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Impact Evaluation of UNICEF-funded AVSI "PEACE" project

Subject/Objective: 

To review the evidence of the changes brought about by the USD-600K EiE PEACE project's at every levels (Outputs, Results, Outcomes, and Impact)

Methodology: 

Before-After matched-comparison between 15 schools supported by AVSI and 9 nearby similar schools who did not receive any school renewal support. Schools were surveys using a questionnaire developed ad-hoc and mirroring the project Theory of Change (ToC). The research entailed both qualitative and quantitative analysis, using both descriptive and inferential statistics. More details are reported in the annex of the presentation and in the "Related content" section

Key findings: 

The PEACE project brought to 10,000+ children much appreciated help in terms of improved school facilities, food and school material, contributing to granting access to almost 3000 pupils who otherwise would have been left out of school

HOWEVER, some qualifications must be kept in mind: 1) The same project might have brought smaller results if applied to other schools, affected by even more daunting challenges compared to the PEACE schools (more isolated, smaller, etc.); 2) Despite the objective improvement in the school environment, and the positive outcomes in term of enrollment, pupils’ psycho-social experience has improved only partially; 3) Some of the changes brought about by the project are to be considered positive only in relative terms, that is only because non-supported schools experienced a remarkable deterioration; 4) The de-professionalization of teaching is one of the main driver of such deterioration and has contributed to limit the impact of the PEACE project on pupils' psycho-social experience (unfortunately funding restrictions did not allow for supporting adequately teachers).

RECOMMENDATIONS for EES: 1) Supporting early schooling: support for nurseries, support for P1 and P2 (classrooms, desks and chairs, walking clubs), improved monitoring for dropout among P1 pupils, piloting follow up for P1 dropout pupils; 2) Piloting models of intervention tailored to smaller/rural schools (that hosts mostly younger pupils (P1, P2, P3); 3) Piloting models of intervention geared toward the reopening of schools in communities with large presence of returnees (Nimule); 4) Lobby donors to fund greater support for teachers and their professionalization (in-service training and TTI); 5) Export to other counties AVSI’s successful integrated approach put in place in Ikwoto; 6) More in the medium-term: (bridge the gap between emergency and development) pilot localized development oriented interventions supporting the entire school system (18+ students, TTI, etc.)

Sample size: 
23 schools, 1K+ pupils, 200+ teachers
Assessment Report: 
Assessment Questionnaire: 
Publicly Available
Assessment Data: 
Publicly Available
Operations(s)/Webspace(s): 
Assessment Date(s): 
17 Apr 2017 to 16 Apr 2018
Status: 
Report completed
Collection Method(s): 
Structured Interview
Unstructured Interview
Population Type(s): 
Children
Conflict affected population
Teachers
Cluster(s)/Sector(s): 
Leading/Coordinating Organization(s): 
AVSI Foundation
Location(s): 
Eastern Equatoria
Theme(s): 
Monitoring and Evaluation