Enhancing Quality and Inclusive Education (EQIE)

The expected results of the project is to improve minimum proficiency level in reading in lower primary Grade 1-4. The expected % increase on this will vary from country to country and is linked to the baseline values for this indicator in each respective country. To achieve the expected result the project has several key outputs it’s working to progress, these are: 1) Building the capacity of education staff to give children better and more opportunities to read using child-centred, play-based and active learning methodologies; 2) Build the capacity of community members, parents and caregivers to give children better and more opportunities to read after school hours, during weekends, school holidays, and at household level; 3) Provide schools, communities and households with reading materials; 4) Build the capacity for school management, teachers, and students to create safe and inclusive learning environments.

Tanzania: (1) The EQIE project in Serengeti and Tarime districts in the Mara Region in Tanzania, demonstrated significant improvement in children’s reading comprehension score with an increase of 21%, from baseline at 77%, to midline at 98%, and exceeded the pre-set target for 2023 at 87%; (2) The 98% reading with comprehension score of grade 4 children in project schools did also significantly outperform the 53% reading with comprehension score of grade 4 children in non-project schools; (3) By the endline, substantial progress had been achieved. 95% of teachers in project schools received training in PBL methodologies, and 85% were actively implementing these techniques in their classrooms; (4) Majority of teachers (85%) reported receiving material support from parents and communities to enhance school operations and student learning.

Lebanon: (1) Participation in reading activities rose from 26% at baseline to 48% at midline. The proportion of children attending after-school in-person reading activities such as reading camps, reading centers, or reading games increased considerably from baseline to midline; (2) A significant number of classrooms also had sufficient space for play and active learning (87%); (3) The midline evaluation found that 93% of observed learning support centers at CSO partner and kindergarten classrooms met the criteria for emotional safety/emotional well-being, compared to the baseline at 50%; (4) Classroom observation data also report that in most classrooms (95%) CSO partner and kindergarten staff gave girls and boys equal opportunities to participate in activities such as answering questions and expressing ideas. Very few classrooms showed a tendency to give more opportunities to either boys (0.5%) or girls (0.2%). 

Palestine: (1) As of December 2023, the project had trained a total of 821 (80%F) educational staff and reached the end of agreement target for 2024 set at 679 (64%F); (2) Based on internal data and tracking of out-of-school children with disabilities, the project together with CSO partner National Society for Rehabilitation (NSR), have managed to identify and enroll in school a total of 256 (45%F) out-of-school children with disabilities in Gaza from May 2020 – September 2023; (3) Of the 256 out-of-school children with disabilities supported to enroll, a total of 242 (46%F) or 94% have managed to retain in school for a full academic year. Indicating the project has exceeded the midline target of 80% of out-of-school children with disabilities enrolled that have managed to retain for a full academic year; (4) In Gaza, between January and November 2024, RTP delivered a total of 2,332 individual remote sessions, including psychosocial support (PSS), occupational therapy (OT), speech therapy (ST), and learning recovery activities. 

Ethiopia: (1) The EQIE project in Ethiopia has produced better reading comprehension scores of children in project schools who scored 56%, compared to children in non-project schools who scored 49% at endline in 2024; (2) According to the endline evaluation there was a big jump in the overall pedagogical practices of teachers in the project schools compared to baseline at 23% and midline at 46% to endline at 66%. The overall teaching and learning practice quality score were almost three times as high at endline compared to baseline, demonstrating a 43% increase; (3) EQIE in Ethiopia has managed to identify a total of 1607 out-of-school girls. Of the girls identified, 1427 or 89% were able to enrol in school with the support received from the project. Of the girls enrolled, 1189 or 83% were able to remain in school for the full academic year; (4) In relation to out-of-school children with disabilities, the project, in collaboration with both CSO partners, successfully identified a total of 411 out-of-school children with disabilities (49,6%F). Of the identified out-of-school children with disabilities, 359 (45%F), or 87%, were able to enrol in school with the support provided by the project. Among those enrolled, 338 (45%F), or 82%, remained in school for the full academic year. 

Mozambique: Students demonstrated significant improvements across all the socio-emotional learning (SEL) domains measured. All six competencies assessed improved from baseline to midline and endline, with the highest gains recorded in; (1) Conflict Resolution, which demonstrated a 39% increase from baseline at 30% to endline at 69%; (2) Stress Management, which demonstrated a 26% increase from baseline at 47% to endline at 73%; (3) Collaboration, which demonstrated a 21% increase from baseline at 57% to endline at 78%; (4) and Self-Concept, which demonstrated a 20% increase from baseline at 29% to endline at 49%. Empathy, which demonstrated the lowest improvement of just 9% from baseline at 51% to endline at 60%, was also the only SEL domain not to reach the set target at 74%.