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Project Evaluation Report Project Evaluation Report Report title: Girls Learn, Succeed and Lead Midline Report Evaluator: Centre for International Development & Training (CIDT) GEC Project: Girls Learn, Succeed and Lead Country Tanzania GEC window GEC-Transition Evaluation point: Midline Report date: July 2020 Notes: Some annexes listed in the contents page of this document have not been included because of challenges with capturing them as an A4 PDF document or because they are documents intended for programme purposes only. If you would like access to any of these annexes, please enquire about their availability by emailing [email protected]. GEC-T 5276 Girls Learn, Succeed and Lead Midline Report Authors: CIDT Patt Flett, Mary Surridge, Dani Baur Development Data Tendayi Kureya Women and Girls Inclusive Allyson Thirkell, Mandy Littlewood, Charlotte Pallangyo Final Version: 2nd July 2020 | 1 Acknowledgements We would like to acknowledge the valuable support that we received from CAMFED International and the CAMFED national team in Tanzania during this midline survey. The CAMFED national team organised the logistical arrangements for the quantitative and qualitative interviews and we appreciate the collaboration and team spirit that prevailed throughout the baseline survey. The enumerators and logistics coordinators worked exceptionally hard to complete the household and school surveys in often challenging conditions. We would also like to thank the vehicle drivers who conveyed all enumerators and researchers safely to their research destinations, especially in difficult driving conditions. Finally, and most importantly, our grateful thanks go to all the girls, boys, teachers, Heads of School, parents, guardians, CAMFED alumnae members, Learner Guides, Teacher Mentors, Transition Guides, BTEC assessors, Community Development Committee members, Ward and Street Officers and all other stakeholders who have been involved in the midline study. | 2 Abbreviations ATL Attitude to learning CAMFED Campaign for Female Education CAMA CAMFED alumni association CIDT Centre for International Development and Training CDC CAMFED/ Community Development Committee CPD Continuing Professional Development CPP Child Protection Policy DFID Department for International Development (UK) DiD Difference in difference EE External Evaluator FGD Focus Group Discussion FM Fund Manager FMT Fund Manager Table GEC1 Girls Education Challenge 1 GECT Girls’ Education Challenge - Transition GECT 5276 Girls Learn, Succeed and Lead Project, Tanzania GESI Gender Equality and Social Inclusion HoH Head of Household HoS Head(s) of School IO Intermediate Outcome LG Learner Guide LoI Language of Instruction MBW My Better World MoEST Ministry of Education, Science and Technology MoU Memorandum of Understanding NAC National Advisory Committee NECTA National Examinations Council of Tanzania PCG Primary Caregiver PP Percentage Points PSE Planning for School Excellence PSG Parent Support Group Q&A Question and Answer SeGRA Secondary Grade Reading Assessment SeGMA Secondary Grade Maths Assessment SGBV Sexual and Gender Based Violence SRH Sexual and Reproductive Health TIE Tanzanian Institute of Education TM Teacher Mentor Tsh Tanzanian shillings TVET Technical and Vocational Education and Training ToC Theory of Change WEO Ward Executive Officer | 3 Contents Acknowledgements ................................................................................................................................ 2 Abbreviations ........................................................................................................................................ 3 List of Tables ............................................................................................................................................................... 5 List of Figures ............................................................................................................................................................. 6 Executive Summary ................................................................................................................................ 7 1 Background to project ................................................................................................................... 15 1.1 Project Theory of Change and beneficiaries .................................................................................................... 15 1.2 Target beneficiary groups and beneficiary numbers ....................................................................................... 18 1.3 Project context ................................................................................................................................................. 20 1.4 Key evaluation questions and the role of the midline ..................................................................................... 22 2 Context, educational marginalisation and intersection between barriers and characteristics .......... 25 2.1 Evaluation participants .................................................................................................................................... 25 2.2 Marginalised girls’ characteristics .................................................................................................................... 28 2.3 Barriers to learning and transition ................................................................................................................... 32 2.4 Barriers and characteristics ............................................................................................................................. 41 2.5 Appropriateness of project activities to the characteristics and barriers identified ....................................... 44 3 Key outcome findings .................................................................................................................... 49 3.1 Outcome 1: Learning– marginalised girls have improved learning outcomes ................................................ 49 3.2 Floor and ceiling effects ................................................................................................................................... 49 3.3 O1.1 - Literacy improvement ........................................................................................................................... 53 3.4 O1.2 - Numeracy improvement ....................................................................................................................... 57 3.5 Skills Gaps ........................................................................................................................................................ 61 3.6 Subgroup analysis of the learning outcomes ................................................................................................... 67 4 Transition outcome ....................................................................................................................... 78 4.1 Transition sample sizes, rates and pathways ................................................................................................... 78 4.2 Performance against targets ............................................................................................................................ 80 4.3 Transition pathways ......................................................................................................................................... 81 4.4 Sub-group analysis of the transition outcome ................................................................................................. 85 4.5 Qualitative perspective .................................................................................................................................... 88 4.6 Target setting for the transition outcome ....................................................................................................... 89 5 Sustainability outcomes ................................................................................................................ 90 5.1 Sustainability at community level .................................................................................................................... 91 5.2 Sustainability at school level ............................................................................................................................ 97 5.3 System level sustainability ............................................................................................................................. 104 5.4 Changes needed for sustainability ................................................................................................................. 107 6 Key intermediate outcome findings ............................................................................................. 114 6.1 Intermediate outcome 1 – Attendance ......................................................................................................... 115 6.2 Intermediate outcome 2 - Economic empowerment .................................................................................... 129 6.3 Intermediate outcome 3: Life skills ................................................................................................................ 136 6.4 Intermediate outcome 4: Quality of teaching / classroom practice .............................................................. 148 6.5 IO5: School-related gender based violence ..................................................................................................
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