Areas of Expertise
Program and Impact Evaluation in Developing Countries
AIR is experienced evaluating complex programs in low- and middle-income countries. We design and conduct impact evaluations of programs and policies using experimental and quasi-experimental designs. We work with donors, governments, and foundations to ensure that our studies provide them with evidence-based findings that address their programmatic and policy needs. Our partners in these evaluations are typically in-country organizations and individuals.
UNICEF contracted AIR in 2008 to conduct a global evaluation of the Child Friendly Schools (CFS) initiative, based on site visits to CFS in six countries. The evaluation was a baseline that addressed the challenge of variability and examined inclusiveness, pedagogy, architecture and services, participation and governance, systemic management, and cost in CFSs in South Africa, Thailand, Guyana, Nigeria, the Philippines, and Nicaragua.
Assessment, Monitoring, and Strategic Planning for UNICEF Timor Leste’s Child Friendly Schools Initiative
AIR conducted a baseline assessment of the 30 UNICEF Child Friendly Schools (CFS) that would be the primary focus of UNICEF Timor Leste’s holistic intervention in 2009 to more carefully and comprehensively document lessons learned and best practices that may be relevant and informative for all schools in Timor Leste.
The purpose of the Getting Ready for School intervention is to increase the successful transition of disadvantaged young children into school by imparting school readiness skills provided by their parents in their home. The Open Society Foundations contracted AIR to provide technical support for the evaluation of the pilot Getting Ready for School intervention program in six locations: Armenia, Bosnia, Kazakhstan, Tajikistan and the United States (North Carolina and NYC).