Resource Type: Research paper or report

  • North Dakota Workforce Development Needs Assessment and Gap Analysis

    January 2017 — This report includes a needs assessment and gap analysis of the skills and qualifications needed for workforce training in four industries within North Dakota: energy, health care, information technology and manufacturing. It also presents recommendations for improvements for the state university system’s workforce programs. FHI 360 serves as the key research organization…

  • Sino-implant (II) Initiative: Quality Assurance Evaluation

    2016 — FHI 360 acts as an independent third party to assess the quality of Sino-implant (II). A quality assurance evaluation and monitoring program was implemented by FHI 360 to verify that Sino-implant (II) meets lot release specifications for the product. These annual reports expand on the results from the quality assurance evaluation and monitoring…

  • Improving Outcomes for North Dakota Students and Educators — Succeed 2020 by the Numbers 2015-2016

    October 2016 — Since 2012, the Hess Corporation has made a substantial investment to improve college and career readiness in North Dakota. This report provides a snapshot of the impact of Succeed 2020 on students, educators, school leadership, businesses and the community for the time period of July 1, 2015 to June 30, 2016. It…

  • Advanced Technological Education Program — Graduate Employment Outcomes Study Final Report

    January 2013 — This final report describes the results of the Advanced Technological Education (ATE) Program — Graduate Employment Outcomes Study, funded by the National Science Foundation. The goal of the research study was to examine the employment outcomes of ATE program graduates in either the biomanufacturing/biotechnology or process technology fields, advance the ATE community’s…

  • The SHIKHA Project: Improving Knowledge and Practice of Infant and Child Feeding and Maternal Nutrition, Endline Survey Report

    September 2016 — Under the SHIKHA project in Bangladesh, FHI 360 designed a study to evaluate the effect of a large-scale social and behavior change project, the SHIKHA intervention, to provide a strategic direction for quality improvement and to document the lessons learned during the project. This publication is the final report of the survey.

  • Final Technical Report of the SPLASH Project in Zambia

    July 2016 — This is the final technical report for the SPLASH (Schools Promoting Learning Achievement through Sanitation and Hygiene) project. This four-year water, sanitation and hygiene (WASH) project focused on schools and was funded by the U.S. Agency for International Development/Zambia. The report presents an overview and discussion of the design, organization, implementation, outputs, outcomes, lessons…

  • WASHplus End of Project Report: What We Did and Why It Matters

    July 2016 — The WASHplus end of project report provides a summary of the key cross-cutting themes from this six-year (2010–2016) project. WASHplus supported healthy households and communities by developing and delivering interventions that improved water, sanitation and hygiene (WASH) and household air pollution. The project used at-scale programming approaches to reduce diarrheal diseases and…

  • Analysis of Skills Demand in Indonesia

    March 2015 — The purpose of this desk assessment is to assist USAID/Indonesia in addressing the question of how education and training institutions can better prepare the poor and vulnerable for employment. The assessment uses systems, skills and value chain frameworks to identify a set of economic patterns around which to structure workforce development activities that are…

  • The Effects of Armed Conflict on Educational Attainment and Inequality

    June 2016 — This report, commissioned by UNICEF, sought to answer the question: Does violent conflict affect education inequality? The study drew upon data from the Uppsala Conflict Data Program and the Ethnic Power Relations databases, which enabled the researchers to distinguish between ethnic and nonethnic conflicts, as well as to identify the effect of conflict onset…

  • Does horizontal education inequality lead to violent conflict?

    April 2015 — This report, commissioned by UNICEF, sought to answer the question: Are countries where some ethnic or religious groups have systematically lower levels of education more likely to experience civil conflict than those where all groups have equal access to school? Findings from the study show that in most recent years, countries with higher levels…

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