PEER

THE FINAL EVALUATION REPORT

OF

EMERGENCY EDUCATIONAL ASSISTANCE FOR THE DROUGHT-AFFECTED AND DISPLACED CHILDREN IN

ELEMENTARY LEVEL EDUCATION IN ERITREA PROJECT

'- * A . .. k '"I, - a . -*

THE FINAL EVALUATION REPORT

OF

EMERGENCY EDUCATIONAL ASSISTANCE FOR THE DROUGHT-AFFECTED AND DISPLACED CHILDREN IN

ELEMENTARY LEVEL EDUCATION IN ERITREA PROJECT

DECEMBER 2004

CHARLES J P INDONGOLE, OGW Consultant Education for Emergencies and

Assessment Services

C

ACKNO WEDCEMENT

I am grateful to the Senior Management o f UNESCO PEER for granting me the opportunity to carry out the Final Evaluation o f the Emergency Educational Assistance for the Drought-Affected and Displaced Children in Elementary Leve l Education in Eritrea Project.

I am particularly grateful to UNESCO PEER and the Ministry o f Education staff o f the Project Management Division, Curriculum Development Division and Finance and Administration Unit for the assistance given to me in facilitating transportation to Eritrea and to Project zones, availing the records and documents required for evaluation and being available for focused discussions.

Last but not least, I am indebted to the Regional Education Officers who arranged for my vis i ts to various schools in company o f Regional Education staff, the head teachers who arranged for me to see staff in their schools to administer the questionnaire and where necessary, hold group discussions and the teachers themselves who spent their t ime completing the questionnaire without which this evaluation would have been incoinplete.

2

EXECUTIVE SUMMARY

The Italian-funded Emergency Educational Assistance for Drought-Affected and Displaced Children in Elementary Level Education in Eritrea project was a one- year intervention implemented by UNESCO PEER in partnership with the government o f Eritrea at a cost o f 89,000 USD including 13% project delivery cost.

The project was implemented from 15'h May 2003 to 15'h M a y 2004 with a no-cost extension up to September 2004 while the Final Evaluation was conducted from 17fh November to 15th December 2004.

The following were the main project outputs:

a) Stationery items were supplied to 7,229 Grade 1 project schools as a result o f which enrolment increased by 7% as opposed to the 5% expected in the project design.

b) A total o f 1,683 teacher guides incorporating syllabus outlines were developed, printed and distributed to schools, Regional Education Offices, Ministry o f Education Offices and copies submitted to UNESCO PEER. 3 Elementary Education syllabuses in Science, Social Studies and Moral Education

were enriched to make them relevant to the needs o f displaced children in drought- affected schools in Eritrea.

d) 1 8 Instructors were trained and 3 18 Primary school teachers in-serviced in the revised syllabuses.

c)

On curriculum impact teachers reported through interview and group discussion a growing tendency for pupils to be more aware o f the need for environmental conservation, the need to observe personal hygiene and keep the environment clean and readily accept and practise virtues o f tolerance, good citizenship and human rights.

On curriculum delivery, the most frequently used methods were found to be question and answer sessions, brainstorming on topics and occasionally group work while role play and f i e ld trips were rarely used. The full impact o f curriculum delivery is considerably reduced by lack o f teaching and learning resources as a result o f which the traditional question and answer sessions tend to predominate in class discourse.

The ranking o f project aspects based on the European Commission four-point evaluation scale (1 Highly Satisfactory to 4 Highly Unsatisfactory) yielded the fol lowing results:

ATTRIBUTE SCORE

I SUSTAINABILITY 12

3

CHAPTER ONE

1.0 BACKGROUND, TERMS OF REFERENCE AND METHODOLOGY

The Italian-funded Emergency Educational Assistance for Drought-Affected and Displaced Children in Elementary Level Education in Eritrea project was a one- year intervention implemented by UNESCO PEER in partnership with the government o f Eritrea at a cost o f 89,000 USD including 13% project delivery cost. The project run from 15* M a y 2003 to 15* May 2004 with a no-cost extension up to September 2004.

The project was designed with three components: provision o f school supplies to Grade 1, curriculum review and teacher in-service for Grades I-V and was implemented in a total o f 106 primary schools in three administrative zones in Eritrea: 20 schools in Anseba, 59 in Northern Red Sea and 27 in Southern Red Sea, with the elementary school population o f 23,085 (Grades 1-V as o f November 2003).

A mid term thematic evaluation was carried out f rom 9-29* November 2003 while this final evaluation was carried out from 27th November to 15* December 2004.

1.1 Terms o f Reference for the final evaluation

1.1.1 Assess the efficiency, effectiveness and sustainability o f the project interventions in relation to the overall project purpose

1.1.2 Establish the extent to which the writing materials supplied under the project reached the intended beneficiaries and assess their impact on candidates’ participation in the school system.

1.1.3 Assess the delivery and impact o f the revised curriculum on the elementary education o f the children in selected schools.

1.1.4 Review the nature, scope and quality o f the teachers in-service and the extents to which the teachers are putting the skills provided during training into practice and identify constraints. Examine the relevance, appropriateness and use o f the teacher guides developed in support o f the new curriculum. Prepare a comprehensive final evaluation report and submit it to UNESCO PEER for onward transmission to the donor and the headquarters.

1.1.5

1.1.6

1.2 The methods used in the evaluation

1.2.1 The following methods were used during the evaluation: a) Review o f documentation b) Qualitative data collection making use o f a structured question guide see appendix

1 and self-completion teachers’ questionnaire, see appendix 2 c) Focused group discussions with informants dj Unstructured classroom and environmental observation

4

1.2.1. I Review of documentation

The evaluator made reference to the following project-related documents and other relevant publications: 0

0

0

0

0

0

0

0

0

0

0

0

Project document on Emergency Educational Assistance for the drought -Affected and Displaced Children in Elementary Level Education in Eritrea, May 2003 Project Mission Reports 2002 and 2003 Mid-Term Evaluation o f the Emergency Educational Assistance for the Drought - Affected and Displaced Children in Elementary Level Education Report, November 2003 Guidelines on Learner-Centred and Interactive Pedagogy in the National Curriculum, Ministry o f Education November 2003 Teacher Guides for Science and Health Education, Environmental Education in Social Studies and Moral, civic, peace and human rights education Syllabus outlines for Science and health education, Environmental education in Social Studies and Moral, civic, peace and human rights education Reports prepared by facilitators on Training o f Trainers Workshops

UNESCO (2002) Guidelines for Education in Situations o f Emergency and Crisis UNESCO December (2002) Reintegration o f War-Affected Youth and Children in post- conflict settings: A framework for intervention programmes UNESCO October (2004) United Nations Decade o f Education for Sustainable Development 2005-20 14 UNESCO (2002) Information and Communication Technologies in Teacher Education, a Planning Guide Federal Ministry of Education and Research, Bonn, Februa y (2004) The Development o f National Education Standards

I .2.1.2 Interviews and focused group discussions

Questions were prepared in l ine with the terms o f reference (see appendix 1 for the questions) and used to guide group-focused discussions with key informants f rom the Project Management Division, The Curriculum Development Division, Finance, Procurement and Supplies Divisions o f the Ministry o f Education f ield staff, pupils and communities. A self-completion questionnaire was also designed, piloted, and administered to a total o f 39 primary school teachers 10 female and 29 male from 14 project schools selected from the three project zones, using Convenient Sampling Method, (see appendix iii for the list o f project schools visited). The teachers’ questionnaire on curriculum impact and child-centred pedagogy targeted the majority o f the teachers who had been in-serviced under the project The use o f this method considered whether the schools were accessible and could be reached within the time available, whether they were feeder schools or regular schools, whether they operated a shift system and the targeted groups o f pupils and teachers (those in elementary classes) were available either in the morning or afternoon in schools where elementary and junior education programmes are

5

combined. Focused one to one and group discussions took place and involved a total o f 70 participants (See Appendix iv). The combination o f completion questionnaire and focused group discussion questions provided an opportunity for teachers who had responded negatively to some items in the questionnaire to be probed. Access to some o f the project schools had to be curtailed due to fuel shortage in the country as the limited supply o f fuel was being rationed at the time o f this evaluation while the focus on teachers in-serviced under the project to some extent l imited the number o f respondents.

6

CHAPTER TWO

2.0 OBJECTIVES AND INTERVENTIONS

2.1 The Proiect Objectives

I. To increase the Grade I net enrollment rate in the project schools in the drought affected areas by about 5%.

11. To provide exercise books, pens, pencils, rulers and erasures for Grade I in the project schools in the drought-affected areas for the new academic year in September 2003.

111. To revise the Science, Geography, (which i s planned to form part o f the Social Studies syllabus) and Moral Education syllabuses for Grades I - V so that at each Grade, the Science syllabus has an appropriate Health Education component, the Geography component o f the Social Studies syllabus has an appropriate Environmental Education content and the Mora l Education syllabus has an appropriate Peace, Civic and Human Rights component.

IV. To prepare teacher guides for each revised syllabus at each Grade.

V. To train selected teachers from the project schools in the methods o f teaching and assessing pupils in the revised syllabuses.

VI. To print the revised syllabuses and teacher guides and make them available to project schools and education supervisors in the drought-affected areas.

2.1.1 Increase in enrolment o f Grade 1

The Regional Education offices monitored the increase in enrolment in various zones in September 2003 that was the beginning o f the-academic year in the drought-affected schools in the project. The entry figures showed an increase o f 7% overall as opposed to the anticipated percentage o f 5% in the project design.

TABLE 2.1 : GRADE ONE OVERALL NET ENROLMENT 2002 AND 2003 ~~

Region 2002-2003 2003-2004 YO Anseba 1,989 2,238 12.5 Northern Red Sea 3,700 3,767 I .8 Southern Red Sea 1,098 1,224 11.4 Total 6,787 7.229 6.8

Source: Enrolment records,fi.om Regionul Education offices in the projecl zones

7

Region Anseba

Sub total

TABLE 2.2: GENDER-BASED GRADE 1 ENROLMENT 2002 AND 2003

Gender 2002-2003 2003-2004 Percentage Mal e 1,236 1,390 12.5 Female 753 848 12.6

1,989 2,238 12.5

Northern Red Sea

Sub-total

Southern Red Sea

Male 2,400 2,372 -1.2 Female 1,300 1,395 7.3

3,700 3,767 1.8

Male 716 787 9.9 Female 382 437 14.4

Sub-total I 1,098 I 1,224 1 11.5

Total I I 6,787 I 7,229 I 6.5

Source: EnvolmentJigure.7 obtained9om the data processing units in the Regional Education OfJices based on the latest returns9omproject schools in the zones

The overall enrolment for Grade1 increased in 2003-2004 by 7% beyond the 5% projection, with more girls enrolling in all the three regions in 2003 than 2002. The enrolment o f girls increased by 10% from 2,435 in 2002 to 2,680 in 2003 while that o f buys increased by 4.5 9'0 from 4,352 to 4,549. This project objective was therefore achieved.

2.1.2 Purchase o f school supplies

To establish the extent to which the school supplies reached the beneficiaries, the evaluator examined the entry returns for Grade 1 against the actual figures o f the items purchased and established cases o f over and undersupplies. This arose out o f the fact that the quantities purchased were based on estimated enrolment o f Grade 1 pupils in the three zones. This resulted in more items being purchased in some zones and less in others as shown in the table below:

8

Table 2.3: THE NUMBER OF ITEMS PURCHASED VERSUS ACTUAL REQUIREMENTS

Region

Anseba

Northern Read Sea

Southem Red Sea

Sources:

2003-2004 Grade 1 enrolment figures 2,23 8

3,767

1,224

Item Name

1 .Erasures

2.Squared books 3 .Ruled books 4.Plastic rulers 5.Pencils

6.Pens

1 .Erasures

2. Squared books 3 .Ruled books 4.Rulers 5.Pencils 6.Pens 1 .Erasures 2. Squared books 3 .Ruled books 4.Rulers 5.Pencils 6.Pens

Number Per

pupil

1

2

3

1

2

4

1

2

3

1 2 4 1 2

3

1 2 4

103-2004 registration$gures, recoi

Number o f items supplied

2,925

5,850

1 1,257

2,300

5,225

1 1,700

3,622

7,244

15,830

2,372 5,994 11,700 2,125 4,250

8,641

1,500 3,625 8,500

Actual number required

2,238

4,472

6,708

2,238

4,472

8,944

3,767

7,534

11,301

3,767 7,534 15,068 1,224 2,448

3,672

1,224 2,448 4,896

Excess

687

1,378

4,549

62

753

2,756

4,529

- 920 1,802

4,969

295 1,177 3,604

of purchases andpvoject document

Shortfall

145

290

-

1,395 1,540 3,368

The discrepancies in the actual requirements resulted in two regions: Anseba and Southern Red Sea being over- supplied while one region, Northern Red Sea, being grossly under-supplied. This anomaly was pointed out during mid-term evaluation and the Project Management Division with the assistance of Regional Education Offices re- routed the items to where there were shortages thus ensuring that they reached the beneficiaries as intended by the project

9

. .

Number o f copies for Environmental education in social studies per school

4

2.1.3 Curriculum enrichment

Total copies distributed

228

According to UNESCO (2002) Guidelines for Education in Situations o f Emergency and Crisis, a post- conflict country requires curriculum enrichment with sk i l l s and values that promote peace; understanding o f the causes of conflict, prevention, mediation, resolution and citizenship. Emergency situations tend to enhance exposure to additional health hazards and require skill-based health education while environmental stress requires awareness through environmental education. As part o f the efforts to reconstruct the curriculum for regions affected by drought as a national disaster the syllabuses were enriched under the Project using carrier subjects o f Science, Mora l Education and Social Studies. The new syllabuses were named Science and health Education, Moral, civic, peace and human rights education and Environmental Education in Social Studies, respectively and covered Grades 1 -V.

4 4

2.4 Development o f Teacher Guides

552 72

Corresponding Teacher Guides incorporating syllabus content, objectives, and suggestions on child-centred teaching methods were prepared and distributed to users as shown in tables 2.4 and 2.5 below:

TABLE 2.4: DISTRIBUTION OF TEACHER GUIDES TO PROJECT SCHOOLS 2004

Language o f instruction

I. Afar 2.Arabic 3. Saho 4.Tigre 5 .Tigrigna Sub-total

Number o f elementary schools using the language o f instruction 19 17 18 46 6 106

Number o f copies for Science and Health Education per school

4 4 4 4 4

Number o f copies for Moral, civic, peace and human rights education per school 4 4 4 4 4

4 I 204 4 I 2 1 6

I 1.272

Source: Curriculum Development Division of the Department of General Education

10

TABLE 2.5: DISTRIBUTION OF TEACHER GUIDES TO OTHER USERS

No. o f copies for Environmental education in social studies

User No. o f copies distributed

Anseba Regional O E c e and sub-zones Northern Read Sea Regional Office and sub-zones

Southern Red Sea Regional Office and sub-zones Ministry o f Education in Asmara

UNESCO PEER Nairobi

Sub-total

TOTAL

Language of Teacher Guide

Arabic English Tigre Tigrigna Afar Arabic English Saho Tigre Tigrigna Afar Arabic English Tigrigna

Afar Arabic English Saho Tigre Tigrigna English

No. of copies for Science and health education

2 4 9 1 2 2 4 7 16 3 7 3 4 3

10 10 10 10 10 10 10

N o . of copies for Moral, civic, peace and human rights education

2 4 9 1 2 2 4 7 16 3 7 3 4 3

10 10 10 10 10 10 10

2 2 4 7 16 3 7 3 4 3

6 12 27 3 6 6 12

21 48 9 21 9 12 9

10 10 10 10 10 10 10

30 30 30 30 30 30 30

411

1,683

Source: Cuvviczilurn Development Division of the Department of General Education

2.1.5 Teacher Training workshops Teacher training workshops were conducted at Asmara and in the regions as shown in

table 2.6

11

.

Region

Maekel (Asmara) Anseba Northern Red Sea Southern Red Sea

TABLE 2.6: TEACHER IN-SERVICE WORKSHOPS

Workshop type Workshop date Number o f participants

Training o f Trainers 2-6 February 2004 18 Teacher in-service 25-27 February 2004 60

Teacher in-service 5-7 March 2004 177 Teacher in-service 6-8 March 2004 81

Source: Quarterly Report ?om the Project Management Division 2004

12

CHAPTER THREE

EFFICIENCY, EFFECTIVENESS AND SUSTAINABILITY OF PROJECT INTERVENTIONS

3 .O Efficiency Efficiency in the execution of various interventions was examined in relation to three aspects: timeliness, unit costs resulting from the implementation of key project components and coordination and monitoring of project activities

3.1.1 Timeliness

The named activities took place as shown in table 3.

TABLE 3 THE PROJECTED MONTHS VERSUS THE ACTUAL M O N T H S THE ACTIVITIES TOOK PLACE

Sources: Project document and quarterly report submitted to WESCO PEER 2004

Although the project design and the time frame agreed upon by the main actors prior to the start o f implementation had anticipated that the development o f syllabuses and teacher guides for Grades I-V would take a maximum o f 3 months f rom June to August 2003, the actual work took 5 months from September 2003 to January 2004 before the syllabuses and teacher guides were distributed in February 2004 followed by Training o f Trainers workshop in the same month. The extra two months that the work took was attributed to the fact that the same team o f curriculum developers for drought-affected schools was also involved in the restructuring and transformation o f curricula for the entire education system in Eritrea.

13

The delay in the completion o f work on syllabuses and teacher guides did in turn delay the projected starting dates o f the workshops.

Project activity

1 .Supply o f stationery to 7,229 Grade 1 pupils 2.Production o f 1,683 syllabuses/ teacher guides 3.Training o f 18 Trainers workshon

3.1.2 Unit costs for key project interventions

Amount spent on Quantity/output Unit cost in activity in USD USD

22,897.87 7,229 3.17

7,717.23 1,683 4.59

426.66 18 23.70

Activities may be accomplished on schedule but if it costs so much to achieve the results anticipated, the implementation o f these activities could turn out to be inefficient if they are not cost- effective. To establish this aspect o f efficiency the evaluator examined the amount spent on key activities in relation to the output and the number o f people trained and the results were as shown in the table below.

4.Teacher in-service workshops for 3 18 participants

TABLE 3.1 UNIT COSTS FOR PROJECT ACTIVITES

7,114.41 318 22.37

Sources: Supporting documents of expenditureJi.om the Finance and Administration unit of the Ministry of Education in Eritrea, Curriculum Development Division and Mid-

term Evaluation Report.

Although the selected unit costs indicate that the fewer the quantities the higher the unit costs, various project interventions were, in the opinion o f the evaluator, efficiently executed in financial terms. Stationery materials were supplied for less than 4 dollars per pupil, syllabuses and teacher guides, were developed, printed and distributed for just about 5 dollars per copy. This unit would have been considerably much higher if two consultants were hired at 6,000 USD each for 3 months as provided for in the project; instead only one was hired for 2,519 USD for the same period. The tasks were undertaken and performed by the professional staff o f the Curriculum Development Division which considerably reduced the production cost. Considered from the point o f view o f the amount spent on each trainee per day, the unit costs for instructors’ training and teacher in-service workshops translate to a daily payment rate o f 4.74 $ for a 5- day workshop and to 7.45 $ for a 3-day workshop, respectively, for food, travel and accommodation.

3.1.3 Coordination and monitoring of project activities

14

Project activities were managed and coordinated and attempts made to prepare quarterly short implementation status and financial narrative reports. The project accounts and supporting documents o f expenditure were also well kept and made available to the evaluator o n request and occasionally at short notice. These aspects o f project management and implementation were helped by the decision to create a Project Management Division that was separate f rom the National Commission for UNESCO during the project period. There was, however, a somewhat weak professional support f rom the sub-zonal school supervisors and education of icers who were often unable to undertake visits to project schools to monitor project implementation and provide feedback to the Project Management Division due to lack o f transportation and financial resources at their disposal.

3.2. Effectiveness

Effectiveness was evaluated in terms o f the impact o f the project interventions, i.e whether they achieved the desired output/outcomes.

3.2.1 Purchase and distribution of writing materials

These were bought in July 2003 and distributed to the regions in August 2003 before the academic year that started in September 2003. The parents and guardians o f children in Grade 1 were not required to provide the materials while admission figures increased by 7%. The parents, school heads and teachers interviewed attributed this increase to the supply o f the writing materials since the parents were not asked to supply them and had no reason to keep the children home due to lack o f writing materials since education was free.

3.2.2 Restructuring of the curriculum

The impact o f this intervention was evaluated in terms o f the effect o f the curriculum content on behaviour change o f the learners. This was done through focused group discussions with Regional Education Officers, teachers and some members o f the community, observations o f children and school environments and structured questionnaire administered to teachers. The three syllabuses were made avail able in schools in February 2004 and in-service workshops were conducted in March 2004 for the project that was due to end in May 2004. Although behaviour change may require a longer period to establish itself, since the schools continued to teach the syllabuses beyond the project life, the teachers reported through interview and group discussion a growing tendency for pupils to be more aware o f the need for environmental conservation, the need to observe personal hygiene and keep the environment clean and readily accept and practise virtues o f tolerance, good citizenship and human rights.

Schools had established Environmental Clubs to con.duct environmental activities and reinforce environmental conservation messages while a number o f project schools conducted cleaning o f school environments once or twice a week. There was therefore a sense in which, in the opinion o f the evaluator, school environments were being made health and environmental-friendly in support o f the curriculum content. These trends had

15

not fully crystallized at the time o f evaluation but were poised to do so with time although it was also not possible to establish the candidates’ levels o f performance in the acquisition o f cognitive sk i l ls since common examinations had not been conducted in the project schools in the three syllabuses

Always

Sometimes

Never

Always

Sometimes

3.2.3 The nature, scope and quality of teacher in-service

Both the Training o f Trainers and Zonal in-service training workshops covered the objectives, subject content and teaching methodology for Grades 1-5. The emphasis was on Child/Learner -Centred teaching methodology in line with the Eritrea government educational policy requirement. In this policy, the role o f the teacher i s expected to sh i f t from that o f traditional knowledge transmitter to learning facilitator while that o f the learner from a passive recipient o f information to active participant in the learning process through active collaboration with peers. To establish the extent to which this was taking place a self completion questionnaire covering different teaching strategies and class organizations was administered to 39 teachers, 31 o f whom were trained and 8 untrained selected f iom project schools and the results were as follows:

14 36

25 64

- - 28 72

1 1 28

TABLE 3.2: FREQUENCY OF USE OF CHILD-CENTRED PEDAGOGY

Never

Always

Sometimes

Never

Class organization/strategy

-

1 1

32 82

6 15

Group discussion o f topics or set tasks

Group work and reporting to class or groups

Brain storming on new topics

Role play

Field trips/ out o f class sessions

o f use

Always

Sometimes

Never

Always I 10 I 26

Sometimes

Never

16

Question and answer sessions r-----

Lack o f teaching aids

Inadequate t ime within class period

Inadequate classroom space

Heavy teaching load

Children demonstration in peer groups

2 56

3 26

4 23

5 18

Always

Sometimes

I - I - Never

Always I 15 I 39

Sometimes

Never

The most frequently used methodology in the order o f class organization are Question and answer sessions, brainstorming on topics and group work while role play and f ie ld trips are rarely used.

The teachers ranked the following as serious problems militating against child -centred methodology

I Problem I Rankorder I % I I I 64 I I Lack o f textbooks 1

Problems related to lack o f teaching and learning resources are considered to b e more serious than school organizational aspects such as teaching load, space and duration o f class periods. The full impact o f curriculum delivery i s significantly reduced by lack o f teaching and learning resources as a result o f which the traditional question and answer sessions tend to predominate in class discourse.

3.2.4 The relevance, appropriateness and use of teacher guides

The teacher guides developed cover subject content, objectives, guidelines on teaching methods including activities to be carried out by the teacher and the learner. The activities are relevant to drought-affected children. There is, however, inadequate or total 'lack o f guidance on how learners' cognitive achievement and practical activities should be assessed although teachers make frequent reference to the teachers guides.

3.3 Sustainability

The new curriculum for drought-affected project schools continues to be taught even after the project has come to an end and i s accepted as relevant. The teachers are, by and large, recruited from the community. There were a few cases o f transfers across the project schools but transfers outside the drought-affected areas were reported to be rare implying that the sk i l l s acquired are l ikely to be practised in the relevant schools for many years to come.

17

Due to harsh economic situation especially among the nomadic communities in drought- affected areas, a large proportion o f the population s t i l l l ive in abject poverty and will continue to require assistance in the provision o f writing materials and other educational resources for their children.

RANKING OF PERFORMANCE

The following European Commission’s evaluation ranking scale has been used

EFFICIENCY

EFFECTIVENESS

SUSTAINABILITY

SCORE

3

2

2

1

2

3

4

BAND

HIGHLY SATISFACTORY

SATISFACTORY

L E S S THAN SATISFACTORY

HIGHLY UNSATISFACTORY

DESCRIPTOR

Fully according to plan

On balance according to plan, taking account o f evolving context; positive aspects outweighing negative aspects

N o t sufficiently according to plan, taking account o f the evolving context; a few positive aspects, but outweighed by negative aspects

Seriously deficient, very few or no positive aspects

Taking into account the above evaluation scale the scores are awarded as follows:

I ATTRIBUTE I SCORE I

RECOMMENDATIONS

1 .The development o f textbooks should be included in fbture project interventions.

2. A comprehensive system o f continuous assessment should be developed to support the new curriculum and teachers in-serviced in the methods o f i t s application.

3.A system o f teacher mentoring should be developed and implemented in project schools to ensure sustained teacher professional growth and development.

18

Appendix 1

QUESTIONNAIRE O N FINAL E V A L U A T I O N OF PROJECT 534 ERI 1014 EMERGENCY EDUCATIONAL ASSISTANCE FOR DROUGHT AFFECTED AND DISPLACED CHILDREN IN ELEMENTARY LEVEL EDUCATION IN ENTREA

This i s a structured questionnaire designed to guide the evaluator to obtain necessary information for evaluation from stakeholders.

TERMS OF REFERENCE

1. Receipt and Impact o f Writing Materials Supplied T o Drought-Affected Schools

i) ii) What caused the shortages?

iii) Were the shortages supplied?

iv)

Did the schools report any shortages in some o f the materials supplied?

In your opinion, did the supply o f such materials have any impact o n school enrolment and retention in primary education in drought-affected schools?

Would you recommend supply o f similar materials in another project in such schools?

v)

2. Impact o f Revised Curriculum on Elementary Education Children in Drought- Affected Schools

2.1 Science and Health Education Syllabus

i) Would you say the children who have been taught t h i s syllabus are generally aware o f the importance o f observing personal hygiene and keeping the environment clean?

Have children in drought-affected schools been observed carrying out what they have learnt in their science and health education classes in their day to day activities in school and in their homes? If so, in what kind o f activities?

Would you say the number o f children who used to suffer from water- borne and water-related diseases such as Malaria, Diarrhoea and Typhoid has decreased due to improved sanitation? Please comment.

ii)

iiij

2.2 Environmental education in Social Studies

i j

iij

Are children in drought-affected schools now more aware o f the need to conserve the environment than before? Please comment.

How often are children allowed to take part in environmental conservation activities such as tree planting, terracing etc. in the school and/or in the community?

19

iii) Are the learning activities specified in the environmental education syllabus al l relevant to drought-affected places?

2.3 Moral, civic, peace and human rights education

i) Would you say the children who have gone through this syllabus appreciate the importance o f peace and human rights in their interaction with themselves and others?

Do they readily accept their neighbours from other ethnic groups when working in groups in and out o f class activities?

Do they participate in any school activities in which they feel proud to b e Eritreans?

ii)

iii)

3. The Nature, Scope and Quality o f Training o f Trainers Workshop

0 ii) iii)

iv)

v)

vi)

What were the objectives o f the workshop(s)?

How were the workshops organized to hlfil the objectives?

What was covered in the 5-day workshop?

How was the performance o f the workshop participants assessed and what were their results l ike?

How were they selected and assigned responsibilities

How were their training activities at the zonal level monitored and assessed?

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Appendix ii

TEACHERS’ EVALUATION QUESTIONNAIRE DECEMBER 2004

Please complete Sections A, B and C o f this questionnaire. The purpose o f the questionnaire i s to obtain your views on the teacher training and syllabuses introduced as part o f the project in drought- affected primary schools in Eritrea jointly implemented by the Government and UNESCO. Whatever you say will be treated as confidential. DO NOT WRITE YOUR NAME ON THIS PAPER

Fill the questionnaire by writing or ticking in the appropriate space provided

SECTION A 1. 2. 3. 4.

5.

Name o f the Zone (ZOBA) Name o f your primary school Gender Tick M for Male or F for Female: M- F- Tick the subject and the class in which you teach in the space provided below. Choose only one subject even if you teach two or three o f them

a) Tick Science and health education

b) Tick Environmental Education in Social Studies

c) Tick Moral, civic, peace and human rights education

Classl 2 3 4 5

cl=sl-2p 3 4 - ~ 5 -

Classl 2 3 4 5 Were you trained how to teach the subject? Yes- No-(Tick one)

SECTION B

6.Tick in the spaces below how often you organize your class as shown

- No. 1 2

3

4 -

5

Class organization I ALWAYS I SOMETIMES I NEVER Group discussion o f specific topics Role play Getting children to act as certain persons Brainstorming; getting children to suggest ideas on a topic Demonstrating; a teacher showing how things are done to a group or a whole class Pupils working as a group and one o f them reporting to the whole class

21

6

7

7. Which o f the problems listed below do you consider most serious when using the methods described in question 6 above? Tick your judgment in one o f the three spaces provided after each problem:

Organizing field trip for children to see what is happening Asking children oral questions and getting them to answer

- N o Very

serious Droblem

1

N o t a serious Droblem

2

3

4

- 5

__

Nature o f the problem

.Lack o f textbooks I I Time allowed per period not enough Classroom space not enough Li t t le time for teachers to plan these activities Teaching aids diff icult to prepare.

SECTION C

N o t a problem at all

8.1 .Would you say the children who have been taught Science and health education syllabus are generally aware o f the importance o f observing personal hygiene and keeping the environment clean? Yes N o (Tick one)

8.2 Are children in drought-affected schools now more aware o f the need to conserve the environment than before? N o Yes (Tick one)

8.3 Would you say the children in your school are proud to be Eritrea citizens by birth? No Yes (Tick one)

Thank you for completing the questionnaire

22

Appendix iii

Number o f teachers in-

sewed

Inserviced And Un-inserviced Teachers That Completed The Questionnaire I n T h e Sample Elementary Schools Visited During The Final Evaluation- December 2004

Number o f teachers not in-

sewiced

Region

2

1

I Anseba 2

1

I SouthernRed

1 2 3 3

2 3 3 3 2

31

Sea

1 3 - -

- - - - 1 8 I Total

Catchment areas (Village names)

I. Halib Sete 2.Karobel

3 .Aretay 4.Habero Tsaeda 5.Galil Ende 6.Imberemi 7.Demas 8Lahazen 9.Met ke l Abiet

1O.Assam

Names of schools

1. Filf le 2 .Martyr Mohamed Jaris Rishet 3.Saleh Tetew 4. Gelet 5. Gedem 6 .Imberemi 7.Demas 8 .LahaZen 9. Shehid Ibrahim Afa 10. Ahmed Hila1 1 1 .Menkakae 12. Selam 1 3. Wagahata 14.Zilu-e Swat 14

Appendix (v)

23

LIST OF PERSONS CONTACTED DURING THE FINAL EVALUATION

Number 2

1

Category Project Management

Division Finance and Administration

Curriculum Development Division

Regional Education Officers

Purpose Project Management,

Monitoring and Reporting Procurement and supporting documents o f exDenditure

Training o f Trainers I

5

3

3

I Head teachers

Curriculum Development, Production and distribution o f Teacher Guides and Teacher Training Workshops Material distribution and professional support to project schools Zonal Teacher in-service workshom

Subject Teachers r- 14

Community retxesentatives

Supplies, school-based project management and curriculum imnact

Total

39

Method used One to one interview

Child- Centred methodology and curriculum impact

One to one interview and examination o f documentation Focused Group Discussions

One to one interviews

One to one interview

One to one interviews

Self- completion questionnaire and examination o f sample m D i l s ’ work One to one interview Project interventions and I imnact

70 I

24