The Girls’ Education Challenge

Quarterly Project Report (QPR) Template

Please note, the ‘QPR’ comprises of: This document, Milestone Tracker/Management Information (Excel) and Risk Register (either included
in this document or attached separately).
1. Background information

Name of Lead Organisation ChildHope UK

GEC Project Title Securing Access and Retention into Good Quality Transformative Education
GEC Reference Number 5170
Key partner organisation(s) Organisation for Child Development and Transformation (CHADET)
Highlight any changes to your
key partner organisation(s) here
Reporting period From: 01/09/15 To: 31/12/15
(dd/mm/yyyy)
Date report produced 25/01/16
(dd/mm/yyyy)
Reporting Quarter Quarter 11
Name/position of primary Name Ruth Desta Position: Project Manager
person who compiled this report :
Name/position of contact point Name Allan Kiwanuka Position: Strategic Programmes Manager
for correspondence relating to :
this project
Email: akiwanuka@childhope.org.uk

1.
Executive summary

Please provide an overview of progress this quarter (max two pages).

We have maintained steady progress in implementing the project this quarter and have registered the following highlights:

Teachers are improving in using participatory and girl-friendly methods: We carried the third round of classroom observations since project start
observing 185 teachers (30% of the 616 teachers tutoring girls) while teaching girls in class. They were assessed for competencies in the following sub-
skills: using teaching aids, planning lessons, organising classrooms, introducing topics, assessing, and summarising lessons. Teachers’ skills are
improving compared with results of previous classroom observations. Majority of teachers (58%) had “adequate” skills compared to 36% (in Classroom
Observation Round 2) and 20% (in Classroom Observation Round 1). There was also a decrease in number of teachers under the “inadequate” category
from 15% (in Classroom Observation Round 1) to 5.5% (in Classroom Observation Round 2) to 1% (in Classroom Observation Round 3) respectively.

Increasing awareness of disability among teachers: We are pleased with the progress of mainstreaming disability across the project after
commissioning a specialist disability consulting organisation (FANA) to support the key partner organisation. FANA trained 366 tutor teachers (194 M, 172
F) on disability. This means half of the teachers participating in the project have received orientation, awakening and training on disability. During the
trainings we found many teachers had ‘negative’ perceptions about children with disabilities they had taught. For example 33% of teachers thought the
children were either arrogant or lazy and 15% of the teachers were superstitious about the children’s disability. Teachers’ feedback suggests that 50%
“gained a lot from the information provided” and 53% developed “very improved attitudes” towards helping children with disabilities. This is critical as the
teachers will be integral to supporting the over 500 girls with disability whom we have planned to intensely support in Q12.

Encouraging attendance/retention rates: We carried out the fourth spot check since project start and found that during the day of un-announced spot-
check, attendance rate was encouraging as shown in the table below:

Project site Verified enrolment Girls present at the spot checks % of girls attending school during spot checks
Arsi 3,832 3,250 85%
South Gondar 7,542 6,813 90%
(Debra Tabor)
South Wollo 4,855 4,545 94%
(Kombolcha)

Completing midline data collection: The independent external evaluator has completed collecting qualitative and quantitative evaluation data from the
intervention and control sites. The evaluation design sample of 975 girls, control and treatment groups respectively was achieved. The evaluation team is
now undertaking data cleaning and analysis. We are positive about submitting the Midline Report in Q12 in the time agreed with the FM.

Collating compelling case stories: We commissioned a communications consultant to help us capture the different experiences of girls benefitting from
the project. This outstanding piece of work has resulted into a publication “Rising to the challenge” which is a compilation of 13 compelling case stories of

2.
 girls, teachers, community leaders and parents and how they are experiencing the project. We are going to widely disseminate publication after the midline
report is published.

Improving relationships with local and federal governments: We have worked together with government officials more effectively this quarter. We are
pleased to have received increased support from Zone, Region and Federal government entities. The Oromiya government approved amendments to our
project agreement. Zonal governments from Arsi, South Wollo and Debra Tabor approved amendments to allow us embark on more disability
mainstreaming activities. The Ethiopian Embassy (London) and Ministry of Foreign Affairs approved a vehicle donation certificate application which
enabled CHADET import three project cars duty-free. In our engagements, we have sought out to work with governmental entities that can benefit from
what you are doing such as the education bureaus. We have been more ready to manage these relationships as “Working with the government requires
lots of meetings”. We were more prepared for this.

2. Progress towards project log frame and lessons learned

In this section, please provide information if anything significant or noteworthy has changed over the past quarter (i.e external events, staff
changes, context) that means your progress against log frame indicators has changed compared to the last quarter.
Is the project on track to meet the end of year targets? If not, please provide more detail.
Please note that we do not expect commentary on all indicators.
 A: Provide a progress assessment of how activities towards the indicator are going (this should be linked to the RAG rating). Please
indicate whether this is on track, catch-up activities needed or if there are concerns about achieving this indicator.
 B: Provide any Analysis/lessons learned/Conclusions from activities towards this Output indicator during the reporting period.
 C: For each Output only please provide an updated overall RAG rating.

3.
Output Output Indicators A: Changes this quarter – please comment on B: Analysis/lessons learned/Conclusions (e.g. C:
any notable changes to your output indicator implications for your project on Theory of change, log RAG
this quarter. frame etc.)
Output 1: Remove economic barriers that prevent girls marginalised by early marriage, domestic labour, risky child migration and/or street-living
to enrol and stay longer in primary, secondary and/or vocational education
1.1 Number of targeted After verifying enrolment numbers, we are While identifying new ‘out-of-school’ marginalised girls to G
out-of-school girls pleased to report 2,952 formerly out-of-school be enrolled into school, project team intensified
receiving direct and girls have been supported in meeting direct and involvement of government officers (organised into 33
indirect education indirect education costs to enrol into primary Kebele girls’ education committees (GECs). They helped to
costs enrolling in school. verify whether the out-of-school girls, identified by project
primary and/or structures were either marginalised or not. Allowing local
secondary education. government officers to provide an independent layer of
scrutiny improved credibility of the project. It has increased
1.2 Number of targeted We have supported direct and indirect education trust and ownership of project activities by local officers
in-school girls (at high costs of 14,386 ‘in-school’ formerly marginalised and their willingness to follow-up support promised to girls
risk of dropping out) girls to help them remain in school. being supported.
receiving direct and
indirect education
costs remaining in
school over the
project duration.

1.3 % of girls who This quarter we distributed 49,132 exercise Some girls have been sharing same exercise books, pens
perceive that lack of books, 34,451 pens, 55,623 pencils and 2,274 and pencils with siblings especially where schools run in
scholastic material as mathematical sets to girls whose families shifts. Other girls have use one exercise books for different
a barrier to attending indicated lacking scholastic materials is a barrier subjects. This shows girls facing incredible resource
school to attending school. We provided 5,182 schools constraints can very creative in finding solutions but
uniforms. providing with supplies relieves this pressure.

This means since project start, we have provided
18,785 girls exercise books, pens and pencils
exceeding our target by 114%. A total of 6,050
and 5,530 girls have received mathematical sets
and school uniforms respectively.
Supporting direct and indirect education costs puts positive
‘pressure’ on families to ensure daughters remain in
school. Family members have told us anecdotally ‘feeling
embarrassed’ if their children - being supported by the
project - dropped out of school yet GEC has provided most
of the scholastic materials.

4.
 We believe are on track to achieve this indicator.
We anticipate our midline results will show a
decreasing percentage of targeted girls who
perceive lack of scholastic materials as a barrier
to attending school.
1.4 % of girls who receive This quarter, 32 girls have received support
support through through the transitional shelters and have been
transitional shelters re-unified with families. In total 137 girls have
who are reintegrated used the transitional shelters and have safely
to their homes been reunified with families. In terms of family
reintegration, we are on track to achieve this
indicator all girls coming to us through the shelter
have been reintegrated to a family.
To reduce risk of creating dependency, we have agreed
with guardians of girls: they make contributions towards
purchase of scholastic materials this year.
At design stage we had anticipated many girls - especially
migrating girls - would come to the shelters. To date fewer
girls (137) have come to shelters as traffickers are using
different routes avoiding areas near shelters.
We have learnt that safeguarding migrating children
requires significantly higher resource outlay (beyond the
budget available through GEC) to deal with problems of
traffickers. The project has engaged bus and taxi stage
officials and bus terminal champions to refer migrating girls
to our shelters.
Despite seemingly low utilisation numbers, we have learnt
that having transitional shelter service within a project
working in areas of higher incidence of early marriage and
migration, is important to ensure children access a well-
rounded safeguarding environment. The stories of the 137
girls that have used the shelter demonstrate the difference
shelters make.
We are also exploring further the issue of family re-
unification in the sense, the girls coming to our shelters
may be running away from abuse or neglect at home.
Reunifying children back to these families could risk
reunifying girls with abusers.
The KPO recognises this risk and it is mitigated by the
following strategies: placing a focus on listening to the child
and try to understand who the child thinks is the abuser,
thorough assessments of the child’s family home and
family members before reintegration/reunification, ensuring
reunification is a gradual process (justifies shelter
provision); ensuring both the family and child are provided
appropriate support for example livelihoods grants,
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 scholastic materials, and parenting advice; and ensuring
children are following up after reunification (done
intensively by counsellors and community workers).

ChildHope’s Safeguarding Advisor and a ChildHope

trustee, a consultant in paediatric psychological trauma at
the Tavistock Clinic, are working with CHADET’s
safeguarding manager and counsellors to strengthen
caseload management practice based on the reality that
NGOs are not allowed to engage in child protection.
Output 2: Targeted marginalised girls who are supported to enrol in primary, secondary and/or vocation education learn useful knowledge and
skills
2.1 % of trained teachers In order to support teachers to teach using girl- In the previous two rounds of classroom observations, we A
implementing the friendly and participatory methods, we have identified weaknesses in the following sub-skills: using
learning approach trained 616 tutor-teachers (who provide additional teaching aids, planning lessons, organising classrooms,
and using tutorials to girls). Trainings focussed on applying introducing topics, assessing, and summarising lessons.
participatory and participatory and active learning methods in The results of classroom observations this quarter provide
friendly teaching teaching mathematics and languages (English, evidence of teachers consistently improving in using a
methods with Afaan-Oromo and Amharic). It means we have participatory and friendly learning methods in all teaching
targeted marginalized trained all tutor-teachers participating in the sub-skills apart from using teaching aids. We found least
girls project. They have been provided orientation, progress in using teaching aids. We have given it more
training, supportive supervision visits and attention through mentoring and supportive supervision
mentoring in applying the project’s learning visits by education specialists and teacher mentors. In the
approach. process of supporting teachers in this sub-skill, we are
learning that the more effective way to demonstrate to
We have also assessed changes in their teachers, the good use of teaching aids, is through one-on-
competencies by observing a sample of trained one supervisory visits rather than trainings
tutor-teachers delivering mathematics and
languages tutorials. For both literacy and
numeracy tutors’ skills are summarised the
following categories: “adequate”, “somewhat
adequate” and “inadequate”. This quarter, we
conducted the third round of classroom
observations since project start. The teachers
were observed and assessed by the project’s
Education Advisor, Dr Wossen Agnaw. She
observed a sample of 30% (185 tutor teachers).

From the graph (see right column), it is evident

6.
 tutor teachers have shown consistent and
significant improvements in teaching using a
participatory and friendly learning approach while
teaching girls.
2.2 Number of girls who We are pleased to report this quarter that a total
improved their of 6,552 girls were supported to attend additional
academic abilities tutorials in mathematics and language offered by
(numeracy and the project’s tutors. This means since project
literacy) from starts 13,676 girls have benefited from the
attending tutorials by additional tutorials. As reported in the last quarter
the project's teacher- we carry out semester pre-tutor and post
tutors. semester tutorial assessments to assess girls’
academic abilities. This quarter we undertook
pre-tutorial assessments of girls’ literacy and
numeracy skills gaps for 14,502 and 14,157 girls
respectively.
Teachers skills over 3 rounds of classroom observations
Round 1 (Apr-Jun 2015) 3500% 6400% 2100%
Round 2 (Jun-Aug 2015) 2800% 6500% 600%
Round 3 (Oct-Dec 2015) 10700% 7600% 200%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
In offering additional tutorials for marginalised children, it is
important to place children to be supported into groups of
similar abilities. To group children into cohorts of similar
abilities requires developing and using a robust pre and
post-tutorials assessment tools which focus on real literacy
and numeracy skills rather than grade or age.
The first round of pre and post-tutorials assessments
administered in Year II showed girls were over-achieving in
numeracy and literacy sub-skills. The project education
team challenged us to explore further what these results
meant especially when they were finding that teachers
were lacking some sub-skills. To verify improvements in
girls’ abilities, the education team commissioned an
independent consultant to develop more robust
assessment tool than that developed internally and
administered twice a year instead of once. Pre-tutorial
assessments were carried of this quarter using the new
tool. Results of these assessments are summarised in the
7.
 graphs below.
The literacy (languages) pre-tutorial assessment results show girls had more gaps in higher-level (complex) skills such as paragraph reading, story
reading, and comprehension) than for simpler skills (letter identification and word decoding). These gaps increase when girls are assessed in
English rather than in mother tongues (Amharic and Afaan-Oromo). This was expected especially as girls start learning switch to learning in English
from grade 3.

Girls’ numeracy abilities were categorized into the following “score intervals”: 0-10, 0-25, 26-50, 51-65 and 66- 80. This is a slight departure from
the tests we administered before which assessed skills incrementally from “nothing” (none), “number” (able to identify numbers), “operations”
(adding, subtracting, dividing and multiplying) to “problem-solving” (solving equations). This is because we found a child can have some lower and
higher level numeracy skills at the same time. We re-designed the test. It summarizes a score on all skills out 100. The results of assessments

8.
show majority of girls lie in the middle of the score distribution.

Girls' numeracy scores by 1st and 2nd cycles of education

2,437

2,059
2,013

1,698

1,382

1,186
1,143
1,083

579 577

No of Girls (Grades 0-4) No of girls (Grades 5-8)

2.3 % of marginalised This quarter, 9,951 girls (70%) have used books In contexts of a poor reading culture, teachers can improve
girls who accessed and reading materials placed in reading corners use of reading corners (libraries) by actively referring pupils
reading corners at least once in a week. It is an improvement on or learners from classrooms or tutorials activities to
the 7,981 girls, last quarter. material held in reading corners or libraries. This can be
achieved through linking exercises to material in reading

9.
 Also the scope of the girls’ reading habits is
deepening. This quarter, girls have increasingly
tried borrow books which are not in the collections
we have stocked. This is exciting and signals
growing interest in reading generally.
Generally, since project start, 18,061 (92% of
active girls) have used reading materials in the
reading corners established by the project. We
are on track to achieve this indicator.
Output 3: Support creation of stimulating, safer, inclusive and child-friendly school learning environments for all girls and boys (including those
with disability) in the 30 prioritised Kebeles.
3.1 % of girls who Good progress has been registered here. This
mentioned schools in quarter, we started constructing 10 new toilets.
bad conditions as a The toilets are at various stages of completion.
reason for not
attending school. We have also supported 21 schools with cash
grants to build sheds for providing additional
tutorials as lack of teaching space was mentioned
in the monitoring visits as a key constraint. We
provided each school a shed construction
contribution of £700 each. School administrations,
parents and school communities are contribution
the additional resources needed to complete the
sheds. These resources will be cash or in-kind
(including labour and time). We signed
memoranda of understanding (MoUs) with each
school and their respective Woreda education
corners as well as stocking wider collections beyond
academics.
Tutor-teachers are linking tutorial assignments to books
held in reading corners. They are also giving girls more
practical and stimulating assignments encouraged them to
explore further knowledge that may be books held in
reading corners. As a result girls are requesting books that
are not available in reading corners. Based on their
requests, we are adjusting our final year procurement
plans. Funds allowing, we will stock reading corners with
wider collections of books.
Setting and stocking up reading corners is necessary but
not sufficient to improve girls’ reading habits. From
monitoring visits conducted by the education advisor, she
recommended tutor teachers to engage the girls in task-
based reading and integrate it into tutorials. For it to work
however, teachers need to be creative in applying the
available reading resources and reinforce that by applying
child-friendly methods to stimulate interest.
Handing over construction project management to school A
schools with a requirement to match our contribution, may
be a good way forward around the risk of creating
dependency and delays that ‘plague’ construction projects.
For it work, we believe:
 Budgets need not be very large. We each school
£700.
 Require schools to match contributions. Some
schools have shown a lot of creativity and initiative
in mobilising matching resources from school
communities.
 Involve local government officials in signing
memoranda of understanding for these projects.
 Assign a project officer to support each school to
10.
 and Kebele administration offices to ensure review and think creatively about the challenges
openness and accountability. they may encounter. The officer needs to have a
‘can do’ attitude and detailed understanding of the
Two schools have completed constructing of communities. We assigned a Community Liaison
sheds. Officer to support different schools in managing
their shed construction projects.
Generally we will have constructed 15 latrines, 21
sheds (for tutorials). But the reality is the project As a result these strategies, two schools in South Gondar
is starting from a very low base in terms of quality finished constructing sheds in under a month. This was
of physical conditions at school. very quick based on our previous experience of
constructing toilets. We are confident the all sheds will be
finished in Q12.

3.2 % of membership of This quarter the numbers of girls and boys 58% of girls active in clubs are formerly marginalised girls
school girl clubs participating in school clubs activities has supported by the project.
initiated by the effectively doubled from last quarter as shown
project, constituted by below: To achieve this, there has been a deliberate referral of girls
supported by teachers tutoring girls to school clubs. As was with case
marginalised girls. of reading corners, we have learnt that it is essential to
G i rl s a n d b o y s p a rti ci p a ti n g i n s ch o o l cl u b s
deliberate make linkages and connections between project

6304
4065 sub-activities in order to ensure that targeted girls get a
rounded experience of the project.
2641
1203

Boys
Girls In school contexts of high incidence of violence against
Linear (Girls) children, it is important for projects to have (trusted adults)
) )
1
5
1
5 not closely involved in academic activities to support
ep ec children that have experienced marginalisation to develop
S
l- -D
u ct more trust of adults. We have achieved this by engaging
(J (O
10 11 focal teachers who facilitate girl club activities in a less
Q Q
structured environment unlike regular classes.
6,304 girls actively participated in school clubs Girls and boys have developed trust with and confidence in
activities. While the number of boys participating focal teachers to share thoughts, feelings and opinions.
in school clubs has risen to 4,065.
Teachers who are able to gain trust of children especially
formerly marginalised children are usually special and are
often transferred for promotions. As such we are
experiencing a slightly higher turnover among these focal

11.
 teachers.
3.3 % of targeted This quarter, our counsellors and para- Documenting psychosocial therapeutic support is important
marginalised girls counsellors have provided 258 girls therapeutic in order to assess capacity counsellors providing the
receiving psycho- psychosocial support. Early marriage and risky therapeutic psychosocial support to vulnerable children.
social support from migration were reported as key triggers for the
CHADET counsellors need for this support. Since project start, 518 girls We have required counsellors to document in more detail
who express enjoying have received therapeutic psychosocial support their engagement with vulnerable girls. Field-based
learning from the project. counsellors told us they need access to a more senior
professional social worker to review and guide their work
particularly when they face challenging cases. In response
to this request, ChildHope’s Children Safeguarding Advisor
and a ChildHope trustee who is a child psychology
consultant at the Tavistock Clinic are developing a
counsellor mentoring plan which will assure that field based
counsellors have access to cutting-edge advice on how to
deal with challenging issues girls are experiencing.

We will be allocating more capacity development resources

in our upcoming budget revision to enable counsellors,
girls’ education committees, and focal teachers upgrade
their knowledge, skills and practice.
3.4 % of surveyed girls The violence reporting system through letter-link We are finding children are using the letter link mechanism
reporting reduced boxes is now functional. A focal teacher and a to report violence, abuse and interestingly dissatisfaction
incidences of CHADET community worker open the boxes with their learning environment. Girls from one school in
violence (corporal twice a week and summarise the cases reported Arsi have for example highlighted shortage of water (due to
punishment: use of by children for appropriate response based on the the recent drought) and some toilets lacking doors as
cane) by teachers” case referral process developed by the project. making them uncomfortable.

This quarter, children reported 404 cases of

violence or dissatisfaction through the letter link
boxes.
3.5 % of targeted in- A total of 1,263 girls have received life skills We have seen girls demonstrating increased ability to
school marginalised information from trained peers and focal teachers share boldly their experiences of marginalisation and the
girls who improve this quarter. The life skills peer education project in public meetings. This signals improvements in
their life skills (self- supports girls in to make important life decisions. confidence. They are less shy about expressing feeling
efficacy and self- unsafe to trained teachers.
esteem)
The changes in girls’ confidence we witnessing from life
skills development activities, reinforce our theory of

12.
 change: that if you empower girls to express their opinions
about safety, there should be a trusted adult who responds
to their worries. The violence reporting mechanism (letter
link boxes) and the life skills education are reinforcing each
other.
Output 4: Support increases the value attached to girls' education by families of targeted marginalised girls (fathers and brothers especially) and
their ability to develop more secure livelihoods to protect and support their daughters' education.
4.1 % of fathers who This quarter we have facilitated 36 family hubs A
believe that gender is (groups) to organise 490 family hub sessions.
important in sending Each family hub consists of parents and siblings
a child to school of the girls. They discuss gender and education
issues focusing on generating increased value to
be attached to girls’ education.

Through community conversations, 12,328

community members (including fathers) have
discussed value of girls’ education. We believe
participants when measured by the midline will
register improvements in percentage of fathers
who have gender-neutral beliefs in sending
children to school.
4.2 % of families of This quarter, we identified 800 families classified Members of CSSGs have anecdotally indicated that the
supported girls with as “Strugglers” who will receive livelihoods CSSG training and technical support from CHADET is
insecure livelihoods assets. We trained 142 families in the community enabling them to develop positive saving habits. To
that increase self-help saving group (CSSG) model which the achieve this we think the strategy to provide livelihoods
expenditure on their project is using. The CSSG is designed to grants proportion to individual savings is making a
daughters’ education motivate households to develop the culture of difference.
saving, investment, and spending. A typical
CSSG is made up of 25 family members of
marginalised girls from the same neighbourhood.
Membership is open to both women and men.
This quarter 142 families who have completed
training formed eight CSSGs and saved £1,820.
Since project start, we have facilitated formation
of 59 CSSG groups with 938 family members.
They have saved £ 23,902 and we have matched
their savings by providing £53,400.
Output 5: Support teachers, school administrators, parents groups, community leaders, community-based organisations and child protection

13.
structures to develop skills and mechanisms that will assure and sustain access of targeted marginalised girls to good quality education.
5.1 Number of GEC The 33 kebele-level girls’ education committees While identifying new ‘out-of-school’ marginalised girls to G
committees and 9 woreda level have played an important role be enrolled into school, project team intensified
established at in supporting the project to verify marginalisation involvement of government officers (organised into 33
Woreda and kebele of girls recruited into the project. 200 new out-of- Kebele girls’ education committees (GECs). They helped to
level that implement school girls and 2,068 new in-school marginalised verify whether the out-of-school girls, identified by project
effective mechanisms girls were enrolled in schools with active support structures were either marginalised or not. Allowing local
(protocols) for of GEC members. government officers to provide an independent layer of
identifying and scrutiny improved credibility of the project. It has increased
enrolling out-of- trust and ownership of project activities by local officers
school girls into and their willingness to follow-up support promised to girls
school and for family being supported.
mediation
5.2 Number of GEC committee members are following up
marginalised girls progress of girls being supported.
enrolled into school
and supported
families of
marginalised girls
whose progress is
followed-up by
established local
GEC committees
5.3 Number of families of As a result of the several activities with families,
targeted girls who they are suggesting to project staff that
perceive school and environment for promoting girls education is
community-based improving. We believe that majority will
structures to have demonstrate positive perceptions in the midline
improved the evaluation.
environment for the
promotion of girls’
education

14.
Having seen the efforts being exerted by the GEC committee and the staff and also observing the improvements in the school and the
community, we believe that families of targeted girls will show positive perception.

Lessons learned this quarter

Please provide any additional lessons you may have gathered during the reporting period in the box below (or in the annexes if easier) in
addition to the information included above e.g. quotes, interviews, profiles and/or case studies from beneficiaries and/or those that have
worked on the intervention/adaptation. Please see guidance immediately below the box on how to structure the examples or issues you raise.
Disability: We are pleased with the progress made in deepening disability mainstreaming across our project. With support from a consulting disability
organisation (FANA). We trained 366 tutor teachers (194 M, 172 F) on disability. The three-day training had the following objectives: support tutors
understand the nature, causes, effects and manifestations of different disabilities; support tutors understand the basic models of addressing disability; build
tutors’ skills for identifying visible and invisible disabilities; and encourage tutors to educate others about disabilities.

Trainings were carried out in Arsi and Kombolcha. This means we have trained half of the teachers participating in the project on this issue. The trainings
were facilitated by four trainers from FANA specialising in invisible learning disabilities, intellectual and multiple disabilities and hearing and visual
impairments.

From the trainings, we have found that majority of teachers had negative perceptions about children with disabilities they had taught. For example 33% of
teachers through the children were either arrogant or lazy and 15% were superstitious about the children’s disability. In response to a query about what
they had done to help the children; a significantly large percentage of teachers (36%) indicated they had done nothing to help the children although 13% of
teachers said they tried to help but not well. But encouragingly 3% indicated they have actively been helping children with disability.
Their feedback on the training indicated that 50% had ‘gained a lot from the information provided’ in the training and 53% had developed ‘very improved
attitudes’ towards helping children with disabilities.

FANA has supported CHADET to prepare new disability assessment tools and materials which are being administered to all girls being supported by the
project. The materials are prepared in Amharic and Afaan-Oromo and a based on the ‘Washington Questions’ for assessing disability with more detailed
assessments of learning disability (FANA’s speciality).

In training teachers in using disability assessment materials, we anticipate they will identify girls and boys with disability who may be beyond the scope the
girls’ education challenge marginalisation. We have also found that we grossly under-budgeted for this work. We will are going to consider increasing
allocations to this work if savings are found in our upcoming and final budget revision.

15.
Guidance: What do we mean by lessons learned?
 What is the specific context or situation that the lesson learned relates to?
Context
 How is this impacted by the local situation/environment/culture?
Intervention  What was the mechanism set up by you, or action taken?
/  What is being done? By whom? How?
adaptation NB: the effectiveness of the mechanism is the key thing we’re learning about
 What was the outcome or result that happened because of the action taken by you in this specific situation (intended and
Outcome
unintended)?
 What the key lesson is that has been learned?
 How does the lesson specifically relate to strengths and weakness in the design or implementation process and the effects
of this on performance, outcomes and impacts?
 What are the key elements to success?
 What has not worked?
Conclusions
A good way to think about what the learning is from a particular experience is to use questions like: In the context of what
you learned:
 What would you do again next time and why?
 What would you do differently next time and why?
NB: We need to know what evidence we have for a lesson and what more might be needed.

16.
 3. Milestones and management information
Action needed: Please update your milestone tracker and management information for the reporting period and submit the excel workbook
with this document on FMS (attached)
4. M&E
Please confirm whether you have undertaken any quantitative and qualitative M&E activities or activities that monitor progress towards your
log frame this quarter and provide a brief summary of key activities, challenges or key findings (if a full report has been shared with the Fund
Manager please indicate this below and annex):
1. Midline/end line activity The independent external evaluator completed collecting qualitative and quantitative evaluation data from the intervention
and control sites. The evaluation team is now undertaking data cleaning and analysis. We will be able to deliver the Midline
Report within the agreed time. Data collection progressed well albeit the evaluation team encountering a slight challenge
that a small percentage of girls from the sample had either moved or migrated to different areas. Despite this, 87.5% of the
original sample were successfully contacted. The evaluator substituted girls in the sample following procedures provided by
the FM and Evaluation Manager. Thus evaluation design sample of 975 girls, control and treatment groups respectively was
achieved. We are positive about submitting the Midline Report in Q12 in the time agreed with the FM.

2. Attendance spot M&E team conducted a spot checks this quarter to verify attendance.
checks Verified enrolment Girls present at the spot % of girls attending school
checks during spot checks
Arsi 3,832 3,250 85%
South Gondar 7,542 6,813 90%
(Debra Tabor)
South Wollo 4,855 4,545 94%
(Kombolcha)

So far the project M&E team has conducted four spot checks (two per academic year) and the evaluator two (one per
academic year). The evaluator’s spot check found that during the day of un-announced spot-check attendance rate was
found to be 87% in year II increasing from 80% in Year I. The evaluator recorded an annual average attendance rate based
on school records of 90%. This increased from 85% in Year I.

3. Additional ad hoc
activities (qualitative
studies; classroom
observations; FGDs etc)
The education team conducted the third round of classroom observations this quarter. This mean we have conducted three
rounds of classroom observations since project start. Results of classroom observations conducted this quarter show
improvements in teachers’ skills specifically 58% (N=107) of the sample of observed tutor-teachers have “adequate” skills
compared to 36% (in rounds 2) and 20% (in round 1). There was also a decrease in number of teachers under the
“inadequate” category from 15% (round 1) to 5.5% (round 2) to 1% (round 3) respectively.

17.
 5. Risk

i. Overview (current) of project context

Please provide an overview of the current (as of today) context you are working in. This should include any relevant information on the current
political and security situations, status of the national education system, relationships with stakeholders etc. This should be reviewed each
quarter and updated if necessary
Drought: Due to El Nino, a global weather pattern that is expected to last until early 2016, some parts of Ethiopia are experiencing "food insecurity”.
Hundreds of thousands of farmers have fallen victim to the hot winds originating in the Pacific, causing the worst drought to hit the country and the region in
decades. This is affecting some of the Kebeles we are working especially Tero Desta of Doddota Woreda. Girls have been obliged to fetch water from
nearby rivers or elsewhere walking at least 4-5 hours by foot to find water. We are worried this will increase risk of absenteeism by girls and trained
teachers. We are also concerned family members organised in saving groups may not be able to save what they have already committed themselves. We
are coordinating with the government as part of the civil society coordination group in Oromiya and Arsi. The government has requested our support but
our budgets are restricted. We are hoping, we will identify savings in our upcoming budget revision to contribute to the government coordinated effort.

Transfers of teachers: During this period, government carried out the periodic transfer of teachers and education officers at woreda, kebele and school
levels. This has slightly affected some of the relationships the project had built particularly with those teachers who have gained a good understanding of
the project approach and have been transferred to non-project sites. We will continue training, coaching and mentoring the newly teachers. Even though it
is slightly dearer, we believe those who have been moved to non-project sites will transfer this knowledge and experience there.

Phasing out planning triggering loss of talent: As reported in our discussions with FM monitors, we are concerned that due to the intense project pace,
staff may burn out. Equally as we have started project phasing out planning, our talented staff who have now gained detailed understanding of the project
may begin to look for greener pastures. It is essential that we retain our top talent with or without GEC.

18.
 ii. Changes to project context during the reporting period

Please provide any changes to the project context and any new risks that have transpired during the current reporting period.
The incidence of drought in some of our project implementation woredas affects the attendance of the girls. The governments also admitted the prevalence
of the drought and requested all NGO’s and community to work with the government to support the community in the all possible ways we can.

The routine transfers of teachers could impact the project adversely as trained teachers are moved to non-project sites. Teacher trainings have been
intensive and we would like to retain the teachers we have trained and supported.

iii. Expected changes to project context in the next reporting period or future

Please provide information (best to your knowledge) on any upcoming changes to the context in which the project operates in the next
quarter or future. Please provide dates wherever possible.

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Risk Register/log

i. Please copy your updated Risk register here

Risk Description Likelihood Impact Mitigating Actions Date Raised Open or
Date Closed

20.
Given the project start was in March Likely Medium Time was allocated to a detail planning of activities, developing March 2013 Closed
and the school calendar start is early conceptual frameworks, and strategies during data collection process. (December
September, there is a risk of All GEC team at the field offices was mobilised to finalise girls recruitment 2013)
misalignment of scheduling of some procedure to start implementing activities as soon as data base was
key project activities finalised.
Milestones were revised to reflect previous quarter results and to plan
accordingly to them.
There is extra school in-take Likely Medium Maintaining already-established good relationships with school principals March 2013 Closed
capacity. and lobbying them to prioritize admission of targeted girls throughout the (December
academic year. 2014)

CHADET field-based project coordinators and education technical officers

will be trained in articulating and lobbying persuasively for prioritization of
unique education needs for girls faced with early marriage, risky migration,
street-involvement and domestic labour in partnership with local
stakeholder GEC committees.

We have decided to increase the number of schools in the project July 2014
intervention by 10 more schools.
Given the baseline data collection Almost High Working with schools to admit the girls as per our MOU established a November Closed
finalized in November and the school certain special treatment for marginalized girls especially in Grade 1-4 where 2013 (31 July
calendar start was early September, there is automatic promotion. 2014)
there will be a knock on effect on
activities designed to enrol out-of- Take actions before school starts in order to enrol out-of-school girls
school girls. identified in this year and put an emphasis in recruiting out-of-school girls
for the following year.
We may have to work with more Almost Medium We are prioritizing working first with schools that have all the grades and September Closed
schools than planned which may certain higher number of girls in order to affect a higher number of girls. 2013 November
impact on the project financial plan. 2013
Priority was also given for nearby school for accessing the service that we Reopened
already established in the selected schools to minimize cost. July 2014

Closed
December
2014.
The demarcation between Child Likely High An orientation session is planned for government stakeholders including October Open.
Protection and Child Safeguarding is Zonal level partners 2014
not well understood by government

21.
stakeholder, therefore our
intervention being wrongly
understood in certain operation areas
Staff salary is an issue which affect Likely Medium The issue presented to SMT and how to respond for this problem is under Feb 2015 Open
to get qualified individuals and retain discussion
the existing
Members of local girls' education Rare High The project with encouragement from the Evaluation Manager chosen to March 2013 Closed
committees supportive of ASER use the EGMA/EGRA assessment method which has been piloted in June 2013
testing methodology and do not Ethiopia and can be administered with limited community involvement
perceive the methodology as limiting risk of sharing sensitive information about the marginalised girls’
undermining Ethiopian culture. performance.

EGMA/EGRA tests have not been Likely Medium It is anticipated that given targeted girls are beginning at a low academic July 2013 Closed
piloted at upper primary and lower competence. The test will remain robust at higher grades and will not November
secondary. register a ‘ceiling effect’. 2013

There competent translators to adapt Rare Major Project will use EGMA/EGRA assessments. March 2013 Closed June
ASER tools into Amharic. 2013.

Teachers and school principals are Possible Medium The project is investing in teachers and schools as an incentive for their
not supportive of this level of scrutiny cooperation. It will also draw on CHADET’s already established good March 2013 Open
of their work. relations with some of the targeted schools.

Possible Low CHADET has recruited volunteer mentors who are going to accompany March 2013 Closed
Supported girls feel stigmatized by girls’ learning and monitor girls overall academic and life skills November
the assessment processes. development. They will be tasked with clarifying to girls and their family 2013
members the value of prioritizing and measuring learning outcomes.

ii. Please confirm that the Risk Register/Log has been reviewed this quarter and updated:

Confirmed as of 30/01/16
iii. Please confirm that all changes to project context has been considered and reflected in the latest Risk Register/Log:

22.
 Confirmed as of 30/01/16

6. Financial Variances

Using the data you input into the FMS, please explain any variance of more than 10% between your forecast and request at an output level. Please note this
may require explaining significant variances at a cost category level in order to provide a full and satisfactory level of detail. The Fund Manager will seek
further clarification if required. Please add in more rows to the table below as required.
Output Forecast Requested cost Actual cost* Narrative
cost
Output 1 72,788 47,533 87,098 Payments of contractors for girls’ uniforms were effected this quarter event though the
work started last quarter.
Due to fine-tuning the baseline data collection design, payments for the midline were
effected this quarter.
Output 2 98,437 108,502 186,595 We paid for vehicles this quarter although we had planned to effect the payments last
quarter. This is because we agreed with the supplier that they would only be paid when
vehicles were shipped. The three Toyota Land cruisers were shipped and delivered by
the supplier this quarter.
Output 3 67,037 54,022 70,318 Training of teachers on disability and disability mainstreaming work was under-budgeted.
After engaging a disability consulting organisation to support the KPO in this regard, we
have understood the realistic costs disability mainstreaming. These will be factored into
our upcoming budget revision.
Output 4 82,205 52,813 56,217

Output 5 38,029 37,974 38,969

7. Additional Information
Please review and confirm the following and provide further information if required.

Activity Action Respons

Further information (as required)
e
IATI Have you uploaded to No If not, please provide details on what the IATI has recently upgraded its online reporting
IATI this quarter? If not outstanding actions are and when you expect system. The system did not allow us to upload

23.
 then please provide to comply with this. updated data. We have informed IATI.
comments.
However during the reporting quarter,
ChildHope has continued to be open about its
funding and operations. ChildHope came out
top among mid-sized NGOs in a BOND
Transparency Review for 2015.
https://www.bond.org.uk/news/2015/12/oxfam-
fairtrade-international-and-bbc-media-action-
top-transparency-review

Child protection Has there been any Not what If so, please give details on:
policy breach of your Child we are i. Details of the incident and whether
Protection Policy this aware of. this was within your organisation,
quarter? a partner or a contractor
ii. What action you have taken
iii. What more needs to be done
iv. What was the outcome/conclusion

Safety of Is there a reporting and Yes If yes, please describe: We have installed letter link in each school.
children in response mechanism i. what this mechanism looks like and We have oriented focal teachers and students
programme for girls to report child how it helps girls on how to use and reporting mechanism.
implementation protection concerns ii. how this has been used (or Hence, students are putting their concern of
(e.g. violence or abuse) strengthened) during the reporting abuse in the installed letter link and thereby
in your schools, clubs period the focal teachers and principals in
or other learning consultation with community worker will
space? decide on the action to be taken. If it is a
safeguarding issue, it will be handled by focal
teachers or our counsellors depending on the
magnitude. If it is a protection issue, the
GECC will handle the case.
The letter link boxes are kept in open and
perfect position in all the 48 schools to serve
the school community.
Do no harm Is there any evidence, Yes If so, please give details on: We observed boys complaining that they are
anecdotal or otherwise, i. What the challenge/problem is being left as performance by targeted girls is
of unintended negative i. What action you have taken, if any improving.
consequences as a

24.
 result of project ii. What more needs to be done We have intensified engagement of boys
activities? iii. What was the outcome/conclusion clubs as has been reported. Participation of
boys in club activities has increased
significantly.
Boys need to access reading corners. We
have decided they will be allotted different
times.

Fiduciary Risk Has there been or do Not any If so, please provide details of the incident /
you suspect any we are your suspicions and document what action has
incidents of fraud, aware of. been taken in response. Please include details
bribery or corruption in of who has been informed within the FM.
the last quarter?

Any additional comments or Feedback to the FM not captured elsewhere

Please use this space to make any other comments, raise issues, provide any feedback or make requests to the FM. This might include;
complaints, feedback, expert support/capacity building needed from the FM etc. Please note, issues and feedback can be provided to the FM
at any time and if urgent should be done through the relevant Portfolio Manager.
The supplier of vehicles commissioned last quarter delivered the three Toyota Landcruiser to our office. The procurement team is finalising securing NGO
number plates and tax-free authorization by the Road and Transportation Authority. The vehicles will improve project performance from next quarter.

We have updated our Matching Funds Contribution by clearly showing contributions from the Key Partner Organisation, volunteers, teachers and
principals. These contributions have been valued at £414,116.

Annual Report – Additional information required for annual reporting

The following sections only require completion for the annual report.

1. Annual Summary
Please provide a summary of project progress over the past year, highlighting key successes and challenges.

25.
 2. Assessment against outcome indicators
Please provide a narrative assessment (bullet points are acceptable) of progress towards each of the indicators below. This section should
align with your numerical update for each outcome indicator on the FMS.

i. Attendance (for PbR):

26.
ii. Retention:

iii. Learning:

27.
iv. Leverage1 (leverage of other funds):

v. Leverage2 (sustainable mechanisms):

28.
3. Assessment against output indicators
i. In addition to this report, you are required to update your log frame on an annual basis. This update should include what was
actually achieved against what was expected to be achieved for each output indicator. Please include updates at the outcome level
from external evaluations, where possible. Please attach the latest version of your log frame to this Annual Report.

29.
 ii. Provide a narrative summarising progress against each output and any associated recommendations. Please cross-refer to Section
2.4 of the Quarterly Progress Report where necessary, to avoid repetition.

Include the following components for each output:

 Assess performance as measured by the specific output indicators included in your log frame against the relevant targets. Set out
exactly what was expected to be achieved and what was actually achieved, including the evidence used to assess performance. If you
have failed to meet a target, explain why and outline the remedial actions that have been / will be undertaken to improve performance.
 Summarise any recommendations for future action related to the output (e.g. future targets, risk rating, impact weighting, and
assumptions). Note that the formal process (see Handbook) for requesting log frame changes must be followed.

4. IATI requirements
Please briefly describe here how you and your key partner organisations have met the IATI requirements this year. Please note, as per IATI
guidance in the handbook: where funding passes through the Lead Organisation to Key Partner Organisations (KPOs), the Lead Organisation is
responsible for ensuring that each KPO publishes IATI-compliant data on at least a quarterly basis, either on their own websites or through a
third-party website.

30.
 5. Child protection policy
Please note that these questions are intended to provide updated information to supplement your existing child protection self-audit. The
GEC has committed to refreshing these self-audits annually, and this will be done through collecting the additional information below.

Please answer the following questions, providing examples and detail wherever possible:

i. GEC standards and feedback

a) Please review and reflect upon the GEC minimum standards (annex 2, p. 17 GEC Child Protection Policy). Tell us if and how you feel you
meet these standards, and if any were more problematic than others, and why. Describe any planned actions to meet these standards
in the future, together with a timeframe and individuals responsible.

b) Please tell us if and how you have addressed the feedback by the FM on your first self-audit, and any other work done on child
protection within your project since then (including, for example, refining your policy or procedures, building staff and partner capacity,
etc).

31.
c) Has the project encountered any challenges in implementing the policy, either ethical or practical? What have you found most
challenging? Please describe the challenges. If you have overcome these, how did you go about doing this?

ii. Child protection issues and reporting

a) Please provide details of any child protection-related issues which have arisen over the course of the GEC project and how these cases
or concerns have been dealt with (these could be cases of suspected or reported child abuse or non-compliance with your child
protection policy). Please include details on any learning as well as any implications for your child protection policy and procedures.

b) Please describe how if and how you have integrated the meaningful and active participation of children through your project. Please
give details about these processes – both through past practice or future plans.

32.
c) Please provide any details of community backlash to the project, including through its focus on girls. Has this happened? How prevalent
has this been? How have you addressed these concerns?

d) Is your project implementing any activities which are likely to increase reporting of child abuse by girls or boys? For instance,
mentoring, girls’ clubs, rights awareness raising, “listener” teachers, etc. If yes, have you seen an increase in reporting? How are those
involved in these activities responding to these concerns?

iii. Lessons learned

33.
 a) Please share any lessons learned (both positive and negative) from the past year. How does your project intend to take forward any
learning in 2015 to prevent harm to children?

6. Environmental Considerations

Please outline any activities undertaken by your initiative to encourage sustainable environmental policies and practices (please note that this
relates to the physical environment only, not to the social, political etc. environment for your initiative).

34.
 7. Other
Please outline any other items that you wish to bring to the Fund Manager’s attention.
Note that you are able to communicate with the Fund Manager at any time outside of the reporting cycles, if needed.

8. Looking forward
Please outline any key challenges or issues that you expect your project to encounter in the following year.

9. Financial Update
Please input your quarterly and annual project financial update into the FMS.

35.