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Reports & Resources

Browse our resource library to find our latest reports and publications.

We make all of CARE’s evaluation and research reports available for public access in accordance with our Accountability Policy. These are available at our Evaluation Library.

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Evaluations/Research

Mind the gap – Lessons on Overcoming Technology-Facilitated Gender-Based Violence

January 12, 2025

Over the past few months, the gender justice team has been conducting desk reviews and consultations to understand the current knowledge and magnitude of technology facilitated gender-based violence. This document is developed from publications by UNFPA; UN women; center for information resilience and from research and articles presented during the SVRI forum 2024 and other similar learning events.

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Lessons Learned

Learnings from Martawa Zuromaye: Changing the lives of women and girls

January 6, 2025

Martawa Zuromaye (‘Dignity and Security’ in the Kanuri language), is a five year project implemented in Yobe state northeast Nigeria, focused on addressing and reducing these different forms of GBV in the region. Each brief details the different stakeholders including girls, and community leaders that have been positively impacted by the project, and becoming active changemakers within their community.

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Lessons Learned

World Toilet Day 2024: Annual Innovation in Sanitation Award

November 18, 2024

For 2024 the Water+ team presents the Annual Innovation in Sanitation award to the CARE Zimbabwe Takunda team. The team has worked tirelessly to study and pilot innovative ways, through Human Centered Design, to increase access to toilets among the poorest and most vulnerable people in Zimbabwe. The Takunda team works with Latrine Builders, who are experienced masons, to promote sanitation and increase latrine coverage in the community, while also earning an income. Read more about the sanitation approach of Takunda in the brief below.

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Lessons Learned

Empowering Change: Bakari Shidafa’s Role as a Male Gender Champion

November 5, 2024

Through CARE’s Her Money, Her Life Project, Bakari Shidafa, a husband and father in Tanzania’s Usambara highlands, has become a community advocate for gender equality and shared family responsibilities. Despite physical challenges, Bakari champions joint decision-making and women’s rights, encouraging an inclusive approach to family life and inspiring his village toward greater equity.

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Lessons Learned

Her Money, Her Life: Success Story of Women’s Economic Justice in the Tanzanian Tea Industry

November 5, 2024

Through the establishment of Tanzania’s first specialty tea factory, CARE’s Her Money, Her Life Project is empowering women tea farmers in Bungu to bridge economic and social divides. The women featured in this story, Hobokeza, Sauda, and Latifa, are gaining financial independence and overcoming social barriers by embracing roles from organic farming to tea processing, setting a precedent for gender equity and economic growth in their communities.

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Lessons Learned

Sarah’s Journey To Success: Private Sector Partnerships for Women’s Economic Independence

November 5, 2024

Through CARE’s Her Money, Her Life Project and partnerships with Viridium and Kazi Yetu, Sarah Ruben, a spice farmer from Tanzania’s Usambara mountains, gained the tools and market access needed to overcome barriers like unstable markets and low yields. Now, as a thriving entrepreneur and community leader, Sarah supports her family, employs other women, and champions gender equity in her village.

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Lessons Learned

Gender Norms Change and System Capacity: A Reflection on the Legacy of the AGES Program in Somalia

November 4, 2024

The Adolescent Girls’ Education in Somalia (AGES) program, funded by FCDO and USAID through the Girls’ Education Challenge (GEC), was implemented in conflict-affected areas of South Somalia in 2018-2024. During this period, AGES enabled 90,698 extremely vulnerable girls to access education through enrolment in formal primary school, accelerated basic education (ABE), and a non-formal education program (NFE). The program resulted in major gains in learning outcomes, with the proportion of girls reading with comprehension increasing by 27-45 percentage points in 2019-2024. Among those enrolled in formal education, 75% remained in school; out of those enrolling in ABE, 47% have transitioned into formal education, higher ABE levels, or training; and among NFE graduates, 26-47% have continued their education in formal or accelerated courses. The AGES’ impact is particularly remarkable given the magnitude of the barriers to education and gender gaps in the Somali context. The combination of conflict, natural disasters, and resulting displacement hinders access and retention, with a disproportionate impact on adolescent girls due to the prevalence of traditional gender norms. As of 2022, the primary Gross Enrollment Rate for girls stood at 28% in Somalia, with a Gender Parity Index of 0.84. Enrollment rates drop dramatically among those living in rural and remote areas: for instance, 8.5% of the pastoralist girls are attending school. 2020 data shows that once enrolled, the average Somali child stayed in school for a mere 1.62 years – 1.48 years among girls. At secondary level, the Gross Enrolment Rate drops to 24% (19% for girls). In the Somali context, conflict and natural disasters coexist in a cyclic process, with competition for scarce resources fueling disputes. The Notre Dame Global Adaptation Initiative Index (ND-GAIN) places Somalia as the world’s most vulnerable country to climate change. In 2021-2023, Somalia faced the worst drought in 40 years, displacing 1.35M people and breaking the famine threshold in Baidoa, one of AGES’ implementation areas. In late 2023, unprecedented floods devastated riverine areas, destroying schools and livelihoods and displacing 1.2M people. In the areas where AGES was implemented in South Somalia, recurrent attacks by armed militia, clan conflict, and the occupation of schools by armed forces resulted in intermittent closures and exacerbated risks for students, particularly girls. This brief identifies and discusses the critical elements driving and sustaining learning and transition gains in AGES, drawing upon evaluation findings and monitoring data. In doing so, we also discuss the program’s legacy at community, school, and system levels, focusing on two domains: (i) Gender and social norms change. and (ii) system strengthening processes.

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