ChildFund International Evaluation Summaries
Over the past three months, Program Assessment & Learning has reviewed about 175 ChildFund
documents, and identified 20 that we believe should be publically shared to meet new standards in
the US non-profit sector. These 20 documents meet a set of criteria we developed, based on Charity
Navigator published information:
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The document is an evaluation of some sort;
There is an identifiable evaluation methodology;
The evaluation reports on results;
The report is in readable English;
The publication date is no earlier than 2009;
Recommendations or changes are proposed to strengthen projects based on the evaluation
findings.
The following pages contain the brief summaries of the 20 identified evaluation documents. The
actual documents can be made available on request.
Evaluation Summaries
1. Moran, Mary. (2010). Stepping Stones: Successful Transitions between Home, Preschool, and Primary
School: Evaluation of the Pilot Program, 2009-2010. ChildFund International.
 Stepping Stones: Successful Transitions Between Home, Preschool, and Primary School Pilot Project.
 2009 – 2010; Mumbwa Region, Zambia.
 This pilot project’s main goal was to ease the transition of young children from homes to Early Childhood
Development (ECD) Centers or primary schools. Using a Stepping Stones program model, the project
trained ECD teachers and primary school teachers in developmentally appropriate practices around
transition; helped parents support children in making successful transitions; aided adults to create
opportunities for children to practice the skills that encourage successful transitions both prior to the
actual move and in the early period after transitioning to a new environment; and created linkages
between home, ECD, and primary school environments.
 Life Stage: 1 and 2
 Methodology: Qualitative evaluation utilizing classroom observation and interviews from a subset of
randomly chosen parents and children stratified to represent all classes involved and to represent equal
numbers of boys and girls and parents of boys and girls.
 Constituent Voice: Highlights the experiences of participating preschool and 1st grade teachers.
 Recommendations include training more teachers directly (as opposed to through other teachers) and
increasing parental involvement in school-related project components.
_______________________________________________________________
2. Barry, S. Eliot, P., and Toure, C.T. (2011). Lessons Learned from the USAID/Senegal Community Health
Program (CHP): Final Evaluation of CHP, as Implemented by ChildFund, 2006-2011. USAID.
 USAID/Senegal Community Health Program
 2006-2011; thirteen regions throughout Senegal
 The goal of the CHP was to provide a basic package of preventive and curative services, that would
respond to the pressing primary health care requirements of rural communities – maternal, newborn and
child healthcare, treatment of diarrhea and acute respiratory infections, malaria prevention and
treatment, HIV/AIDS and TB prevention, family planning, nutrition and other community health needs.
CHP activities focused on training Community Health Workers, skilled birth attendants, and outreach
workers. Overall, the evaluation team found that the CHP has made significant headway in strengthening
access to primary health care services in previously underserved rural communities in regions and
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districts across the country.
Life Stage: 1, 2, and 3
Methodology: Qualitative methodology utilizing focus group discussions and key informant interviews
with stakeholders, individuals, and groups at all levels of the health system.
Recommendations include: (a) systematizing the process by which patients are referred to health posts;
and (b) establishing a national-level working group to address the long-term sustainability of the
program.
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3. ATLAS: Active Teaching and Learning Approaches in Schools: Report on the Pilot Conducted in Zambia
2008-2009. (n.d.). International Reading Association and ChildFund International.
 Active Teaching and Learning Approaches in Schools (ATLAS) Pilot Program
 2008-2009; Mumbwa District, Zambia
 The overall purpose of the ATLAS program was to enhance the quality of education in schools in the
Mumbwa District. The pilot program addressed the quality of teaching and learning through the effective
use of active, participatory, child-centered teaching and learning methodologies. In order to support
behavior change at the classroom level, the project focused primarily on providing participating teachers
with the opportunity to enter and engage in teacher dialogue, to participate in teacher training sessions,
and to receive classroom coaching.
 Life Stage: 2
 Methodology: Mixed-method. Quantitative methods included pre-and-post-test participant assessments;
qualitative methods included interviews, direct observation, and survey questionnaires.
 The evaluators proposed a series of changes to be integrated into the ATLAS program model. Two of
these proposed changes – teaching educators techniques to improve student engagement in classroom
activities and teaching educators techniques for teaching large classes – have been integrated into the
ATLAS curriculum.
_______________________________________________________________
4. Adefrsew, Azeb. (2013). Post-evaluation Report of Education Project in Ethiopia and Zambia. ChildFund
Australia.
 Creating a Child-friendly and Supportive School Environment (Buee District, Ethiopia, 2008-2010);
Promoting Child Participation in Education (Mumbwa District, Zambia, 2008-2010).
 This report focuses on two child-friendly schools projects. The first project, Creating a Child-friendly and
Supportive School Environment, aimed to contribute to the country’s education program in terms of
quality improvement, and the project largely focused on child-centered learning pedagogies. The second
project, Promoting Child Participation in Education, aimed to promote child participation in school
governance, and it focused on child rights and participation in school governance.
 Life Stage: 2
 Methodology: qualitative evaluation. Methods included: desk review focus group discussions;
participatory learning and action; key informant interviews; and questionnaires. Evaluation sites and
children participating in FGDs were selected through a simple random sampling technique; other FGD
and KII respondents were selected using purposive sampling.
 This report highlights the voice of child participants, community stakeholders, and participating teachers.
 The report provides a number of recommendations, such as incorporating a strong community
sensitization component into future interventions in order to better help surrounding communities
overcome harmful child and gender norms.
_______________________________________________________________
5. Mapping Community-based Child Protection Mechanisms (CBCPMs)– Uganda. (2013). Child Protection in
Crisis Network for Research, Learning, and Action.
 Mapping Community-based Child Protection Mechanisms
 2013; Aruba and Nebbi Districts, Uganda.
 The goal of the research was to take a bottom-up approach in examining existing CBCPMs in Arua and
Nebbi districts in Uganda. By understanding how communities currently define, prevent, and respond to
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child protection violations and how local systems connect (or do not connect) to formal protection
systems, these mechanisms can then be supported and enhanced, rather than ignored or undermined.
Life Stage: 1, 2, and 3
Methodology: This research utilized a community mapping approach. The tools and methods used in data
collection were based on the work of the Inter-agency Initiative on Child Protection Systems and
Community-Based Child Protection Mechanisms in Sierra Leone.
This research highlights the voice of community-level stakeholders, including: children and youth,
community leaders, local NGOs, and government officials.
_____________________________________________________________________
6. Kashaija, L.M., and Walakira, E.J. (2013). Linking Communities, Strengthening Responses Project in Lira and
Dokolo Districts: Evaluation Report. ChildFund Uganda.
 Linking Communities, Strengthening Responses
 2011-2012, Lira and Dokolo Districts, Uganda
 This project’s goal was to promote evidence-based child protection programming through research as
well as a pilot project designed to address child sexual violence. Project activities included: mapping
child protection structures; training community members, children’s club members, and youth groups;
holding community sensitization sessions; and utilizing radio to raise awareness on child sexual
violence prevention, response, referral, and documentation.
 Life Stage: 2
 Qualitative evaluation using purposive sampling. Methods included: key informant interviews, focus
group discussions, and desk review.
 The report highlights the voice of local-level stakeholders, including community members, program
participants, and local government officials.
 Recommendations include: clearly defining the role of local-level actors in project initiatives to avoid
overlap and ambiguity; exploring an expanded use of mobile technology in child protection processes;
and continuing to focus on children’s clubs as a means to impact child protection mechanisms.
_____________________________________________________________________
7. Dziewanski, Darius. (2011). Development, from a Child’s Perspective: Integrating Child-centered
Participatory Action Research into Education Programs in Liberia. ChildFund International.
 Participatory Research and Learning Project (PARLER),
 2010-2011; Gbarpalou County, Liberia
 The PARLER project sought to identify obstacles to school enrolment and retention among 5-8 year olds
as well as bring to light risks to the healthy development of children. The project trained youth
facilitators to work with children 5-8 year old in order to identify obstacles to educational enrolment and
retention and to map general risk factors to child protection. Other project activities included: teacher
trainings, parent sensitization and education dialogues, and life skills trainings.
 Life Stage: 2
 Methodology: Mixed-method impact evaluation comparing participating and non-participating
communities: by matching participating and non-participating communities with each other according to
a number of characteristics.
 Evaluation recommendations include: expanding sensitization sessions for parents of participating
children in areas related to health and nutrition; and enhancing the quality and quantity of activities
designed to strengthen teacher capacity.
____________________________________________________________________
8. Report on Findings from India Midline: Assessing the Status of Core Program Indicators in India. (2013)
ChildFund International.
 Jhabua, Udaipur Jhadol, and Daltonganj Project Areas, India.
 The purpose of this assessment was to measure a list of organization-wide core program outcome
indicators. ChildFund organizes its work with infants, children, and youth in three life stages: Healthy and
Secure Infants and Young Children (0-5 years old); Educated and Confident Children (6-14 years old);
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and Skilled and Involved Youth (15-24 years old). For children 0-5 years of age, ChildFund India focuses
on maternal, neonatal and child health, nutrition, and early childhood development. For children 6-14
years of age, ChildFund focuses on confidence and basic education. For youth 15-24 years of age,
ChildFund focuses youth leadership, social engagement, and livelihood opportunities.
Life Stage: 1, 2, and 3
LQAS Household Surveys targeting mothers of children under 5, children ages 6-14, and youth ages 1524, accompanied by a qualitative document review.
Report concludes that in areas where ChildFund’s efforts align with those of the Government of India,
statically significant results on core program indicators are achieved; in areas targeting soft skills, the
evaluators found no such changes.
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9. Villeronte, M. (2012). Midline Report Philippines: Bicol Area
 Bicol Bright Futures Project Area, Philippines
 The purpose of this assessment was to measure a list of organization-wide core program outcome
indicators. ChildFund organizes its work with infants, children, and youth in three life stages: Healthy and
Secure Infants and Young Children (0-5 years old); Educated and Confident Children (6-14 years old);
and Skilled and Involved Youth (15-24 years old). For children 0-5 years of age, ChildFund focuses on
maternal, neonatal and child health, nutrition, and early childhood development. For children 6-14 years
of age, ChildFund focuses on confidence and basic education. For youth 15-24 years of age, ChildFund
focuses youth leadership, social engagement, and livelihood opportunities.
 Life Stage: 1, 2, and 3
 LQAS Household Surveys targeting mothers of children under 5, children ages 6-14, and youth ages 1524; qualitative document review; focus group discussions; and key informant interviews.
 The report provides a number of recommendations on how to improve data collection processes for
future midline assessments.
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10. Sorenson, Amy. (2013). Midline Report on Core Nine Indicators – Sierra Norte De Puebla Project Area.
ChildFund International.
 Sierra Norte De Puebla Project Area, Mexico.
 The purpose of this assessment was to measure a list of organization-wide core program outcome
indicators. ChildFund organizes its work with infants, children, and youth in three life stages: Healthy and
Secure Infants and Young Children (0-5 years old); Educated and Confident Children (6-14 years old);
and Skilled and Involved Youth (15-24 years old). For children 0-5 years of age, ChildFund focuses on
maternal, neonatal and child health, nutrition, and early childhood development. For children 6-14 years
of age, ChildFund focuses on confidence and basic education. For youth 15-24 years of age, ChildFund
focuses youth leadership, social engagement, and livelihood opportunities.
 Life Stage: 1, 2, and 3
 Methodology: LQAS Household Surveys targeting mothers of children under 5, children ages 6-14, and
youth ages 15-24; qualitative document review.
 The report recommends that ChildFund Mexico increase its targeting and engagement of children in the
first and third life stage and increase programming focused on empowerment of young mothers.
_____________________________________________________________________
11. Samaranayake, Mallika R. (2012). Household Survey and Qualitative Assessment for Core Outcomes of
the ChildFund International Midline Evaluation - Sri Lanka Nuwara Eliya ASP First Cycle Programme.
ChildFund International.
 Nuwara Eliya Program Area, Sri Lanka
 The purpose of this assessment was to measure a list of organization-wide core program outcome
indicators. ChildFund organizes its work with infants, children, and youth in three life stages: Healthy and
Secure Infants and Young Children (0-5 years old); Educated and Confident Children (6-14 years old);
and Skilled and Involved Youth (15-24 years old). For children 0-5 years of age, ChildFund focuses on
maternal, neonatal and child health, nutrition, and early childhood development. For children 6-14 years
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of age, ChildFund focuses on confidence and basic education. For youth 15-24 years of age, ChildFund
focuses youth leadership, social engagement, and livelihood opportunities.
Life Stage: 1, 2, and 3
Methodology: LQAS Household Surveys targeting mothers of children under 5, children ages 6-14, and
youth ages 15-24; qualitative document review, focus group discussions, and key informant interviews.
The report highlights the voice of mothers of infants and young children, children, and youth living in
communities where ChildFund implements programming.
The report provides a number of programmatic recommendations to increase program effectiveness for
each life stage.
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12. Bogale, T., Amsal, Y., and Berhanu, G. (2012). Midline Assessment of ChildFund Core Outcomes at SodoBuee and Silti-Aynagie Program Areas. ChildFund International.
 Sodo-Buee and Silti-Aynagie Program Areas, Ethiopia.
 The purpose of this assessment was to measure a list of organization-wide core program outcome
indicators. ChildFund organizes its work with infants, children, and youth in three life stages: Healthy and
Secure Infants and Young Children (0-5 years old); Educated and Confident Children (6-14 years old);
and Skilled and Involved Youth (15-24 years old). For children 0-5 years of age, ChildFund focuses on
maternal, neonatal and child health, nutrition, and early childhood development. For children 6-14 years
of age, ChildFund focuses on confidence and basic education. For youth 15-24 years of age, ChildFund
focuses youth leadership, social engagement, and livelihood opportunities.
 Life Stage: 1, 2, and 3
 Methodology: LQAS Household Surveys of mothers of children under 5, children ages 6-14, and youth
ages 15-24; qualitative document review; focus group discussions; and key informant interviews.
 The report highlights the voice of local implementing partners, mothers of infants and young children,
children, and youth living in communities where ChildFund implements programming.
 The report recommends that, among other things, ChildFund Ethiopia’s future interventions should place
greater emphasis on technical trainings and capacity assessments of community stakeholders and local
staff.
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13. End off Project Evaluation: Strengthening the House of Nanny Project – Kendu Bay “Tego Od Dayo.” (2013).
ChildFund International.
 Strengthening the House of Nanny
 2010 – 2013; Rachuonyo North District, Kenya.
 This was a 3-year project implemented in partnership with four youth groups. The project primarily
worked to provide grandmothers of Orphaned and Vulnerable Children with economic empowerment
opportunities. It also worked extensively with youth through village savings and loan scheme trainings
and management opportunities, project management training, and sensitization sessions on Orphans and
Vulnerable Children.
 Methodology: Mixed-method: Quantitative household questionnaires comprising mainly of close-ended
questions, utilizing LQAS sampling; qualitative methods included interviews, focus group discussions,
and case studies. The assessment also included a participatory research element.
 This report highlights the voice of youth as well as orphaned and vulnerable children and their
caregivers.
 The report recommends that the project expand its use of community sensitization and incomegenerating activities in the future.
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14. Enhancing Community-based Care and Support Systems for Children and Youth Living with HIV/AIDS:
Findings from Final Evaluation – Kenya, Uganda, and Zambia. (2009). Australian Partnerships with African
Communities.
 Enhancing Community-based Care and Support Systems for Children and Youth Living with HIV/AIDS
Program
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2004-2009; Kenya, Uganda, and Zambia
This program aimed to meet the psychosocial needs of HIV affected orphans and other vulnerable
children and youth are adequately met within their own communities by July 2009 in three target
districts in Kenya, three target districts in Uganda and two target districts in Zambia. The program
worked extensively with youth and local community-based organizations in areas relating to
psychosocial support, school-based support, economic strengthening, social mobilization, and policy
engagement.
Life Stage: 3
Qualitative evaluation methodology. Data collection methods included desk review, semi-structured
questionnaires, and interviews based of purposeful sampling.
This report highlights the voice of local partners, children, and youth.
The report outlines future opportunities for replication and capacity development.
____________________________________________________________________
15. Enhancing Community-based Care and Support Systems for Children and Youth Living with HIV/AIDS:
Final Evaluation Survey Report (2009). Australian Partnerships with African Communities.
 Enhancing Community-based Care and Support Systems for Children and Youth Living with HIV/AIDS
Program
 2004-2009; Kenya, Uganda, and Zambia
 This program aimed to meet the psychosocial needs of HIV affected orphans and other vulnerable
children and youth are adequately met within their own communities by July 2009 in three target
districts in Kenya, three target districts in Uganda and two target districts in Zambia. The program
worked extensively with youth and local community-based organizations in areas relating to
psychosocial support, school-based support, economic strengthening, social mobilization, and policy
engagement.
 Life Stage: 3
 Methodology: Household survey and questionnaires using random sampling of a pre-defined HIVaffected target population.
 The report recommends that ChildFund/AusAID should consider documenting the key success factors
that underpin the positive changes in child/youth wellbeing reported here, and using this to influence
partner government policies in relation to practical measures to support vulnerable children/youth.
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16. Strengthening Community Safety Nets Project: Best Practices Report Documentation Report. (2011).
 Strengthening Community Safety Nets
 2008-2011; 5 sub-cities of Addis Ababa. Ethiopia
 The goal of this project was to promote healthy child development for 50,000 children and assist 8500
primary and secondary caregivers in Addis Ababa and Oromia Region through comprehensive family
centered and child focused care and support services. Project activities focused on: enhancing the access
to family-centered, child-focused care and support services; increasing coordination, collaboration, and
referrals among community actors, NGOs, and government stakeholders; and improving service quality
and coverage through data collection and program monitoring systems.
 Life Stage: 1, 2, and 3
 Methodology: This assessment used a cross-sectional design with qualitative methods: focus group
discussions, key informant interviews, and case studies.
 This report highlights the voice of community-level stakeholders and youth project participants.
_____________________________________________________________________
17. Implementing Standards-based Quality Improvement Processes at the Community Level for Orphans and
Vulnerable Children: The Strengthening Community Safety Nets Project, Ethiopia. (2011). University
Research Co., LLC.
 Strengthening Community Safety Nets
 2008-2011; 5 sub-cities of Addis Ababa. Ethiopia
 The goal of this project was to promote healthy child development for 50,000 children and assist 8500
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primary and secondary caregivers in Addis Ababa and Oromia Region through comprehensive family
centered and child focused care and support services. Project activities focused on: enhancing the access
to family-centered, child-focused care and support services; increasing coordination, collaboration, and
referrals among community actors, NGOs, and government stakeholders; and improving service quality
and coverage through data collection and program monitoring systems.
 Life Stages: 1, 2, and 3
 Methodology: Standards-based Qualitative Inquiry (QI).
 QI assessments looked at the degree to which services delivered to vulnerable children were meeting
standards;
identified
problems;
and
recommended
changes.
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18. Torrez, R.L. (2013). Evaluation: Community-based Maternal, Neonatal, and Child Health Innovation in the
Context of the National Health System Decentralization in Francisco Morazan Sur, Honduras.
 Community-based Maternal, Neonatal, and Child Health Innovation in the Context of the National Health
System Decentralization in Francisco Morazan Sur, Honduras
 2009 - 2013; Francisco Morazan Sur, Honduras
 The goal of this Child Survival Project was to decrease maternal, neonatal, infant and under-five child
mortality in the project area to levels established by the Government of Honduras (GOH). Project
activities focused on strengthening facility-based maternal and child health services, improving quality
and demand; systemizing a model of maternal, neonatal, and child health and nutrition (MNCHN)
services, improving equity and quality; and promoting improved CB MNCHN services, standards and
norms within the national decentralization strategy.
 Life Stage: 1
 Methodology: Mixed-methods approach using both quantitative and qualitative techniques. Methods
included: review of secondary data, key informant interviews, group interviews, observations and a
participatory analysis workshop.
 The report recommends that ChildFund Honduras assist the Ministry of Health and other project
partners in the design and initial implementation of a sustainability plan.
_____________________________________________________________________
19. Nutrition Support Project for Children Aged 0-5 Years and Expectant Mothers In Kenya, Horn of Africa.
(2013). Viconsult Associates.
 2011 – 2012; Kenya
 This project aimed to ensure that the children’s right to survival, development and protection were
fulfilled during the humanitarian crisis occasioned by the last drought experienced in the Horn of Africa
region between the years 2010 and 2012. Project activities focused on the provision of micro-nutrients to
expectant mothers, infants and young children, and water, sanitation, and hygiene-related activities.
 Life Stage: 1, 2, and 3
 Methodology: Qualitative evaluation using purposive, non-probability sampling. Data collection methods
included: key informant interviews, focus group discussions, progress reports, documents, literature
review and observation.
 The report recommends that future projects providing participating communities with a structured way
of utilizing the existing informal early warning systems at the community level and providing training on
alternative livelihood activities.
________________________________________________________________________
20. Petrova, V., and Lee, B. (2013). Contributing to Early Childhood Development in Ecuador: ChildFund in the
Landscape of National Early Childhood Development.
 ChildFund Ecuador Early Childhood Development Program
 c. 1990 – Present; Carchi Program Area, Ecuador.
 This program focuses on empowering caregivers to provide quality early childhood development
stimulation for infants and young children and helping community stakeholders to enhance or establish
local child protection structures.
 Life Stage: 1
 Methodology: Qualitative Process Tracing
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This report highlights the voice of participating mothers and community-level stakeholders.
Recommended changes to programming include gender training and tailoring parenting workshops to
men in Ecuador.
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In Addition:
Listed below are good evaluations that did not fit the final selection criteria, primarily due to being outdated:
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Bernard Van Leer ‘The Future Will be Better’ – Honduras, 2004
Samburu Summative Evaluation – Kenya, 2005
ECCI Multicountry Initiative – 2008
PROTECT Project: Final Evaluation – Gambia, 2013 (the Methodology was missing for this one; the
document stated it was attached as an annex, but the annex was missing from the document we have on
file).
ChildFund Keystone Report (I am unfamiliar with the content of this report and was unsure if you want
to post this to the website – if you do, I would be happy to summarize it).
Listed below are documents that fit the initial criteria (with the exception of a handful in Spanish and French),
but are not flagged for use because the quality was poorer than the ones that are summarized:
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ChildFund Zambia FPIP II Evaluation
ChildFund Ethiopia Final Evaluation_Emergency Response, 2012
ChildFund Ethiopia_Youth Livelihood Security Project, 2012
ChildFund Ethiopia Midterm_Child Protection and GBV Project, 2011
ChildFund Indonesia REACH Informal Interviews, 2013
ChildFund Sri Lanka_ Listening to the Voices of Children, 2013
ChildFund Guatemala, Honduras, and Mexico ECD Program Evaluations (in Spanish). c.2004
Senegal GbV Research Report Series (4; 2013): Etude Sur…, Etude Talibes…, Impact VgB…, Rapport
VGB (The reports are all in French, but I recall Cat speaking well of their quality).
Angola_Olonjuli Report(s), 2011 (short – probably not great candidates)
Honduras Child Development Program Evaluation, n.d.
ChildFund Keystone Final Report, 2013
Dominica_Strengthening Programs in Support of ECD, 2002
SCSN CCF Canada Evaluation Report, c.2011
ChidFund Kenya_Weaving the Safety Net Midterm, 2008
Honduras Cost Study and Operations Research Reports, 2013 (in Spanish).
ChildFund India_ IDP Final Evaluation Report
Baselines:
 ChildFund Kenya_Assuring the Essentials
 Kismu Baseline Survey Report
 Uganda Child Protection Research Brief
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