Logo UNICEF Innocenti
Office of Research-Innocenti
menu icon

Impact Evaluation of the Integrated Safety Net Programme in the Amhara Region of Ethiopia

Baseline Report
Impact Evaluation of the Integrated Safety Net Programme in the Amhara Region of Ethiopia: Baseline Report

 

Publication series:
Innocenti Research Report

No. of pages: 160

Download the report

(PDF, 2.15 MB)

Abstract

UNICEF supports the Government of Ethiopia to implement a pilot Integrated Safety Net Programme (ISNP) in the Amhara Region from 2019 to 2023. The objective of the programme is to harness the potential synergies that can be realized by integrating social protection policies and programmes. It seeks to test the efficacy of combining cash and services to improve nutrition and health outcomes for children and their households.

This report describes the conceptual framework and methodology for an impact evaluation of the ISNP intervention and presents findings from a baseline study. The baseline study confirms the low socio-economic status of PSNP households in the domains of housing conditions, sanitation, schooling, health seeking, food security, women’s agency, subjective wellbeing, sexual and reproductive health, access to social services, child nutrition and child protection. The PSNP clients are found to be generally worse off than the entirety of rural Amhara – confirming the targeting effectiveness of the PSNP. The study highlights the gaps that the ISNP interventions are meant to address and provides concrete action points for successful implementation.

Available in:
English

More in this series: Innocenti Research Report

Data Must Speak: Comprendre les facteurs de performance des écoles malgaches
Publication

Data Must Speak: Comprendre les facteurs de performance des écoles malgaches

L’amélioration de l’accès de tous les enfants en âge d’être scolarisés à une éducation de qualité est l’une des priorités du Gouvernement de Madagascar. Le Plan sectoriel de l’éducation 2018-2022 définit des objectifs ambitieux dans ce sens, mais d’importants défis restent à relever pour améliorer l’apprentissage et la rétention scolaires.   Quelles ressources et quels facteurs contextuels sont associés à de bonnes performances scolaires au Madagascar ? En fusionnant et en analysant les ensembles de données administratives existants au Madagascar, ce rapport permet d'identifier les écoles déviantes positives - celles qui obtiennent de meilleurs résultats que les autres écoles bien qu'elles partagent des contextes et des ressources similaires.    Data Must Speak - une initiative mondiale mise en œuvre depuis 2014 - vise à combler les lacunes en matière de preuves pour atténuer la crise de l'apprentissage en utilisant les données existantes. La recherche DMS sur la déviance positive est cocréée et mise en œuvre conjointement avec les ministères de l'Éducation et des partenaires clés. La recherche DMS s'appuie sur des méthodes mixtes et des approches innovantes (c'est-à-dire l'approche de la déviance positive, les sciences du comportement, la recherche sur la mise en œuvre et la science de la mise à l'échelle) pour générer des connaissances et des enseignements pratiques sur " ce qui fonctionne ", " pourquoi " et " comment " mettre à l'échelle des solutions de base pour les décideurs politiques nationaux et la communauté internationale plus large des parties prenantes de l'éducation.     La recherche DMS est actuellement mise en œuvre dans 14 pays : Brésil, Burkina Faso, Tchad, Côte d'Ivoire, Éthiopie, Ghana, République démocratique populaire lao, Madagascar, Mali, Népal, Niger, République-Unie de Tanzanie, Togo et Zambie. 
Teachers for All (T4A) Madagascar: Améliorer l´équité dans l’allocation des enseignants
Publication

Teachers for All (T4A) Madagascar: Améliorer l´équité dans l’allocation des enseignants

Ce rapport décrit le paysage enseignant à Madagascar, et propose des pistes de réflexion pour améliorer le maillage enseignant dans le pays, afin de favoriser l’accès de tous les enfants à une éducation de qualité.
Integrating Education Technology into Teaching and Learning: Lessons from EDUINO in North Macedonia
Publication

Integrating Education Technology into Teaching and Learning: Lessons from EDUINO in North Macedonia

How can countries engage teachers, parents, and learners in the successful of scale-up digital learning solutions? EDUINO, North Macedonia's platform for digital learning, fostered a community of practice and successfully crowdsourced a large amount of educational content from teachers and educators around the country within weeks of the onset of the COVID-19 pandemic. This research presents factors that enabled the rapid development and scale-up of EDUINO at a systems, school, and classroom level. Research findings in the brief are organized around four key implementation strategies: 1. Developing and crowdsourcing curriculum-aligned learning content 2. Fostering user engagement through a community of practice 3. Furthering teacher capacity for digital learning, and 4. Reaching students with disabilities and other learning barriers.
Unlocking Learning: The use of education technology to support disadvantaged children’s language learning and social inclusion in Italy
Publication

Unlocking Learning: The use of education technology to support disadvantaged children’s language learning and social inclusion in Italy

In Italy, more than 700,000 asylum seekers and migrants arrived in the country between 2014-2020. Newly arrived children including refugees and migrants need to quickly acquire Italian skills to succeed in school and society. To help address this urgent need, the Akelius digital learning application was introduced in Bologna and Rome for Italian and English language learning in the 2021/22 school year. This research presents findings from the first year of implementation of the Akelius digital learning application in Italy. Results show the use of the application supported self-paced learning, boosted students’ motivation and confidence and the use of the tool was especially beneficial for newly arrived children and children with disabilities. The report also explores challenges and good practices to inform improvements in the use of digital learning in classrooms.