Advancing Learning Outcomes among Children through Community - PowerPoint PPT Presentation

Advancing Learning Outcomes among Children through Community Participation: Leadership and Life ‐ skills skills training for adolescents Education for Evidence (ee4a) Nyeri, 5 ‐ 6 December 2017 Dr. Benta Abuya APHRC babuya@aphrc.org

Motivation for the Project

Phase II: Why boys and girls? Why education of all children? The story of Riziki  Crucial as a development agenda – SDGs Why children in the urban slums?  Improve performance  Increase transition  Improve their inner self and character

Need for youth leadership  Opportunity to develop, refine, and practice leadership skills  Enabling environment to experience their power to effect change  Opportunity to interact and learn from accomplished leaders  Create future leaders and champions of change who can positively transform urban informal settlements  Ability to positively cope with slum hardships

How it is being rolled out  3 year intervention study  Two sites ‐ Korogocho and Viwandani  Both boys and girls Mix of interventions – Korogocho: After school support in numeracy and literacy, mentoring in life skills, parental counseling and subsidy (2019) – Viwandani: All interventions in Korogocho plus leadership component

Impact Evaluation: Data – FGD – parents ‐ 8 • Quantitative data – IDIS – pupils – 12 – Schooling – KIIs ‐ community – Parental Involvement gatekeepers ‐ 14 – Behavior • – Household characteristics Selected from the – Assessment – Literacy and quantitative sample numeracy • Qualitative data

A LOT Change Highlights: Leadership and Life ‐ skills Training

Boys and girls characteristics Viwandani Korogocho Characteristic % % • Korogocho Gender Boy 47.47 51.38 Girl 52.53 48.62 – High absenteeism (1 APBET Yes 50.51 71.69 Mean Age+ Overall 12.15 12.84 in every 5) Boys 12.28 12.89 Girls 12.04 12.79 – 1 in every 3 is APBT 12.09 12.79 Govt. 12.22 12.96 Grade repetition Yes 26.94 27.69 orphaned Orphaned Yes 17.17 30.46 Extra tuition Yes 22.22 6.77 Speaks English at Always or home Sometimes 53.87 50.77 Absenteeism last sch. week 11.45 19.38

Parental Aspiration • 9 in every 10 parents aspire for post secondary education • Chances and realistic level of education lower than aspired 70 levels Viwandani Korogocho 60 50 Percent 40 30 20 10 0 Poor Average High Primary Secondary College University *P<0.05 Chances of reaching aspired level* Realistic Level*

Person preferred to discuss puberty & Person preferred to discuss puberty & sexuality sexuality Person Preferred to Discuss Puberty and Sexuality With Teacher Person Student Not related Girls Boys Other related non-household members Parent Sibling 0 10 20 30 40 50 60 Percentage of pupils Overall, pupils preferred to discuss puberty & sexuality most with parents, followed by teachers. Girls reported preferring to discuss puberty and sexuality with parents compared to boys.

Preferred age for information on sexuality Preferred age for information on sexuality Preferred Age for Information on Sexuality 60 50 40 Percentage Boys 30 Girls 20 10 0 Before 12 Between 12-14 Between 15-17 18 & above Girls preferred parental discussions on puberty and sexuality at an earlier age compared to boys.

Leadership constructs Gender and site differences on selected sub ‐ scales  Boys had significant higher ratings on SSE and SC  Higher rating on Self regulatory efficacy—easy for the children to resist peer pressure  Higher proportions able to resist peer pressure in Korogocho  Korogocho higher in SSE  Viwandani higher on YCC, SC and AYC

Results: Results: Results: Results: Results: Results: Mean mathematics scores Mean mathematics scores 350 350 345 345 Mean mathematics score Mean mathematics score 340 340 335 335 330 330 325 325 320 320 334 334 334 334 330 330 315 315 327 327 321 321 320 320 320 320 310 310 305 305 300 300 Viwa Viwa Koch Koch Boys Boys Girls Girls Bottom Bottom Top Top 25% 25% 25% 25% Site** Site** Pupil Sex** Pupil Sex** Household Wealth Household Wealth Overall Overall Pupils in Korogocho significantly outperformed those in Viwandani in mathematics while boys performed better than girls

Results: Results: Results: Results: Results: Results: Mean literacy scores Mean literacy scores 350 350 345 345 340 340 Mean literacy score Mean literacy score 335 335 330 330 325 325 320 320 334 334 334 334 331 331 330 330 315 315 329 329 329 329 327 327 310 310 305 305 300 300 Viwa Viwa Koch Koch Boys Boys Girls Girls Bottom Bottom Top Top 25% 25% 25% 25% Site Site Pupil Sex Pupil Sex Household Wealth Household Wealth Overall Overall In general, the performances of pupils in literacy across the various groups of interest were about the same

Results: Results: Distribution of scores by age Results: Results: Results: Results: Distribution of scores by age In general, Boys Girls ALL younger pupils 400 outperformed their 380 older classmates 360 Mean literacy score on the overall 340 320 literacy test. 300 280 This relationship 260 between test 240 scores and pupil 220 200 age was not 10 11 12 13 14 15 16 evident in Pupil Age (Yrs) mathematics results.

Community, parents and pupils reflections on education Community leaders’ roles • Sensitization and implementation of education policy using barazas and nyumba kumi initiatives • Engaging parents to understand challenges and provide solutions • Fostering partnerships with different education stakeholders

Parental and pupils reflections Pupil Roles Parental Roles • Monitor children in and • Study hard in school out of school • Pay attention in class • Provide basic needs • Ensure that they do their • Foster relationships with homework teachers • Listen and obey their • Forge relationships and parents communication with • Be good role models and children advise fellow students • Support in homework

Leadership Aspirations  Parents and teachers are most common role models  Contextualized leadership aspirations…security  Role models born and bred in the slum inspire them  Ingredients for leadership – Hard work – Practice

Implications Policy Programmatic  In complex interventions, establishing impact needs  Learning can feed into the establishing nuances Values curriculum related to context  Parental component ‐  Special attention to useful lessons on the intervention uptake parental engagement  Learning feeding into aspects Values and Life skills within RELI

Acknowledgements Funders Implementing CBOs – Miss Koch & U ‐ Tena Study participants – girls and parents Communities & gate keepers APHRC staff for their inputs County Education Office and MOE Contact: babuya@aphrc.org