Miske Witt and Associates Inc. (MWAI) is a partner with the University of Minnesota's College of Education and Human Development (CEHD) on a $ 1.1 million grant to work in partnership with CARE-USA and eight CARE Country Offices from 2008-2010 on the CARE Patsy Collins Trust Fund Initiative. PCTFI is an initiative to improve the lives of the most marginalized girls internationally, especially with regard to basic education. The University of Minnesota and MWAI developed a public-private consortium called MIDEC (Minnesota International Development Education Consortium) in undertaking this research and development grant.
Shirley Miske, President of Miske Witt and Associates, Inc (St. Paul) is a partner on the grant and is working with CARE/Honduras. MWAI brings three other technical experts to the MIDEC/CARE partnership:
The University of Minnesota and MW&A researchers are collaborating with eight countries, grouped into two cohorts. Cohort 1 countries began the project in 2005 and include Cambodia, Honduras, Mali and Tanzania. Each country has taken on the task of educating the most marginalized children, especially girls, through interventions developed specifically for the region.
The U of MN, MWAI, and CARE USA will hold a 6-day workshop November 9-14, 2009 for all Cohort 1 and Cohort 2 countries. The workshop objectives include: refining an intervention plan and outcomes that will be observed both short and long term; understanding longitudinal data collection and what that means in terms of measurement and evaluation; and knowledge exchange and reflection for CARE country teams and university faculty and graduate students.
Shirley Miske, President of Miske Witt and Associates, Inc (St. Paul) is a partner on the grant and is working with CARE/Honduras. MWAI brings three other technical experts to the MIDEC/CARE partnership:
Eric Wilmot, Ph.D., University of Cape Coast, Ghana, working with CARE/Ghana (Kumasi Office);The research project involves four lead researchers from the University of Minnesota: Joan DeJaeghere, Principal investigator, Chris Johnstone, Co-Principal Investigator, and Professors David Chapman and Fran Vavrus. Nearly 20 graduate students work with the faculty in an applied research approach while participating in an advanced graduate seminar.
Nancy Kendall, Ph.D., University of Wisconsin, Madison; working with CARE/Malawi; and
Mark Lynd, Ed.D., working with CARE/Mali .
The University of Minnesota and MW&A researchers are collaborating with eight countries, grouped into two cohorts. Cohort 1 countries began the project in 2005 and include Cambodia, Honduras, Mali and Tanzania. Each country has taken on the task of educating the most marginalized children, especially girls, through interventions developed specifically for the region.
- Cambodia's intervention is called Bending Bamboo and is designed to address the underlying causes of indigenous girl's marginalization from basic education through a multi-focused intervention program. The program's components include enabling access to quality education in the seven target villages, adoption of the Child Friendly Schools (CFS) framework, including enhancement of learning environments through the adoption of relevant Bilingual Education, systemic advocacy around the issues of girls' education and indigenous land security, provision of Life Skills classes for out of school girls, and provision of care to the younger siblings usually cared for by girls.
- Honduras' interventions center on community engagement and promoting collaborative ventures between schools, families, and students for greater educational quality and alternative educational programming. RENACER is involved with a center for abused schools, an alternative evening school program, a community based youth program, teacher professional development and a new early childhood initiative.
- The CARE team in Mali is focusing on improving the quality and relevance of non-formal education programs intended to provide vocational training for children living in communities underserved by formal primary schooling and help to build the instructional skill sets of teachers in learner-centered methodologies thereby contributing to education quality. The program also takes a proactive role to encourage the full participation of youth to engage in both civic and economic development in their communities while they are attending the CED 1st cycle program of studies and upon their return from their studies.
- Tanzania's interventions work with issues of work load and social status of girls by developing a community-based girls' leadership program that will target adolescent girls, both in school and out. The program for out-of-school girls is designed to re-integrate girls into formal education through non-formal educational offerings. The Tanzania team also seeks to empower girls through a youth sports program.
- Bangladesh has proposed working with School Management Committees to improve teacher attendance and quality of schools.
Ghana intends to implement a girl to girl mentoring program in which older girls mentor younger girls to improve achievement and attendance.
- India has proposed a training package for teachers to improve learner centered pedagogy and child friendly schools.
- Malawi has proposed a teacher training package to improve learner centered pedagogies.
The U of MN, MWAI, and CARE USA will hold a 6-day workshop November 9-14, 2009 for all Cohort 1 and Cohort 2 countries. The workshop objectives include: refining an intervention plan and outcomes that will be observed both short and long term; understanding longitudinal data collection and what that means in terms of measurement and evaluation; and knowledge exchange and reflection for CARE country teams and university faculty and graduate students.
