Post on 29-May-2018
8/9/2019 Final Flor Gonzales & Flor Ver 2
1/22
Purpose of the Evaluation
To determine the effectiveness of community-basedinterventions under theSecond Education Development Project (EDPII) in termsof:
Education Outcomes; Economic Outcomes; and Institutional Empowerment Outcomes.
1
8/9/2019 Final Flor Gonzales & Flor Ver 2
2/22
Background:What is EDP II?
2
Second Education Development Project (EDP II)
Lao education sectors response to MDG No. 2: UniversalAccess to Primary Education.
Financed by the World Bank and implemented by theMinistry of Education of Government of Laos (GOL).
Goal: To increase primary school enrollment andcompletion of the 19 poorest districts of the six poorestprovinces in Lao PDR.
8/9/2019 Final Flor Gonzales & Flor Ver 2
3/22
Background:Components of EDP II
3
Component One: increase access and completionof primary education in the 19 poorest districtsthrough financing community-based contracting forclassroom construction, giving community grantsfor schooling program and providing in-service
teacher training. Component Two: improve the quality of primary
education by financing textbooks and teachers'guides, and strengthening the assessment ofstudent learning outcomes
Component Three: strengthen capacities forpolicy analysis and management within the Ministryof Education
8/9/2019 Final Flor Gonzales & Flor Ver 2
4/22
Background:EDPII Sites
4
Phongsaly Luang Namtha Oudomxay Houaphan Xekong Attapeu
8/9/2019 Final Flor Gonzales & Flor Ver 2
5/22
Evaluation Method and Design
5
Data Gathering
Secondary Data AnalysisSurvey Questionnaires
Focus Group DiscussionSurvey QuestionnairesKey Informant Interviews
Secondary Data AnalysisSurvey QuestionnairesFocus Group DiscussionKey Informant Interviews
Case Study
Baseline
October-November 2005
Midterm
April-May 2007
Terminal
November-December 2009
8/9/2019 Final Flor Gonzales & Flor Ver 2
6/22
8/9/2019 Final Flor Gonzales & Flor Ver 2
7/22
Education Outcomes
Promotion Rate
7
Beneficiary:Baseline to Midterm: 22.19 (p>.01)Baseline to Terminal: 19.78% (p>.05)ComparisonBaseline to Terminal: 9.71% (p>.05)
Beneficiary Female:Baseline to Terminal: 28.86% (p>.01)Comparison Female:Baseline to Terminal: 5.56% (n.s.)
8/9/2019 Final Flor Gonzales & Flor Ver 2
8/22
Education Outcomes
Repetition Rate
8
Total:Baseline to Terminal: 28.67% (p>.01)Beneficiary:Baseline to Terminal: -32.02% (p>.01)ComparisonBaseline to Terminal: -27.29% (p>.01)
Total Female:Baseline to Terminal: 29.00% (p>.01)Beneficiary:Baseline to Terminal: -40.30% (p>.001)ComparisonBaseline to Terminal: -16.54% (p>.05)
8/9/2019 Final Flor Gonzales & Flor Ver 2
9/22
8/9/2019 Final Flor Gonzales & Flor Ver 2
10/22
8/9/2019 Final Flor Gonzales & Flor Ver 2
11/22
Economic Outcomes
Observations on Community-Based Construction
11
Lower costs are due to low overhead district level procurement resulting to economies of scale savings on contractors fees
Quality of construction materials are generally good but may not becompliant to school facilities standards
Substantial savings on manpower costs Volunteerism and collective effort account for savings of 10 to 90 percent in
manpower costs. Savings are used to build toilets and tap water supply Labor cost estimated at Kip 30,000-40,000/person-day, a portion of which is
contributed as Sweat Equity.
8/9/2019 Final Flor Gonzales & Flor Ver 2
12/22
Institutional Empowerment
Social capital: Networking Links
12
8/9/2019 Final Flor Gonzales & Flor Ver 2
13/22
Institutional EmpowermentSocial capital: Community Participation
13
Most significant change in sample villages was fullparticipation of members in school and villagedevelopment
Indicative of CBCs potential as ideal model for schooldevelopment
8/9/2019 Final Flor Gonzales & Flor Ver 2
14/22
Institutional EmpowermentSocial capital: Community Initiatives for Project Sustainability
14
Redirect support on childrens needs and schoolmaintenance
Increase students, parents and teachers accountability. Develop VEDC School Management Manual Introduce village-wide income generating projects Introduce social protection measures such as forced savings,
village education fund
Sustain information campaigns on value of education Introduce village support system
8/9/2019 Final Flor Gonzales & Flor Ver 2
15/22
Institutional Empowerment
Social capital: Community Equity
15
8/9/2019 Final Flor Gonzales & Flor Ver 2
16/22
Institutional Empowerment
VEDC Empowerment: Observations
16
Autonomy in decision-making
Shift of VEDC leadership style from consultative toparticipative
More focused aspirations for secondary school andpre-school
Heightened sense of project ownership amongmembers
8/9/2019 Final Flor Gonzales & Flor Ver 2
17/22
Institutional Empowerment
School development: Before and After
17
BEFORE AFTER
8/9/2019 Final Flor Gonzales & Flor Ver 2
18/22
Institutional Empowerment
Community Impression of EDPII: Assistance Received
18
Provision of work opportunities
Conduct of business activities
Implementation of teacher training
Awarding of community grants
Construction of permanent schools
Strengthening social capital
8/9/2019 Final Flor Gonzales & Flor Ver 2
19/22
Impact of Community Interventions
A) Education Outcomes
19
Significant increases in:Enrollment in beneficiary villagesFemale enrollmentGrades 1 and 2 enrollmentPromotion and completion rate
Significant decrease repetition rate
8/9/2019 Final Flor Gonzales & Flor Ver 2
20/22
Impactof Community Intervention:
Institutional Empowerment
20
Improved village heads capacity inschool management
Enhanced community participation Improved community initiatives for
project sustainability
Increased community equity foreducation
Increased empowerment Heightened sense of project ownership Increased female representation in
VEDC
8/9/2019 Final Flor Gonzales & Flor Ver 2
21/22
8/9/2019 Final Flor Gonzales & Flor Ver 2
22/22
In terms of Community Learning
EDP II has shown us that there is more toeducational evaluation than the assessment of
individual, group, or cohort learning outcomes
Through educational development projectinterventions, communities like individuals canlearn.
22