Master of Public Health - MPH / The Health Extension Program (HEP) is an innovative, community based comprehensive primary health care program that Ethiopia introduced in 2003. It gives special emphasis to the provision of preventive and promotive services at community and household level. However, utilization of the HEP packages is low and reasons for this underutilization are not well known. The aim of this study is to assess the availability and utilization of the Health Extension Program Service in Akaki District of Oromia Region, Ethiopia. Quantitative study using a cross-sectional survey design. The study was conducted in Akaki District of Oromia Regional State in Ethiopia with 79,162 inhabitants. Random sampling was used to select 355 households. A structured data collection tool/ questionnaire was employed to collect data from the study participants. Data were analyzed using SPSS for Windows version 19. Descriptive statistics were used to analyze socio demographic characteristics of the study participants and to assess the availability and utilization of each service component. The response rate of the study was 100% with complete data obtained from 335 (94.4%) of the households. The majority (93.1%) of respondents were women. The availability of HEP services as described by the household visit of Health Extension Workers (HEWs) is very high with 86.6% visiting at least monthly and 11.3% visited sometimes. There was a highly significant association between the health extension workers’ visit to households and health extension service utilization during pregnancy (OR=16.913, 95% CI 8.074-35.427 at p<0.001). HIV testing utilization showed a tenfold increase among households who received education. Participation of households in the Model family initiative was another key factor associated with high levels of HEP services utilization. Though HEP services are available for most households, the frequency of household visits by HEWs and the involvement of Households in model family training greatly influenced service utilization. Improving frequency of services availability at household level and consistent health education will greatly improve services utilization.

Social entrepreneurship, loosely defined as delivering social value in a sustainable way using market-based principles, is especially powerful tool in the Third world. Grass-root entrepreneurial approach of developing and empowering those countries from the bottom up is proving to be the most sustainable and efficient solution. First part of this work outlines historical context of the developing world and provides thorough analysis about challenges and threats it is facing. Furthermore, model defining what countries are the "most suitable" for a social venture is described, together with tools that are used nowadays to support the developing world. Second part puts main emphasis on defining and discussing the concept of social entrepreneurship, especially with respect to social venture design. Conclusions and practical recommendations are heavily based on interviews with successful and inspirational social entrepreneurs active in the Third world, as well as with leading NGOs with offices in the Czech Republic. All in all, the ultimate goal of this work is to create a big-picture overview about the reality the developing world is facing and describe how the most sustainable solutions can be designed.

This doctoral thesis focuses on the evaluation of the World Bank (WB) performance in delivering development aid to the Least Developed Countries (LDCs). For this purpose, an extensive research was performed to analyze a set of 790 Implementation Completion and Results reports for key economic and financial indicators. Results of this research provide various insights for the appraisal and the results stage of project delivery of the LDCs in different continents. In the final part of the economic and financial analysis the minimum Social Return on Investment (SROI) of the LDCs including all project costs was calculated. This SROI ratio outcome of 1 and 1.06 in the weighted and 1.3 and 1.72 in the unweighted case indicate that projects delivered by the WB have a positive effect on the poor countries. In the second part of this research project the data set of the ICR reports was qualitatively researched for negative ratings according to 3 core assessment categories for the overall project performance: Sustainability, bank performance and borrower performance. As a result the most critical categories respectively risks were outlined. In conclusion, the research analyses and findings support the general demand to provide even more development assistance to poor countries.:Table of Tables and Figures List of Equations List of Abbreviations 1 Introduction 1.1 Introduction to the Topic 1.2 Assessing Poverty Problems and Achieving Economic Growth 1.3 Millennium Development Goals 1.4 Development Aid 2 Research Approach 2.1 Objective 2.2 Structure 2.3 Least Developed Countries 2.4 World Bank 2.5 Data Access and Relevance 2.5.1 Data Basis 2.5.2 Implementation Completion and Results Reports 2.5.3 Project Types 2.6 Term “Performance” 2.7 Study and Research Questions 2.8 Challenges of this Doctoral Thesis 2.9 Contribution of this Thesis 3 Economic and Financial Analysis 3.1 SROI Concept 3.1.1 SROI Definition 3.1.2 SROI Process and Impact Map 3.1.3 Cost-Benefit-Analysis 3.1.4 SROI Calculation 3.2 SROI of World Bank Projects 3.2.1 Purpose of the Cost-Benefit-Analysis 3.2.2 Indicators of the SROI Calculation 3.2.2.1 Net Present Value 3.2.2.2 Capital and Recurring Costs 3.2.2.3 Project Dates and Duration 3.2.2.4 NPV-horizon 3.2.2.5 Discount Rate 3.2.3 Types of NPV-Cost-Ratios 3.2.3.1 Pro-Rata-Capital-Costs Ratio 3.2.3.2 Total-Capital-Costs Ratio 3.2.3.3 Pro-Rata-Capital plus Recurring-Costs Ratio 3.2.3.4 Total-Capital plus Recurring-Costs Ratio 3.2.4 Calculation of the proper SROI Ratio 3.2.5 Portfolio Analysis 3.2.6 Sensitivity Analysis 3.3 Additional Economic and Financial Indicators 3.3.1 Economic Rate of Return 3.3.2 Benefit-Cost-Ratio 3.3.3 Net Benefit 3.3.4 Financial Net Present Value 3.3.5 Financial Rate of Return 4 Results of the Economic and Financial Analysis 4.1 Analysis Approach and Setup 4.2 NPV Outcomes at the Appraisal Stage 4.2.1 Appraisal NPVs of the LDCs 4.2.2 Appraisal NPV Continent Comparison 4.3 NPV Outcomes of the Result Stage 4.3.1 Result NPVs of the LDCs 4.3.2 Result NPV Continent Comparison 4.4 Appraisal vs. Result NPVs 4.4.1 Results of the LDCs 4.4.2 Continent Comparison 4.5 Economic Rate of Return Result Values 4.5.1 Results of the LDCs 4.5.2 Continent Comparison 4.6 Additional Economic and Financial Indicator Result Values 4.6.1 Benefit-Cost-Ratio and Net Benefit 4.6.2 Financial Net Present Value and Financial Rate of Return 4.7 Overall Project Performance 4.7.1 Definition 4.7.2 Overall Project Performance Ratings 4.7.3 Outcome Calculation for Non-Financial Indicator Projects 4.7.4 Verification of Outcomes and Conclusion 4.8 NPV-Cost-Ratios and SROI Calculation 4.8.1 NPV-Cost-Ratios of the ICR Reports 4.8.1.1 Overall Results 4.8.1.2 Continent Comparison 4.8.2 Standardized NPV-Cost-Ratios 4.8.2.1 Overall Results 4.8.2.2 Continent Comparison 4.8.3 Calculating the Minimum SROI Ratio 4.8.3.1 Overall Results of the Capital SROI Ratio 4.8.3.2 Continental Comparison of the Capital SROI Ratio 4.8.3.3 Overall Results of the Minimum SROI Ratio 4.8.3.4 Continental Comparison of the Minimum SROI Ratio 4.8.4 Making Meaning of the Results 4.9 Summary and Conclusion 5 Qualitative Data Analysis 5.1 Content Analysis 5.2 Sustainability 5.2.1 Sustainability Rating Definition 5.2.2 Sustainability Rating Categories 5.3 Bank Performance 5.3.1 Bank Performance Definition 5.3.2 Bank Performance Categories 5.4 Borrower Performance 5.4.1 Borrower Performance Definition 5.4.2 Borrower Performance Categories 6 Results of the Qualitative Data Analysis 6.1 Sustainability 6.1.1 Quantitative Assessment of Sustainability Ratings 6.1.2 Outcome of the Content Analysis 6.1.2.1 Types of Reasons 6.1.2.2 Overall Results 6.1.2.3 Results in Haiti 6.1.2.4 Continent Comparison 6.1.3 Excursus: Positive NPV Projects 6.1.4 Summary and Conclusion 6.2 Bank Performance 6.2.1 Quantitative Assessment of Bank Performance Ratings 6.2.2 Outcome of the Content Analysis 6.2.2.1 Types of Reasons 6.2.2.2 Overall Results 6.2.2.3 Results in Haiti 6.2.2.4 Continent Comparison 6.2.3 Summary and Conclusion 6.3 Borrower Performance 6.3.1 Quantitative Assessment of Borrower Performance Ratings 6.3.2 Outcome of the Content Analysis 6.3.2.1 Types of Reasons 6.3.2.2 Overall Results 6.3.2.3 Results in Haiti 6.3.2.4 Continent Comparison 6.3.3 Summary and Conclusion 7 Overall Summary and Conclusion 8 Critical Acclaim and Recommendations 9 Outlook and Future Research List of Appendices Appendix References

Girls in rural areas face a number of challenges in their pursuit of basic education, empowerment and gender equality. This thesis explores the extent to which gender equality and empowerment of women have been achieved in education in ward 33 of Mt Darwin. At the centre is what Zimbabwean government and civil society organisations such as Campaign for female education (Camfed) have done to implement strategies addressing challenges affecting implementation and achievement of MDG 3. A multi-method research strategy, including focus group discussions, questionnaires administration and interviews, was used in the data collection process. The findings of the study show reciprocal linkage between education, empowerment and gender equality. Ward 33 requires integration in approach from assisting agencies and the general populace if Millennium Development Goal 3 is to be achieved. Results showed the multiple barriers girls face in the process of accessing education within the homes, along the way to school and within the school system itself. Camfed and government’s interventions have been pointed out to contributing to the achievement of MDG 3 in the ward. Women’s quest for equality is evident. Specific actions recommended after this research include the need for MOESAC to strategically post qualified teachers in rural areas, sensitization and empowerment programmes targeting men, civil society organisations and government ministries working with women to intensify advocacy, capacity building and leadership trainings for women. Overall recommendation is that there is need to implement MDG 3 beyond 2015 if rural women are to be integrated into the MDG 3 empowerment and gender equality agenda. / Development Studies / M. Admin. (Development Studies)

Girls in rural areas face a number of challenges in their pursuit of basic education, empowerment and gender equality. This thesis explores the extent to which gender equality and empowerment of women have been achieved in education in ward 33 of Mt Darwin. At the centre is what Zimbabwean government and civil society organisations such as Campaign for female education (Camfed) have done to implement strategies addressing challenges affecting implementation and achievement of MDG 3. A multi-method research strategy, including focus group discussions, questionnaires administration and interviews, was used in the data collection process. The findings of the study show reciprocal linkage between education, empowerment and gender equality. Ward 33 requires integration in approach from assisting agencies and the general populace if Millennium Development Goal 3 is to be achieved. Results showed the multiple barriers girls face in the process of accessing education within the homes, along the way to school and within the school system itself. Camfed and government’s interventions have been pointed out to contributing to the achievement of MDG 3 in the ward. Women’s quest for equality is evident. Specific actions recommended after this research include the need for MOESAC to strategically post qualified teachers in rural areas, sensitization and empowerment programmes targeting men, civil society organisations and government ministries working with women to intensify advocacy, capacity building and leadership trainings for women. Overall recommendation is that there is need to implement MDG 3 beyond 2015 if rural women are to be integrated into the MDG 3 empowerment and gender equality agenda. / Development Studies / M. Admin. (Development Studies)