The state of education in Eastern State and a call for a context-specific, integrated intervention

This research was made possible thanks to the kind support of UNICEF and SSHF

November 2017 Outline of the presentation

 High heterogeneity of educational outcomes and education installed capacity, and the need for context-specific interventions  Age divide and the increasing obstacles to education for younger children  A call for context-specific action, with an holistic and intersectoral approach  Appendix – School Survey (baseline of AVSI/UNICEF PEACE project) From the outset of the PEACE project AVSI found evidence of the level of diversity in the counties of Ikwoto, and In the context of the PEACE baseline it was conducted a survey in 24 schools in Ikwoto, Magwi and Torit, involving a statistically valid sample of 1378 students and 322 teachers. The cluster analysis of the responses provided by pupils confirms that, statistically speaking, Ikwoto, Magwi and Torit pupils are part of different “universes”, meaning that are affected by different dynamics, reflecting different contexts.

Canonical Discriminant Functions* for pupils *statistical test summarizing the cluster by county (1=Ikwoto, 2=Magwi, 3= Torit) analysis. The “Sig.” value may be interpreted as the probability that the groups analyzed are “very alike”.

Source: Baseline study, September 2017, presented to the Coordinator National Education Cluster Macroscopic differences are noticable even among near-by communities The multi-sector survey conducted in Ikwoto county by AVSI shows that communities in contiguous payams, 5 to 10 kms away from one another, face very different conditions. For example, see Chorokol (Chorokol hills) compared to Chahari (Kidepo low land).

Source: AVSI Multi-Sector survey, May 2017 Full report and PPT presented at the national education and food security cluster and EES Inter-sectoral cluster: https://www.humanitarianresponse.info/en/operations/south-sudan/assessment/former-ikwoto-county-multi-sector-survey-report http://fscluster.org/south-sudan-rep/document/avsi-greater-ikwoto-county-multi-sector AVSI recent HHs survey in the three Kapoetas confirmed an intense level of heterogeneity among different communities

School Attendance, 6 to 19 years of age Geographic Location (IIIrd Term 2017)

Far East (Naliel Kaldo) 11.11% Far Kapoeta North (Lumeyen, Naje) 0.00% Far Kapoeta South (Napetait) 0.00% Kapoeta Town 45.00% Kapoeta South near city (Machi one, Longoleya) 8.33% Kapoeta/Narus Road (Napotpot, Lolim) 40.91% Mogos 33.33% Urban Kapoeta North (Mosingo, Chumakory) 0.00%

Source: AVSI/Plan International Multi-sector survey, 13-21 October 2017 The causes of the heterogeneity and their implications It is not just the common urban-rural divide, as it is due to numerousness courses with different origins

• Deeply rooted cases: differences in livelihood strategies (especially lack of diversification) • Historical causes: previous instances of dislocation and displacement • Contingent reasons: the somehow random presence of religious institutions supporting education

This explains, for instance, why there are 5 secondary schools in Ikwoto county (two offering boarding schools), and only 1 in Kapoeta town; or why there are two secondary schools in Narus (one offering boarding) while dozens of other schools across Kapoetas are empty.

It is advisable: • If possible, to address these “distortions”, not to follow or emphasize them (need of bridging the gap between emergency, recovery and development) • Come up with different interventions that reflect the different starting point of each community School enrollment for the different groups of the population (west EES) • In Magwi, Torit and Ikwoto the most important divide is the age-divide separating young from older children: the rate of school truancy for younger children, from 6 to 9 years of age, is almost three times higher than for older pupils, 10 to 17.

6 to 9 years of age Torit Magwi Ikwoto TOTAL 10 to 17 years of age Torit Magwi Ikwoto TOTAL Never attended 6.6% 9.8% 24.4% 16.6% Never attended 3.0% 3.1% 9.2% 6.1% Drop out 8.8% 3.6% 6.6% 6.3% Drop out 11.5% 3.5% 6.3% 6.6% At school 84.6% 86.6% 69.0% 77.2% At school 85.5% 93.4% 84.5% 87.3% not payed fees 24.2% 31.3% 24.4% 26.2% not payed fees 28.5% 27.9% 24.5% 26.3% payed fees 60.4% 55.4% 44.6% 51.0% payed fees 57.0% 65.5% 60.0% 61.0% TOTAL 100.0% 100.0% 100.0% 100.0% TOTAL 100.0% 100.0% 100.0% 100.0%

GIRLS GIRLS Torit Magwi Ikwoto TOTAL 6 to 9 years of age Torit Magwi Ikwoto TOTAL 10 to 17 years of age Never attended 8.5% 14.5% 23.2% 17.4% Never attended 5.3% 2.7% 10.5% 7.0% Drop out 12.8% 1.8% 6.1% 6.5% Drop out 11.8% 4.5% 9.4% 8.4% At school 78.7% 83.6% 70.7% 76.1% At school 82.9% 92.9% 80.1% 84.7% not payed fees 23.4% 32.7% 26.3% 27.4% not payed fees 32.9% 31.3% 25.7% 29.0% payed fees 55.3% 50.9% 44.4% 48.8% payed fees 50.0% 61.6% 54.4% 55.7% School enrollment for the different groups of the population (East EES) • In the three Kapoetas we found a different outlook: the most important divide is the gender-divide: the rate of school enrollment for male children and adolescents is almost double compared to female children and adolescents. Moreover, contrary to what found in Torit, Magwi and Ikwoto, younger children are more likely to attend school than older ones.

Termly school Termly school 10 to 17 6 to 9 years attendance, 6 to 19 Female Male attendance years years of age 14.29% 25.00% 21.21% 16.44% School stats in 33 (mostly urban) schools: the gender devide is significant but not that intense

• (left graph) Between P1 and P5 the percentage of male vs female pupils ranges from 54% to 52%, showing a persistent but small gender unbalance. The gender divide becomes more noticeable for higher classes, increasing from 56%, in P6, to 60%, in P8. In P8 there are 100 female pupils for every 120 male ones. • (right graph) in Kapoeta Town it is fairly high the gender divide.

MASCULINITY RATE N=3,394 23 Schools 5 PEACE TORIT SCHOOLS Masculinity Rate in Kapoeta East and South 4 PEACE MAGWI SCHOOLS 6 PEACE IKWOTO SCHOOLS N=16,086 70% 65% 65%

60% 60%

55% 55% 50%

50% 45%

45% 40% P1 P2 P3 P4 P5 P6 P7 P8 40% Kap. South Kap. East P1 P2 P3 P4 P5 P6 P7 P8

9 School stats in 33 (mostly urban) schools: the age/class devide seems to be THE problem

-80 -60 -40 -20 0 20 40 60 80 -80 -60 -40 -20 0 20 40 60 80 TORIT P8 MAGWI P8 P7 P7 P6 P6 P5 P5 P4 P4 P3 P3 -80 -60 -40 -20 0 20 40 60 80 P2 P2 P1 P1 P8 IKWOTO Male Females Male Females P7 P6 P5 KAPOETA EAST (NARUS) KAPOETA SOUTH (TOWN) P4 P3 -80 -60 -40 -20 0 20 40 60 80 -80 -60 -40 -20 0 20 40 60 80 P2 P8 P8 P1 Male Females P7 P7 P6 P6 P5 P5 P4 P4 P3 P3 P2 P2 P1 P1

Male Females Male Females School stats in 24 (mostly urban) schools: Dropout data confirm P1 as the weakest piece in the school (1-term vs. 2-term 2017) DROP OUT RATE • Dropout is particularly intense among older pupils in 23 Schools 15 PEACE SCHOOLS 8 CONTROL SCHOOLS P8, but even stronger for younger ones enrolled in P1. 18% N=16,086 However, there are significant differences among 16% schools (it is noticeable the high drop rate in some 14% control schools (of Torit – not shown) among P3 pupils, 12% and among P1 pupils in Magwi PEACE schools. 10% • Similarly to enrollment data, dropout figures show that 8% 6% the gender divide is noticeable mostly among pupils P1 P2 P3 P4 P5 P6 P7 P8 enrolled in higher classes, namely P6, P7, and P8. DROP OUT RATE IN PEACE SCHOOLS DROP OUT IN THE 24 SCHOOLS 20% 5 PEACE TORIT SCHOOLS 4 PEACE MAGWI SCHOOLS 18% 18% 16% 6 PEACE IKWOTO SCHOOLS 16% 17% 30% 13% 14% 11% 13% 12% 12% 11% 11% 10% 10% 20% 9% 8% 8% 9% 9% 6% 8% 10% 4% 2% 0% P1 P2 P3 P4 P5 P6 P7 P8 0% 11 P1 P2 P3 P4 P5 P6 P7 P8 Males Females Constrained access to education for the younger will further exacerbate a deeply rooted problem • The bulk of students have an age of 12-14 in P4, 13-15 in P5, 13-15 in P6, 14-16 in P7, and 15-17 in P8. This data show that children enter into upper primary classes at a fairly old age. Surprisingly, this is even more true in Magwi, Torit, and Kapoeta town, the three main urban settlements in EES. • Supporting young children (below 10) as well as lower classes is essential to increase significantly the level of education. TORIT 10 11 12 13 14 15 16 17 18 19 20+ P4 4.4% 9.7% 13.3% 23.9% 23.9% 17.7% 1.8% 2.7% 1.8% 0.0% 0.9% KAPOETA P5 0.0% 2.8% 10.2% 22.2% 30.6% 17.6% 8.3% 6.5% 0.9% 0.0% 0.9% TOWN & 10(-) 11 12 13 14 15 16 17 18 19 P6 0.0% 0.0% 7.8% 10.4% 21.7% 21.7% 14.8% 13.0% 7.0% 1.7% 1.7% 20+ P7 0.0% 0.0% 0.9% 5.3% 14.9% 18.4% 25.4% 20.2% 13.2% 0.9% 0.9% P4 0.0% 0.0% 5.7% 17.1% 37.1% 11.4% 14.3% 8.6% 5.7% 0.0% 0.0% P8 0.0% 0.0% 0.8% 0.8% 6.6% 9.9% 24.8% 30.6% 14.0% 6.6% 5.8% P5 0.0% 15.2% 3.0% 15.2% 18.2% 12.1% 21.2% 9.1% 3.0% 3.0% 0.0% P6 3.1% 3.1% 0.0% 21.9% 18.8% 18.8% 15.6% 6.3% 12.5% 0.0% 0.0% MAGWI 10 11 12 13 14 15 16 17 18 19 20+ P7 0.0% 0.0% 0.0% 6.7% 6.7% 13.3% 20.0% 16.7% 26.7% 0.0% 10.0% P4 0.0% 4.9% 18.0% 24.6% 36.1% 13.1% 3.3% 0.0% 0.0% 0.0% 0.0% P8 0.0% 0.0% 0.0% 0.0% 10.0% 13.3% 16.7% 20.0% 16.7% 10.0% 13.3% P5 0.0% 3.2% 23.8% 19.0% 36.5% 6.3% 7.9% 0.0% 3.2% 0.0% 0.0% P6 0.0% 0.0% 3.1% 17.2% 10.9% 34.4% 31.3% 1.6% 1.6% 0.0% 0.0% P7 0.0% 0.0% 7.9% 1.6% 14.3% 34.9% 27.0% 7.9% 6.3% 0.0% 0.0% P8 0.0% 0.0% 0.0% 0.0% 5.0% 10.0% 18.3% 41.7% 21.7% 0.0% 3.3% NARUS 10(-) 11 12 13 14 15 16 17 18 19 20+ P4 11.8% 5.9% 41.2% 17.6% 5.9% 5.9% 0.0% 5.9% 0.0% 0.0% 5.9% IKWOTO 10(-) 11 12 13 14 15 16 17 18 19 20+ P5 0.0% 0.0% 5.9% 5.9% 29.4% 29.4% 11.8% 5.9% 5.9% 5.9% 0.0% P4 19.8% 9.4% 30.2% 24.0% 11.5% 0.0% 2.1% 1.0% 0.0% 2.1% 0.0% P6 0.0% 0.0% 11.8% 5.9% 35.3% 17.6% 11.8% 5.9% 0.0% 5.9% 5.9% P5 2.0% 7.1% 19.2% 13.1% 27.3% 13.1% 11.1% 6.1% 1.0% 0.0% 0.0% P7 0.0% 0.0% 0.0% 5.9% 5.9% 17.6% 29.4% 41.2% 0.0% 0.0% 0.0% P6 1.1% 2.2% 13.3% 13.3% 25.6% 21.1% 15.6% 3.3% 1.1% 1.1% 2.2% P8 0.0% 0.0% 0.0% 0.0% 5.9% 5.9% 35.3% 35.3% 0.0% 17.6% 0.0% P7 1.0% 2.0% 6.1% 14.3% 21.4% 17.3% 17.3% 10.2% 2.0% 1.0% 6.1% P8 0.0% 0.0% 1.3% 6.6% 10.5% 19.7% 25.0% 22.4% 14.5% 0.0% 0.0% Looking forward: Targeting young pupils • Schools improvement must be revised, making sure that P1 and P2 classes get the fair share, if not the bulk, of support. Currently, soft interventions (peace, hygiene clubs, etc.) and hard interventions (desks, classrooms) involve only or privilege higher classes and older students. • Secondary schools cannot overlooked if we want to increase the number of teachers available. • Support to schools is often designed in a way that privilege urban schools, where the average age is higher, overlooking smaller schools, where younger pupils are more likely to be enrolled, given their limited ability to commute. • Nursery schools foster an easier entrance of pupils into the schooling system, while relieving younger children from the activity that most often keep them busy and unable to attend school: care for their older brother and sisters • Deeply rooted views must be reverted/contrasted. For instance, anecdotal evidence shows that young pupils are more likely to be left unattended when at school and to receive lower support from parents (as most effort is put on older enrolled in higher classes) • Some problems may require to be reformulated, while some old-fashion objectives should be reconsidered more seriously • One-fit-all solutions must be avoided, recognizing the different starting point affecting the different communities Looking forward: 4 context-specific interventions (1/2)

• I. Urban settings hosting established school institutions receiving food, such as Torit Town, Magwi Town, Kapoeta town and Narus. The numerous numbers of pupils per class (around 100) and per latrine (just below 100) justify the standard intervention aimed at upgrading primary school facilities. Equally important, these urban settings host the only secondary schools in the state, which must be properly equipped, including with dormitories, in order to satisfy the need for new teachers. Finally, a special attention should be placed on fostering the enrollment and avoiding the dropout of younger pupils

• II. Small communities in semi-urban settings (such as Woroworo, Ikwoto). In numerous small communities localized 5 to 10 kilometers away from established and functioning schools, younger children face severe constraints to access education. With no means to commute to the nearest established schools, children below 10 years of age are enrolled in small schools with unfinished TLS, when not directly involved in the caring of smaller brother and sisters, de facto running family/community nurseries. Supporting nursery and TLS for P1, P2, and P3 is key to ensure an entry point to the school system for a large section of the population of the state residing in those small communities in semi-urban settings, where, it is important to notice, the least well-off families often live. Looking forward: 4 context-specific interventions (2/2) • III. Main boma/payam settlements with schools with very few primary teachers/pupils (such as Kaldo or Laliel, Eastern Kapoeta). Most main villages outside of the main urban settings, especially in the counties of Kapoeta, host schools that in the last two years have scaled back their operations, if not shut down completely, amid the interruption of food distribution and teacher payments. The intention to scale up school feeding program and the setup of IMPACT permit to plan to reopen/increase capacity in several of these schools. However, this outcome will not be accomplished without putting in place an ad-hoc complementary program that addresses the initial effort needed to jump start these programs (the logistic required for IMPACT to function, especially initially, when schools have very reduced manpower, is largely beyond school installed capacity). Returning to engage the local population is necessary too, as children out of school has become a new normal in these communities.

• IV. Communities severely affected by food insecurity and asset depletion (such as Kaldo or Laliel, Eastern Kapoeta). In some areas of EES, the combination of the third consecutive disappointing harvest and the poor state of the health of livestock has brought entire communities at the border of famine. With their very survival at risk, families of these areas will continue focus all their efforts in sustaining their livelihood. In such settings, feeding programs in the school may not be sufficient for parents to send their youngest family members to schools: an additional compensation, whether through food or cash transfer, must be provided to these families. Indeed, without this extra support provided to the community, the risk that the food provided to schools will be looted it is very concrete (Lolin school is a paradigmatic example). Activities (1/2) • I. Urban settings hosting established school institutions receiving food, such as Torit Town, Magwi Town, Kapoeta town and Narus. ✓ Upgrade of primary school facilities, especially WASH (drinking water, latrines), basic equipment (desk, chairs, blackboards), fences, and possibly recreational facilities for girls ✓ Focus on younger children and lower primary classes, making sure that any improvement in the school facilities directly benefit P1 and P2 classes, and that resources and activities directly aimed at fostering the participation of the youngest are in place (similar to what realized through hygiene or peace clubs organized by social workers for the older pupils). Training on ECD, along with school management and probational studies. Additionally, provide incentives for parents/social workers walking to schools group of younger students, setup open days dedicated to the recruitment of the youngest (6 to 9 years), establish PTA focal point for the management of issues related to the youngest pupils, support ad-hoc M/E activities. ✓ Upgrade of secondary schools, including the dormitories needed to host students coming from communities lacking secondary schools. In Narus, while Saint bakita Secondary school (for girls only) has dormitories, Lopua is missing such a facility. In Kapoeta South and North there is only one secondary school, Kapoeta mixed, which does not have dormitories. In Torit, none of the five secondary schools has dormitories. Train teachers on school management and monitoring. Activities (1/2) • II. Small communities in semi-urban settings (such as Woroworo, Ikwoto). ✓ Upgrading TLS for P1, P2 and P3 classes and possibly build small stores for materials provided through the distribution of UNICEF kits (including uniforms) ✓ Upgrading of TLS for nurseries and distribution of ECD ✓ Training for psychosocial development for young children • III. Main boma/payam settlements with schools with very few primary teachers/pupils (such as Kaldo or Laliel, Eastern Kapoeta). ✓ Train and provide logistical support for teachers during the set-up phase of the IMPACT initiative. ✓ Refurbish of kitchen and food stores ✓ Provide basic equipment (desks, chairs, blackboards) and wash facilities (mostly in the form of walls of latrines) ✓ Distribution of school Kits ✓ Setup of open day schools and other events to return engage the community, including the distribution of voucher for grinding • IV. Communities severely affected by food insecurity and asset depletion (such as Kaldo or Laliel, Eastern Kapoeta). ✓ Cash/Food transfers (cattle transfer is an option too), at least for families enrolling P1 and P2 children Appendix - School Survey (baseline of AVSI/UNICEF PEACE project)

18 School survey baseline

▪ PEACE project baseline (April 2017): Survey of pupils and teachers in 24 primary schools – the 15 supported by the PEACE project, plus 9 used as a comparison group – in Ikwoto, Torit and Magwi counties. • Teachers professional profile, teaching methods and overall perceptions • Pupils’ perception of the state of their schools (infrastructures, materials, hygiene) and their engagement, safety, and views on hygiene, gender, and HIV ▪ Addendum: same survey was conducted in 9 schools in the 3 counties of Kapoeta

19 Survey methodology Questionnaire The questionnaire was developed ad-hoc to reflect a refined PEACE project ToC, with additional questions crafted by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). Sampling strategy Reflecting the schools’ pupils population, a prearranged number of student from P4, P5, P6, P7 and P8 was selected following the alphabetical order. The selection process was supervised by an external person and questions were read out loud to minimize biases related to pupils’ reading skills. Every teacher present in the day of the survey was included too. 1378 students (13%) and 322 teachers (62%) participated to the survey. Limitations Because “prime” outcome indicators such as dropout rates have been collected at the school level, the inferential the analysis relied on a limited sample, 23 schools. The time horizon of the study is also quite limited (enrolment variation from one term to another may reflect some contingent dynamics). Additionally, the survey reflects the common limitation of self-administered questionnaires – different groups may have different preference when it comes to reporting personal issues (male vs. females)

20 Pupils overall profile Coupled with insecurity this represents • Comparing the three areas, the pupils of Torit are facing the direst conditions a real barrier for younger pupils • In Magwi registration fees have been largely suspended. • On average, on a given day, at least 10% of students is absent; 1/2 of students get sick at least once per month, only 1/4 of students eat two or more meals per day. • 4/5 live with parents, 3/5 walk more than 30 minutes to go and come back from school, 1/2 has parents with less than 3 years of education, 1/3 has at leas one book at home, 1/2 has mosquito nets (the average for Ikwoto town is 18%).

THREE We are still far from reaching the General pupil profile IKWOTO MAGWI TORIT most vulnerable population COUNTIES Outcome Paid registration fees 72% 18% 66% 57% indicators Absent two or more days previous week 28% 23% 31% 28% Sick last month 38% 48% 54% 47% Eat two or more meals yesterday 24% 38% 15% 24% Walk more than 30 minutes per day to go to school 46% 64% 74% 62% Assumptions/context Live with parents 81% 87% 76% 80% indicators Mother or father completed more than 3 years of education 34% 80% 49% 51% Has any book at home 42% 26% 34% 35% Has a mosquito net at home 44% 46% 54% 49% NOTE: In purple are highlighted figures of highest concerns, sometimes that corresponds to the highest percentage, in other cases the lowest, depending on the nature of the question. 21 Pupils overall perception

THREE Pupils perception IKWOTO MAGWI TORIT • In spite of the context, overall, in schools, pupils feel COUNTIES Plan to attend next school-term 76% 75% 75% 75% happy, proud and engaged; however, in Torit 1/4 had Convinced a friend to attend school 77% 75% 82% 79% Think school has improved 77% 73% 85% 79% a fight, while in Ikwoto and Magwi 1/4 does not feel Proud to attend school 96% 92% 91% 93% Feel happy at school 95% 97% 93% 95%

safe. Feel safe at school 74% 76% 85% 79% indicators • 4/5 Thinks has not enough toys to play at school, 1/4 Learned new activities this term 84% 90% 88% 87%

Made new friends this term 91% 89% 96% 93% Result and Outcome Outcome and Result has not one pen and one notebook, 2/3 is not happy Had a fight at school this term 14% 11% 25% 18% Think play enough at school 45% 57% 30% 41% about the conditions of latrines. Has enough toys to play at school 17% 8% 33% 22% Has at least one pen/pencil and one notebook 75% 77% 66% 72% • 3/10 does not know that HIV is a sexually Happy with latrines conditions 33% 13% 54% 37% Think that latrines are used mostly by student 82% 51% 81% 74% transmittable disease, 3/10 does not think females Think that classrooms condition improved in the last term 56% 47% 74% 61% Share problems with friends 85% 79% 88% 85% should attend school as much as males; 95% knows it Think more should be done to reduce violence at school 80% 66% 79% 77% is important to wash hands but only 1/2 does it, 1/2 Know that HIV is a sexually transmittable disease 70% 66% 66% 68%

indicators Think that girls should attend school as much as boys 79% 87% 55% 70% Know that washing hands helps prevent disease 91% 97% 96% 95%

does not have drinking water near classrooms. Output Integrated Washed hands at school yesterday 41% 41% 54% 47% • In Magwi teacher support to pupils is low, and the There is drinking water near classrooms 48% 24% 60% 48% Receive support from teachers to face problems 85% 75% 86% 83% practice of sending pupils back home as a form of Share problems with teacher 80% 78% 87% 83% Witnessed teachers sending pupils back home 16% 55% 42% 36% punishment is widely spread.

22 Pupils – extended to Kapoeta

Kapoeta Kapoeta Pupils perception Ikwoto Magwi Torit Kapoeta East 6 counties South North Paid registration fees 72% 18% 66% 63% 28% 18% 54% Absent two or more days previous week 28% 23% 31% 35% 22% 36% 28% Sick last month 38% 48% 54% 50% 45% 46% 47% Plan to attend next school-term 76% 75% 75% 74% 72% 55% 75% Convinced a friend to attend school 77% 75% 82% 76% 84% 100% 79% Think school has improved 77% 73% 85% 82% 89% 85% 80% Proud to attend school 96% 92% 91% 100% 96% 96% 94% Feel happy at school 95% 97% 93% 98% 97% 100% 95% Feel safe at school 74% 76% 85% 82% 84% 63% 79% Learned new activities this term 84% 90% 88% 95% 92% 93% 88% Made new friends this term 91% 89% 96% 93% 94% 93% 93% Had a fight at school this term 14% 11% 25% 6% 4% 11% 16% Think play enough at school 45% 57% 30% 33% 47% 61% 42% Has enough toys to play at school 17% 8% 33% 13% 9% 4% 20% Has at least one pen/pencil and one notebook 75% 77% 66% 82% 77% 48% 72% Happy with latrines conditions 33% 13% 54% 14% 15% 21% 34% Think that latrines are used mostly by student 82% 51% 81% 82% 74% 81% 75% Think that classrooms condition improved in the last term 56% 47% 74% 71% 40% 58% 60% Share problems with friends 85% 79% 88% 95% 81% 96% 85% Think more should be done to reduce violence at school 80% 66% 79% 87% 86% 93% 78% Know that HIV is a sexually transmittable disease 70% 66% 66% 73% 76% 50% 68% Think that girls swhould attend school as much as boys 79% 87% 55% 83% 85% 86% 72% Know that washing hands helps prevent disease 91% 97% 96% 99% 99% 96% 95% Washed hands at school yestaday 41% 41% 54% 57% 44% 64% 47% There is drinking water near classroms 48% 24% 60% 44% 37% 18% 46% Receive support from teachers to face problems 85% 75% 86% 95% 90% 81% 84% Share problems with teacher 80% 78% 87% 94% 89% 100% 84% Witnessed teachers sending pupils back home 16% 55% 42% 46% 36% 35% 36% Eat two or more meals yesterday 24% 38% 15% 65% 24% 25% 26% Walk more than 30 minutes per day to go to school 46% 64% 74% 30% 36% 61% 58% Live with parents 81% 87% 76% 65% 82% 86% 79% Mother or father completed more than 3 years of education 34% 80% 49% 36% 49% 11% 49% Has any book at home 42% 26% 34% 48% 40% 36% 23 36% Has a mosquito net at home 44% 46% 54% 64% 81% 39% 52% Male Female Paid registration fees 60% 52% Absent two or more days previous week 29% 27% Gender devide Sick last month 44% 51% Plan to attend next school-term 75% 75% Convienced a friend to attend school 76% 82% Think school has improved 78% 82% • Girls attendance is more Proud to attend school 94% 92% Feel happy at school 96% 95% precarious: more often than boys, Feel safe at school 80% 79% girls report not having payed Learned new activities this term 88% 88% Made new friends this term 92% 94% school fees and they get sick more Had a fight at school this term 15% 20% Think play enough at school 46% 34% often than boys. Has enough toys to play at school 20% 24% • More often than boys, girls report Has at least one pen/pencil and one notebook 73% 71% Happy with latrines conditions 36% 35% not playing enough while at school Think that latrines are used mostly by student 74% 74% Think that classrooms condition improved in the last term 62% 61%

• More often than boys, girls report Materials & Facilities Share problems with friends 85% 85% having a fight at school Think more should be done to redce violence at school 79% 76% • Know that HIV is a sexually transmittable disease 69% 66% Less often than boys, girls report Think that girls swhould attend school as much as boys 67% 72% having any book at home Know that washing hands helps prevent disease 96% 94%

Gender, WASH Gender, Washed hands at school yestaday 47% 45% • More often than boys, girls think There is drinking water near classroms 46% 48% that females should attend school Receive suport from teachers to face problems 82% 85%

Share problems with teacher 81% 84% PSS as much as males. Witnessed teachers sending pupils back home 34% 38% Eat two or more meals yesterday 22% 24% Walk more than 30 minutes per day to go to school 62% 61% Live with parents 82% 78% Mother or father completed more than 3 years of education 51% 50% Has any book at home 37% 31% Has a mosquito net at home 49% 46% Teachers general profile • Teachers have an average of 10 years of professional experience, half of it in the school where they currently teach, 2/3 are government paid teachers, 4/10 are trained teachers. • 4/10 do not attended PTA meetings, 1/3 does not speak to parents weekly, 1/3 does not follow basic teaching practices. • Only 1/8 of teachers eat two or more times per day. THREE Teacher profile IKWOTO MAGWI TORIT COUNTIES Average of years of teaching 8.6 8.6 13.6 10.4 Average of years teaching in the school 6.1 3.3 4.3 4.9 % of Government paid Teachers 60% 54% 78% 65% %of teacher who attended T.T.I. 35% 51% 51% 44% % of teachers who attended PTA meeting this term 56% 69% 58% 59% % of teachers who attended staff meeting led by head-teacher during last month 92% 94% 98% 95% % of teacher who talked to at least one parent last week 78% 55% 66% 69% % of teacher who often introduces the background of a passage before reading it 69% 85% 69% 72% % of teacher who often asks questions to assess text comprehension 64% 72% 77% 70% % of teacher who often asks questions to deepen pupils’ understanding 79% 75% 79% 78% % of teacher who often uses materials prepared ad-hoc 48% 53% 46% 48% % of teacher who sometimes or rarely reads loudly to the class 23% 26% 28% 25% % of teachers who eats at least two meals 12% 23% 10% 13% Teacher masculinity rate 83% 85% 79% 82% 25 Teachers perception THREE Teacher perception IKWOTO MAGWI TORIT • Compared to pupils, teachers are more inclined to think COUNTIES that pupils have not enough toys to play with; 9/10 Enough toys to play with at schools 4% 3% 17% 9% lament the lack of sport facilities and 6/10 of adequate Enough time playing and practicing sports at school 76% 67% 76% 74% Enough sports facilities 5% 3% 12% 7% latrines; 1/2 has difficulties in controlling kids when At least one pen and one exercise book 81% 84% 81% 82% playing out of classes and 1/3 has seen armed people Happy with the conditions of latrines 28% 10% 67% 38% near the school premises. All such figures are markedly Happy with the hygiene conditions in school 34% 30% 64% 44% Difficult to control pupils when playing outside 38% 63% 46% 46% worse for Magwi’s teachers. classrooms • Pupils fight and teachers’ practices of sending kids at Armed men near classrooms 16% 55% 31% 29% Pupils fights at school 78% 44% 79% 72% home as a form of education are a source of concern in Teaching of acceptable behavior and peaceful 88% 93% 87% 89% Torit, while is Ikwoto’s teachers who lag behind with interaction Sent a pupil back home due to bad behavior 26% 32% 45% 34% regard to gender equality (4/5 think that pregnant girls Think that pregnant girls should complete their year 22% 41% 38% 32% should not continue attending schools); Magwi’ of class Improvement in the level or continuity of attendance 71% 40% 64% 62% teachers see girl attendance as getting worse. of adult girls With knowledge of two Cholera response and 37% 14% 27% 29% • 1/3 can list two components of cholera response, only preparedness practices 9% can do the same about PSS practices, 5% on DRR. With knowledge of two PSS practices 6% 2% 16% 9% With knowledge of two DRR practices 6% 2% 7% 5%

26 Teachers – extended to Kapoeta Kapoeta Kapoeta Variables Ikwoto Magwi Torit Kapoeta East 6 COUNTIES South North* Enough toys to play with at schools 4% 3% 17% 6% 7% 0% 8% Enough time playing and practicing sports at school 76% 67% 76% 31% 65% 100% 70% Enough sports facilities 5% 3% 12% 3% 6% 0% 7% At least one pen and one exercise book 81% 84% 81% 94% 68% 80% 81% Happy with the conditions of latrines 28% 10% 67% 6% 31% 0% 34% Happy with the hygiene conditions in school 34% 30% 64% 28% 36% 40% 42% Difficult to control pupils when playing outside classrooms 38% 63% 46% 21% 38% 20% 42% Armed men near classrooms 16% 55% 31% 37% 21% 20% 29% Pupils fights at school 78% 44% 79% 56% 72% 100% 71% Teaching of acceptable behavior and peaceful interaction 88% 93% 87% 94% 90% 100% 90% Sent a pupil back home due to bad behavior 26% 32% 45% 50% 48% 40% 37% Think that pregnant girls should complete their year of class 22% 41% 38% 67% 49% 40% 37% With knowledge of two Cholera response and preparedness practices 37% 14% 27% 62% 58% 0% 34% Improvement in the level or continuity of attendance of adult girls 71% 40% 64% 68% 43% 67% 60% With knowledge of two PSS practices 6% 2% 16% 9% With knowledge of two DRR practices 6% 2% 7% 5% Teachers who eats at least two meals 12% 23% 10% 42% 23% 60% 18% Years of teaching 8.4 8.5 13.6 4.7 4.1 8.2 9.0 Years teaching in the school 5.8 3.1 4.1 2.7 2.1 4.6 4.2 Government paid Teachers 57% 54% 78% 36% 21% 40% 56% Teachers who attended T.T.I. 35% 51% 51% 56% 36% 40% 44% Teachers who talked to at least one parent last week 78% 55% 66% 75% 76% 80% 70% Teachers who often introduces the background of a passage before reading it 69% 85% 69% 94% 85% 80% 76% Teachers who often asks questions to assess text comprehension 64% 72% 77% 92% 80% 75% 74% Teachers who often asks questions to deepen pupils’ understanding 79% 75% 79% 92% 93% 75% 81% Teachers who often uses materials prepared ad-hoc 48% 53% 46% 44% 42% 40% 47% *Figures for Kapoeta North are Teachers who sometimes or rarely reads loudly to the class 23% 26% 28% 24% 13% 75% 24% based on 5 responses only, Teachers who attended PTA meeting this term 56% 69% 58% 47% 57% 100% 59% obtained in Riwoto P/S Teachers who attended staff meeting led by head-teacher during last month 92% 94% 98% 81% 96% 100% 94% Average of Age 30.8 32.4 36.3 28.8 27.4 31.4 27 32.1 Masculinity rate 83% 85% 79% 74% 81% 60% 81% Walk more than 30 minutes per day to go to school 60% 87% 82% 44% 73% 60% 70% Pupils and Teachers on WASH – questions asked only in Kapoeta

(Pupil survey) Kapoeta East Kapoeta South Kapoeta North 3 COUNTIES Have enough Latrines 23% 29% 18% 26% Latrines are used 56% 84% 83% 75% Separate toilet for boys and girls 64% 69% 61% 67% Separate toilets for teachers 28% 32% 36% 31% Hand-washing facilities 53% 39% 21% 42% Soap for handwash 42% 34% 21% 35% Enviornment around of latrines clean 74% 66% 43% 66% Pupil partecipation in cleaning latrines 97% 85% 81% 89% Drinking water covered 80% 91% 100% 88% Enviornment around the water source clean 79% 76% 77% 78% Presence of drainage system at water source 44% 74% 26% 58%

(Teacher survey) Kapoeta East Kapoeta South Kapoeta North* 3 COUNTIES Received training on hygiene and sanitation 25% 50% 60% 40% Ask parents about hygene practice 86% 78% 100% 83% Girls share information about dignity kits 67% 64% 80% 66% Soap in the school 29% 46% 40% 38%

28 *Figures for Kapoeta North are based on 5 responses only, obtained in Riwoto P/S Correlation analysis (based exclusevely on responses obtained in Magwi, Torit, and Ikwoto)

NOTE: In the following is presented the level of correlation between “prime” outcome indicators (for instance, dropout rate), output indicators (plan to attend next-term), results indicators (well being such as safety perception) standards (number of pupils per class) and other output indicators (gender, WASH) and context indicators. It is an exercise first and foremost meant to review the logic of the intervention as it based on baseline data gathered prior to the intervention took place. It is not an analysis of the impact of the project.

When two variables are correlated it does not necessary means that one causes the other, but only that the two things tend to “go together” (when the correlation is positive), or tend to “go separated” (when the correlation is negative). For instance, although students who have more books at home tend to have a lower dropout rate, providing books to students may not result in lowering their dropout rate. In fact, having more books at home may be related to the level of education of parents, which is what is really causing the pupils to continue their studies without dropping out. An impact analysis, meant to review the impact of the project and establish what components caused what result, will be conducted comparing baseline with end line data, at the end of the project .

The “Sig.” value may be interpreted as the probability that the variables analyzed are not correlated. Thus, a low level (especially if lower than 5%) indicates that there is indeed a correlation between variables.

29 Outcome and result indicators • “Plan to attend school next-term” is correlated to “Feel happy at school” and “Proud of attending schools” • “Convinced a friend to attend school” is correlated with “Feel safe at school” and “Learned new activities” • Happiness and safety, as well as safety, learning new activities and perception of school improvement “go together” • Prime outcome indicators such as dropout, school absenteeism, and payment of fees are not correlated with the just mentioned indicators related to pupils’ well being (still, notice the link between dropout and learned new activities). • Conclusion: happier, more engaged, and more willing to attend next term students may not translate into higher enrollment: structural issues, not reflected in pupils’ well being/perception/plans, play a critical role in determining children’ school attendance. Structural issues may include parents’ views (see slide 26)

Correlation coefficient: it measures how much the relationship is strong: to the extent that it is close to 1 it means that the two things tend to occur together, to the extent that is close to -1 (minus one) it means that when one of the thing occurs, the other tends not to occur

Level of significance: the closer it gets to 0 the better it is, it means that the correlation coefficient we found on the base of the data most likely is the correct one; when gets higher than 0.05, especially above 0.10, it means that, based on the data we have, we cannot be sure that the coefficient we found it is actually the correct one. Thus, here, A SMALL NUMBER IS GOOD, it means that the correlation coefficient IS SIGNIFICANT 30 Outcome and «standard» indicators • There is a correlation between “Variation in Enrollment” and “Latrines per pupil” and a very strong one between “Plan to attend school next-term” and “Pupils per adequate classroom and TLC”. • Standard indicators are correlated, indicating that overcrowded classes, lack of teachers, and insufficient latrines are problems that tend to go together: i.e. some schools are much worse, while other are much worse. Assessing properly schools and targeting intervention is thus critical. • Conclusion: targeted physical interventions are important to address some of the structural issues limiting school access

31 Results and «standard» indicators • Overcrowded classes is negatively correlated with pupils sense of proudness. • Insufficient latrines is negatively correlated with “Making new friends” (the latter being loosely correlated with dropout). • Conclusion: physical interventions may contribute to improve also the general sense of well being of pupils, and possibly to reduce dropout.

32 Correlation between outcome and teaching training and payment • There is a correlation between “Dropout” along with “Paid registration fee” with “Teacher trained in T.T.I.” • Noticeably, while neither “Paid teachers” nor “Teacher tenure” seem to be related to outcome indicators, the total number of teachers, including volunteers is correlated with variation in enrollment. • Conclusion: supporting teachers’ access to Teacher Training Institutes (possibly of head teachers – see next slide) should be taken into consideration as an additional component of educational projects. Additionally, volunteers seem to represent an important support for schools.

33 Correlation between outcome and teaching practices indicators

• There seems to be a correlation between “Plan to attend next term” and teaching practices (Teacher seldom reading loudly to the class - rather than often). • Unsurprising, good leadership in the school (“attending staff meeting led by head teachers”) and frequent meeting with parents is correlated with good teaching practices. • Conclusion: while supporting head teachers is key, training teachers and volunteers on basic teaching practices may be quite important too.

34 Correlation among gender-related indicators

• Teachers’ views on pregnant girls’ school attendance and students’ view on equal access to school for girls is correlated. Older teachers tend to have more gender inclusive views. The masculinity rate of teachers does is not correlated with none of the above gender-related indicators. • Conclusion: educating teachers on gender equality may help pupils gain awareness on such matters

35 Correlation among wash and other life-saving related indicators • No correlation seems to be in place among these variables. Noticeably, we found no correlation between knowledge of washing practices as a means to avoid diseases, the viability of latrines and drinking water with the actual practice of washing hands. • Conclusion: raising awareness and educating around such issues is quite a priority.

36 Correlation between outcome and context indicators • “Dropout” is strongly correlated with “Having any book at home” and “Plan to attend school next term” with “living with parents”. Unexpectedly, there seems to be a strong negative correlation between the level of education of parents and the payment of school fees • Conclusion: family members play an key role in ensuring the necessary conditions for the pupils to continue their studies. Parents should be involved in the projects, if not regarded as much as pupils as project beneficiaries.

37 Correlation between medium-term goal and food-realted context indicators • The cluster analysis shows that, statistically, pupils enrolled in WFP and non-WFP supported schools are very different.

• It must be noted, however, that food distribution in the WFP-supported schools began after the survey was conducted. In fact, we found no correlation between meal frequencies for teachers and students and WFP-supported schools.

• Conclusion: WFP-supported schools are quite different from non supported ones, probably as a result of the greater support that they receive. In analyzing the impact of the project, we will pay special attention in measuring correctly the net impact of school feed programs, disentangle such factor from those related to the other components of the project, and look for potential synergies.

NOTE: This table above show the results of the statistical test resuming the cluster analysis. The “Sig.” value may be interpreted as the probability that the groups analyzed are indeed “very similar”.38 Thank you for your time!

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