conferences, and networking events to facilitate collaboration and knowledge sharing among project partners, stakeholders, and relevant organisations. Encourage the documentation and dissemination of best practices, success stories, and lessons learned”.​

BO2094 “In terms of result two, eight community advocacy proposals presented by children and adolescents have been implemented, leaving validated methodologies for the design, implementation, monitoring and evaluation of projects developed by children and adolescents in the municipalities of La Paz and El Alto, and in the six educational units we have worked with, student governments have been established under the approaches envisaged in the project; these have been strengthened and four organisations working with young people have also been strengthened, with 100% achievement of these indicators.”​

IN2099: “Child parliament initiatives in both rural and urban settings share common features that promote active student participation and empowerment. These initiatives are described as active and engaging, providing students with a platform to take on different ministerial roles and participate in various activities. The child parliaments encourage collaboration with authorities such as teachers, School Management Committees (SMC), and local leaders like sarpanch or gram panchayat to address identified issues.”​ BO2094: 'The evaluation has observed significant progress in the consolidation of the right to participation in the participating municipalities, beyond the limitations due to the health crisis in the first year and the change of authorities in the municipal governments.”

SN3010: “In terms of reducing gender segregation in the realisation of girls' and adolescents' right to education, stakeholders highly appreciated the approach taken by the project to contribute to its reduction in this area. In other words, the evaluators recognised that the awareness-raising campaigns had made a significant contribution to reducing gender segregation and that girls and adolescents were now more assertive with the authorities, particularly with the establishment of the CME.As a result, young girls are also taking on more responsibility in schools, with some, for example, becoming class leaders in the CEM, something that was quite rare a few years ago."​

SV2044: “The ‘Living my right to education’ project, according to the evidence obtained from the various sources that support the evaluation, has contributed to strengthening the capacities and competencies of children and adolescents to participate in their comprehensive development, based on their active role in the learning process, accessing an inclusive and safe education, which provides them with the tools to achieve their life expectations.”​

IN2099: “By emphasizing the use of children's own language in the educational process, the project is contributing significantly to the holistic development, self-esteem, and cultural preservation of marginalized children, ultimately enhancing the overall quality of education and their overall well-being".

The projects in crisis contexts analysed have shown the importance of adapting educational opportunities for children in emergency situations. The prevention and response capacity of risk management systems is critical for ensuring educational continuity and the wellbeing of students in these circumstances. Educo should continue to develop and strengthen these systems, promoting resilience and ensuring that education is not interrupted in times of crisis. Education in emergencies must be a constant priority, with a focus on preparedness and rapid response to ensure that no child is left behind in crisis situations.

The Advisory Councils are effective as a space for the permanent participation of children and adolescents (CA).​

BO1805 “The program promoted the creation of the Advisory Councils as a space for the permanent participation of children and adolescents (CA). The methodology implemented by the program, which is based on the participation strategy, provides a comprehensive approach that has allowed the Councils to establish themselves as a legitimate space for participation through which children and adolescents can take on a leadership role, promote the exercise of their rights and assume their responsibilities, express their opinions and contribute to the growth and strengthening of their community. The actions developed by the program in terms of the application of democratic values of equity, parity and alternation, the strengthening of leadership, the understanding of rights and responsibilities and the development of action plans that include the development of proposals, participation in activities and the development of replicas for the prevention of violence, promoting gender equity, preventing human trafficking and CSV have contributed to the consolidation of this space and promote the active involvement of children and adolescents in generating protective environments that allow them to exercise their rights and live a life free of violence”.​

Establishing robust monitoring and evaluation systems is key to project success.​

GT2106 ‘’Collecting life histories is a useful technique for demonstrating the impact of Comprehensive Sex Education on children and adolescents; it allows for greater possibilities of in-depth analysis when it is carried out relatively close to the end of the training process.​ BO1805 ‘A success factor in the implementation of the Agreement has been the establishment of the MEAL system, which has allowed the technical team to develop in an orderly and timely manner the monitoring of the execution of activities and the progress in the achievement of indicators, particularly those linked to the training processes that had an IT support tool.​ A planning, monitoring and evaluation system that develops ongoing follow-up processes and is accompanied by the application of standardised tools is a key element in ensuring the quality of the intervention, objective measurement and responsiveness to incidents”.

The importance of institutional embedding and coordination with local actors or those present in the territory.​

BJ3067: it is highlighted that ‘The presentation of the PReCoV project to the communal councillors of the three (3) project intervention communes (Natitingou, Tanguiéta and Matéri), to departmental actors and to civil society actors was the key to the institutional anchoring of the PReCoV. The project team has realised that local elected representatives (at all levels) and institutional players (public and private) can make a real commitment to implementing a development project if they are involved from the outset and have all the information they need about the project, what it expects of them and, above all, what their roles are”.​

The importance of the design and coherence of interventions in the successful development of interventions.​

PH3010 « Aligning the project’s design and targets with government priorities made it easier and faster to get support from the concerned government agencies.”​ BJ3067: “Children/adolescents/young people, communities, their leaders, and stakeholders at all levels, including political and administrative authorities, remain fully engaged when development projects address the major issues affecting the lives of community members, particularly those aimed at empowering adolescents and young people”.

The need to foster community participation and ownership.​

BJ3067 “The immersion of Educo Benin's Community Facilitators in the communities is an important element. It has enabled the project to become firmly rooted in the community and has generated enough enthusiasm and acceptance of the project by the various actors at the community level: village/neighbourhood chiefs, religious/traditional/community leaders, women's and youth associations, etc.”.​

Extend codes of conduct for the travel and tourism industry to contribute to protecting children from sexual exploitation.​

BO1805 "Similar to the extension of the International Certification in Corporate Social Responsibility called “The Code”, which constitutes a Code of Conduct for the protection of children against sexual exploitation in the travel and tourism industry, as an initiative of ECPAT, whose representative in Bolivia is FMK. This good practice was picked up by the programme through FMK, and the program was able to deliver ‘The Code’ certification to 10 hotels in the geographical area of intervention of Protejeres”.​

Educo's projects have succeeded in creating more inclusive and safer learning environments, with a relevant approach to cultural and gender diversity. The projects have shown that creating a safe educational environment, where children's rights are respected and promoted, is essential for their holistic development. Implementing innovative methodologies and the use of educational technology have significantly improved student learning and participation. However, the sustainability of these improvements depends on continued support for schools and the integration of these practices into national education policies.​ Educo could focus on strengthening ongoing teacher training, especially in inclusive and personalised pedagogy, to ensure that the needs of all students are equitably addressed, in order to sustain these achievements.

Formalise the institutional relationship with local authorities and foster synergies to improve efficiency, effectiveness and sustainability.​

BD3102:“Local administration/authorities did play potential roles in executing the services efficiently with the target participants. Hence, the project should increase emphasis on engaging the local authorities and community leaders;”​ IN2099 “The SMAK and support centre need to be formalized and acknowledged by appropriate government authority. The programs interventions should be recognized by government to ensure system strengthening. In the regard, a formal MoU may be signed with government to roll out the intervention in government schools. Similarly, the learning material should be vetted by government to ensure that the material being used in the centre are aligned with government curriculum/learning outcomes.”​ SV2078 ‘We recommend strengthening the dialogues with duty bearers, especially with decision-makers in the municipalities, in order to reach agreements aimed at planning and budget allocation to follow up the intervention and therefore achieve its sustainability’.

Formalising inter-institutional collaboration and strengthening it through networks and meetings optimises implementation and helps to increase the impact and potential for sustainability of results.​

BJ3067 ‘Open collaboration with public bodies: Prefecture, Departmental Directorates, Town Halls, Commissariats, CPS, Educational Regions, as well as NGOs, radio stations and community social structures has enabled the project to be implemented effectively. The different stakeholders pooled their resources, which helped to minimise costs and have a much greater impact”.​ SV3044 “Implementing joint actions between local governments and the education community contributes to the appropriate use of resources, and the knowledge of the communities ensures that the benefits are targeted at the priority population”.​ ML 3006 “The partnership between international NGOs and local NGOs is an effective way of implementing projects in conflict zones”.

BD3102: “Now I am conscious about my rights and know when I need to raise my voice.” a 12 year old Forcibly Displaced Myanmar National (FDMN) girl Reshma Akhter. BF3049: “Before the project, I didn't know what children's rights were, what we had to avoid in order to become the men of tomorrow. But now I know everything thanks to the project’ (Young boy, 16, Bongriga)​ BO1805: “As part of the training, the elaboration of a guide called “Guide for working with children and adolescents for the prevention of trafficking and commercial sexual violence from a gender perspective” has been relevant and successful. Its content addressed the themes of the program and presented gender as a topic that articulates the understanding of the different forms of violence such as trafficking in persons and CSV that mainly affect girls and female adolescents. As part of the training process, the elaboration of a guide called “Guide for working with children and adolescents for the prevention of trafficking and commercial sexual violence from a gender perspective” has been relevant and successful. Its content addressed the themes of the program and gender as a topic that articulates the understanding of the different forms of violence such as trafficking in persons and CSV that mainly affect girls and female adolescents. This tool was designed for face-to-face training and, because it was developed with contributions from the technical teams of the CSOs, it drew on the broad educational and pedagogical experience reflected in its approach and methodological proposal, which made it flexible when applied, taking into account the specific characteristics of each geographical, social and cultural context as well as their populations.”

There is a high degree of diversity in the quality of evaluation reports, which complicates the homogeneous extraction of learning and aspects to reflect on.​

SV3044: "95.4% of the teachers in the survey sample believe that the training they received has given them the tools to adapt their methodology and prevent dropout. Only 1.5% of teachers consider that this training has a limited impact on their work. The training processes have allowed the adoption of inclusive, child-centred methodologies, applying teaching and learning strategies related to the reintegration and permanence of girls and boys in the education system’.​ IN2099: “Through educational training programs, teachers have been equipped with the necessary knowledge and tools to deliver quality education. This has resulted in improved teaching practices, increased confidence in interacting with students, and better communication between teachers and students regarding their learning experiences”.​ IN2099: “The project demonstrates effectiveness in improving teachers' learning and performance through the implementation of innovative teaching methodologies and strategies. Activities like the Child Parliament, Mobile Library, and various events have equipped teachers with new approaches to engage students and enhance their learning experience. By employing activities-based learning models, such as plays, storytelling, and math formulas, teachers have effectively engaged students and positively influenced their participation and attendance”-

It would be necessary for Educo to review and adjust the categorisation before finalising each report in order to be able to extract and consolidate the lessons learned and good practices from each report in a homogeneous manner.​

SN3010 ‘The creation of forums for exchange, dialogue and information-awareness-raising, in the form of committees, has transformed municipalities into places where local democracy, gender and self-development can be promoted. These committees have enabled local authorities to move beyond being just problem areas to becoming places where proposals for development and equity strategies can be drawn up”.​ NI3080 “In the medium term, all these activities will contribute to promote changes such as the empowerment of women and LGBTIQ people, the strengthening of their resilience to conditions that violate their rights, particularly the violence they face in the community and family environment. In addition, they favour the creation of safe environments at the family and community levels based on the awareness that local leadership has shown about violence against women, discrimination against people of sexual diversity and environmental deterioration.”

Educo has made significant progress in involving communities and children and adolescents in child protection according to the projects analysed. However, a more sustained approach is needed to ensure that these initiatives are sustained in the long term.​ The active participation of communities and children and young people in child protection has proved crucial. The creation and activation of adolescent-led clubs and child protection committees have strengthened community capacity to address and manage issues of violence and lack of protection. This approach has increased awareness and responsiveness to violence, demonstrating that the direct involvement of children and their communities is key to creating a protective and safe environment.​ Strengthening local child protection systems is essential for the sustainability of the outcomes. Establishing child protection networks and committees has proven to be effective and sustainable, facilitating a coordinated and sustained response to violence and exploitation. Collaboration between local, governmental and civil society actors has been key to the success of these systems, although further work is needed to mobilise long-term resources to ensure their sustainability.​ Educo must continue to strengthen local capacity, promote community participation and ensure the creation of strong support networks and monitoring systems that include all stakeholders, including parents, community leaders and local authorities. It is also essential to improve intergenerational and peer-to-peer communication in order to encourage more equitable and respectful relationships.​

The development of mechanisms, management tools and methodological documents of their own contributes to the efficiency of the planning and implementation of activities.​

BO1805 “In general, Educo is seen as the leading organisation in the intervention, it has generated the necessary mechanisms and tools to guarantee the quality of the financial administrative management process. It is thought that the experience of implementing this system has contributed to strengthening the administrative management capacities of all the CSOs and has contributed to generating quality standards for the management and execution of development cooperation funds”.​

The design process needs to take into account that the change in attitudes that many projects aim to bring about requires a long-term approach and will require the definition of a strategy that incorporates the sustainability dimension.​

ML3031: “integrate a “Sustainability of achievements” dimension into the project and develop an exit and transition strategy right from the design stage, with extensive awareness and communication campaigns”.​ BO1805 recommends a focus on the capacity approach: Making a significant impact on changing attitudes and practices in terms of gender equality and equal rights is a long-term process that requires sustained training and awareness-raising.

Educo has promoted the active participation of children, adolescents and communities in accountability and decision-making processes, strengthening transparency and social accountability. The projects have established student governments and youth committees that have enabled children and young people to present community advocacy proposals and actively participate in local governance.​ Educo should focus on strengthening institutional capacities to facilitate more robust and effective accountability processes, ensuring that the voices of children and communities are heard and respected.​ Lastly, it is essential to promote the continued participation of children and adolescents in community life and decision-making processes beyond the duration of the projects, in order to ensure active and sustained citizen participation over time.

Make the most of the potential for complementarity and mutual enrichment of the project's partners and collaborators through coordination and planning mechanisms.​

BO1805 suggests “taking greater advantage of the consortium's learning potential by generating more spaces for the exchange of experiences at the operational level, these spaces can motivate innovation in implementation processes and tools based on the wealth of visions and experiences that the technical team generates in their daily work in the field”.​ SV3044 recommends “developing short- and medium-term work plans and/or agendas, setting measurable indicators for the implementation of actions, as well as developing capacities for self-management, accompaniment and alliances with other local actors, in order to be efficient in the use of resources through coordinated work”.​ BD3108 in Bangladesh has this recommendation: “This intervention requires joint long-term strategic planning by the three partners (and also ADEY) ideally not just project-based, securing enough internal resources for it and fully integrating it into their strategy plans.“

The Community-based Child Protection System Strengthening (CBCPC) was one of the key sustainable approaches that has engaged and mobilised caregivers, child protection actors (social workers, community volunteers, government officials), community leaders (Majhis) and non-child protection actors. The BD3102 project has worked hard to increase knowledge, change attitudes, behaviours and/or practices of these actors and target groups.​

Propose interventions with a view to strengthening existing protection systems.​

SV2078 “It is important that future projects continue to be implemented on the basis of existing protection systems by public bodies, as they have the legal backing and accumulated experience of the work they carry out, in order to fulfil the rights of the people involved”.​ PH2101 “Expansion of the referral network of concerned agencies to increase access to livelihood assistance and related skills training”.

GT3126 “The project made an important contribution to regenerative agriculture which consists of a set of agricultural and grazing practices for climate change adaptation, regenerating soil organic matter and restoring biodiversity of degraded soil. This practice results in increased carbon dioxide sequestration by improving the water cycle. Among other benefits, it broadens ecosystem services, increases resilience to climate change, and strengthens the health and vitality of agricultural land.”​

Empowerment methodologies and strategies do not work effectively in rigid traditional educational settings.​

BO2094 “The methodology and strategies do not work when there is a rigid traditional educational environment, because it limits the participation of CAYP students”.​

Promote MEAL processes based on a participatory and capacity-building approach​

N2099 recommendation: “Provide training and support to project staff in using the database management system efficiently” BO1805 offers two recommendations:

• “For future interventions, it is important to develop measurement tools that allow for a more in-depth assessment of the results”.​

• “The indicators propose coverage targets that have facilitated the monitoring process, however, it is also important to establish effectiveness rates to monitor the quality of training processes by gender and age group”.​

SN3010 “It should be accompanied by a process for institutionalising participatory monitoring of the project's achievements by the IEF, local authorities and committees established to assess the results obtained in order to share them. Therefore, the monitoring and evaluation criteria should correspond to those of the different partner actors, and the tools and instruments used should be designed and developed to report on the performance indicators of the achievements. This system should lead to specific actions that aim to improve the program's follow-up and monitoring system. The committees must therefore redefine the specific objectives at service level and transform them into indicators or assessment criteria to enable the technical actors to follow and participate while evaluating the system. Of course, this process will require strengthening the capacities of the actors involved”.​

Community collaboration and participation is key to the success of educational programs.​

IN2099 “The establishment of Community Learning Centres (CLCs) in collaboration with parents and community leaders proved to be a successful approach in mitigating the impact of the pandemic on education.”​

Multipurpose Learning Centres served as friendly spaces for promoting child protection from a capacity approach.​

BD3102 “To empower children and adolescent, Multi-Purpose Learning Centres (MPC) were established and functioned as child friendly spaces where they have access to life skills training, participate in activities that build their resilience, and receive gender sensitive mental health and psychosocial support, case management and referral pathway assistance, structured PSS interventions, awareness sessions on child protection, GBV, needs based literacy and numeracy training.“​

The projects analysed have enabled children and adolescents to acquire essential knowledge and skills for their comprehensive development, preparing them to face challenges and live in a full and dignified manner, and preventing early drop-out. Educo has made significant progress in offering educational alternatives and technical training for out-of-school children, although in very impoverished contexts, prioritising education over work to support family subsistence remains a considerable challenge.​ It is important that Educo continues to strengthen these initiatives, generating flexible and professionally-oriented alternatives that are accessible and of high quality. In parallel, it is important to work on the expectations of children and young people and their families and educators, as this has been shown to be key to avoiding premature drop-out.

BD 3102: The immediate impacts of the project in Bangladesh BD3102 are quite positive in terms of adoption and practice of child protection measures, as well as education of children in the primary school curriculum. Project stakeholders have significantly noticed the empowerment of girls and boys and their commitment.​

Facilitate personalised support for those who initiate a complaint process.​

SV2078 “Educo should intervene on a personal or private level, for example, to develop a contingency plan for each adolescent girl and woman going through the reporting process, to help her deal with any aftermath in her moment of privacy, in order to guarantee the wellbeing of the rights holders”.​ PH2101 “The widen project's reach, the project may want to develop strategies to engage the local law schools in the area. Law students who want to volunteer as paralegals can help process documents and file complaints for child labour cases. Establish a partnership with the legal aid program with local law schools in the area. The project can establish long-term working relationships with the schools to launch educational campaigns on child labour and child rights”.

The projects have promoted sustainable and environmentally friendly practices, improving community resilience to climate change. Education and action initiatives for ecological transition have been implemented and have had a positive impact on the environmental awareness and practices of communities. The projects have encouraged the rational use of natural resources, reforestation and the adoption of good environmental practices, which has increased resilience and adaptive capacity for climate change. Given the relevance and urgency of this challenge on the global agenda, it is necessary for Educo to broaden the scope and mainstream initiatives that promote the ecological transition, involving more communities and joining local alliances that are promoting the 2030 Agenda.​ Educo should also continue and expand educational programs on environmental sustainability, ensuring that children and communities understand the importance of these practices for their present and future wellbeing.

Project ML3031 in Mali has made significant progress in protecting children in humanitarian crises through a community-based approach. This approach has been key to the success of the JOFA project, involving local stakeholders and bringing their concerns to the forefront. The project established networks of children and adults, involving religious leaders, youth, men and women, social services, representation from decentralised government and local authorities. These stakeholders received ongoing training and were accompanied by project staff, facilitating the sharing of messages and action to influence social behaviour.​

SV2044: “A functioning community mechanism that contributes to the reintegration of children and adolescents into the formal education system. By the end of 2023, 80 children and adolescents had been reintegrated through the application of the community mechanism for detecting children and adolescents out of school, within the scope of the project”.​ SV 2044: ‘Knowing how the protocol works, informing teachers about it, helps us to prevent cases of school dropout, working together and collaborating so that the child fulfils his or her right to education’ (head teacher - School Centre in the municipality of Santa Elena).

Changing attitudes is a long-term process that requires a process of reflection, self-criticism and continued reinforcement of knowledge.​

BO1805 “Changing attitudes is a process that requires a long-term working approach, starting with a reflective and self-critical process accompanied by knowledge building. In four years of implementation, the program has significantly strengthened the knowledge, attitudes and practices of the participants in the training processes, however, completing this process and consolidating the changes generated requires ongoing work in the long term.​

NI4080: ‘They have improved their level of awareness of inequalities and gender-based violence (psychological, patrimonial, physical), a situation that they clearly identify, as well as the factors that lead to this condition. (iii) They demonstrate knowledge of the route to access to justice, a key condition in the event that a woman decides to file a complaint. They are also aware of certain cases of violence occurring in their communities and seek to support the woman facing violence if and when she requests it."​ NI4080: "Community leadership has appropriated knowledge and instruments (community plan) that favour actions in favour of the environment, non-discrimination of LGBTIQ people and non-violence towards women. A significant group of men involved in thinking about masculinity recognise the need to make changes in their behaviours, a process that will continue without the project.​ SV2078: 'By the end of 2022, 85% of duty bearers linked to the project had developed new capacities to prevent and address gender-based violence."

Educo has made progress in promoting a culture of peace and social cohesion through rights education and awareness-raising, particularly in contexts of conflict or inequality, according to the projects analysed. The projects have promoted respect for diversity and the creation of safe spaces, facilitating a more inclusive and democratic environment.​ Education initiatives have raised awareness of rights and gender equality, promoting positive change in attitudes and behaviour. The projects have improved the cohesion of the social fabric and created stronger links between beneficiaries, increasing human rights awareness and reducing school drop-outs and teenage pregnancies.​ Although spaces for dialogue and conflict resolution have been created, it is important to strengthen these mechanisms, ensuring a broader and more equitable participation of all sectors of the community to achieve their empowerment from an inclusive approach.​ Educo must work more closely with local and national authorities to integrate lessons learned and best practice into public policies, promoting a culture of sustainable peace and social cohesion.

BF3049: ‘’The project has helped to reduce the number of children working in risky or dangerous jobs. This situation is definitely linked to the various awareness campaigns carried out during the project”.​ BF3049: ‘’Overall, 84% of the children work during the day, an improvement of 31 percentage points compared with the situation at the start of the project. There are still 9% of boys and 1% of girls who work at night. These results clearly show that the project has had a significant impact on the behaviour of the children on site."​ ML2206: “The project has led to a significant reduction in the FTDs' workload. The stakeholders we met during the course of this evaluation noted that the stakeholders were sensitive to the difficulties experienced by FTDs. They benefit from having a few hours of rest, especially in the middle of the day. The girls we met also said that their working hours had been reduced slightly. Hence this quote: “It's true, we wake up early in the morning and have a rest period from 12 o'clock until 3 o'clock in the afternoon. Afterwards, we go back to work until 8pm”. The interviews show that FTDs have a weekly day off in some households. If this is not the case, the employer will increase the salary.”

Investing in needs assessment through quality studies is key to designing effective strategies.​

SV3044 Prepare a diagnosis of the initial condition of the problems that a project plans to address through its implementation. The consultancy on the Study of Children and Adolescents Outside the Education System in El Salvador provided a frame of reference to be considered for the design of effective strategies regarding the problem of school dropout”.​ BJ3067 “For the selection of target beneficiaries for vocational training, it was initially left up to the craftsmen's collective to really supply the young girls and boys in need, given that this was their field. The focus of the first stage of implementation was on girls at risk of not taking the CQM exam in October 2021 due to lack of resources. But the names provided by the collective, when the files were examined, showed a lack of reliability, with names of people who were not really in need after a bit of investigation. That's when the project drew up an individual information-gathering sheet for each applicant. Workshops were visited to record the names of potential apprentices in need and information about them. After this, home visits were made to supplement the information received from the workshop managers, to find out the life story of each candidate. The most serious cases were therefore taken into account in the final selection.”

SN3010: “The project has made a big difference to our lives because this year no girls have dropped out of school or become pregnant.” "We, the pupils, organised talks and invited our parents and fellow pupils who had dropped out of school, and we made them aware of the issue.” “It's thanks to EDUCO that all this has been resolved, because before EDUCO it wasn't like that. But now that EDUCO is here, things are gradually starting to move forward.” "We need to tell parents how important it is for girls to go to school and that they must go to school and not drop out.” "Before EDUCO, our parents didn't know how important it was to keep girls in school, so they dropped out more easily and were more likely to get pregnant. But since EDUCO arrived, we've been made more aware of this and the girls understand better.” "The situation is different because as soon as you go into a class you find that the class leader is a girl, and the deputy is a boy."​ GT3126: “The cohesion of the social fabric and the creation of social bonds between women at home, in the community and in the department increased as a result of the project's interventions.”

Raise awareness via communication campaigns.​

BO2094 “Carry out high-impact communication support, sharing the actions the project is carrying out nationally via TV and social media”.​ SV3044 “Strengthen the campaigns promoting the Community Mechanism on the right to education, as well as community and awareness-raising activities (community arts and sports festivals)”.

GT2054: ‘In the second evaluation, attitudes towards technology improved significantly in the TPE schools, both for indicators of enjoyment and ease of use of computers and smartphones. 95% of students in TPE schools have used a computer and 88% have used a smartphone. ’​ GT2054: ‘95% T2B of the students consider that the KaLite platform has helped them to learn mathematics. 34% of the students in Chiché indicated that it helps them a lot as well as 33% of the students in San Pedro Jocopilas’.

The projects analysed have been successful in reducing child labour and improving the working conditions of children and adolescents, a challenge that requires a comprehensive and long-term approach given the scale of the problem. Awareness-raising on children's rights and vocational training in safe trades has taken children out of hazardous work, improving their self- sufficiency and livelihoods. Reduced working hours and improved working conditions are clear indicators of progress in child protection.​ However, to achieve sustainable impact, Educo must work closely with governments and employers to strengthen legal frameworks and ensure their effective implementation. It is also crucial to continue with awareness-raising campaigns, especially targeted at families and communities, in order to change perceptions and raise awareness of children's rights and the dangers of child labour. Vocational training and access to safe and decent work opportunities for young people must remain a priority as alternatives to child exploitation.

Comprehensive Sexuality Education (CSE) is most effective when it is implemented simultaneously with families, education authorities and teachers.​

GT2176: “CSE has a greater potential to resonate when issues are developed simultaneously with families, education authorities and teachers of the target group of children in the project coverage area”.​ The sustainability of learning in CSE and the changes it brings about in the lives of children and young people depend on comprehensive and systematic support, both inside and outside the classroom, during and after the training periods in the training centres.

Capitalise on innovations in the framework of Empowerment projects.​

BF3049 “Initiate actions for capitalising on innovations introduced as part of this project, in particular VSLA issues in the MAPE environment and the CRAFT process. The issues of the socio-professional reintegration of children must also be documented to facilitate replication for future projects”.​

Develop a communication and advocacy strategy linked to protection programs that is delivered through different channels depending on the audience.​

BD3108 “The project has a strong potential for advocacy, for which Educo could play a key role (including engaging other CSO/NGO for it)”.​ GT2176 “Provide, based on educational communication, feedback on the learning of children and young people developed in the classroom by: producing, with the active participation of children and young people, printed and audiovisual educational materials adapted to their age and interests; communication campaigns; radio programmes and social media; fairs with playful family activities in the communities; safe environments; link graduates of CSE courses and the interviewing team to peer groups promoted by allied social organisations related to sexual and reproductive rights”.

Involving community social services and building on existing referral channels has positive outcomes with potential for sustainability.​

PH3101 “The referral pathway established by the project is another facilitating factor that made the implementation successful. This mechanism highlights the positive interaction among different agencies and makes access to government programs by poor families possible in a programmatic or targeted way. Meaning, it is linked to the provision of government services with a regular budget. Again, as an example, the TUPAD program of DOLE was tapped or mobilized to provide livelihood assistance for the families of withdrawn child labourers on top of resources under SAGIP.”​

Encourage the sharing of good practice and lessons learned from educational projects​

India IN2099 “Encourage the documentation and dissemination of best practices, success stories, and lessons learned”.​ India IN2099 “Establish online platforms or communities of practice to facilitate ongoing communication and collaboration”.

It is vital to keep children, adolescents and young people at the centre of decisions in all activities and interventions.​

BO2094 “In all activities, interventions and actions, do not forget to place the rights-holders at the centre of all decisions. This is the only way to promote a change of approach when working with children, adolescents and young people (CAYP), this may generate some resistance among adults, but it also allows them to adopt this way of working, when they see the valuable results of intergenerational work with the full participation of CAYP”.​

Address gender relations from an intersectional perspective and a masculinities approach for a better understanding of the hierarchies, inequalities and hegemonic cultural models that condition equality.​

BO1805 ​

• “Intersectionality analysis: an in-depth analysis of the social factors that affect, positively or negatively, men and women and how these affect the issues addressed can contribute significantly to personalising the intervention for specific groups such as street children, survivors of human trafficking and CSV, adolescents with criminal responsibility, etc. Approaching gender relations from this perspective will allow for a better understanding of the hierarchies, inequalities and hegemonic cultural models that condition the daily lives of the groups prioritised by the intervention”.​

• “Masculinities: the program has addressed the masculinities approach appropriately in order to promote men's active participation in actions aimed at equal rights, the eradication of violence against women and the full exercise of rights in all areas of life for men and women. However, it is still considered necessary to develop this approach further as an indispensable dimension for contributing to gender equality”.​

“In future interventions, it is essential to generate strategies that allow the consortium to have a greater impact on the men. In this regard, the continuity of training and awareness-raising processes, as well as the adoption of new educational strategies for men, are essential to ensure the sustainability of the skills generated in children and adolescents. It is important to carry out a process of analysis in relation to the gaps that exist in the use of content between men and women, particularly in relation to gender-related content, which shows the greatest disparities.​ “Although there have been opportunities for capacity building of the technical team for the implementation of gender issues, this is a very complex issue that confronts staff with their own attitudes and behaviours in everyday life and that is rarely addressed with the depth that was proposed in the agreement. It is therefore important to create more opportunities for training and education to strengthen the capacities of the technical team”.

Innovative methodologies and teacher commitment are crucial for educational success.​

IN2099 “The utilization of innovative teaching methodologies, activities-based learning, and engagement with Community Learning Centre (CLC) teachers are effective approaches to meet the identified needs of the stakeholders “​

NI3080: "Community leadership has made progress in positioning the issue of women's and LGBTIQ rights, as well as positive masculinity within the community agenda, through the implementation of activities15 to raise awareness among the population and highlight the violence that women face".​ GT 2176: “I learned that there is a male and a female sex, each with different reproductive systems; that we are all of equal value, that we have the same rights, that studying and playing are rights that children have. I have the right to voice my opinion, I can express what I feel. Also, I learned that we shouldn't be violent, we shouldn't hit women. Sexual violence is very bad for children, for the children in families; it usually happens to the woman, because it is the man who always abuses the woman. In these cases, you can report it or ask the police -PNC- for help”.​ SV2078: “One of the positive impacts of the project is that the girls and adolescent women, upon recognising experiences of gender-based violence in their personal lives, were able to file complaints with the appropriate authorities and receive support from the community and duty bearers, which are essential for the proper accompaniment of victims of gender-based violence”.

Supporting existing initiatives and referral systems is more efficient than developing new projects in emergency contexts.​

PH2101 “Entering partnership and supporting the existing initiatives on the ground made it easier for Educo to move resources, provide services and reach more beneficiaries. This is a very efficient practice especially during emergencies where it is difficult to move logistics and find volunteers to bring services to the target beneficiaries.”​

Empowering women leaders, strengthening their capacities and giving them relevant roles in project implementation counteracts gender stereotypes.​

BO1805 “The role of women in these spaces has been a critical factor, since they have been the main dynamisers of the CLCs and, in this framework, the training on gender has been fundamental in cementing their leadership, given that it has allowed them to adequately address the existing machismo in the representative spaces of their communities. The empowerment of women leaders, based on strengthening their capacities to recognise the impact of sexism, gender roles and stereotypes, as well as gender-based violence on the wellbeing of women and the development of children and adolescents, has been very important for promoting the actions of the CLCs and building community intervention routes”.​

IN2099: “By actively involving marginalized students and valuing their opinions, the project has contributed towards creating an inclusive and student-centred learning environment that addresses the unique needs and aspirations of marginalized students”.​ SN3010: “The community bodies (CCPE and CVPE) have also spoken out, praising the intervention. According to these stakeholders, the project has made them aware of the importance of keeping girls in school. There has clearly been a change in mentality throughout the area and at all levels”.

The education and empowerment of girls and women are key to combating gender-based violence. The projects have raised awareness of women's and girls' rights, improving their self-confidence and encouraging their participation in society. Training in sexual and reproductive rights, self-esteem and planning for the future has proven to be effective in promoting a culture of respect and equity, reducing gender-based violence from an early age.​ Community awareness-raising and training have been effective in reducing gender-based violence and promoting a culture of respect and equity. The inclusion of gender approaches in education and the training of community leaders have led to significant changes in attitudes and practices towards gender-based violence, promoting more equitable and caring relationships.​ Despite these advances, there is a need to intensify efforts to address the cultural roots of gender-based violence and to expand the coverage of comprehensive sex and gender education programs. After analysing this systematisation, it is essential that Educo works with communities with a long-term vision to change patriarchal norms and practices and promote equitable and non-violent masculinities from an early age. In addition, the organisation must pay attention to gender disparities in training and empowerment, ensuring that both girls and boys are supported to develop self-protection and leadership skills.​

Strengthen Community Learning Centres​

IN2099​ “CLC Conduct a feasibility assessment to identify areas where CLCs can be expanded and establish a plan for their growth”.​ IN2099 "Allocate sufficient resources to support the establishment and operation of new CLCs.”​ IN2099 “Collaborate with local authorities, NGOs, and community leaders to ensure the long-term viability of CLCs”.

Fostering student leadership contributes to a safer and more disciplined learning environment.​

IN2099 “The Change Maker takes responsibility for maintaining cleanliness, promoting discipline, resolving conflicts among students, ensuring the safety of girls and boys, and bringing issues to the attention of teachers when necessary. The students in the Change Maker have the autonomy to make decisions and organize activities as they see fit. This practice of involving students as change makers can be considered a good practice that can be replicated or taken into consideration in future program implementation“.​

Provide continuity to training and awareness-raising processes, as well as educational support to implement Comprehensive Sex Education (CSE) in the classroom through a transformative teaching practice.​

SV2078 ‘Educo should continue the training and awareness-raising processes on gender-based violence, so that children and adolescents and their families can easily identify and prevent them or report them to the corresponding bodies, particularly psychological and patrimonial violence, which are culturally more subtle and therefore more difficult to identify, to the three areas covered by this intervention, that is, to the rights holders, and primary and secondary duty bearers, to ensure the sustainability of the process’.​ ML3006 “Work with all relevant sectors to improve learning outcomes for children. This includes improving the school environment by ensuring water supply, hand washing with soap and separate toilets for girls and boys in schools; ensuring that children's nutritional needs are met to promote cognitive development and educational outcomes; and ensuring that specific mechanisms are in place to protect girls and ensure their complete education."

BD3102: “The general awareness and knowledge building supports on child protection has positively changed the behaviour of the project participants. The study team found at the end of the study, that the project has successfully achieved all the set indicators, meaning that the project could make positive changes in child protection measures through the CBCPC and LCMCs approaches. “​ BF3049: “Violence, repression and unpaid bills are on the way out” (Focus-Group Jeunes, Bongriga). As a result of these observations, one young boy stated that : “Before the project, I didn't know what children's rights were, what we had to avoid in order to become the men of tomorrow. But now I know everything thanks to the project”. (Young boy, 16, Bongriga).

Alleviate poverty in order to reduce the number of school drop-outs and facilitate the uptake of educational alternatives.​

BD3108 “Children from 15 to 18 years are not getting the opportunity to study in our schools due to age restriction, but their poverty does not allow them to access other schools, either. Besides, due to poverty it is not possible to remove all children and adolescents from dangerous work due to the poverty of their families. Children and adolescents are repeatedly involved in work due to seasonal family migration."

The investment made by the project in capacity building for teachers and caregivers produces positive results such as reduced dropout rates.​

SV3044 “Working meetings have been held to change and improve the methods of the training processes that teachers carry out in their classes.” “The training process that teachers received in the project helped them to learn about early warning, now they know how to feed the system, they pay attention to the alerts and give better follow-up to children who are at risk.”​ BD3102 “Investment made by the project on building the capacity of the teachers and the caregivers really produced positive results in building effective learning environment in the LCs.“

Training and ongoing educational guidance for teachers is essential for protecting children and adolescents.​

GT2176: "To ensure that teachers are trained and reflective in CSE (Comprehensive Sexuality Education), it is necessary to provide pedagogical support in the classroom. This enables the consolidation of knowledge and practice, strengthens teachers' communication skills with their students and motivates them to explore new teaching-learning strategies based on the active, participatory and experiential methods proposed by Comprehensive Sexuality Education.”​

The Child Protection Committees have become key contributors to the success of this project.​

BD3108 “The members of the Child Protection Committees (6 committees) have emerged as key contributors to the success of this project. Their active involvement in various aspects has played a crucial role in ensuring the project's continuity. These committee members consistently gather information about children's education, maintain communication with parents, conduct visits to children's workplaces, engage in discussions with employers, and work towards preventing early marriages. As a result of their efforts, there has been a noticeable increase in children's attendance at Bridge School compared to previous levels. Furthermore, these committee members have been instrumental in reducing the working hours of children, providing opportunities for those interested in transitioning to government schools, and acting as liaisons between Bridge School children and local government and non-government organizations. The proactive role of the Child Protection Committee members not only contributes to the success of the project but also facilitates the fulfilment of children's rights within the community. “​

Innovative methods and practice such as the Children's Parliament and the Mobile Library equip teachers to engage their students and improve their learning experience.​

IN2099 “The project demonstrates effectiveness in improving teachers' learning and performance through the implementation of innovative teaching methodologies and strategies. Activities like the Child Parliament, Mobile Library, and various events have equipped teachers with new approaches to engage students and enhance their learning experience. By employing activities-based learning models, such as plays, storytelling, and math formulas, teachers have effectively engaged students and positively influenced their participation and attendance”.​ IN2099 “The child parliaments have resulted in positive impacts and improvements, such as the installation of new facilities or the implementation of awareness programs. These common features highlight the underlying principles of student empowerment, critical thinking, and positive change, irrespective of the rural or urban context in which the child parliament initiatives are implemented”.​ IN2099 “The project emphasizes the importance of interactive learning experiences and fosters better communication between teachers and students. By promoting activities like reading stories, prayers, and poems, teachers have created engaging learning environments that have contributed to the improved confidence of students in interacting with both teachers and strangers.”

IN2099: ”By implementing effective conflict resolution strategies, the project promotes positive interpersonal relationships, empathy, and understanding among students. It helps to address and manage conflicts in a constructive manner, promoting dialogue, mediation, and peaceful resolution. This contributes to a harmonious and supportive school climate, enhancing the quality of education for all students. The presence of protection and conflict management mechanisms empowers students by providing them with tools and resources to address conflicts and protect their rights”.

This could be a strategic opportunity along two lines:​

• It enables the scope of the services to be extended and to reach more beneficiaries, specifically those who are unable to attend meetings, training sessions or meetings in person. In this way, access to Educo's products and services is made more democratic.​

• It allows the effectiveness of certain actions to be increased, insofar as the online environment is used to develop complementary actions to strengthen training or information and awareness-raising campaigns previously carried out in person.​

• In order to make this opportunity an effective strategy, it will be necessary to ensure that sufficient technology is available, as well as access to the internet.

Creating spaces for young people to share their reflections such as student governments and developing methodological guidelines for how they work is an effective practice for their empowerment.​

BO2094 “Develop a validated, replicable and adaptable methodological guide that takes into account the formation of student governments in a playful, participatory and democratic manner, ensuring that intergenerational work places children, adolescents and young people (CAY) at the centre of the processes”.​ BO2094 “It has proved important to provide communication support and permanent promotion of the actions through social media and television coverage via adolescent cultural and narrative journalism programmes”.

The projects have proved effective in building the capacity of families and professionals, strengthening the role of families in early childhood education and expanding access to quality early childhood education services. However, the focus on this stage remains insufficient in terms of scope and equity given the ambition of the objective pursued.​ It is relevant for Educo to continue to prioritise this area, ensuring a comprehensive approach that includes the strengthening of intersectoral policies and building the capacity of educators to offer respectful and non-violent parenting. The need to continue and expand these family training programs is highlighted, as they can bring about a significant change in attitudes towards education and encourage more active and effective participation in the educational process.