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Background: Water, sanitation, and hygiene (WASH) interventions, which are specifically targeted towards young children—known as "BabyWASH"—reduce exposure to environmental contamination and prevent microbial burden in their play and feeding environments. The purpose of this endline study was to evaluate the effectiveness and potential sustainability of a multimedia educational intervention in influencing key BabyWASH and diarrhea prevention practices in four hard-to-reach woredas (i.e. administrative districts) of the Afar and Somali regions of Ethiopia. Methods: A mixed-method, comparative cross-sectional study was conducted, which included 457 household surveys, 16 key informant interviews, and 8 focus group discussions. The multimedia educational intervention comprised: broadcasting radio talk shows and radio spot messages, capacity-building training for community health workers and community leaders, community mobilization campaigns, and the distribution of promotional print media materials. Propensity score matching analysis was used to estimate the effect of the multimedia educational intervention on key BabyWASH and diarrhea prevention attitudes and practices, which was then triangulated with qualitative findings. Results: The multimedia intervention had a significant positive impact on good BabyWASH and diarrhea prevention practices, including appropriate practices of child feces disposal (t-test = 5.17; p < 0.001), handwashing with soap or ash (t-test = 8.85; p < 0.001), maintaining separate playgrounds for young children (t-test = 2.83; p < 0.001), washing of child's body, hands, and faces (t-test = 15.78; p < 0.001), and food hygiene practices (t-test = 2.74; p < 0.05). The findings of the qualitative assessment also revealed that the multimedia intervention packages and the approaches used were successful in influencing key BabyWASH and diarrhea prevention behaviors in the intervention implementation woredas. In addition, providing capacity building training to local actors and community leaders and recording radio talk shows and sharing them with community members were recognized as effective intervention implementation strategies. Conclusion: The endline evaluation found that the multimedia educational intervention improved awareness, perception, and practice of BabyWASH and diarrhea prevention behaviors in intervention woredas compared to control woredas. Sanitation and hygiene promotion interventions in pastoralist settings can be effective when using locally and contextually appropriate intervention strategies. However, considerations for integrating both behavioral and structural components in WASH interventions is essential. [ABSTRACT FROM AUTHOR]

Addis Ababa is one of the eleven cities in Africa that have been taking bold action in meeting the objectives of the Paris Agreement. At the present time, the city is working toward reducing greenhouse gas emissions and enabling the city to be resilient to the impacts of climate change. To make the city carbon neutral and resilient to climate change, the coordination of different sectors and actors is crucial. To this end, the planning and implementation of mitigation and adaptation measures needs effective climate change governance. Thus, this study was intended to explore the effectiveness of climate change governance in Addis Ababa City, Ethiopia. The study followed both quantitative and qualitative research approaches and relied on both primary and secondary data sources. A survey of 232 respondents, who were environment experts at different levels, was conducted using questionnaires. In addition, interviews and observations were conducted to gather relevant data. Secondary data were collected from different sources. The quantitative data were analysed using relative importance index (RII) analysis. The study found that existing environmental policies, strategies, regulations, proclamations, laws, and implementations in the city were facing major challenges in terms of weak accountability, the poor enforcement of regulation, and the failure to involve key actors, especially NGOs, communities, and private sectors; these failures were characterized by weak institutional setup and a lack of formal systems allowing actors (private sectors, communities, and NGOs) to interact to respond to climate change. Hence, climate change governance was ineffective in terms of accountability, participation, law enforcement, equity, institutions, the role of actors, and partnership. Thus, the Addis Ababa City Environmental Protection and Green Development Commission should give more emphasis to the coordination of other actors (NGOs, communities, private sectors, and research institutions) to respond to climate change in the city. In addition, the commission should provide training to the lower layers of experts and mobilise the community for climate change response, particularly in the undertaking of adaptation measures. Furthermore, Addis Ababa City administrators should give due attention to climate change response through an established strong accountability system to enforce regulation, rules, proclamations, laws, policies, and strategies in different sectors. [ABSTRACT FROM AUTHOR]

Learning is a fundamental human right, the basis of developing human capital and the foundation of human development. Basic skills provide individuals, their families and communities with the foundations needed to participate in society and to achieve better life chances. The shift in focus from mass access to mass learning has drawn attention to the question of who is and is not attaining these skills, and why. Opportunities to learn depend on access to schooling, but also the effectiveness of that schooling. There is considerable evidence of learning inequalities, both across and within countries. However, less is known about whether these patterns of inequality are rooted in variations in school effectiveness. In this paper we use evidence from Young Lives school surveys in Ethiopia, India and Vietnam to consider differences in girls' and boys' learning outcomes and progress and investigate how these patterns relate to school effectiveness. We explore whether girls or boys are 'sorted' into more or less effective schools and whether the same schools are differentially effective for boys and girls. Findings from India are perhaps closest to the 'typical' story that is often heard, in which girls, particularly those in rural areas, have lower attainment and attend less effective schools. In comparison, in Vietnam, girls have higher test scores and attend more effective schools on average, with this pattern driven by the higher performance of girls in rural areas. In Ethiopia, the divide between urban and rural areas is predominant in this context, over and above other areas of inequality including gender. Comparing results from these different areas of analysis and from three very different countries reveals the complexities of understanding how gender relates to educational outcomes. It demonstrates the importance of understanding gendered outcomes and school effectiveness in context. • Educational outcomes depend on access to education and the quality of that education. • Cross-country analysis reveals the complexities of how gender and school effectiveness relate to educational outcomes. • In India, where there is greatest school choice, girls have lower attainment and attend less effective schools than boys. • In Vietnam, the opposite is true - girls perform better and attend more effective schools. • In Ethiopia, the divide between urban and rural areas is predominant, over other axes of inequality including gender. [ABSTRACT FROM AUTHOR]