Report on the Evaluation of the Quality of the Teaching & Learning in the Second Chance program for Out of School Children in Liberia carried out by the University of Sussex, England July 2019 This report was written by Jo Westbrook and Sean Higgins from the University of Sussex, UK, with additional input and advice from Kwame Akyeampong and John Pryor, also from Sussex. 1 Contents Tables and Figures ............................................................................................................................. 4 Acknowledgements ........................................................................................................................... 4 Glossary ............................................................................................................................................ 4 Executive Summary ........................................................................................................................... 5 1. Introduction ............................................................................................................................ 12 1.1 The Second Chance Program in Liberia ............................................................................. 12 1.2 The conflict-affected context of Liberia ............................................................................ 13 Research Methods........................................................................................................................... 14 1.3 Key concepts and framing ................................................................................................ 14 1.4 Research Questions .......................................................................................................... 14 1.5 Sampling and Informants ................................................................................................. 15 1.6 Research Informants ........................................................................................................ 15 1.7 Data gathering methods ................................................................................................... 16 1.8 Ethical considerations ...................................................................................................... 17 1.9 Analysis ............................................................................................................................ 17 Findings ........................................................................................................................................... 18 1.10 Question 1: Structure, organisation and management of the SC program ......................... 18 1.10.1 Leadership ................................................................................................................ 18 1.10.2 Clear channels of communication ............................................................................. 19 1.10.3 Management of teaching and learning: the key role of supervisors .......................... 19 1.10.4 Commitment to staff capacity development ............................................................. 19 1.10.5 Reporting systems and data management ................................................................ 19 1.10.6 For consideration: .................................................................................................... 20 1.11 Question 2: Facilitators’ contributions, challenges and training ........................................ 21 1.11.1 Motivation and Vision .............................................................................................. 21 1.11.2 Pedagogical approach and practices ......................................................................... 22 1.11.3 Community roles ...................................................................................................... 22 1.11.4 Facilitator Professional Development ....................................................................... 23 1.11.5 Challenges and opportunities ................................................................................... 23 1.11.6 For consideration: .................................................................................................... 24 1.12 Question 3: SC curriculum ................................................................................................ 25 1.12.1 Challenges in the delivery of the curriculum ............................................................. 25 1 1.12.2 For consideration: .................................................................................................... 26 1.12.3 Phonics in the Curriculum ......................................................................................... 26 1.12.4 Challenges of using the phonics approach ................................................................ 26 1.12.5 For consideration in the teaching of phonics in the curriculum ................................. 27 1.12.6 Guided Reading in the Curriculum ............................................................................ 27 1.12.7 Challenges of Guided Reading .................................................................................. 27 1.12.8 For consideration for Guided Reading ....................................................................... 28 1.12.9 Numeracy in the Curriculum ..................................................................................... 28 1.12.10 Activity Based Learning in the Curriculum ............................................................. 28 1.12.11 Rise and Shine in the Curriculum........................................................................... 28 1.12.12 Assessment of the Curriculum .............................................................................. 29 1.12.13 Challenges ............................................................................................................ 29 1.12.14 For consideration.................................................................................................. 29 1.13 Question 4: how are different groups of learners learning? .............................................. 30 1.13.1 High achieving boys (HAB) ........................................................................................ 30 1.13.2 High achieving girls (HAG) ......................................................................................... 31 1.13.3 Low achieving girls (LAG) .......................................................................................... 32 1.13.4 Low achieving boys (LAB) .......................................................................................... 33 1.13.5 Key characteristics of high and low achieving girls and boys ..................................... 33 1.13.6 Implications for facilitator pedagogy ......................................................................... 34 1.13.7 For consideration ..................................................................................................... 35 1.14 Question 5: Transition to the Link government primary school ......................................... 36 1.14.1 Transition to the Link government primary school .................................................... 36 1.14.2 What Second Chance graduates remember liking about the SC ................................ 36 1.14.3 What graduates in the Link Schools take from the Second Chance program.............. 36 1.14.4 Challenges for the Second Chance graduates in the Link schools .............................. 38 1.14.5 External factors that support Second Chance graduates to transition: ...................... 40 1.14.6 For consideration ..................................................................................................... 40 1.15 Question 6: contribution of the Parental Engagement Groups .......................................... 41 1.15.1 Galvanising parental support for their children’s learning ......................................... 41 1.15.2 Providing democratic, inclusive spaces of discussion ................................................ 42 1.15.3 Embedding Child Protection as a community responsibility ...................................... 42 1.15.4 Shifting attitudes to girls’ learning and educational opportunities ............................ 42 1.15.5 Canvassing views of parents on challenges they face and offering practical support . 43 2 1.15.6 For consideration ..................................................................................................... 44 1.16 Question 7: Intersections with drivers of peace and conflict ............................................. 45 1.16.1 Rural community experience of structural violence and disaffection from the State . 45 1.16.2 Harnessing grassroots commitment to social restoration and peace promotion ....... 45 1.16.3 SC schools as sites of peace ...................................................................................... 45 1.16.4 LF educational provision as source of hope and recognition ..................................... 46 1.16.5 LF intervention as promoting inclusive spaces for peace promotion within local communities ............................................................................................................................ 47 1.17 Question 8: Implications for policy and programming priorities and key messages ........... 48 References ...................................................................................................................................... 51