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Move 4 New Horizons Move 4 New Horizons Sport and Play-based Early Childhood Development, Non-Formal Education and Vocational Training Final Evaluation Report Swiss Academy for Development The Swiss Academy for Development (SAD) is a research-focussed sport and development organisation that uses sport and play to empower disadvantaged and marginalised children and youth in Switzerland and internationally to become engaged, healthy, educated and employed citizens and to build their fundamental life skills and environmental awareness. At the interface between science and practice, SAD develops and tests new approaches and methods. It generates practice-oriented knowledge through applied studies, monitoring and evaluation projects as well as through its own operational pilot projects. SAD passes on this practical knowledge to other organisations, who generate a multiplier effect both in Switzerland and abroad. SAD is both a leader and think tank in “Sport & Development” and has made cutting-edge contributions to this innovative field. Our extensive expertise in researching and promoting psychosocial wellbeing, resilience, social integration and improved learning outcomes for disadvantaged children and youth through sport & play-based interventions has led to the successful implementation of many field projects. These projects are supporting psychosocial rehabilitation in post-disaster contexts (Iran, Lebanon, South Sudan), facilitating conflict transformation (Sri Lanka), promoting social integration (Switzerland, Hungary), improving access to basic education for disadvantaged children (Nepal, India) and creating opportunities for youth employment (Nepal, Egypt, Myanmar). Through many years of research and continuous monitoring and evaluation of operational pilot projects we have tailored our UNICEF awarded, integrated teaching approach to meet the specific needs of children and youth at all stages of the educational continuum (early childhood development, non-formal education, vocational training). This unique approach provides young people with a holistic learning experience that supports their motor, cognitive, emotional and social development. The Swiss Academy for Development was founded in 1991 as a non-profit foundation with its head office in Biel/Bienne, and is not affiliated to any political or religious group. Impressum Publisher: Swiss Academy for Development (SAD) Authors: Malika Kons and Daniel Matter of SAD, with the contribution of Olivia Falkowitz, Reinalda Riezebos and Jessica Ruedin Layout: Rajashree Bhattacharyya This document may be used or copied solely for non-commercial use, provided the source is credited. © SAD, 2016 2 Acknowledgements The Move 4 New Horizons project was implemented from 2012 to 2015 in Nepal as a collaboration between the Swiss Academy for Development (SAD) and the Nepalese grassroots organisation Dalit Welfare Organization (DWO). The Final Evaluation Report benefited from the contributions of many different people who provided feedback to the Monitoring & Evaluation tools developed by SAD, organised and conducted the data collection, and supported with contextualising the findings. First of all, the authors would like to express their appreciation to the staff of the Dalit Welfare Organization (DWO): Ganesh Kaliraj (DWO executive director and Move 4 New Horizons project manager); Shankar Sunar (project team leader); Ishwori Bahadur B.K. (DWO Dang district chapter president); Bhim Bishwakarma (district project coordinator); Mohan Swaarnakar and Dan Bahadur B.K. (project monitoring and documentation officers); Resham Bahadur Sunar (treasurer) and Kiran Bishwakarma (project administration and finance officer). Especially the support and helpful insights provided by Mohan Swaarnakar merit an honourable mention. We would also like to highlight the role of the social mobilisers, facilitators and support staff whose contribution has made the project turn out a success. The enthusiasm, dedication and commitment they showed in their daily work with the children, young people and in the communities was exceptional. They also undertook great efforts in the process of the data collection. It is thanks to their diligence and perseverance that we were able to draw a detailed picture of the beneficiaries’ socio- demographics and the project achievements in this Final Evaluation Report. We are also grateful for the assistance provided by Pravash Pokhrel who provided culturally adapted translation of the M&E data. Finally, our gratitude goes to Rajashree Bhattacharyya, intern at SAD, who assisted with the elaboration of graphs and tables and the layout of the report. The Move 4 New Horizons project was made possible because of the generous financial support of Reach Out To Asia (ROTA), the Lottery Fund of the Canton of Berne, the Hirschmann-Stiftung, the U.W. Linsi-Stiftung, the Canton Basel-Stadt, the Migros-Hilfsfonds and the Bachschuster Stiftung. 3 Table of Contents Executive Summary .......................................................................................................................................... 6 1. Project Description ........................................................................................................................................ 9 Programme Rationale ......................................................................................................................................... 9 Project Rationale Early Childhood Development (ECD) .............................................................................. 9 Project Rationale Non-Formal Education (NFE) ........................................................................................... 10 Project Rationale Vocational Training (VT) .................................................................................................... 10 Project Strategy Adopted to Achieve Outcomes and Impacts ................................................................. 11 Pro-Poor Targeting ............................................................................................................................................ 12 2. Project Objectives ....................................................................................................................................... 13 3. Project Implementation ............................................................................................................................. 14 Early Childhood Development (ECD) ............................................................................................................. 14 ECD beneficiary profile ...................................................................................................................................... 14 School transition ................................................................................................................................................. 14 Development Milestones Assessment ........................................................................................................... 16 ECD graduates’ school performance ............................................................................................................. 21 Non-Formal Education (NFE) .......................................................................................................................... 23 NFE beneficiary profile ...................................................................................................................................... 23 Children’s perspective on the NFE classes (beneficiary satisfaction) ....................................................... 24 (Re-) Integration into the public school system ........................................................................................... 25 NFE graduates’ school performance .............................................................................................................. 26 Mothers’ saving and loan groups ................................................................................................................... 28 Vocational Training (VT) ................................................................................................................................... 29 VT beneficiary profile ......................................................................................................................................... 30 Enrolment in practical skills training courses ................................................................................................ 31 Initial investment of graduates ........................................................................................................................ 32 Employment status of graduates .................................................................................................................... 33 Average income earned by graduates .......................................................................................................... 35 Increase in personal possessions .................................................................................................................... 38 Beneficiary satisfaction ...................................................................................................................................... 39 Development of employability and entrepreneurial skills (general) ........................................................ 40 Skill development through sport ...................................................................................................................
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