Impact Assessment of an Education Project

I.                    Introduction

The mission of the French Red Cross is to prevent and alleviate all human suffering, and contribute to all efforts related to protection, social welfare, prevention, education and health care.

The French Red Cross is operational in Northern Iraq since 2013, especially in Dohuk, Ninewa and Erbil governorates. Focused first on the influx of Syrian refugees, then on the IDP crisis and the challenging return of population in newly liberated areas, FRC is providing assistance in a range of sectors including WASH, Livelihoods, Shelter and Relief. In 2019, FRC continues its emergency and early recovery assistance for Syrian refugees, Iraqi IDPs, returnees and most vulnerable host communities, and extends its range of activities with the implementation of an Access to Education Project implemented since 2017.

The French Red Cross works in partnership with the local branches of the Iraqi Red Crescent Society (IRCS). Having benefitted from previous trainings and being one of the oldest national society in the MENA region, the IRCS represents a privileged partner. The IRCS volunteers are playing an essential role in the implementation of the Access to Education project.

II.                  Project objective

The FRC is implementing a 3-year project funded by Agence Française de Développement (AFD) that started in October 2017 and ends in December 2020.  The main objective is to improve access to education and the well-being of children from the Refugee, IDPs and Host communities in the Dohuk governorate.

The project includes a strong psychosocial component that is reflected in diverse activities as follows:

  • Structured psychosocial support (PSS) activities for children in schools: To strengthen the psychosocial well-being and the resilience of children
  • Living Together activities for children both in schools and in the communities: To facilitate the link between children, the respect and acceptation of themselves and others, and learn to live with differences
  • Home visits and Awareness-raising sessions for the parents in the communities: To facilitate or strengthen the link between the schools, the families and the communities and bring cohesion in constructive behaviours
  • Workshops for the teachers in the schools to support them with self-care practices and to help them better contribute to the children well-being at school (understanding and tools for best practices)
  • Rehabilitation of schools and playground construction

The activities are still being implemented and some impacts have already been observed among the targeted population. After 2 years of implementation, we also noted that the complementarity of the diverse activities organized with the schoolteachers, the children and with the parents, combined with rehabilitation work in the schools and in the communities, may have a greater impact than the targeted population only.

The approach of this project includes improving knowledge of parents, teachers and children about key attitudes that can facilitate wellbeing and good relationships (between children and between parents and children, teacher and children and parents and teachers). In addition, creating safe places in and out the schools seems to have a positive impact on entire communities where the targeted children are living.

III.               Main objective of the Impact Assessment

The objective of this assessment, under the supervision of the project manager, is to document the impact and efficiency of a redefined approach, which is using the schools as an entry point to improve the wellbeing of the overall community, in order to improve knowledge and communication for a potential duplication. The idea is to complete the final project evaluation through a qualitative impact assessment of the approach. It would be important to highlight that the observations will target direct beneficiaries as well as indirect ones as it would be interesting to see what global changes in the community the interventions with children, teachers and parents have brought.

The consultant will be in charge of identifying and documenting the key changes on the beneficiaries (teachers, children and parents) as well as other community members who would have been indirectly impacted by the project and this approach (positive behavior change, nonviolent communication, acceptance and living together in a peaceful way, etc.) that could be linked to FRC project. To do this, S/he will need to develop a detailed research methodology of the impact assessment tools.

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