This brief outlines the findings from the Turengere Abana program in Rwanda.

USAID and PEPFAR-funded MEASURE Evaluation worked with six OVC projects in six countries to gain insight on current approaches to OVC case management, map how costs can be linked to OVC case management activities, and determine the cost of OVC case management.

This brief outlines the findings from the Better Outcomes for Children and Youth project, in Uganda

This report presents findings from the Kenya 2019 Violence Against Children Survey (VACS).

The State of Uganda Population Report 2019 shows the potential of social protection systems to promote inclusive development that leaves no one behind—to reduce poverty, inequality and promote social inclusion.

This research debrief includes the qualitative and quantitative findings from a study of parenting attitudes and practices in coastal Kenya that set out to cast new light on the First 1,000 Days, understanding this life-stage from the vantage point of families and communities. This study has been carried out with the sole purpose of bringing new insights on early childhood and childcare to the EC community, to help improve support for and services to 0–3 year olds.

The study was guided by three objectives to; examine the influence of financial resources in the implementation of Cash Transfer program for Orphans and Vulnerable Children, determine how management influences the implementation of Cash Transfer program for Orphans and Vulnerable Children, examine the influence of stakeholders in the implementation of Cash Transfer program for Orphans and Vulnerable Children in Isiolo county.

The Case Management Task Force (CMTF) of the Alliance for Child Protection in Humanitarian Action commissioned this project to gather and draft key lessons learned on the Case Management Supervision and Coaching initiative. Key questions that the Task Force wanted to address included feedback on the interagency country collaboration, the effectiveness of the localization approach, the successes and challenges of roll-outs in the eight participating countries, and the impact on case management teams’ supervision practices.

This paper assesses experiences and challenges faced by the left-behind children (LBC) in Zimbabwe and explores these children’s perceptions of their interactions with teachers through inclusive education practices.

This Reflection Note is intended as a means for AVSI staff and implementing partners on the FARE project to capture emerging learning as relates to the theory of change elaborated during project design.