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Impact Evaluation of Unicef Nigeria Girls' Education Project Phase 3 (Gep3) Cash Transfer Programme (Ctp) in Niger and Sokoto States

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Impact Evaluation of Unicef Nigeria Girls' Education Project Phase 3 (Gep3) Cash Transfer Programme (Ctp) in Niger and Sokoto States Impact Evaluation Report IMPACT EVALUATION OF UNICEF NIGERIA GIRLS' EDUCATION PROJECT PHASE 3 (GEP3) CASH TRANSFER PROGRAMME (CTP) IN NIGER AND SOKOTO STATES 29 June 2017 UNICEF NIGERIA COUNTRY OFFICE for every child Impact Evaluation Report UNICEF NIGERIA COUNTRY OFFICE for every child Impact Evaluaon of UNICEF Nigeria Girls' Educaon Project Phase 3 (GEP3) Cash Transfer Programme (CTP) in Niger and Sokoto States IMPACT EVALUATION OF UNICEF NIGERIA GIRLS' EDUCATION PROJECT PHASE 3 (GEP3) CASH TRANSFER PROGRAMME (CTP) IN NIGER AND SOKOTO STATES Final Report © United Naons Children's Fund, Nigeria, 2017 United Naons Children's Fund Plot 617/618, UN House, Diplomac Zone, Central Area District Abuja, Nigeria December 2017 UNICEF's Nigeria Country Office manage evaluaon and evaluave studies on a wide range of topics for the purpose of contribung to learning about what makes for effecve development, as well as supporng accountability for results in Nigeria. These evaluaons aim at idenfying what works and what does not in terms of achieving sustainable and equitable development results, and to throw light on how and why intervenons succeed or not under various circumstances. In assessing UNICEF support to Nigeria government at Federal and State level and other development partners, these evaluaons consider where, how and why progress is being made and the difference it is making in the lives of children, women in Nigeria. By publishing evaluaon reports, the UNICEF Nigeria Country Office makes evaluaon findings, lessons and conclusion available to a wide audience. Lessons learned from evaluaon are expected to inform operaonal improvements and, ulmately, to support the achievement of beer results. The publicaon of evaluaon reports also supports accountability, by providing all interested pares with independently determined evidence relang to UNICEF's performance. This provides a basis for informed dialogue and discussion, and helps to assure all stakeholders that the organizaon operates in an open and transparent manner. The content of this report do not necessarily reflect the policies or views of UNICEF. The text has not been edited to official publicaon standards and UNICEF accepts responsibility for error. The designaons in this publicaon do not imply an opinion on the legal status of any country or territory, or of its authories, or the delimitaon of froners. The copyright for this report is held by the United Naons Children's Fund – Nigeria Office. Permission is required to reprint/reproduce/photocopy or in any other way to cite or quote from this report in wrien form. UNICEF has a formal permission policy that requires a wrien request to be submied. For non-commercial uses, the permission will normally be granted free of charge. Please write to the UNICEF Nigeria Country Office at the address below to iniate a permission request. For further informaon, please contact: UNICEF Nigeria Country Office United Naons Children's Fund Plot 617/618, UN House, Diplomac Zone, Central Area District Abuja, Nigeria [email protected] Impact Evaluaon Report Fostering Meaningful Change ii Acknowledgments It is my disnct pleasure to submit this impact evaluaon report on Girls' Educaon Project Phase 3 Cash Transfer Programme (GEP3-CTP) to UNICEF Nigeria, along with its partners at DFID, and the Office of The Vice President of Nigeria. Professor John Adeo and I, along with our enre consulng and support team, are honoured by the opportunity to explore the issues at hand with you and are thankful for the support of all the steering commiee members along with government representaves at the federal, state and local levels. There can be lile doubt of the significant posive effects the uncondional cash transfer has had on community and family dynamics in Niger and Sokoto States, certainly in the short-to-medium term. The CTP changed the opportunity cost profile of educaon, nutrion and health for low-income households. So, in principle, Ghubril supports a wider deployment of CTP provided proper measures for improving the educaon infrastructure are put in place and CTP sensizaon acvies communicang the benefits of girls' educaon are strengthened so as to ensure those short-to- medium term effects persist in the long term. Respecully, Adib Ghubril, President Capra Internaonal, a division of Ghubril Ltd. Impact Evaluaon Report Fostering Meaningful Change iii Foreword Despite naonal aempts to promote girls’ parcipaon in educaon, Nigeria connues to have a significant gender gap, with girls’ primary net aendance averaging 59,2 percent naonally, with the rate dropping to an average of 53 percent in the three northern geopolical zones. Although there is almost parity between girls and boys in secondary school aendance naonally, girls aged 12-17 from the poorest 40 percent of households are six percent less likely to aend secondary school than boys. Since Mat 2012, UNICEF has been implemenng the mul-year Girls’ Educaon Project Phase 3 (GEP3), funded by the UK Department for Internaonal Development (DFID), which aims at contribung to improved social and economic opportunity for girls in northern Nigeria through increased enrolment, compleon, and learning of girls in basic educaon. Through community- based research, UNICEF idenfied poverty-related issues as the primary barriers that keep girls and boys out of school. To address these findings, a cash transfer component of GEP3 was designed and implemented in selected schools in Niger and Sokoto states aiming to increase girls’ enrolment and aendance; increase girls’ transion from primary school to junior secondary school; and reduce gender inequality through the provision of cash transfers to the female caregiver of girls, accompanied by a sensisaon campaign educang caregivers about the importance of girls’ enrolment and aendance in school. These inputs contribute to a greater value being placed on girls’ educaon, an increase in household income, and to women controlling a greater share of this income. These, in turn, lead to increased expenditure on girls’ educaon, and increasing girls’ enrolment and retenon rates in basic educaon. The cash transfer progamme was implemented through a significant and successful partnership between the State Governments of Niger and Sokoto, the Economic Policy Research Instute (EPRI), and UNICEF. In collaboraon with its development partners and the UK Department for Internaonal Development (DFID), UNICEF Nigeria commissioned this impact evaluaon study to determine the effecveness and impact of the cash transfer programme and to idenfy lessons learnt that could be applied to future programme both within and beyond Nigeria’s borders. Impact Evaluaon Report Fostering Meaningful Change iv Impact Evaluaon of UNICEF Nigeria Girls' Educaon Project Phase 3 (GEP3) Cash Transfer Programme (CTP) in Niger and Sokoto States The study determined that the cash transfer programme under GEP3 had a posive impact on reducing financial barriers to girls’ enrolment and aendance at school as wellas on household consumpon and welfare in the two targeted states of Niger and Sokoto. There was an average increase of 52 girls per targeted school in Niger State with a programme impact of 29.4 percent; and an average 73 girls per targeted school in Sokoto State with a programme impact of 32.37 percent. I would like to thank our partners, especially the State Governments of Sokoto and Niger, for their commitment to this important social protecon intervenon; the Special Adviser on Social Protecon Plan, the Office of the Vice-President, the Presidency, and the UK Department for Internaonal Development (DFID) for their unwavering support and sincere commitment to promong the empowerment of Nigerian girls and women; and the Federal Ministry of Educaon and Ministry of Budget and Naonal Planning, for their partnership in reaching the results reflected herein. I believe the findings of this impact evaluaon will support advocacy for more and similar intervenons that will provide social protecon for children and ensure young girls and boys have increased access to educaon, leading to beer retenon and learning outcomes in Nigeria and beyond. Mohammed Malick Fall UNICEF Representave, Nigeria Impact Evaluaon Report Fostering Meaningful Change v Execuve Summary Introducon This report presents the findings of the impact evaluaon of Girls' Educaon Project Phase 3 Cash Transfer Programme (GEP3-CTP) in Niger and Sokoto States. The main objecve of the impact evaluaon is to beer understand how the CTP was implemented, how the impacts were achieved and to idenfy lessons that can inform further implementaon of the CTP. The impact evaluaon is thus expected to provide vital informaon and evidence for policy dialogue on CTP at federal and state levels. GEP3-CTP was a two-year uncondional cash transfer programme (September 2014 - August 2016) with primary objecve of increasing girls' enrolment, retenon and compleon of basic educaon in selected schools in Niger and Sokoto States. The impact evaluaon of GEP3-CTP was carried out by Capra Internaonal, a division of Ghubril Ltd, from October 2016 to March 2017 in two stages. The first stage was the Evaluability Assessment of GEP3-CTP, and the second stage was the Impact Assessment of GEP3-CTP. The Evaluability Assessment confirmed the expediency of carrying out an impact evaluaon of the CTP. The impact evaluaon addressed five criteria, in accordance with the ToR: impact and effecveness, process, efficiency, relevance, and sustainability. Each criterion has a set of evaluaon quesons that guided the impact assessment. Approach Mixed methods with quantave and qualitave features were employed to address the quesons raised under the five criteria for the impact assessment. The quantave methods involved the use of descripve stascs, Propensity Score Matching (PSM) and Difference-in-Difference (DD) esmator in a quasi- experimental research design. Sources of quantave data include survey of households (caregivers), survey of schools (head teachers), and secondary data obtained from the PIUs and project documents. Qualitave data were collected from key informants using a Focus Group Discussion (FGD) protocol and an In-depth Interview (IDI) guide.
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