ANNEX VI

INTERIM NARRATIVE REPORT 2017-2018

1. Description

1.1 Name of Coordinator of grant contract:

Community Empowerment and Development Agency -Sierra Leone (CEDA-SL)

1.2 Name and title of the Contact person:

Mr. Mohamed E. Jalloh, Executive Director

1.3 Name of beneficiaries (ies) and affiliated entity (ies) in the Action:

Women Against Violence and Exploitation in Society (WAVES)

Women’s Partnership for Justice and Peace (WPJP)

Ministry of Education Science and Technology, Bo District

Ministry of Education Science and Technology, Pujehun District

1.4 Title of the Action:

Enhancing Girls Enrolment in Bo and Pujehun Districts, Sierra Leone, to complete Basic Education with improved Learning Outcomes

1.5 Contract number:

Europe Aid/150758/DD/ACT/SL

1.6 Start date and end date of the reporting period:

1st September 2017- 31st August 2018

1.7 Target country(ies) or region(s):

Bo and Pujehun Districts. Sierra Leone

1.8 Final beneficiaries&/or target groups1 (if different) (including numbers of women and men):

Final beneficiaries: 156,025 population of Bo district; 313,597 populations of Pujehun district

Target groups: 4,200 girl children including 1,500 out-of-school and disabled in 10 

Primary schools in Bo and 10 primary schools in Pujehun District; 140 female teachers; 40 female Learning Assistants.

1.9 Country (ies) in which the activities take place (if different from 1.7): Same

“Target groups” are the groups/entities who will be directly positively affected by the project at the Project Purpose level and “final beneficiaries” are those who will benefit from the project in the long term at the level of the society or sector at large.

2. Assessment of implementation of Action activities

2.1. Executive summary of the Action

In the past decade following the civil war, Sierra Leone has registered significant gains in education. More children are in school. The gross enrolment rate for primary level has increased significantly from 89 percent in 2001/2 to 122 percent in 2010/11. Despite these gains, the country remains off-track in meeting the MDG goal of universal primary education for all. Unfortunately, the Ebola outbreak has further weakened state capacity and threatens to reverse the gains made in the past challenge of gender disparity in education and other social services is critical for Sierra Leone decade. Schools were closed indefinitely and resources diverted to respond to the emergency, exacerbating existing vulnerabilities highlighting the difficult circumstances already faced by children particularly girls. The especially in the rural areas of Bo and Pujehun districts, as a result of a number of factors
including: cultural barriers and practices not in favour of girls; early marriages; high school drop-out among girls; teenage pregnancy; the low prioritization of girls‟ education in relation to boys‟, particularly in the face of severe economic capacities of families; and financial burden to accessing schooling. Generally, girls are marginalized from and in education in Sierra Leone due to multitude and interrelated supply and demand-side factors with barriers to access and retention acting at the school, community and systemic levels.

The overall objective of the proposed action is to contribute to improved learning outcomes and quality primary education in Bo and Pujehun Districts in Sierra Leone.

2.2. Results and Activities

A. Results

Expected Result 1.1: 4,200 girl children including 1,500 out-of-school and disabled, have increased access to schools and completed grades 5 and 6 in Bo and Pujehun districts by end July 2019.

Activity 1.1.1: identify and support two cohorts of 4,200 children (including 1,500 out-of-school and disabled girls) in classes 5 and 6 with school and learning materials.

At the end of year one (2016/2017) of implementation, a total of 1,731 school children were enrolled in the target schools in Pujehun and Bo districts. Project implementation period of 2017/2018 academic year clearly shows an increase in enrolment of school children from 1,731 to 3024 (75%) in the target schools in the two district. The data collected also revealed that. 

more girl children were enrolled to target schools in Pujehun (1,542) than in Bo (1,482). 1,731 of 3,024 (57%) received the in-kind bursary materials in the two districts. In-kind bursary support (school uniforms, bags shoes, erasers, pens, pencils, crayons, mathematical set, rulers, exercise books, core text books sharpeners) provided for pupils coupled with parental orientation and advocacy in communities on the importance of girls’ right to education serves a strong foundation that contributed to the increase in school enrolment for the girl children during second the year of project implementation. The 2018 National Primary School Examination (NPSE) shows a great deal of retention of girls in school and indicates that more girl children (2017/2018 - 1,016) took the examination as compared to past implementation year of 2016/2017 (804). The school statistics indicated that the entire girl children enrolled in class six and registered from the NPSE participated in the exams.

CHILD ADVOCACY TRAINING

CHILD ADVOCACY TRAINING

          Activity 1.1.2: Child-Led Social Advocacy activities around girls’ right to education.      Following the establishment of the Child-Led Advocacy groups (25 boys & 25 girls) in each school) in the target 20 schools, the groups have received training on the value for education, child rights, child abuse and exploitation, sexual, emotional, psychological and physical abuse), consequences of early marriage and teenage pregnancy. The training was done through drama, songs, poems, plaque cards and cultural dance. The trainings were community base done in the following communities: Dambala, Nengbema, Tondorya, Sahn, Mandu, Baomahun, Bayama, Sahun Benga, Gbondapi and Fornikoh). To strengthen and to have community base guidance, community teachers were trained as mentors who have the ability for modeling children’s behaviour and encourage the inclusion of children with disability to schools. After the training of the School Clubs and the teacher, the School clubs under the guidance of the teachers conducted community advocacy sessions on the importance of girl child education, consequences of early marriage and teenage pregnancy and sexual abuses affecting them in the society. It is anticipated that advocacy events conducted by the School clubs in the communities contributed to the increase of girl child enrolment and retention in schools during this reporting period. Community awareness by the school clubs targeted religious leaders, parents/caregivers and peer groups. The advocacy sessions done influenced stakeholders to set. 

up byelaws and these byelaws set are very much instrumental in mitigating the numerous challenges faced in girls’ right to education, addresses issues round early marriages, sexual abuse and teenage pregnancy that affects children in the society.

The enrolment of disabled children in the project primary schools is met with some challenges in the two districts due to the fact that most of the disabled in the project communities were found in Junior Secondary School levels. However, 74 disable children were identified for admission into the EU supported schools. Out of the 74, only 51 of disabled children were placed in schools in the two districts. 24 of them resisted and actually raised concern over their ages and distance to schools. Data collected during this reporting period reveal that the retention rate of the 51 disabled children initially placed to schools was 45% (23 persons) while 28 (55%) left schools for various reasons. Listening survey and interviews done with most of the dropped out disabled pupils revealed that distance to schools and the inability for them to find a convenient residence homes that are closer to school facilities serves as a factor for them leaving school. The project will continue the advocacy work and explore further means to increase disabled admission and retention to schools in the next academic school year. The project will continue to exert more efforts and ensure that the advocacy work under the guidance of the co-applicants (WAVES and WPJP) will be strengthened to cover the aspect of inclusive education with special

Activity 1.1.3: Identify, support and enroll 1,500 girls that dropped out of school in an after catch up program run at the target schools for mainstreaming back to school

SAMPLE OF LESSON NOTE-SCIENCE

CLASS REGISTER

Catch up classes were organised in the two project districts with an enrolment of 2,985 (1,520 (51%) in Pujehun and 1,465 (49%) in Bo) school girls during the reporting period. Lesson notes were prepared for key subjects (Mathematics, English, Integrated Science and Social Studies) and were used during the catch up classes. The schools developed and maintained data on all evening class registers and attendances during the catch up classes and evening classes. The catch up classes contributed immensely to the girl child education as number of passes in 2018 National Primary School Examination increases considerably among the girl child. Out of 1,016 of girls who attempted the NPSE in 2018, 904 (89%) of them passed. As indicated above, the passes for the academic year 2018 is greater than 2017 (1009 attempted and 804 passed (80%) academic year. It is expected that they will be enrolled into Junior Secondary School in the new academic year.

Expected Result 1.2: 4,200 girl children including 1,500 out-of-school and disabled, have improved learning outcomes in a child-friendly and inclusive environment in 10 primary schools in Bo district and 10 primary schools in Pujehun district by end July 2019.

Activity 1.2.1: To support in-service training on inclusive education, and gender responsive

pedagogy

Project staff remains providing guidance to 140 (100%) teachers of which 103 are female teachers and 37 male teachers who in-turn provided gender responsive pedagogy to school girls in project communities. Joint monitoring was done with MEST and Co-Applicants in both districts and held discussions with the female teachers on the importance of girl child education and areas that require additional attention while discharging their work. On this note, the gender responsive education done this reporting period covers topics on Code of Conduct, Sexual Reproductive Health Rights which include Menstrual Hygiene Management, Sexually transmitted diseases, early sex and early marriage consequences.

Activity 1.2.2: Support the training of 40 young women as learning assistance (2 per primary school) into teaching training

Cross Section of LAs in training

     40 female Learning Assistants (LA’s) (20 in Bo and 20 in Pujehun district) that gained admission into the distant education programme successfully completed the first 13 set of modules. The training was done in December 2017 and the period was compressed to three (3) weeks intensive training. After the 3 weeks of intensive training, all 40 LAs (100%) sat to the first semester examination organised and supervised by the Freetown Teachers College. However results of the examination are not yet published. The outcome of the first semester results will be included in the next report. Second semester which is also a three (3) weeks intensive lecture commenced in August 2018 at Saint Paul’s Secondary School Pujehun Town. Following the completion of the modules, a week recess period was accorded to the LAs before attempting to the second semester examination. The outcome of the second semester examination will determine LAs that will qualify to enter in year two (2) of the distance education programme. It is expected that successful LAs will be enrolled into normal education system as teachers which will promote and sustain their livelihood opportunities. Ministry of Education Science and Technology (MEST) have already collected particulars of the LAs for possible inclusion in the teaching service after completion of the course

Table below highlight the modules covered in first and second semesters. . 

1.2.3: Supporting girls’ mentoring programme in Primary Schools

Girls’ mentors intensifies their mentorship work around the out of school and marginalised girls in the schools and the communities which indicated that behavioral change seemingly possible as school attendance and retention of girls in school increased during this reporting period. It was noted that all 3,024 of 4,200 (72%) girls enrolled in schools in both districts were reached with education messages on the importance of girl child education, consequences of early marriage teenage pregnancies including their roles and obligations as children (Focus on studies). Such an action is viewed as a contributing factor for girl child retention to school and also the non-documentation of teenage pregnancy among those girls enrolled in the EU support project in both district. In furtherance, mentors were provided in-serve training on protection issues around children and reproductive sexual health and they step up effort and conducted mentorship and advocacy campaigns in schools and communities. These advocacy campaigns ensure the formulation of bye laws by chiefdom authorities to mitigate issues that hindered girl child education. Children’s awareness through child-led social advocacy clubs has impacted the project as there had been no documentation of child abuse(s) in the intervention areas and schools. The mentorship sessions compounded with in-kind bursary support given to pupils help to promote class attendance and girl child retention in schools.

Activity 1.2.4: Establish after school special lessons through the formation of girls study groups.

Following the formation of forty (40) study groups (2 study groups per school) were established in the 20 schools (10 schools per district) for girls in primary grades 4, 5 and 6. The project continues to maintain the girls’ study groups’ composition which includes 30 members for 4 and 5, and 30 members for grade 6. Under the guidance of project staff and the facilitators, girls’ study groups continue to participate in the evening classes organized at community level. The availability of solar electricity in all project schools (20 solar installations in 10 Primary schools – Bo; 10 Primary schools – Pujehun) play significant role to aide pupils to do effective studies. The evening classes usually take place from 6:00 pm to 8:00 pm so that ample time will be given to pupils to have rest before and also after the study time. It is mandatory for all teachers in classes 4, 5 and 6. As a result, there is growing interest in girls attendance, thereby leading to increased enrollment, study duration and improved leaning outcomes which are reflected in 2018 NPSE results. The facilitators receive monthly stipends in respect for their time and efforts in guiding girl children in their career development.

Expected Result 2.1: MEST, local council and target communities have the capacity to monitor focused education services by end July 2019

Activity 1.3.1: To Support the implementation of the newly developed National Basic Education Curriculum

40 Teachers (2 per school) received training on New National Basic Curriculum during the first year of project and all the 20 (100%) target schools have now implemented the full package of the curriculum. Those teachers who participated in the training were able to scale up the training to other teachers in their respective schools. The training received on the New National Basic Curriculum has ensures the preparation of revised and detail lesson plans/lesson notes, content element and creative teaching. The school internal promotional results from classes 5 to 6 shows high passes especially for the girls with schools in Bo recording 82% passes and schools in Pujehun recording 79% of passes. The ascending trend in school performance depicts clearly that the New Curriculum has contributed meaningful to the impact realized in the passing rate in both districts.

Activity 1.3.2: Establish effective solar supported Education Management and Information System (EMIS)

Head Teacher using EMIS at SDA Dambala

     The Education Management and Information System began with the provision of solar systems for project target schools in both districts. Project successfully installed 20 (10 in Bo and 10 in Pujehun) solar system network that provides electricity to the schools. Solar system audit was undertaken in June 2018) to ascertain whether the already installed systems are functional and effective. The outcome of the solar audit revealed that 12 of 20 (60%) of the solar system installed remain functional and effective. 7 of the schools had faulty inverters which deter the effective supply of power. It was also realized that few of the schools had their solar panels removed by thieves. In total, 7 solar panels were removed from 5 schools. Management resolved and replaced all the 7 inverters and 7 missing solar panels which reactivated the full functioning of EMIS in the affected school. The EMIS package (Solar panels, computers, inverters and printer) in SLC Primary Massahun Kpaka Pujehun district no longer exist because all the gargets are been stolen by thieves. The issue is reported to the police and is under investigation. No suspect has been found onto this reporting time.

     Activity 1.3.3: Developing the hardware and software platform for EMIS data base

CEDA/Co-applicant and MEST on EMIS Discussion

Education Management and Information System (EMIS) software (FILEMAKE PRO) was developed by a consultant and now installed in all schools in the two districts. CEDA in collaboration with Co-Applicants (WPJP, WAVES) and MEST had lengthy discussions over the outlook of the EMIS package. Consensus was reached and a consultant was hired to develop the software. The software was pretested and validated for it effectiveness. The software has the ability to perform the following tasks and captures the following variables

Acquisition of pupils related information (Name of the pupil, sex, age, name of caregiver and provision for pictorial evidence of the pupil

Store of the pupils information

Display of pupils information and

Transmit the information over a communication link

The specification relating to the software includes Windows 7.8 or Mac, FILEMAKER Pro

(server and data base), Firewall antivirus and communication s/w: TCP/IP

Activity 1.3.4: Setting up of the EMIS in the operational areas

As indicated in activity 1.3.3 above, the EMIS software are installed in all 20 primary schools in the two districts use (Pujehun and Bo)

Activity 1.3.5: School authorities trained in the use of the established EMIS

Computer Refresher Training

     Following the installation of solar system to schools, 40 Head Teachers and the Deputy Head Teachers (20 in Bo and 20 in Pujehun) initially received training on basic computer skills in year one of the project. Though efforts are been made by the users, it was realized that additional training need is require for them to improve on their capacity and capability in effective use of the facilities. To expedite this process and in close collaboration with co-applicants (WAVES and WPJP), day refresher training was organized for 40 Head Teachers and Deputy Head Teachers in the target schools in the two districts. The training focuses on the following areas

Creating of files and folders

Typing skills

Saving of documents and retrieving of documents

Safe keeping and security management of the equipments

Printing of documents

The second aspect of the training covers the use Education Management and Information System (EMIS). All 40 Head Teachers and Deputy Heads were provided 2 days hands-on training on the use of the EMIS software. The training was focused on

Create data base on Child information (Name, class, sex, age, subjects and grades, name of parents/guardian, Town, Chiefdom, District and photo entry

Create database on Teachers – Name, contact address, and position

Create a folder and save the files

Practical work on inputting of data into the computer system

Printing of documents

Co-Applicants (WAVES and WPJP) and under the supervision of CEDA Project Officer and

IT Officer, continue to monitor the use of these gargets. The co-applicant also provides the day-to-day supportive supervision to the users and ensures data inputted into the computer system are screened and stored. It is noted that 19 of the 20 (95%) schools are now effectively using the EMIS software and have inputted all information regarding the school children and the contact information of the teachers. The EMIS has already made some impact by increasing easy access to relevant information relating to the pupils and ensuring that users of these package aufait themselves with the growing technology. It is again noted that the EMIS, if properly maintain and use will serve as reference points for secondary data collection/desk surveys that will be used for future planning and development of the society

Mid-term Review & Evaluation:

Mid-year review is a requirement for the current project intervention in the two districts. An independent consultant was hired and conducted four days review and evaluation of project activities in the target schools in both districts beginning 24th through 27th July 2018. Radom selection of eight (8) schools was done (4 in each district) for the said exercise. Methodology applied during the review process includes

Meeting with CEDA/SL and Co-applicants for briefing on project activities and selection of sampling schools

Physical observation of EMIS facilities installed

Focus Group Discussions with project beneficiaries (School pupils, Out of school girls, Learning Assistants and School Management Committees

One-On-One interviews with heads of schools, District Councils and MEST and community stakeholders

Debriefing with CEDA/SL after field visit

During debriefing, the consultant noted that the project activities are on track. He highlighted that school enrolment and retention rate among school girls, Learning Assistants in distant education and the advocacy role in child protection are commendable as most of the activities have been successfully implemented already. The consultant also noted that the feedbacks received from head teachers regarding the educational gains realized by the children as a result of the evening classes was again commendable. Similar expression was also given by the school children. Additionally, he mentioned the wide range of appreciation of the project by children and the community as a whole. However, he reiterated that the project implementation is without challenges noting that the area dealing with EMIS must be given some adequate attention to complement the overall achievement of the entire project objectives. Detail report on the review process will be communicated later.

Summary of Key Learning Outcomes: Performance Outcomes per Project School: Enrollment