paqe baseline evaluation report-final

PLAY FOR THE ADVANCEMENT OF QUALITY EDUCATION PROGRAM BASELINE EVALUATION REPORT

May 2016

2 | PAQE Baseline Report – Phase One

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ................................................................................................................................. 3

1.0 EXECUTIVE SUMMARY ...................................................................................................................... 5

2.0 INTRODUCTION ................................................................................................................................ 8

3.0 RECOMMENDATIONS ..................................................................................................................... 10

Data Collection and Storage Recommendations ......................................................................................... 10

Evaluative Recommendations ..................................................................................................................... 11

4.0 METHODOLOGY ............................................................................................................................. 13

5.0 BASELINE EVALUATION RESULTS .................................................................................................... 23

National Education Indicators ..................................................................................................................... 23

Emotional and Physical Safety of Learning Environments ........................................................................... 27

The Application of Gender-Sensitive, Child-Centered Play-Based Approaches ........................................... 33

Life Skills of Children .................................................................................................................................... 71

Girls’ Education and Children’s Rights in the Community ........................................................................... 76

Plans and Strategies .................................................................................................................................... 83

Civil Society Partners ................................................................................................................................... 88

Education Barriers ....................................................................................................................................... 91

6.0 LIMITATIONS AND RISKS ................................................................................................................. 93

APPENDIX .................................................................................................................................................... 98

Qualitative Data Availability and Use between Phase 1 and Phase 2 of the Baseline Evaluation .............. 103


ACKNOWLEDGEMENTS Planning and implementing the baseline data collection across eight diverse countries to better understand and measure baseline values for the Global Affairs Canada-funded program was a complex process, and one that would not have been possible without the collaborative team effort of numerous Right To Play personnel, external consultants, and the ongoing support from Global Affairs Canada. The strong dedication by all team members to ensuring high quality data was unwavering throughout the process.

First, we would like to thank the following individuals for their guidance:

� Nina, Valentic, Vice President, Program Development and Evaluation � Katrin Imhof, Vice President, Africa Programs � Sherine Ibrahim, Vice President, Middle East and Asia � Tanya D’Souza, Regional Program Manager, Africa � Rola Hodeib, Regional Program Manager, Middle East and Asia � Armel Oguniyi, Regional Monitoring, Evaluation and Learning Officer, Africa � Amadou Cissé, Right To Play County Manager, Mali � Ethel Sackitey, Right To Play Country Manager, Ghana � Marie-Josephine Thama Kora, Right To Play Country Manager, Liberia � Romeo Essou, Right To Play Country Manager, Benin � Boris Degan, Right To Play Country Manager, Rwanda � Josephine Mukakalisa, Right To Play Country Manager, Tanzania � Harrison Ruben, Right To Play Country Manager, Mozambique � Iqbal Jatoi, Right To Play Country Manager, Pakistan

The following Monitoring, Evaluation and Learning Officers took the lead in various stages at the country level in planning, enumerator training, data collection and entry:

� Simana Paul Kone, MEL Officer, Right To Play Mali � Frank Kwaku Amoateng, MEL Officer, Right To Play Ghana � James Bazzie, MEL Officer, Right To Play Liberia � Rock Quenum, MEL Officer, Right To Play Benin � Edwin Byusa, MEL Officer, Right To Play Rwanda � Martha Kihampa, MEL Officer, Right To Play Tanzania � Cremildo Manjate, MEL Officer, Right To Play Mozambique � Raffat Khaqan, MEL Officer, Right To Play Pakistan

The MEL team at Right To Play headquarters assumed a primary oversight role throughout all stages of the baseline, and with the support of several highly-skilled external consultants, compiled the country results into the enclosed baseline report:

� Christopher Johnston, Director, Monitoring, Evaluation and Learning, Right To Play International � Colleen Keilty, Monitoring, Evaluation and Learning Specialist, Right To Play International � Nick Petten, external consultant � Jenna van Draanen, external consultant � Priya Kekre, external consultant � Kevin de Souza external consultant � Kerrie Proulx, Ph.D., external consultant � Ben Brisbois, external consultant

4 | PAQE Baseline Report

� Tanya Chung Tiam Fook, external consultant

Additionally, Suzanne Field and Kristin Neudorf, former Right To Play International MEL Manager and MEL Specialist, respectively, provided critical support for planning, tool design, sampling design, and analysis framework(s) to international, regional and country teams towards a successful baseline evaluation process.

But above all….

While there were many hands and minds involved in planning, preparing and carrying out the baselines, at the heart of everything are the children, youth, parents, teachers, and partners. Above all, we would also like to extend our most heartfelt thanks and appreciation to the 76 schools who opened their doors to us, and to the thousands of children, youth, teachers, leaders, parents, and partners who took the time to share their thoughts, experiences, and perspectives with us.


1.0 EXECUTIVE SUMMARY

This report presents the baseline findings of the Play for the Advancement of Quality Education (PAQE) program. The PAQE program will directly address the educational needs of over 475,000 vulnerable and marginalized children and youth through a 21-month quality education program in eight countries: Benin, Ghana, Liberia, Mali, Mozambique, Rwanda, Tanzania, and Pakistan.

The baseline evaluation was completed in two phases of data collection and analysis during 2015 and 2016. This report consolidates the findings from both phases and makes various methodological and select preliminary programmatic recommendations. Along with this report, eight country-level reports were produced that provide more detail for each indicator and demonstrate more analytic disaggregation and within-country comparison than is possible to present in the global report.

Overall, our findings indicate that the eight countries represent various stages in planning and implementation of play-based education with levels of activity ranging from the creation of national policies and discussions amongst senior members of government to individual teachers’ use of play-based learning plans and materials in their classroom.

While some countries have policies on play-based learning in place already and the effects are starting to be seen downstream at the local level, other countries are just starting to recognize the need to improve their national education system using play-based learning approaches. Some countries face immense hurdles related to recent budgetary crises and national medical emergencies and although they have already demonstrated early promising signs in their engagement with Right To Play, it will be a challenge to demonstrate dramatic program impact over the 21-month period. The range of scope of the PAQE program in working on national policies, district strategies and locally-led efforts will increase the likelihood of play-based learning becoming an accepted and celebrated pedagogical approach: as it is intervening on multiple levels.

The scope of data collection and analysis for the baseline evaluation is extensive with the use of over 20 different tools collecting data from stakeholders ranging from national government representatives to children in rural communities. Children, especially, were consulted in the evaluation using various measures that attempt to provide an understanding of their lived realities and perceptions of quality education, This is essential, as children are the group that stand to gain the most from this program.

Among the highlights of the baseline evaluation elaborated in more depth in the report are:

x National Education Indicators - Attendance rates varied across the countries with Pakistan on the lower end with a mean attendance rate of 59% and Rwanda on the higher end with 98%. Rwanda and Tanzania were the only countries for which females had a higher completion rate than males, and in Tanzania’s case even a higher attendance rate

x Emotional and Physical Safety of Learning Environments - Mali, Mozambique, Rwanda, Ghana and Pakistan reported that no schools had existing strategies or plans related to this indicator. Tanzania reported that out of 15 schools (including comparison schools), all have existing strategies from the national level. In Liberia, it was reported that five schools have existing plans


or strategies on child protection and safeguarding, five schools have gender equality plans or strategies, and nine schools have maintenance and safety of physical works plans or strategies. There are challenges with limited data and with measurement tools related to these indicators.

x Application of Gender-Sensitive, Child-Centered and Play-Based Approaches – Demonstration of

applied knowledge, through the continuum of teacher training (COTT) on gender-sensitive, child-centered play-based learning techniques shows some evidence of teachers’ and school administrators’ knowledge of gender-sensitive, child-centered play-based learning techniques, though better data at end line will be required. Confidence levels are generally low among trained teachers, principals and school administrators in their ability to apply child-centered play-based techniques in schools. Regarding the extent of play-based learning approaches in education strategies, annual plans and priorities at local, district and national levels, despite some early, promising signs at the national policy level, the extent is relatively low across all PAQE countries with only some mentions of plans or strategies by government officials and low reports of plans at the local level, as reported by school administrators.

x Education Barriers – The awareness of education barriers among children was high particularly regarding physical violence and abuse. Other common barriers across all countries, which relates to gender equality, include girls getting married at a young age, being involved in prostitution and domestic labour. The most common barrier for boys was having to work at home and in the community. Parental disinterest in education was also cited as a barrier to education.

There are a number of recommendations made in the report.

Recommendations related to Data Collection and Storage include:

x Where there are small sample sizes, reducing the number of quantifiable questions to only those necessary for analysis

x Asking more qualitative questions that can be transcribed and analyzed to allow for more depth to understanding the research participants' perspectives and opinions

x Regular data audits and development of data management protocols x Clearer guidance, more training, and quality control related to facilitation of focus group

discussions x Tool revision to include reducing the number of questions asked and/or prioritizing particular

questions x Setting or enforcing standards on how to report various characteristics and demographic

information of each site

Evaluative Recommendations outlined in the report include:

x Case studies, providing an opportunity for a rich understanding of context, and combining qualitative and quantitative data

x For end-line data collection consider asking questions about a country's international commitments to all of children’s rights, especially a child’s right to play


x Creating a more focused overall data collection and analysis plan that can better provide alignment of data collection, analysis, and understanding of program success

The depth and range of data collected and analyzed in this evaluation will allow Right To Play to continue to build on its knowledge repository and continue to identify promising practices in international development in education. As such, this report makes frequent methodological recommendations to manage and analyze the data with the goal of yielding meaningful and accurate evidence of the program’s impact. The baseline evaluation presents findings and recommendations that will further contribute to Right To Play’s efforts in monitoring, evaluation and learning.


2.0 INTRODUCTION

Beginning in 2007, Right To Play partnered with the Global Affairs Canada (formerly DFATD and CIDA) to implement Basic Education through Sport and Play for Children and Youth in West and Francophone Africa: Play to Learn reaching over 200,000 children in Benin, Ghana, Liberia, Mali and Rwanda. The results of Play to Learn demonstrated the power of Sport and Play for Development and Peace (SPDP) to transform the way that teachers teach, students learn, and communities interact with children and youth. The success of this, and the subsequent Advancing Health, Education and Development (AHEAD) program(s) also positioned the Government of Canada and Right To Play to lead the way in solving the critical education challenges that confront the world today.

The Global Affairs Canada-funded Play for the Advancement of Quality Education (PAQE) program will directly address the educational needs of over 475,000 vulnerable and marginalized children and youth through a 21-month quality education program in eight countries: Benin, Ghana, Liberia, Mali, Mozambique, Rwanda, Tanzania, and Pakistan. Across regions, the program will build on the momentum and learning generated by programs including Play To Learn, AHEAD, the NORAD-funded development program in Mozambique, Tanzania, and Pakistan, and others, both expanding and deepening results to influence system-wide change. From October 2015 to June 2017, the PAQE program will aim to improve educational attainment and participation for children and youth aged 2 to 15 in eight countries at scale through a sustainable and replicable child-centered, play-based learning model. This ultimate outcome will be achieved through focused interventions at the school, community and policy level that result in:

� 1100: Improved positive participatory and gender-sensitive learning environments that promote play-based learning:

� 1200: Improved commitment of community stakeholders to address barriers to education, and; � 1300: enhanced policy and regulatory environment for the delivery of gender-sensitive, child-

centered, play-based learning policies and practices across communities � 1400: increased engagement of targeted Canadians and Canadian institutions in activities that

promote the value of sport and play to advance quality education in developing countries

To achieve these outcomes, the program’s core activities include:

� Training of teachers, coaches, district level education officials and parent-teacher associations in the use of child friendly learning approaches;

� Mobilizing child-led and youth-led clubs and sport leagues to undertake community development initiatives to address barriers to education;

� Providing technical assistance and mentorship to civil society partners and governments on policies and practices that promote child friendly learning,

To achieve sustainable development outcomes, the program will bring partners together at a local and national level to jointly advocate for decision-makers to support and invest in innovative play-based approaches for improving education quality. The program will convene government, non-governmental, private-sector and technical partners to introduce an integrated approach to quality education across all eight countries. This approach includes community-level program implementation, policy change, research-based evaluation, and intensive capacity-building for national and local partners that will transform national education outcomes.


In addition, working with Right To Play’s Canadian Athlete Ambassadors, the private sector and schools across Canada, the program will increase public understanding of the role that the Government of Canada and its partners play in improving education quality in developing countries, while mobilizing support for the effort to improve education outcomes globally.

For more information on program expected outcomes, please see Appendix A: Performance Measurement Framework.

Right To Play has developed and implemented a rigorous measurement plan to monitor and evaluate the outcomes of the PAQE program. An extensive, two-phase baseline has been conducted in each of the eight countries in 2015, to establish a foundation for subsequent measurement activities. The first phase of the baseline evaluation was completed in August 2015 and the second phase was completed in May 2016. Data collection was conducted in a two phased approach due to the magnitude of data required and the data collection limitations presented by the school holiday periods. The results of both phases are included in this report.


3.0 RECOMMENDATIONS

Data Collection and Storage Recommendations

1. When particular groups have a small sample size, we recommend reducing the number of quantifiable questions to only the ones necessary for analysis and asking more qualitative questions that can be transcribed and analyzed. This will allow for more depth to understanding the research participants' perspectives and opinions on a particular issue. For example, the school administrators and education officials usually had a small sample size, but were answering questions that were similar to teachers who had a much larger sample size. School administrators and education officials may have more specific types of information to communicate, particularly on plans and strategies, which the standard SSKII may not leave enough room for. It may also make the interview more efficient by asking those two groups fewer, more focused questions.

2. Regular data audits and management protocols could be developed and employed more rigorously during the course of the program. If data storage was centralized, audits could be conducted by the Right To Play HQ on a single database, or a standard model of data management, storage and audits could be utilized at the country level. Careful management of the data during the course of the program would ease the data preparation for the end-line analysis.

3. Focus group discussion, Measure the Change, and community mapping data provided a rich opportunity for participants to communicate, on a deeper level than the SSKII, their perspectives and opinions about the program. Indeed, the toolkits for each measure instructed enumerators to facilitate a group discussion that included taking notes on non-verbal information and contextual issues. The data obtained from these measures could have been strengthened if each country office was given enough time and budget to maximize the depth of discussion and data collection. We further recommend increased training for enumerators on collecting data during a focus group, including training on the importance of audio-recording and transcribing.

4. Not all questions asked in the Semi-Structured Key Informant Interviews were included in the baseline analysis. Considering that multiple country offices reported not having enough time to administer all the tools, it is recommended that some of the tools reduce the number of questions asked and/or prioritize particular questions.

5. When country offices reported on school characteristics and demographic information, standards of reporting differed between countries. For example, there was no standard way to describe what constitutes an ‘existing’ school versus a ‘new’ school in terms of years as a Right To Play


school. Similarly, there was no standard way to describe the status of teachers trained on Right To Play’s approach that would be possible to incorporate into data analysis. It is recommended that going forward with the PAQE evaluation, standards are set or more closely adhered to with the country offices on how to report various characteristics and demographic information of each site.

Evaluative Recommendations

1. Case studies can provide an opportunity for a rich understanding of context. They can be viewed as mini evaluations with an overall strategy, data collection and analysis developed at the school or local level. Given the proper resources to develop and carry out a case study including facilitating focus groups and conducting interviews, case studies can help inform Right To Play’s programmatic decisions and offer valuable insights of a particular context that can be generalized to other similar contexts. Case studies could collect a combination of qualitative and quantitative data and present them in a narrative format relies extensively on the context. They can also be used to support a global analysis of the PAQE program. In this case, it is recommended that cases are carefully selected based on various representative sites in the program, given enough time and resources for country office buy-in, and follow consistent standards across all sites so that the case studies are somewhat comparable.

2. Children’s rights represent a large array of rights and responsibilities that are often challenging to summarize and understand in its scope and implications for children and their families. In addition to girls’ rights to education and a child’s right to protection, which Right to Play collected extensive data on, there are many other rights such as provision and participation rights that are equally important. It is recommended that measures employed during the end-line data collection consider asking questions about a country's international commitments to all of children’s rights, especially a child’s right to play. This is especially recommended in interviews with education officials at the national and district level.

3. Currently, Right To Play is collecting a vast amount of data, feeding into numerous indicators. In some cases, there are data collected that do not match up to any of the indicators and for some indicators there is not an obvious match to a data source or sources. In addition, there are many indicators that are not readily apparent which elements of the program each will provide information on. We recommend creating a more focused overall data collection and analysis plan that can better provide alignment of data collection, analysis, and understanding of program success.

4. Observational scores indicated that teaching experience correlated negatively with observations of child-centred and play-based learning in the classroom. Teachers with more years of teaching experience were less likely to be using these approaches. However, this finding was not consistent with results from semi-structured interviews with teachers. This might be due to the difference in


the scales used to assess years of teaching experience, or social desirability bias from teachers’ self-reports. The mixed results warrant future attention to determine whether more efforts should be focused on behaviour change amongst more experienced, seasoned teachers.

5. Class size also appears to be strongly correlated with the use of play-based and child-centred

learning approaches. Future research could explore the issues and barriers to implementing such approaches in large classes and determine solutions for increasing play-based and child-centred learning, especially in large classes.

6. Although most schools have access to lesson planning templates, many do not have access to games, sports or play equipment. Providing access could be a focus for future efforts, but also removing barriers that may prevent teachers from using these materials even if they have access (this seems to be an issue in Rwanda and Pakistan). Future qualitative data collection should explore why lesson-planning templates are used so widely across all countries to understand teacher motivations that can be applied for other tools as relevant to the program.


4.0 METHODOLOGY 2.1 SAMPLING

Baseline data collection was conducted in a combination of existing Right To Play partner schools, new Right To Play partner schools, and comparison sites, which were selected using a stratified random selection process. Wherever possible, program sites that were newly implementing Right To Play activities were selected for the baseline (i.e. those that were not implementing Right To Play activities under the preceding DFATD grant), while acknowledging (through stratification) the continuity of program outcomes in existing partner schools from Play To Learn and AHEAD.

The key defining characteristics of all program sites within each participating country were first identified. The characteristics varied slightly for each country, based on the specific local context, and included items such as rural versus urban settings, the socio-economic situation, religious, ethnic and cultural groups, and other such predominant features. Each program site within each country was then categorized by these unique characteristics, followed by a random selection of sites from within each characteristic group. The proportion of characteristics represented in the sample was matched to the proportion of characteristics in the population (i.e. all program sites).

Table 1. Key defining characteristics of sites across eight (8) PAQE countries at Inception.

Country

Strata

Geography Location Program Length

Teachers Trained School Level Gender

Benin x x x x

Ghana x x x x

Rwanda x x x x

Mali x x x x

Liberia x x x x

Tanzania x x x

Mozambique x x x x

Pakistan x x x x x x

Definitions of key characteristics (strata):

Geography: schools selected from the different areas in the three regions.

Location: schools in both urban and rural settings.

Length of program: depending on the school and location, not all teachers in participating schools have been trained in child-centred, play based learning methodologies (or sub-topics therein).


# of Teachers Trained: as a proportion of teachers in each school which have participated in Right To Play training.

School Level: equivalent to level of education, and distinguishing between primary and high school

Gender: in Pakistan, this strata was considered as schools can be gender-segregated.

Comparison sites in Benin, Rwanda, Tanzania and Pakistan were purposefully selected to meet the following three criteria:

� sites that were not implementing Right To Play activities � sites that matched the selected program sites as closely as possible, in terms of their

characteristics, context and population demographics � sites that were located far enough away from the Right To Play sites to ensure that children

involved in Right To Play activities would not be interacting and imparting lessons on the comparison site children.

Table 2. Participating Right To Play and comparison sites, by number and location

Country Group Location(s) Schools

# Old New

Benin Right To Play Cotonou, Allada, Tori 10 5 5

Comparison Cotonou, Allada, Tori 5

Ghana Right To Play Assikuma, Keta, Wa 6 0 6

Rwanda Right To Play Bugersera, Kigali, Rubavu 10 4 6

Comparison Bugersera, Kigali, Rubavu 5

Mali Right To Play Bougouni, Bamako, Koulikoro, Segou 6 0 6

Liberia Right To Play Bong, Margibi, Montserrado 10 8 2

Tanzania Right To Play Morogoro, Dar es Salaam 10 4 6

Comparison Morogoro, Dar es Salaam 5

Mozambique Right To Play

Maputo Province (Namahacha), Gaza Province (Xai-Xai), Gaza Province (Chokwe), Zambezia Province (Namacurra)

14 10 4


Pakistan

Right To Play Mansehra, Mardan, Pehsawar, Thatta, Umerkot 5 0 5

Comparison Mansehra, Mardan, Peshawar, Thatta, Umerkot 2

*“Old” and “new” denote existing versus new Right To Play partner schools under PAQE.

2.2 DATA COLLECTION TOOLS

A mixed-methods data collection approach was used to collect the baseline data from all eight countries, with the following tools utilized:

x Girls’ Survey x Child Survey x Focus Group Discussions with children, youth and parents x Measure the Change Activities (MCA) with children and youth1 x Classroom observations x Semi-structured, key informant interviews with teachers, school administrators, education

officials and country offices x Safe space audits x Community Initiatives Mapping x Community Initiatives Tracking x Community Play Space Audit x Document Review

All of the tools were first reviewed to ensure contextual relevance and appropriateness, and then translated and back-translated, so they could be conducted in the language most familiar to the participants. Translators were engaged to translate in circumstances where the facilitators did not speak the local language.

Girls Survey

To understand gender equality and access to education across all eight countries, a survey was developed specifically for girls aged 9 and over with the intent of assessing the following:

x Decision making as related to access to education x Barriers to education for girls, varying by culture and context x Parental, caregiver, and/or community support for girls’ education

1 Measure the Change Activities (MCA) are a qualitative data collection method that use games, drama/role play, writing, or art to enable participants to creatively demonstrate what they have learned, or to express the changes that have occurred in their lives as a result of participating in program. MCAs often include a group discussion component, where experiences and learning can be explored more deeply with the participants.


Child Survey

To understand children’s socio-emotional and cognitive development, leadership practices, perceptions of and participation in school and attitudes related to gender equality, a survey was developed with composite questions and collected from children across all 8 countries. Both the Child Survey and Girls Survey have existed in various revisions over a number of years in Right To Play, stemming from work done under a university partnership in 2011-12.

Focus Group Discussions

To provide a more detailed understanding of outcome areas, focus group discussions were conducted with children and parents. Participants were identified and invited in advance to take part in the discussions. Efforts were taken to engage participants that represented both genders.

Measure the Change Activity

Groups of 10-15 children and youth, across all eight countries in the Right To Play group participated in Measure The Change Activities (MCA) to provide Right To Play with a deeper understanding of:

x gender roles, and gender differences in decision-making with regards to access to education; x gender differences with regards to the perception of support from parents, caregivers and

community members to attend school; x and the recognition of children’s rights (both genders) by parents, caregivers and community

members.

One arts-based activity (Boy-Girl Mapping) and one role-play exercise (Public Service Announcement) were used to measure these outcomes, each accompanied by a group reflection and discussion.

Classroom Observations

Classroom observations in Right To Play group sites in Mozambique, Pakistan, Tanzania, Ghana, Liberia, Mali and Rwanda were conducted to assess physical safety, emotional well-being, and the use of child-centered teaching methodologies in the classroom. In Rwanda and Pakistan, classroom observations were also conducted in comparison schools.

Semi-structured, key informant interviews

This mixed-methods tool was conducted in order to further understand the perspectives of teachers, school administrators and education officials on:

x Training and mentorship plans for teachers and school administrators; x The availability of learning and training materials that address play-based techniques in

classrooms and schools; x Access to equipment that support the integration of play-based learning; x Confidence in, and abilities to implement child-centered, play-based learning methodologies; x Presence and level of life and leadership skills among children x Play-based learning approaches in education strategies, annual plans and priorities at all levels x The relevance of play-based methodologies in relation to national education priorities and

practices


x Government awareness and support for the gender-sensitive, child-centered play based learning approaches

Safe space audits

This tool was conducted in schools across all eight countries and the majority Right To Play group sites to better understand the physical and emotional safety, as well as gender-sensitivity, of learning environments (including classrooms, play spaces, and hygiene facilities).

Community Initiatives Mapping

This tool was conducted with teachers, parents and children as a facilitated discussion group using a large format map to measure the degree to which schools are implementing plans and systems to advance emotional and physical safety of learning environments, and the degree of community-led initiatives that promote children’s rights and girls’ education.

Community Initiatives (Event) Tracking

The Community Initiatives (Event) Tracking tool is designed to measure outcomes related to the 1200 series of the PAQE program, particularly related to community events, and child and youth leadership.

Community Play Space Audit

This tool was used to assess the physical infrastructure at schools where children could play and includes such things as indoor and outdoor playgrounds and play spaces, and the type of activities that schools were doing to improve the infrastructure with the support of Right To Play.

2.3 DATA ANALYSIS

Data analysis for each outcome indicator measured in the Phase One baseline evaluation was conducted as follows:

1102. Extent to which schools are implementing strategies to advance emotional and physical safety of learning environments.

Semi-structured interviews with teachers were used to ask if there was anything they were doing to make the schools safer for their children. Frequency analysis was presented in specific country reports and high-level summaries have been provided for this indicator in this report.

1103. Extent to which gender sensitive child-centered play-based approaches are applied in classrooms.

The outcomes related to this indicator were assessed through the classroom observation tool, semi-structured interviews with teachers and child survey for triangulation. The classroom observations were conducted using a four-point scale to assess the level of child-centered and play-based learning practices that were observed. Level A was considered to be the highest (i.e. most desired) option. Level B definitions were considered to be sufficiently positive and on track, but with some room still for further


development. Level C or D were considered to be either undesired occurrences or not yet ‘sufficiently’ child-friendly and/or child-centered. Teachers were considered to be using these methods if they receive an A or B in the observation. The scores in the report represent the weighted average percentage of Level A or B scores reported in the classroom observations. To explore an alternative conservative performance standard for measuring this, data on teachers who met the A or B criteria for all of the variables in the composite score has also been provided.

Additionally, for triangulation self-reported data from the semi-structured interviews with teachers on the frequency of use of play-based techniques is also presented wherein “use” is considered if the techniques are reported as used daily or sometimes. This has been further complemented by children’s data from the Child Survey on their teachers’ approachability in situations when something is not understood in class, they have problems at home or need extra tutoring.

1201. Perception of parental and community support for access to education by girls.

Three tools were used to assess the current status of these outcome areas. The girls survey explored girls’ perceptions of being supported by their parents in accessing education including their perceptions of how important it is to their mother/father that they attend school and whether their mother/father provide support for education in the following areas: asking about school or school work, helping with studying or homework, paying school fees or buying school supplies or books, attending events at school (play-days), attending meetings at school (e.g. parent/teacher committees), talking to the teacher about school work, and talking to their child about what they want to study in the future or what they want to do when they grow up. Questions 7- 11 from the Girls Survey were used to calculate a composite score out of 23. All data has been presented as a percentage score.

Focus group discussions with children further explored perceptions of the importance of education amongst mothers and fathers. Focus group discussions with parents explored perceptions of why it is important for their child to access education.

1203. Number and type of community-led initiatives that promote children’s rights and girls’ education

The status of this indicator was explored at baseline through focus group discussions with parents. Questions explored whether anyone (person or organization) in the community was doing anything to make school better for children, to help more children go to school, or to stay in school longer. Questions also explored whether anyone (person or organization) was doing anything to improve children’s rights in the community.

For quantitative reporting, Q 2, 6, 10, 15 and 22 were used from the Community tracking log to measure the number of events held in each country that were specific to promoting children’s rights and girls’ education.


1302. Perception of Education Officials (national and local levels) and Civil Society Organizations on the level of relevance of play-based methodologies in relation to national education priorities and practices.

The status of this indicator was explored at baseline through thematic analysis of semi-structured key informant interviews with Education Officials and national government representatives. Additional data from the Advancing Health, Education and Development (AHEAD) program evaluation was used during the analysis.

1111. Number and percent of trained pre-primary, primary teachers, principals and school administrators demonstrating increased knowledge as they progress through the continuum of training on gender-sensitive, child-centered, play-based learning techniques.

Three types of tools were used to assess the status of this indicator: semi-structured interviews with teachers, semi-structured interviews with school administrators, and classroom observations.

In the semi-structured interviews, teachers and school administrators were presented with common scenarios of ‘poor’ or disruptive behaviours amongst children – i.e. boys teasing girls in the classroom, or if they find out a child was being abused by an adult – and were asked to describe how they respond when the occurrence happens in their classroom or schoolyard. The enumerators then checked off the corresponding response category that aligned with the answer. In this way, the questions were presented as open-ended, but the answers were quantifiable. Responses included a form of respectfully discussing the behaviour with the child, redirecting the child on a more positive behaviour, and doing something with the class to promote gender inclusion were scored as ‘positive responses’. Positive Responses for each of the sub-questions were as follows: 1.1 & 1.5: d & e;

1,4,1.6: d,e,f; 1.3: d,e,g; 1.7: d,e,f,h,i; 1.8:d,e,f,h,I,j. Responses that included a form of physical punishment, yelling, shaming or embarrassing the child, or excluding the child from classroom activities were considered ‘negative responses’. Negative responses were scored as follows: 1.1-1.5: a,b,c; 1.6- a,b,c,h,g; 1.7 and 1.8- a,b,c,g. Respondents could thus attain a maximum score of 27 for “Positive learning environment” and a maximum score of 6 for “Play-Based Learning.” The composite score for knowledge was subsequently calculated as an average of the two domains and is presented as percentages for each domain and overall composite scores. It is important to note that while the indicator language according to the PMF demands “number and percent” of teachers, this measurement technique presents the data as average percent scores. Discussions on how to best address this indicator are underway.


1112. Number and percentage of trained pre-primary, primary teachers, principals and school administrators accessing learning and training materials that address play-based techniques in classrooms and schools

The status of this indicator was assessed through semi-structured interviews with teachers and school administrators. Participants were asked whether they use and have access to: games that are specific to the subjects they teach; games that could be general for any subject they teach; play-based lesson planning templates; and, sports and play equipment. Percentage of respondents reporting access and use has been presented specifically for each material type across the countries, as well as an average of access and use across the different groups of material.

1113. Level of confidence of trained teachers, principals and school administrators in their ability to apply child-centered play-based techniques in schools.

The status of this indicator was assessed through semi-structured interviews with teachers and school administrators. Specifically, participants were asked how confident they feel in their ability to use play-based activities to teach and whether their confidence has changed in the last year. Quantitatively, only those respondents self-reporting as having confidence levels of 4 or 5 were categorized as being confident.

1122. Number and percentage of teacher-trainers and education officials who demonstrate increased knowledge about training on gender sensitive, play-based learning.

No relevant data was collected to demonstrate this indicator. In addition to teacher-trainers not being an identified sample in the dataset, questions in the education official SSKII relate to their perceptions of gender-sensitive, play-based learning, rather than their knowledge of training, as this indicator is seeking to demonstrate. The language of this indicator was changed between the Phase 1 and Phase 2 data analysis.

1132. Perceptions of teachers, parents and children of the presence of learning-related life skills

Thematic analysis was conducted for three tools were used to assess the status of this indicator: semi-structured interviews with teachers, focus group discussions with children, and focus group discussions with parents.

1104. # and % of children and youth that demonstrate life skills in classrooms and schools

This indicator was assessed through data from the Child Survey and semi-structured interviews with teachers. Children’s self-reported data on a range of questions were used to measure the following domains as outlined in the tool: Self Confidence: 1, 2, 3,4; Emotions: 5,6,7,8; Collaboration: 9, 10; Communication: 11,12,13,14; Inclusion: 15,16,17 and Inclusion of divergent groups: 18,19,20,21. Based


on the responses, scores were dichotomized as present or absent for each life skill and has been presented as percentages of children demonstrating each skill across the countries.

This has been triangulated with data from the teachers’ interviews on their perceptions of how often students demonstrate communication, confidence and teamwork skills in their classrooms. Percentages of teachers reporting their students as frequently demonstrating these life skills have been categorized as “mid-high” levels while infrequent or no demonstration has been categorized as “none-low”.

1141. Number and percentage of schools that provide physically safe, gender-appropriate facilities

As part of the PAQE program, gender sensitive, inclusive, and safe play spaces, classrooms and sanitation facilities will be rehabilitated through a community and school-led process. To monitor and evaluate this outcome, the standards in the safe space audit tool allow us to measure the physical and emotional safety of these learning environments, and work to address infrastructure needs.

The outcomes related to this indicator were assessed through the safe spaces audit. To establish a baseline against which to measure positive improvements to these spaces, safety audits were conducted on schools within the sample communities. Spaces were assessed against specified standards within each of the following four categories: general school environment including security threats and potential hazards, classroom conditions, indoor play spaces, outdoor play spaces and access to latrines.

To calculate the overall assessment score for this indicator, all schools were measured out of 24 - maximum score possible if schools met all the safety and gender-inclusive standards. To address gender inclusion, a composite score out of 3 was calculated based on meeting standards in Questions 1.7, 5.3 and 5.7 of the Safe Space Audit. All scores are presented as percentages. Lastly, the proportion of schools implementing any sensitization or infrastructure improvement events has been reported as a percentage. While the three categories were separately presented in the country reports, for the sake of the global report, an average of the three domains has been presented.

Right To Play acknowledges that it may not be able to address the safety issues within each of these areas, as some may be beyond the influence of the Right To Play program (e.g. security threats). However, these categories were included in the audit to ensure that the process captured a more comprehensive picture of the safety of play-spaces that children are accessing.

1221. # and % of children and youth with awareness of education barriers within the community, particularly related gender equality.

This indicator was measured using child survey data that asked how frequently they faced certain barriers to schooling. Children were considered “aware” of barriers if they responded that the barriers asked about are either “always” or “sometimes” (A or B) a reason why students don’t attend school. A summary score was produced from these new binary (0/1) awareness variables that gave a number for how many barriers each of the students was “aware” of and if they scored 4+ (out of 7). This allows us to arrive at a percentage of students who are aware of barriers which has been presented in the report.


For further triangulation, data from the girls’ survey assessing the level of safety girls experience in different situations in their schools has been dichotomized as follows: Q. 21, 22 , 24 and 25: safe= A, unsafe = B; Q. 23: safe = A + B, unsafe = C + D. This has been presented as aggregated percentages within the report.

1222. Level of life & leadership skills acquired by children.

Focus group discussions with children and parents were used to identify descriptions and examples of the kinds of things children have done to address problems in their school or community.

1322. Level of awareness of government partners of child-centered, play-based methodologies to improve teacher practice and education quality

The status of this indicator was measured through thematic analysis of responses from semi-structured, key informant interviews with Education Officials.

1114. Increased access among teachers, principals, and school administrators to knowledge sharing and mentorship opportunities on play-based methodologies (through networks, communities of practice, etc.)

This indicator was measured through data from the interviews with teachers and school administrators when they were asked if they discussed the use of play-based activities with other teachers within schools and with other schools. Proportions of teachers and school admins reporting discussion have been listed as percentages.

An overall note on disaggregation:

Disaggregated data for the quantitative and qualitative indicators has been highlighted wherever relevant and statistically meaningful. This analysis was not completed if sample sizes were too small (<20 in each disaggregated group or in the overall sample). Barring that, disaggregation was done wherever possible and significant:

x By existing and new Right To Play schools

x By the Right To Play (Intervention) and Comparison group for Benin, Rwanda, Tanzania and Pakistan.

x By Males and Females (Child and Teachers)

x By Urban vs. Rural

x By Grade


5.0 BASELINE EVALUATION RESULTS

The PAQE Baseline evaluation measured progress towards a range of indicators under the following overarching outcome series:

� 1100: Improved positive participatory and gender-sensitive learning environments that promote play-based learning

� 1200: Improved commitment of community stakeholders to address barriers to education � 1300: Enhanced policy and regulatory environment for the delivery of gender sensitive, child-

centered, play-based learning policies and practices across communities.

The results of the baseline evaluation are presented below according to the themes of the indicators. The themes are: national education indicators; emotional and physical safety of learning environments; the application of gender-sensitive, child-centered play-based approaches; life skills of children; girls’ education; plans and strategies; coaches; community leadership and children’s’ rights; civil society partners; and education barriers. The number for each indicator is allocated according to the particular series it belongs to. Please see the PAQE Performance Measurement Framework for more information.

National Education Indicators This series of indicators provides an overall picture on attendance and promotion rates across the country. Attendance rates varied across the countries with Pakistan on the lower end with a mean attendance rate of 59% and Rwanda on the higher end with 98%. Rwanda and Tanzania were the only countries for which females had a higher completion rate than males, and in Tanzania’s case even a higher attendance rate. Please refer to the tables at the end of this section for attendance rates, completion rates and promotion rates.

Benin

Benin had a median attendance rate compared to the rest of the countries at 84%. The Right To Play group had a higher attendance rate compared to the comparison group (86% vs. 83%). CE2 grade attendance was higher (86%) than CE1 (83%). Existing schools had higher attendance rates (86.8%) vs. new schools (82.9%).

When triangulated with girls’ survey data, across the board, girls reported that they rarely or never miss school (highest 78% with existing Right To Play schools and lowest was 73% among new Right To Play schools).

Ghana

The mean attendance rates among male and female students in Ghana were comparable at 78% & 79% respectively. In terms of grade, attendance rates were higher for Grade 5 (~83%) and lowest for Grade 1 (~70%) with the middle grades averaging at 78%.

When triangulated with girls’ survey data across the board, the highest proportion of girls (56%) reported that they rarely or never missed school, but when asked if they wished they could attend school more regularly, up to 81% wished they could.

Liberia


No attendance data was obtained for Liberia. Among 242 girls surveyed, 90.5% expressed that they wished to attend school more regularly. Approximately 65% of these girls reported missing at least one or more days of school per week.

Mali

In Mali, attendance rates were comparable among male and female students, but differed between rural and urban students (96.8% vs. 99.3%).

When data from the girls’ survey was examined, Grade 4 students reported missing school most frequently and 100% of them expressed that they wish they could attend school more often. In comparison, Grade 5 and Grade 6 students reported lesser levels of absence from school. 63% of Grade 5 students and 53% of Grade 6 students wished they could attend school more regularly.

Mozambique

Mean attendance data from Mozambique revealed an overall rate of almost 77% which did not vary by child gender but illustrated some differences by Right To Play school type. Males and females had similar attendance rates of 76.7% and 76.1% respectively. However, the new Right To Play schools’ data showed higher rates with 88%, compared to existing schools with an attendance rate of 73%. Data for disaggregation by grade and urban/rural were not available partly due to time limitations in obtaining data from the Ministry of Education.

The data from the girls’ survey (N=543) reflects the overwhelming majority of 79% of girls expressing their desire to attend school more regularly.

Pakistan

Mean attendance rates from Pakistan are relatively low compared to other countries at 59.1% with higher rates among male students (61.3%) than females (55.3%). There was no linear relationship between grade and attendance but it’s worth noting that the ECE class had the lowest mean attendance of 52.3%. Finally, the Right To Play program group had higher baseline attendance compared to the Comparison group (61.3% vs. 51.4%).

Data from the girls’ survey corroborates the findings from the school records attendance as illustrated by the 88% of girls expressing their desire to attend school more regularly. Following the patterns in the attendance rates, 53% of comparison group students said they often missed one day of school a week compared to 33% of Right To Play students.

Rwanda

Overall, Rwanda had much higher attendance rates than other program countries based on school records data at 98.6%. The rates did not appear to differ significantly between Right To Play and comparison schools (98.7% vs. 98.4%). Data in school records did not provide gender or grade information.

Self-reported data from the Children’s Survey however reveals a different picture when it comes to children’s desires of attending school more frequently. Over 99% of comparison group students and 95% of Right To Play group students expressed their desire to attend school more frequently than they do. In both groups, the largest proportion of students reported missing a few days of school a week (~ 41% in both groups).


Tanzania

Overall, Tanzania’s attendance rates were an average of 78% with no significant differences by gender. Comparison group attendance was slightly higher at 80% than the Right To Play group’s attendance at 78%. Attendance patterns across the grades revealed a slight decrease as the grades increased from Grade 4 to Grade 6 (82% vs. 77% vs. 76%).

About 93% of comparison group students and 97% of Right To Play group students expressed their desire to attend school more frequently than they do. However, when Right To Play students were asked about how often they miss school, 70% claimed they never did, compared to 6% in the comparison group schools for this indicator. This suggests that Right To Play school children may have a desire to attend school even more regularly than their current levels.


1000. Improved educational attainment and participation of girls and boys, aged 2-152

Table 1: National Completion Rates across all Right To Play Countries

[Source: UNESCO UIS]

Male Female Overall

Benin 82.4% 70.2% 76.4%

Ghana 97.5% 95.6% 96.5%

Liberia 63.5% 54.0% 58.8%

Mali 56.0% 50.0% 53.1%

Mozambique 50.6% 44.6% 47.6%

Pakistan 80.0% 67.0% 73.7%

Rwanda 61.0% 72.1% 66.6%

Tanzania 70.2% 77.1% 73.7%

Table 2: Promotion Rates for Male and Female Children

[Source: School Records]

Male Female Overall

Benin 60.1% 58.5% 59.3%

Ghana 88.6% 89.3% 86.0%

Liberia 82.6% 80.9% 81.8%

Mali 59.8% 56.1% 57.9%

Mozambique N/A3 N/A N/A

Pakistan 80.4% 77.6% 78.6%

Rwanda N/A4 N/A N/A

Tanzania N/A5 N/A N/A

2 Data for Out-of-School Children (OOSC) varied between reports from Right To Play country offices and the UNESCO’s online database and included a mixture of percentages and total numbers. Please refer to the individual country reports for more information on OOSC. 3 Promotion data was not available for Mozambique. In 2013, the primary to secondary transition rate was 61.5% for both sexes and survival to the last grade of primary education was 30.8% for both sexes. 4 Promotion data was not available for Rwanda. In 2012, the primary to secondary transition rate was 74.9% for both sexes. In 2013, survival to the last grade of primary education was 34.8% for both sexes. 5 Promotion data was not available for Tanzania. In 2012, the primary to secondary transition rate was 56.3% for both sexes. In 2013, survival to the last grade of primary education was 66.7% for both sexes.


1101. Attendance Rates

Table 3 : Mean Total Attendance Rates across Teacher Gender for all Countries6

[Source: School Records]

Male Female Overall

Benin 84.8 83.2 84.0

Ghana 78.0 79.1 79.0

Liberia N/A N/A N/A

Mali 98.8 97.9 98.1

Mozambique 76.7 76.1 76.9

Pakistan 66.2 55.3 59.1

Rwanda N/A N/A 98.6

Tanzania 77.8 78.9 78.4 *Overall % here includes comparison groups for relevant countries. For differences between Right to Play & Comparison groups, please

refer to Table 24 in the Appendix.

Emotional and Physical Safety of Learning Environments As part of the PAQE program, gender sensitive, inclusive, and safe play spaces, classrooms and sanitation facilities will be rehabilitated through a community and school-led process. The following indicators relate to the emotional and physical safety of learning environments for children across program types.

1142. # and % of schools with strategies to advance emotional and physical safety of learning environments

The Right To Play country offices were asked to report on the number of percentage of schools with strategies or plans7 for child protection and safeguarding, gender equality, and maintenance and safety of physical works. Benin did not provide data for this indicator. Mali, Mozambique, Rwanda, Ghana and Pakistan reported that no schools had existing strategies or plans related to this indicator. Tanzania reported that out of 15 schools (including comparison schools), all have existing strategies from the national level. The extent of those strategies being implemented at the school level was not elaborated

6 Grade data for Benin was not available in the same format as other countries. Attendance data for Liberia was not available. Attendance data for Rwanda was not available by child gender 7 The terms ‘plan’ and ‘strategy’ were often used interchangeably in the various tools and responses without a clear definition of each.


upon by the country office. In Liberia, it was reported that 5 schools have existing plans or strategies on child protection and safeguarding, 5 schools have gender equality plans or strategies, and 9 schools have maintenance and safety of physical works plans or strategies. No information was provided about the characteristics of the schools with plans or strategies in Liberia.

1102. Extent to which schools are implementing strategies to advance emotional and physical safety of learning environments8

Right To Play conducted an assessment of the national education system in most countries—except for Pakistan—as part of an earlier evaluation of the Advancing Health, Education and Development (AHEAD) program for children and youth. The assessment documented the various ways that Right To Play has been engaged in these countries, including working with government to assist schools in implementing strategies to advance emotional and physical safety of learning environments. Results related to strategies to advance emotional and physical safety of learning environments from the assessment reports and country office reports9 are presented below.

Overall, there was very little mention of specific strategies related to this indicator. Rwanda’s assessment mentioned UNICEF’s Child Friendly School (CFS) standards and its adoption by the government which provides one example of a possible strategy, however, there was no evidence to show the extent to which this strategy has been implemented or how widely used the CFS standards are within each school. Further research for this indicator could explore whether the PAQE countries have recognized, implemented, and measured UNICEF’s CFS standards.

While no strategies or plans were reported in Ghana, the country office provided some information on the possible extent of schools advancing emotional and physical safety of learning environments (see below). Benin did not provide data for this indicator. The country offices in Mali, Mozambique, and Pakistan did not provide information on the extent of any strategies or plans, or the extent of schools advancing emotional and physical safety of learning environments. The results of this indicator should be interpreted with caution due to limited data10.

In one reported instance in Rwanda, a school administrator suggested using physical punishment in a scenario where a child has taken something from another child without asking and if a group of boys were teasing a group of girls in the classroom. Whether or not this school had a plan or strategy for emotional and physical safety, this measure could be used in combination with others to indicate the extent to which schools are advancing emotional and physical safety of learning environments and whether plans or strategies contributed to it.

8 In the PMF, additional baseline data from Phase 1 is included under this indicator for “training and mentoring strategies” and “play-based learning strategies” 9 The country office reported for this indicator through document reviews and interviews with staff. 10 Please refer to Right To Play’s National Education Policy Assessment reports for each country for an in-depth review of policies that could relate to this indicator.


Ghana

The country office reported that most of the heads of institutions shared some thoughts with respect to how they ensure children are protected, for example, restrictions in the use of canes and child protection clubs to enhance knowledge of students. Additionally, they reported that some schools had their Parent Teacher Associations occasionally support the rehabilitation of school facilities.

Liberia

The country office reported a ‘low’ extent of child protection and safeguarding, and gender equality. They also reported that Liberia has a Girls’ Education Policy that seeks to: consolidate national and international laws to promote girls’ education and to advance priorities that will accelerate progress in improving girls’ education; and eliminate the gap between the girl child and the boy child in completing primary, secondary and tertiary school by ensuring that girls are provided scholarships and other supports. The extent of countries implementing the strategies on the maintenance and safety of physical works was reported to be ‘medium’ where there is some mention of strategies but the approaches are not elaborated.

Rwanda

In 2009, Rwanda’s Ministry of Education adopted UNICEF’s Child Friendly School (CFS) standards as the minimum quality standards for all schools across the country. In regards to infrastructure, the four main standards of CFS that schools must have are: appropriate, sufficient, and secure buildings; a healthy, clean, secure, and learner protected environment; a child-friendly, barrier free environment which promotes inclusive access and equal rights of every child; and adequate and appropriate equipment that supports the level of education. The extent to which schools have implemented and following these standards were not reported on, but provide a basis from which this indicator can be measured.

Tanzania

The country office reported that there is a child protection and safeguarding policy at the national level which requires all schools to implement strategies on child protection and safeguarding that is in accord with The Law of the Child Act which highlights the fundamental rights of children and lays the foundation for a child protection system that will prevent and respond to violence, abuse and the exploitation of children. Gender equality is a priority and mainstreaming strategy at the national level and highlights major challenges in the realization of gender equality in Tanzania. The national strategy offers guidance to implementers on effective ways to incorporate gender concerns into all activities and further identifies education as a key sector of concern. Strategies to ensure equal opportunities for girls and boys in education include expanding infrastructure and facilities at schools as well as sensitizing and motivating community members on gender equality.

The country office also reported that the role of Right To Play has changed to be seen more as a development partner recently due to support on infrastructure improvements like classrooms, latrines, desks, and water and sanitation support. Right To Play has also been invited to meetings among other development stakeholders.


1141. # and % of schools that provide physically safe, gender-appropriate facilities

Safe Space Audits were conducted by Right To Play to measure outcomes related to the 1100 series of the PAQE program, particularly related to school environments. To monitor and evaluate these outcomes, the standards in the safe space audit tool allow us to measure the physical and emotional safety of these learning environments, and work to address infrastructure needs. Three questions in the Safe Space Audit asked questions about the gender-appropriateness of the facilities.

Data from Indicator 1102 has been triangulated with the safe space audit in the following section. During the teacher SSKIIs, teachers were asked whether they are doing some ‘overall activity’ in advancing emotional and physical safety of their school environment.

In the countries of Benin, Ghana, Mozambique and Tanzania, the safe space audit score for physical facilities was scored as much lower than the self-reports of the teachers which may indicate either a limitation in the way the question was asked from teachers or in the safe space audit. It is also possible that teachers’ efforts to provide a physically safe facility was still in the early stages of implementation and a difference could not be measured yet.11

Table 4: Average percentage score of schools on assessment of their physical facilities, gender inclusion and activities held for improvement of spaces12

Source: Safe Space Audits

Country

Physical Safety Assessment Score13

Gender Inclusion Assessment

Score

Community Sensitization

Activities Composite Score

n(%)

Benin (N=15) 46.7% 8.9% 53.3% 36.3%

Ghana (N=4) 42.7% 25% 75% 47.6%

Liberia (N=10) 63.8% 50% 20% 41.9%

Mali (N= 13) 37.5% 46.2% 0% 27.9%

Mozambique (N=14) 25.0% 17% 29% 23.4%

Pakistan (N=17) 43.9% 12% N/A 27.9%

Rwanda (N=15) 62.8% 73% 27% 54.4%

Tanzania (N=15) 16.1% 20% 80% 38.7%

11 A recommendation for further investigation could be to triangulate the data from teachers with reports from school administrators about the physical safety at their school, this is not currently being measured. 12 Given the small overall sample sizes for Safe Space Audits, the disaggregation by school type would not be meaningful and has thereby not been provided. 13 In the country reports the ‘overall assessment’ data refers to the physical facilities score. The global report includes composite scores for all 3 measures (physical facilities, gender inclusion and community sensitization activities). This discrepancy between the country and global reports indicates a larger issues around inconsistencies in terminology used between multiple iterations of tools and PMFs. The consultant recommends that prior to the end-line analysis the language is harmonized across all tolls and guiding documents.


Benin

Using the safe space audits, Benin schools scored an average of 46.7% on physical facilities, 8.9% on gender inclusion and about half (53.3%) of the schools reported conducting community sensitization events related to physical and emotional safety of their schools.

Based on teacher interviews, 94% of teachers reported doing some overall activity to advance the emotional and physical safety of their school environment. The most frequently cited activity was teaching parents the importance of positive discipline with all 100% of teachers reporting on this. In contrast, when it came to helping parents understand their children’s rights or initiatives specific to increasing safety for girls, only 4% of teachers affirmed engaging in such activities.

Ghana

Using the safe space audits, Ghanaian schools scored an average of 42.7% on physical facilities, 25% on gender inclusion and 75% of the schools reported conducting community sensitization events related to physical and emotional safety of their schools.

Based on the teacher interviews, over 80% of teachers reported making overall efforts to advance the emotional and physical safety of their schools for the students, with the highest proportion spontaneously mentioning helping parents understand children’s rights and helping the children themselves understand this. Only 3% of teachers mentioned initiatives specific to increasing safety of girls.

Liberia

Using the safe space audits, Liberian schools scored an average of 63.8% on physical facilities, 50% on gender inclusion and 20% of the schools reported conducting community sensitization events related to physical and emotional safety of their schools.

Based on the teacher interviews, 58% of teachers reported doing something to address physical and emotional safety of schools. Increasing the safety and security of schools was the most cited answer (95%), followed by helping children feel safer on their walk to and from school. In contrast, only 15% reported being involved in initiatives for specific activities addressed in the community and 0% mentioned being involved with specific activities to improve the safety of girls.

Mali

Using the safe space audits, Malian schools scored an average of 37.5% on physical facilities, 46.2% on gender inclusion and 0.0% of the schools reported conducting community sensitization events related to physical and emotional safety of their schools.

Based on the teacher interviews, only 10% of teachers reported doing something to address the physical and emotional safety of schools. Increasing the safety and security of schools and helping children feel safer on walks to and from school were the most cited answers (30%). Female teachers in general reported higher levels of actions undertaken, compared to male teachers. One stark difference is observed when comparing 33% of female teachers mentioning some initiative specific to improving girls’ safety in schools, to 0% of male teachers.


Mozambique

Using the safe space audits, schools in Mozambique scored an average of 25% on physical facilities, 17% on gender inclusion and 29% of the schools reported conducting community sensitization events related to physical and emotional safety of their schools.

When teachers were interviewed about their initiatives to address emotional and physical safety in their work, 76% affirmed that they engage in some activity. However, when it came to describing specific initiatives, the highest reported prevalence was only at 18% for “increasing safety and security of children at school.” Initiatives around increasing awareness of children’s rights among parents and children were only reported by 11% of the group.

Pakistan

Using the safe space audit, schools in Pakistan scored an average of 44% on physical facilities, 12% on gender inclusion. Community space inventory data was missing for Pakistan.

Among the Pakistani teachers sampled, only 26% confirmed addressing physical and emotional safety through some initiatives or actions in their schools. None of the comparison group teachers however addressed any specific activity in their responses. Comparatively, Right To Play teachers had some responses (average of 5%) but it was only 1 respondent who cited four types of activities.

Rwanda

Using the safe space audits data, schools in Rwanda had an average score of 63% on physical facilities and a promising 73% on gender inclusion. 27% of the schools reported conducting some initiatives around advancing or promoting physical and emotional safety in their schools.

When teachers were interviewed about their initiatives to address emotional and physical safety in their work, 77% affirmed that they engage in some activity. However, when it came to describing specific initiatives, the highest reported prevalence was less than half the sample at 47% for “helping children feel safer on walks to and from school”. On the other end, on average only 2% mentioned activities specific for increasing safety for girls. On comparison of cumulative averages between groups, there were minimal differences between male and female teachers, and Right To Play and comparison schools.

Tanzania

Using the safe space audits, Tanzanian schools scored an average of 16% on physical facilities and 20% on gender inclusion. A great majority (80%) of the schools reported conducting community sensitization events related to physical and emotional safety of their schools.

Based on teacher interviews, 51% of teachers reported participating in some overall activity in advancing emotional and physical safety of their schools. The most frequently cited response was for specific initiatives addressing girl’s safety (15%), followed by helping parents understand children’s rights (12%). The differences between Right To Play teachers and Comparison group teachers were stark even at the overall level (71% vs. 30%). Specifically, these differences were most pronounced for helping parents understand positive discipline (15% vs. 4%), helping children understand their rights (15% vs. 0%) and specific initiatives addressing girl’s safety (26% vs. 4%). Surprisingly, within Right To Play schools, the teachers from the newer schools reported more activities than existing school teachers especially for increasing safety and security of children, helping them feel safer on walks to and from school and any specific initiatives addressing girls’ safety.


The Application of Gender-Sensitive, Child-Centered Play-Based Approaches

National – Local Connection This series of indicators relates to national and sub-national levels which explore high-level efforts for supporting gender-sensitive, child-centered play-based approaches. Key participants include government officials, education officials, Right To Play country office staff and civil society partners.

1301. Extent of play-based learning approaches in education strategies, annual plans and priorities at local, district and national levels.14

Government officials at the national and district level, school administrators, and Right To Play country offices were asked questions about the extent of play-based learning approaches in their respective countries. Countries that reported AHEAD evaluation results typically provided more information for this indicator, notably Ghana, which reported a relative high level of extent of play-based approaches, despite reports from school administrators that they were not aware of any plans for this. Despite some early, promising signs at the national policy level, the extent is relatively low across all other countries with only some mention of plans or strategies by government officials and low reports of plans at the local level, as reported by school administrators.

Benin

In an interview with a government official from the National Institute for Training and Research in Education, they mentioned that through teacher network meetings and annual teachers’ seminars steps have been taken to introduce ‘role play’ in the current education curriculum, however there is, “no game manual available”.

When education officials (n=2) were asked whether they had a plan for training or mentoring teachers to use play-based learning, both answered that they did not. The reason given was that they were not prioritized during the teacher networks (séances d'unités pédagogiques). The officials also mentioned that no other plans or strategies exist related to play-based learning in official responsibilities of district officers, allocation of budget, policies, or school curriculum.

When school administrators (n=16) were asked whether they had a plan for training or mentoring teachers to use play-based learning, all answered that they did not. Many of the reasons were that they have not received the training yet. Another reason given was that they did not have the means (for example, games or partners) to implement a play-based approach. While 4 out of the 10 Right To Play

14 The terms ‘plans’ and ‘strategies’ are used interchangeably throughout the various measures and has been noted in the Performance Measurement Framework as needing to be consulted on with local stakeholders.


schools in Benin have trained all their teachers, only one school administrator mentioned that they didn’t have a plan because the teachers were already trained.

No data was given by the Country Office in their document review.

Ghana

The country office in Ghana reported that active, learner-centered pedagogy is mentioned throughout Ghana’s education policies and plans as a way of ensuring and delivering high quality education. The 2012 Ghana country report on Scaling up National Quality Education in Ghana noted that pre-primary and lower primary education is supposed to be based on play and group activities including role plays, sports, and games that strengthen the child’s health and socialization. The Ghana education policies applies both for national and district levels. It was also mentioned that the Education Sector Plan Act 778 and the Sustainable Development Goals (2030) highlights the use of play-based approaches to train teachers.

2 out of 3 education officials that were interviewed reported having a plan for training or mentoring teachers on play-based learning in the classroom. The one education official that reported no plan in place also mentioned that no plans were in progress. One of the education officials mentioned that official responsibilities were given to “circuit supervisors” to enhance the ways that schools use play-based learning. No other plans or strategies exist related to play-based learning in official responsibilities of district officers, allocation of budget, policies, or school curriculum.

Interviews were conducted with national government representatives (n=6) for the AHEAD evaluation. From the interviews, it was reported that steps have been taken toward integrating play-based learning into the national education system, and play-based learning already appears in certain curricula, guidelines, and training in Ghana, however one interviewee noted that more work is needed. One interviewee noted that play-based learning should be integrated into the system, “through pre-service and in-service training opportunities and through capacity-building programmes for institutionalized structures and INSETs like District Teacher Support Teams (DTSTs), District Master Trainers (DMTs) and Curriculum Leaders.” This interviewee also mentioned that “Even though, the structures are in place for the in-service dimension, there is the need for capacity building. The same will also apply for the impending training of trainers at the 7 Colleges of Education offering Early Childhood Education”.

5 out of the 6 national government representatives noted that policies, strategies, guidelines or programs that support the use of play to advance educational priorities exist. Specific quotes from the representatives are included:

“Play as a methodology is most appropriate at the KG and Lower primary level (1-3) as the curriculum specifically spells out that at that level, the methodology should be strictly play based with group work activities. These will enhance teaching and learning by making class more interactive and help build a good foundation for the children.” Participant #1

“The GES curriculum considers play-based methodologies. It emphasizes the various dimensions of learning by encouraging activities that promote the cognitive, emotional and social dimensions of learning.” Participant #2

Despite high reports of play-based learning approaches at the national level, when school administrators (n=6) were asked whether they have plans for training or mentoring teachers on play-based approaches, all responded that they did not. Three of them mentioned that they did not have the necessary material


and one mentioned that they, “had no idea about this”. This could indicate that the early successes of policies at the national level have not yet created an impact downstream at the local level.

Other plans, strategies and initiatives were mentioned to include elements of play-based learning, including The Child Friendly School Model, the Education Strategic Plan, the SHEP Policy, policy for kindergarten level and lower primary, and the School Health Education Unit. One of the participants also mentioned that there is currently a process taking place to review and modify the syllabus/curriculum and identify areas that play can be incorporated. One of the participants mentioned that low learning outcomes and high drop-out rates prompted the government to integrate play-based learning. 4 out of the 6 representatives noted that there are staff focused on play-based learning and/or Right To Play within their office. All representatives noted that there’s no budget allocated to the integration process.

Liberia

When education officials (n=4) were asked whether they had a plan for training or mentoring teachers to use play-based learning, all answered that they did not and there were no plans ‘in-progress’. Additionally, no official responsibilities exist for district officers or other staff to enhance the ways that schools use play-based learning.

In interviews with school administrators (n=10), 5 reported having a plan for training or mentoring teachers on play-based learning and 2 reported having a plan for increasing the way play-based learning is used in the classroom. Most of the comments for not having plans included a lack of resources (including funding) and not receiving the directive from government officials.

Mali

In an interview with government officials conducted during the AHEAD evaluation, it was reported that some changes towards the integration of play-based learning are already happening. Teachers have started using the method while Pedagogical Advisers are monitoring; teachers now make lesson plans for play sessions and use the reflect-connect-apply approach; and, a team has been set up to create toys and other play materials for different games. The use of play-based learning is now part of the action plans of the Directorate of Pre-primary Education and the National Institute for Youth and Sports; the Kindergarten program provides for the use of play in teaching; and, the use of play is now included in syllabuses for Physical Health Education and Sports, Natural Sciences, the Kindergarten curriculum and early childhood caregivers manual.

Education officials (n=32) were asked whether they have plans for training or mentoring teachers on play-based learning. 8 responded that they did and 3 responded that they were in-progress. When asked whether they have a plan for increasing the way play-based learning is used in the classroom, 4 responded that they did and 2 responded that they were in-progress. For those that did not have a plan, the most common reason was that there was no budget for it.

In interviews with school administrators (n=18), 3 reported having a plan for training or mentoring teachers on play-based learning and 1 reported having a plan for increasing the way play-based learning is used in the classroom. A few mentioned that they are still at the beginning of the initiative and partnership and, therefore, did not have a plan in place yet.

The Right To Play country office in Mali reported ‘no mention, or very little mention, of play-based approaches’ at the national, district or local level.


Mozambique

The country office in Mozambique reported a low extent of play-based learning approaches in education strategies, annual plans and priorities at local, district and national levels. Game and play-based approaches are endorsed by the Ministry of Education and Human Development, and the Education Sector Plans for grades 1 and 2, but not for grades 3 to 7.

In interviews with school administrators (n=7), one participant reported having a plan for training or mentoring teachers on play-based learning in the classroom. No other details were given on this plan and there was a significant amount of incomplete data for the education officials in Mozambique.

In interviews with national government officials (n=2), it was noted that they need evidence of results first and then they would disseminate and integrate play-based learning into the curriculum. One official also commented that there was more interest from the district and provincial government officials who have participated in meetings and trainings organized by Right To Play. They support the reports of the country office that there are no plans or strategies currently in place to integrate play-based learning.

Pakistan

The Right To Play country office reported that there are no specific play-based learning approaches in education strategies, annual plans and priorities at local, district or national levels.

In interviews with school administrators (n=8), one participant reported having a plan for training or mentoring teachers on play-based learning in the classroom. No other details were given on this plan. One participant that mentioned not having a plan indicated that there is no planning mechanism for primary schools because continuous change in policies prevents them from preparing training or mentoring for teachers in school. Participants mentioned no other plans for increasing the way play-based learning is used in the classroom. Two participants mentioned that they use play-based learning activities twice weekly in their classroom, indicating that they may not have properly understood the question, or that they do not need a plan to use play-based learning.

Rwanda

Right To Play has already seen success in the integration of play-based learning into the Rwanda education system; and has supported the Rwanda Education Board (REB) to revise and update their physical education curriculum to incorporate more learner-centered methodologies. The Physical Education and Sport (PES) curriculum requires at least 1 period per week and the staff in charge of PES curriculum can help colleagues on play-based learning. However, there are no special budget allocated to support the use of play to advance educational priorities.

Right To Play has also been able to integrate its Holistic Child Development play-based module into the new National Physical Education and Sport Guide that is being implemented in all primary schools in Rwanda; and has provided technical expertise to the Ministry of Sport and Culture (MINISPOC) in developing an Action Plan for Sport for Development. Physical Education teachers have started implementing this new guide, which includes Right To Play games and methodology.

The Rwanda country office reported that there is some mention of play-based approaches, but infrequently. Play-based approaches are not elaborated upon in a strategy, neither in a description of, nor the implementation of, the approach.


Interviews with government officials reported that steps had been taken to integrate play-based learning into the national education system, including the incorporation of play-based learning into the new curriculum and other policies and guidelines. Other sport and play activities have also been incorporated in the school calendar year with no additional details provided. A few government officials mentioned that other than some budget to train teachers and head teachers on play-based methodologies, an adequate budget for integration is lacking.

5 of the education officials (n=10) reported that there are official responsibilities for district officers or other staff to enhance the ways that schools use play-based learning, however no policies, strategies, guidelines or programs have been revised or created to support the use of play-based learning to advance educational priorities. Some of the reasons given include the lack of training and materials.

In interviews with school administrators (n=13), 2 reported having a plan for training or mentoring teachers on play-based learning (with one ‘in-progress’) and 4 reported having a plan for increasing the way play-based learning is used in the classroom.

Tanzania

According to the country office report, there are some mentions of play-based approaches, although infrequently, at the national level which are not elaborated upon in a strategy, neither in a description of, nor the implementation of, the approach. The Government of Tanzania recommended a child-centered pedagogy as early as 1982 and the commitment was reinforced in the 2000s with instituted policies that stipulate teachers should use pedagogical approaches that make learning interactive and engaging. The Primary Education Development Plan III (2012-2016) acknowledges that child-centered pedagogy has still not been achieved and that greater priority needs to be given to pre- and in-service teacher training to equip teachers with the skills necessary to implement the competency-based primary curriculum instituted in 2005.

There are some mentions of play-based approaches, although infrequently, at the local and district level which are not elaborated upon in a strategy, neither in a description of, nor the implementation of, the approach. Pre-primary education curriculum is based on participatory methods which emphasize the child as the main performer in the process of teaching and learning, and teachers implementing activities such as drawing, painting, story-telling, singing, sports, observation, rhymes, site visits and drama. The availability of playgrounds is considered essential for this level of education.

Additionally, as part of the core primary syllabus, Tanzania has developed Haiba na Michezo or Personality Development and Sport, which is a subject which uses physical education lessons as a way to help children learn about basic life skills (NEPA).

The country office reported15 that out of 15 schools (including Right To Play schools and comparison schools), all have existing strategies from the national level16. 25% of existing schools have training and

15 Source: Country office document review 16 See Indicator 1142 for more information on the strategies


mentoring strategies ‘in progress.’17 None of the new Right To Play schools have training and mentoring strategies ‘in-progress’ or play-based learning strategies “in progress”.

The school administrators sample included four from schools with existing Right To Play programs, and six from schools with new Right To Play programs. Overall, 75% of school administrators from schools with existing Right To Play programs had participated in Right to Play training. None of the school administrators from schools with new Right To Play programs had participated in training.

100% of school administrators from schools with existing Right To Play programs reported that schools had developed plans for training or mentoring teachers to use play-based learning in the classroom, compared to 20% from schools with new Right To Play programs. All school administrators from schools with training or mentoring plans reported that these plans were in progress. School administrators reported that Right to Play had trained teachers in play-based approaches; no further details about training or mentoring plans are provided, although one school administrator noted that it had improved student attendance and performance. Most school administrators did not answer whether or not the schools had plans to increase the ways that play-based learning is used in the classroom.

1302. Perception of education officials (national and local levels) and CSOs on the level of relevance of play-based methodologies in relation to national education priorities and practices

Government officials and civil society organizations (CSOs) were asked about the perceived level of relevance of play-based methodologies in relation to national education priorities and practices. The level of reporting varied across countries for this indicator where some countries provided more information possibly due to involvement in the AHEAD program (for example, Ghana) and in other countries, this question was not consistently explored during data collection. Where there was not enough data to answer this indicator specifically, results from other related questions are presented for some countries. Ghana presented a more detailed report on the perception of education officials, possibly due to involvement in the AHEAD program and evaluation, and includes some quotes to support their analysis of the interviews18.

Benin

In an interview with a government official from the National Institute for Training and Research in Education, the official’s response indicated strong support in the relevance of play-based methodologies in relation to national education priorities. They mentioned that, “The more the child is interested in what the teacher is doing the more he would succeed in his study”.

17 Risk/data limitation from the PMF: Baseline value for existing schools is from a small sample (4 schools) so it may not actually be representative of program results, and teams may wish to consider a more conservative target than what the baseline is indicating. 18 The results of the AHEAD evaluation’s interviews with government officials were presented to the consultants for this baseline report as a quasi-report that had been previously analyzed using unknown methods.


Education officials (n=2) were asked whether they had any plans or strategies in place to increase the way that play-based learning is used in the classroom and to explain why or why not. None of the respondents provided an explanation on the relevance in relation to national education priorities.

Ghana

The Right To Play country office in Ghana reported that the Ghana Education Service has shown a clear consensus that Right To Play’s play-based methodology is adding value to pedagogical practice in Ghana especially in the kindergarten and first cycle primary levels. The country office reported, as a clear demonstration, that teachers use Right To Play’s structured resources often as part of their physical education and health instruction which has been endorsed by Directors of Education and the District Inspectorate team. Similarly, head teachers, District Education Directorates (Keta, Asikuma, Central Tongu) and some GES officials continue to send in requests to Right To Play to help train teachers under their purview on how to integrate the games into the regular classroom program in order to help achieve curriculum requirements and create a more child-centered, participatory environment for teaching and learning.

Education officials (n=3) were asked whether they had any plans or strategies in place to increase the way that play-based learning is used in the classroom and to explain why or why not. None of the respondents provided an explanation on the relevance in relation to national education priorities.

Interviews were conducted with national government representatives (n=6) for the AHEAD evaluation. All representatives felt that play can help support national education priorities.

“I think that given the fact that student engagement is heightened with play, one very important benefit that play offers to education nation-wide is enhancing academic performance. If classes are interesting, then children will be more willing to learn.” Participant #5

“Play as a learning/teaching method enhances high enrolment, retention and completion and therefore ensures the EFA (Education For All) goals.” Participant #4

“Children learn through playing and so it would bring variety in teaching and learning. It will make teaching and learning more interesting which will arouse and sustain the interest of children. In the school setting, there should be a place as well as facilities for play. The Ghana Child Friendly School Model recommends this initiative.” Participant #6

“Play as a learning and teaching method can contribute to the advancement of GES priorities, however, there are limited opportunities available to our children at the moment.” Participant #2

Liberia

A government official reported that play as a learning and teaching method could, “to a large extent”, help the advancement of national education priorities because, “play will make learning easier for children” and by, “ensuring a solid foundation for children”.

Mali

In an interview with government officials, conducted during the AHEAD evaluation, it was reported that play-based learning is perceived as contributing to national development priorities, especially in terms of


improving the quality of education by making the learning process easier for the children through their acquisition of psycho-social and affective skills and a healthy teacher-pupil relationship.

Mozambique

Results from education officials (n=7) indicated a ‘good’ level of awareness of how play can be used as a teaching tool to advance education priorities.

In interviews with civil society partners (n=2), one respondent mentioned they saw great change with teachers after Right To Play’s implementation.

Pakistan

The Right To Play country office reported that the Education Sector Plans have identified the area of physical education as a priority. However, no strategy as such has been developed yet to implement this. At the same time, institutions such as the Reform Support Unit (RSU) in Sindh and Bureau of Curriculum and Extension Wing (BoCE) are also working with Right To Play to devise such strategies.

Rwanda

Interviews with government officials (n=4) reported positive feelings about using play as a tool for learning and felt that play can help support national education priorities. One interviewee stated that the new curriculum is focused on play-based learning in order to produce a “creative and competent child”. While government officials reported positive feelings, they also mentioned that there is a lack of budget to properly train teachers on the methodology. No data exists on civil society partners as no partnerships have been formed yet.

Tanzania

Right To Play Country Offices (CO) report that there is increased awareness among government officials due to Right To Play sharing their approach which is appreciated as being participatory, fun, active and effective in teaching and learning. CO also report that government officials testify that this approach has increased attendance at and readiness for school.

1 out of 4 Education Officials reported low awareness and knowledge of play-based methodologies as a teaching tool to advance educational priorities in their district offices. Three out of four Education Officials reported that their district offices are aware, and have minimal knowledge on how play-based methodologies can be integrated in their district.

Civil Society Partners reported that play-based methodologies create better relationships with teachers, school clubs and community clubs. They mention that it also reduces truancy.

1321. Degree to which government partners support the delivery of gender sensitive, child-centered play-based learning programs approaches

The level of reporting varied across countries for this indicator where some countries provided more information, possibly due to involvement in the AHEAD program (for example, Ghana, Mali and Rwanda), while other countries did not consistently ask this question during data collection. The variety of results from multiple tools for this indicator presents a challenge to interpret the global degree to which government partners support the delivery of gender sensitive, child-centered play-based learning


program approaches. In addition, as indicator 130119 and 130220 demonstrated, there is a wide variance in the extent and perception of play-based approaches across countries. As such, interpretations should be focused at the country-level.

Benin

Government officials were asked questions about their level of support and awareness for play-based learning methodologies. A national government representative (n=1) responded that if, “games can really help teachers to teach according to the curriculum and teachers can integrate play and game in their current pedagogical practice and in the curriculum, this will contribute to improve the quality of education”. While this response emphasizes the role of the teacher and their use of the curriculum, it indicates some willingness to consider play-based methodologies. Indeed, the same representative mentioned that play-based methodologies are relevant to children in primary school and that it is important, in general, for teachers to be updated and informed of innovative pedagogical issues. They mentioned that integration can be done through teachers’ training through teacher networks, integration of play-based methodologies in teacher training curriculum, and training of teacher trainers on play-based methodologies.

When education officials (n=2) were asked about their level of support, one thought that playing games in the classroom could make it ‘somewhat easier/somewhat harder’ to teach a child a subject and the other official thought it would make it a ‘a lot easier’. The former officials’ rationale is that when playing games there are rules and results, and the, “respect of these leads to knowledge”.

Ghana

When asked about whether the type of government involvement has changed, the Right To Play country office in Ghana reported that the interest level, role and commitment, as well as involvement, in the Right To Play-Ghana Education Service collaboration remains intact. The Service wants the partnership to progress as they envision teachers in the entire country use a play-based child-centered and participatory approach in facilitating teaching and learning. The country office reported that, “[I]t is the wish of government that Right To Play develops a teaching guide on how to integrate play-based activities into classroom setting for her teachers”.

Furthermore, the country office reported that they have always engaged senior staff of the government and have never had any problems. The Director-Basic Education, Director- Teacher Education Division, Director- INSET, Chief Director of Education, Curriculum Research and Development Division, Early Childhood Education Division, and Special Education Division have all been engaged and indicate full support for integration of play-based learning in Ghanaian Schools.

19 Extent of play-based learning approaches in education strategies, annual plans and priorities at local, district and national levels 20 Perception of education officials (national and local levels) and CSOs on the level of relevance of play-based methodologies in relation to national education priorities and practices


All education officials (n=3) reported that playing games with children in the classroom could make it ‘a lot easier’ to teach children a subject. Their reasons were that it motives children, they understand better and it makes it more interesting.

Interviews were conducted with national government representatives (n=6) for the AHEAD evaluation. All of the representatives interviewed had positive feelings about using play as a tool for learning (see quotes below).

“Play-based methodologies provide children with hands on practical activities and as children play, they learn. It makes learning fun and takes away the drudgery of rote learning. Concept formation becomes practical and linked in some instances to everyday activities. It also allows for values formation.” Participant #1

“It contributes to the overall development of the children and also helps them learn in playful manner without much burden.” Participant #2

“The government realises that there are some synergies that inspire the child to learn that inevitably include play. Additionally, there is evidence, especially in some RTP implementing schools, which suggests that play can be an effective tool if used purposefully.” Participant #2

“Learning outcomes are better achieved through play-based methods in which fear and all forms of intimidation are erased.” Participant #4

“Any successful venture requires maximum attention, and play is something that has been identified to effectively engage the attention of children anywhere. Play based methodology in teaching and learning make lessons interesting. It is not all teachers who can naturally engage the attention of children for a long period of time but when play is used, the attention of children is captured in many ways.” Participant #5

Liberia

A government official reported that play-based methodologies will help, “to build the children’s physical and cognitive ability”. While the government official seemed favorable to supporting the delivery of play-based learning, they also reported limited government funding capacity.

Mali

In an interview with government officials conducted during the AHEAD evaluation, it was reported that there are indications that the government is preparing or changing towards play-based learning. Indications include the kindergarten program (an official document), which provides games in every sections; there has been many meetings where a general consensus was reached that play-based learning must be pursued; and, that teachers and Pedagogical Advisers have been trained. The interviews also reported that five out of ten officials rated Right To Play’s work with the Ministry of Education in the past year as being 80% useful, four out of ten said it was 100% useful, and one official at the National Ministry rated it at 20% because although Right To Play has been engaging government to integrate PBL he does not consider that the implementation to be complete.

When education officials (n=32) were asked whether they think playing games with children in the classroom could make it easier or harder for children to learn, only one responded that they thought it


would make it ‘easier’. 17 officials thought it would make it ‘somewhat easier/somewhat harder’ for children to learn, even though many of the reasons given for why they are thinking this way would seem favorable towards a play-based approach. For example, many mentioned that playing games gets the attention of children, to play is in children’s nature, and games help children understand.

In an interview with the Right To Play country office in Mali, it was reported that the degree of engagement between the government and Right To Play has been reinforced since the end of Play To Learn due to the level of involvement of Right To Play focal points in the education system during the implementation of AHEAD program. AHEAD has been considered as the continuation of P2L with some new specificities. During the implementation of AHEAD, 3 reflection meetings (pedagogic committee) were organized in order to outline the link between play-based learning and the national curriculum. The country office reported that the government has been convinced on the importance of the play-based learning approach and its’ value for education outcomes. They also noted that the National Director of Basic Education participated in the launching workshop of AHEAD. The most beneficial change and achievement, as reported by the country office, is that education officials are more open to supporting the integration of play-based learning into the national curriculum. As a result, each of the four national directorates (Early Childhood Education, Basic, Pedagogic and Teacher Teaching) would like to be involved in the implementation of the PAQE program.

Mozambique

Document reviews from the country office reported very little mention of play-based approaches at the national level. The play-based learning approach is endorsed by the Ministry of Education and Human Development and the Education Sector Strategic Plan for grades 1 and 2. However, there is almost no mention in grades 3 to 7. The country office also reported no documents at the district level.

In an interview a representative from the national government, in the National Institute of Education Development (INDE), reported that the integration of play-based learning at the national level is still at an early stage and there is a lack of information on the process of integration. They reported a concern with the head of INDE in regards to the partnership. They were not specific on whether the partnership is with Right To Play.

In interviews with education officials (n=7), one participant reported having a plan for training or mentoring teachers to use play-based approaches while 2 other participants did not answer the question. One of the reasons given during the interviews was the lack of funds for a plan. In the same interviews, one official reported having a plan for increasing the way play-based learning is used in the classroom while one did not answer the question. The lack of funds was mentioned again as a reason why a plan does not exist or is in-progress. 5 out of 7 education officials reported that they would use play-based learning activities to keep children energized, focused and motivated. The most common reason given was that this demonstrated a child-centered pedagogy. When asked whether playing games would make it easier or harder for children to learn, 2/7 mentioned ‘somewhat harder/somewhat easier’, 2/7 mentioned ‘easier’, and 3/7 mentioned ‘a lot easier’.

At the local level, in the Zambézia province, where Right To Play has begun introducing child-centered, play-based methodologies into eight partner schools, teachers, schools heads and district and provincial level authorities have all expressed the relevance of Right To Play’s approach to in-service teacher training (Consultative workshop, July 2014). Collectively these findings are leading to strong results within education and lay the foundation for the PAQE program.


With an existing relationship and current collaboration focused on in-service teacher training, Right To Play and Development Aid by the People to the People (ADPP) will pilot the integration of child-centered, play-based learning methodologies in ADPPs teacher training college in Zambézia province through the PAQE program. Instructors from the college will be trained in play-based methodologies specifically – a teaching approach currently not included within the ADPP curriculum, but endorsed by the primary curriculum. This pilot will determine the starting point and the scope for national level integration of child-centered, play-based methodologies into the teacher-training curriculum across all 11 ADPP colleges. The proposed strategy will complement the MOEHD’s efforts to improve the quality of basic education in Mozambique. These efforts by the government, in collaboration with Right To Play and regional partners, demonstrate the extent to which Mozambique is integrating child-centered play-based methodologies into pre-service teacher training which will equip student teachers with the skills necessary to deliver the 2003/4 national curriculum for basic education, which is based on learner-centered approaches and specifies the use of active-learning methodology.

Pakistan

The Right To Play country office in Pakistan reported increased engagement with the government over the past 12 months, including strong relations established with the KP Education Department, whereby they continue to support Right To Play’s work in terms of selecting schools, selecting teachers for training on play-based learning and participating in events. They also reported a growing interest in the play-based learning methodology. The value of the play-based learning methodology is recognized by the government, which is demonstrated by: their willingness to provide technical support in informing a teachers’ curriculum for play-based learning and physical education; and, providing support in the development of a framework for Continuous Professional Development (CDP) of teachers in the Sindh province. In KP, the country office reported that that DCTE has also formalized the training sessions outlined for teachers on their website ensuring that teachers are made available for the trainings. Education departments have also shown interest to conduct training of their ECE teachers in collaboration with Right To Play.

The country office also noted that government officials/staff regularly attend Right To Play facilitated events/meetings. These include teacher trainings, play days, sports tournaments, seminars and regular meetings. Right To Play’s long standing presence in KP in particular has enabled a sense of trust between Right To Play and the Education Department there. Right To Play is also a part of official education working groups such as the District Education Group in Thatta in Sindh. In KP, the Directorate of Curriculum and Teacher Education coordinated with Right To Play on the development of the health and physical education curriculum. In Sindh various activities were done with the key education departments such as The Board of Curriculum and Extention Wing (BOCE) and Reform Support Unit (RSU). Earlier RSU requested that Right To Play train the selected ECE mentors for initiating ECE in Sindh. BOEC involved Right To Play in text book reviews and training of their Master Trainers to train teachers. Currently, Right To Play is supporting STEDA (Sindh Teachers Education Development Authority) in development of their Continuous Professional Development Framework.

Rwanda

In interviews with government officials during the AHEAD evaluation 4 out of 4 stated that their office’s engagement with Right To Play has been helpful, there has been good collaboration and strong relationships between Right To Play and their office, and that Right To Play has been helpful in changing the mindset of teachers to use play-based learning in their classes.


Right To Play has already seen success in the integration of play-based learning into the Rwanda education system; and has supported the REB to revise and update their physical education curriculum to incorporate more learner-centered methodologies. To support the implementation of the new curriculum, Right To Play is working in partnership with the REB to train Master Trainers in each school district who will in turn be responsible for training other teachers in the new methodologies. Right To Play has also been able to integrate its Holistic Child Development play-based module into the new National Physical Education and Sport Guide which is being implemented in all primary schools in Rwanda; and has provided technical expertise to the Ministry of Sport and Culture (MINISPOC) in developing an Action Plan for Sport for Development. Building on this success, the REB has invited Right To Play to take part in consultations, workshops, and task force and steering committee meetings to support the current National Curriculum Revision, which will be rolled out in 2016.

Tanzania

The Right To Play country office reported that government partners are increasingly seeing Right To Play as a development partner due to support on infrastructure improvements such as classrooms, latrines, desks, and water and sanitation support. Right To Play is being invited to meetings among other development stakeholders.

A representative of the national government acknowledged that play-based methodologies could improve the quality of education and teaching practices because, “it is an easy teaching methodology for teachers and it makes children...understand easily.” In addition, the representative mentioned that, “it can help teachers to demonstrate what is teaching and it can increase the performance.” It is unclear what kind of performance they were speaking to.

The representative indicated that play-based methodologies can be integrated into all subjects in the country’s education systems and that plans have been present for some time. However, there has been no implementation due to a number of factors, including: teachers’ inability to apply because of large class sizes, lack of teacher expertise in the integration in all subjects, lack of government resources such as teaching aids, books, sporting equipment and refresher trainings for in-service teachers. The representative suggests that Right To Play continues to support by providing teacher trainings and sharing materials for play-based learning with the national- and district-level institutions to better support their schools.

1322. Level of awareness of government partners of child-centered, play-based methodologies to improve teacher practice and education quality

The level of reporting varied across countries for this indicator, where some countries provided more information possibly due to involvement in the AHEAD program (for example, Ghana, Mali and Rwanda), other countries did not consistently ask this question during data collection. These results should be interpreted cautiously as there is some evidence that not all respondents understand what child-centered, play-based methodologies are and may misinterpret the question in these measures.


Benin

In an interview with a government official from the National Institute for Training and Research in Education, they reported that they’ve been working with Right To Play just under 5 years, but they rated their current level of awareness of government partners of child-centered, play-based methodologies to improve teacher practice and education quality at 3 on a scale from 1 (very low) and 5 (very high) and did not recognize any changes in the awareness and knowledge in the past two or three years.

Education officials (n=2) reported a ‘good’ awareness and minimal knowledge on how play could be used as a teaching tool to advance educational priorities, however, no changes were witnessed in the past 1-2 years.

Ghana

The Right To Play country office in Ghana reported that government officials have gradually increased awareness on the value of play-based learning through workshops, consultative meetings, sensitization and fora. The country office mentioned that this has enlightened officials to support teachers as they deliver lessons in and out of the classroom in a more child-centered, participatory way and, “in a conducive atmosphere devoid of cane”. The orientation of Government officials (Directors of Education, Inspectorate team, Chief Executives, Planning Officers) on developing positive associations with school and community was enhanced through consultations and sensitization programs which are collaboratively organized. As a result, officials have intensified their visits to schools, mobilized communities and sensitized them on the importance of education, especially for girls and health related issues.

The country office also reported that the national curriculum has integrated play-based approaches, however, “the challenge is the practice”.

Interviews were conducted with national government representatives (n=6) for the AHEAD evaluation. 6 out of 6 interviewees stated they had seen changes in awareness/knowledge on play for education over the past 2-3 years, and attributed some (not all) of this change to Right To Play’s work in schools and engagement with government. 4 interviewees attributed this to trainings, workshops and meetings which were organized by Right To Play.

“Participation in orientation workshops and trainings, organised by Right To Play, for Girl child coordinators and some ECE teachers have really helped.” Participant #2

“The demonstration sessions offered by Right to Play offered a good opportunity to appreciate the role of play in learning” Participant #3

“Almost every officer here, except the para-professionals has been engaged with Right To Play’s activities in one way or another over the past years. This has created a high level of awareness regarding play in advancing education.” Participant #5

Liberia

In an interview with a government official in the Ministry of Education Early Childhood Division, they reported that their office has a high level of awareness and knowledge of using play as a tool to advance


educational priorities because Right To Play has carried out extensive consultation for, “teachers, CEO, DEO and other Ministry Officials”.

Mali

In an interview with government officials conducted during the AHEAD evaluation, it was reported that there is a high level of awareness and knowledge about the benefits of play as a pedagogical approach in the Mali education system, with half of respondents rating this awareness at 100% and the other half rating it at 80%. Various reasons were provided for this, including play-based learning increases concentration and attention in class, and it enhances the child’s comprehension of lessons. One official said that Right To Play games are perfectly in harmony with various parts of the curriculum and children learn easier through play. When describing the high level of awareness, they maintained that everybody, from the Director of Pre-primary education down to the pupil, is now aware of the benefits of PBL.

In interviews with education officials (n=30), when asked whether they have noticed any changes in the quality of education offered at the schools in their district over the past few years, many of them responded that they’ve seen changes in the application of games, children are experiencing more, and there is better communication with Right To Play.

Mozambique

An interview with a representative from the national government in the National Institute of Education Development (INDE) reported that there would be an advantage for teaching the “game application” which would facilitate the understanding of program content. They also mentioned that “the game” could be a medium used for learning to read and write, if put to good use by teachers.

Results from education officials (n=7) indicated a ‘good’ level of awareness of how play can be used as a teaching tool to advance education priorities.

Pakistan

The Right To Play country office reported that there is a positive change among government officials and staff about the importance of play-based learning to education. The current initiatives organized with the government in various provinces demonstrates increased levels of awareness of Right To Play’s advocacy around play-based approaches.

Rwanda

Education officials (n=10) report that meetings and engagements with Right To Play have led to a better understanding of the education system and the implementation of government policies, which further led to better communication with teachers during activities such as school inspections.

During interviews with government officials (n=4) conducted for the AHEAD evaluation, 3 out of 4 interviewees stated they had seen changes in awareness/knowledge on play for education over the past 2-3 years, and 3 out of 4 interviewees attributed some of this change to Right To Play’s work in schools.

“Before, Right To Play was saying that play can increase learning opportunities and create a friendly learning environment. Now we realized the importance of play that it can help to capture the attention of learners”


Tanzania

The Right To Play country office reported that government partners began to recognize the role of play-based approaches when they were invited by the Tanzania Institute of Education and Involvement to participate in the review of the primary school curriculum. An interview with a national government partner also indicated that there is awareness of the benefits a play-based methodology and that the national curriculum insists teachers use it. However, they also indicate that there is a lack of resources and training opportunities for the implementation of play-based methodologies in the classroom (see indicator 1321 for more information).

Local Level This series of indicators explore the application of child-centered, play-based approaches at the school and classroom level. Key participants include teachers, school administrators and students themselves.

1103. Extent to which gender sensitive child-centered play-based approaches are applied in classrooms

Several tools were used to measure the extent to which gender sensitive child-centered play-based approaches are applied in classrooms. The Classroom Observation tool was conducted in each country to assess physical safety, emotional well-being, and the use of child-centered teaching methodologies in the classroom. The tables below show the percentage of classrooms meeting some level of play-based and child-centered environments. During interviews, teachers were asked whether they ever use play-based activities in their classroom. School administrators were asked during interviews whether play-based activities were used in classrooms at their schools when teaching children. In the Child Survey tool, children were asked questions related to how they would interact with their teacher in particular scenarios. Focus group discussions provided another opportunity to understand the extent to which gender sensitive child-centered play-based approaches are applied in classrooms.


Table 5: Percentage of classrooms meeting Child-Centered environments and Play-Based approaches by School Type

[Source: Classroom Observations21]

Existing Schools New Schools

Male Teachers Female Teachers Male Teachers Female

Teachers RTP Overall

(%) (%) (%) (%) (%)

Benin (N=7) n/a- too small n/a- too small n/a- too small n/a- too small 39.0 %

Ghana (N=30) n/a- all new

schools n/a- all new

schools 38.9% 44.4% 42.4%

Liberia (N=38) 18.2% 8.4% 12.5% n/a- no females 14.5%

Mali (N=30) n/a- all new

schools n/a- all new

schools 6.5% 3.4% 5.1%

Mozambique (N=58) 21.1% 5.0% 20.0% 46.5% 24.6%

Pakistan (N= 19) n/a- too small n/a- too small n/a- too small n/a- too small 13.1%

Rwanda (N=56) 58.3% 70.0% 33.3% 30.8% 49.4%

Tanzania (N=50) 45.3% 37.5% 25.0% 21.5% 26.8% *The RTP overall data only includes RTP schools for Benin, Pakistan, Rwanda and Tanzania. For information on

comparison group schools, please refer to Table 25 in the Appendix.

21 Sample sizes too small to disaggregate by gender, providing very small sub-samples to provide meaningful analyses.


Table 6: Percentage Of Teachers Meeting All Standards For Play-Based Approaches In The Classroom Observations

[Source: Classroom Observations]

Positive Child-Centered Learning Environment

Experiential, Play-Based Learning Methodologies

RTP Overall

Benin (N=7) 0 % 0 % 0 %

Ghana (N=30) 69.7% 13.6% 42%

Liberia (N=38) 25.7% 0.0% 48%

Mali (N=30) 6.7% 3.4% 5.0%

Mozambique (N=58) 41.8% 43.7% 42.8%

Pakistan (N= 19) 0 % 0 % 0 %

Rwanda (N=56) 42.05% 43.80% 49.3%

Tanzania (N=50) 0 % 0 % 0 %

Table 7: Number and Percent of schools reporting strategies for Training or mentoring for teachers to use play-based learning in the classroom22

Source: School Admin SSKII Country Status Existing Right To Play

Schools New Right To Play

Schools All Schools

n(%) n(%) n(%)

Mali (N=18) Developed N/A-all new schools 3 (16.7%) 3 (16.7%)

In progress N/A-all new schools 3 (16.7%) 3 (16.7%)

Mozambique (N=19) Developed 5 (33.3%) 0 (0.0%) 5 (26.3%)

In progress 7 (46.7%) 1 (33.3%) 8 (44.4%)

22 Disaggregation in the Table for Indicator 1103 is only provided if Sample for School Administrators (N) > 15. This was only true for Mali and Mozambique.


Table 8: Number and Percent of schools reporting strategies for Increasing the way that play-based learning is used in the classroom

Source: School Admin SSKII Country Status Existing Right To Play

Schools New Right To Play Schools All Schools

n(%) n(%) n(%)

Mali (N=18) Developed N/A- all new schools 1 (5.6%) 1 (5.6%)

In progress N/A- all new schools 1 (5.6%) 1 (5.6%)

Mozambique (N=19) Developed 4 (26.7%) 0 (0.0%) 4 (21.1%)

In progress 6 (40.0%) 1 (25.0%) 7 (36.8%)

Benin

The classroom observations in Benin had a sample of 18, with 7 in the Right To Play group and 11 in the comparison group. The Right To Play group scored higher on both the child-centered learning environment and play-based learning domains with 51% and 36%, compared to 35% and 34% in the comparison group respectively. None of the classrooms in either group met all the standards of child-centered and play-based environments.

Data from the Teacher SSKII revealed interesting contradictions to the observed behavior from the classroom observations wherein 83% (15) teachers in the comparison group claimed using play-based activities in school all the time, while the remaining reported using it sometimes. Right To Play schools had lower levels of reported application of play-based activities in schools, with only 14% claiming always using these methods while teaching and 79% reporting using these methods sometimes.

Overall, Child Survey data provided a positive picture of children’s perceptions of support from their teachers especially in times of additional tutoring (89%) and conceptual clarifications in the classroom (79%). A comparatively lower percentage of children turn to teachers for support when there are personal problems at home, with an average of less than half (44.5%) reporting they would always or sometimes tell their teacher if there was a problem outside school.

In the focus group discussions with children and parents, questions were asked related to whether there were any changes in the way children get along with teachers and other children at school. Some children mentioned playing more games in school for particular subjects and that Right To Play had an influence on this. Unfortunately, the question was not consistently asked across the various schools and yielded little other results.

Ghana

Classroom observations in Ghana revealed a fairly positive demonstration of innovative teaching techniques, with a higher percentage observed using child-centered methods than play-based experiential ones (70.6% vs. 44.9%). Stratification was available by teacher gender and did not reveal significant differences between male and female teachers in application of these techniques. The largest percentage point differences between male and female teachers was observed for teacher’s


communication (77% vs. 94%), play-based experiential learning (39% vs. 18%) and inclusive child participation (54% vs. 77%). When teachers were classified based on meeting all the components in the observation list, only 13.6% met the requirements for play-based experiential methods. Demonstration of child-centered methods remained relatively high at about 70%.

Self-reported data from teachers’ interviews corroborates the classroom observation data since only 7% of teachers reported always using play-based activities in school while 73% said they sometimes did.

From the children’s perspectives, as seen in the Child Survey data, a strong majority are comfortable approaching their teachers for extra tutoring help during class and after-hours (96%). However, less than half the students (46%) were comfortable approaching their teachers about problems outside of school.

Focus group discussions with children revealed that in some new Right To Play schools, children were reporting increased use of games and improved relations with and support from the teachers.

In interviews with school administrators (n=6), three reported using play-based activities ‘sometimes’ in the classroom when teaching children and three reported never using play-based activities. Of the three participants that responded ‘sometimes’, they reported using it when teaching kindergarten students, when introducing role play in lessons and during lesson delivery. They also mentioned that it helps children understand and remember what was taught. The same teachers that responded ‘sometimes’, however, also mentioned that they ‘seldom’ use it and that it wastes time.

Liberia

Overall, Liberian classrooms were observed to showcase relatively high “behavior management” (81%) and “inclusion with diversity skills” (96%). Comparison of cumulative averages across male and female teachers does not reveal big differences when classroom observations were conducted in Liberian classrooms across 38 schools. However, when parsed for sub-components of play-based techniques, percentage point differences between males and females are significant for “behavioral management” (69%M & 92%F) and “participatory learning” (77%M & 25%F). When teachers were classified based on meeting all the components in the observation list, only 26% met the requirements for child-centered methods, while none met all the requirements needed for play-based experiential teaching.

Of the 40 teachers surveyed on their frequency of use of play-based techniques in the classroom, 87% reported sometimes using it while 13% mentioned using it always.

In terms of children’s perceptions of support from their teachers, majority reported feeling comfortable approaching their teachers when they don’t understand something or need further clarification outside of class (95% and 94% respectively). Relatively fewer children reported turning to their teachers for problems outside of class (71%).

In focus group discussions in existing Right To Play schools, children mentioned that teachers are not ‘beating’ them anymore.

Mali

Overall the use of play-based techniques was minimally observed in Mali with only 5% of classrooms showcasing some positive-play based and child-centered techniques. The classroom observations did not reveal big differences among male and female teachers in Mali when considering overall composite scores. However, when sub-criteria around child participation are considered, male and female teachers


had a 17 percentage point difference with more female teachers demonstrating positive inclusive behavior. No significant differences were found between urban and rural schools.

The self-reported data from teachers further corroborates what was observed in the classrooms since 97% of teachers sampled reported never using play-based activities when teaching in school. The remaining reported “sometimes” using these activities.

In terms of children’s perceptions of support from their teachers, majority reported feeling comfortable approaching their teachers when they don’t understand something or need further clarification outside of class (94% and 99% respectively). Relatively fewer children reported turning to their teachers for problems outside of class (71%). This did not seem to vary greatly by child gender. However, during the focus group discussions with children and parents, there were several reports of children being afraid to ask teachers questions and reports of physical punishment from teachers, which conflicts with the findings of the child survey.

In interviews with school administrators (n=24), two reported using play-based activities in classrooms every day at their school when teaching children, whereas 17 reported ‘sometimes’ and five reported not using.

Mozambique

Overall, Mozambique classrooms were observed to showcase a moderate cumulative average score of 52%, with higher scores for positive-child centered techniques compared to experiential-play based methods (61% vs. 43%). Comparison of scores between male and female teachers did not reveal any severe differences, except for females scoring an average of 25 percentage points more than males when demonstrating “physically safe spaces” in the classroom; and males scoring 80% for inclusive child participation criteria compared to 63% in the female teachers. When teachers were classified based on meeting all the components in the observation list, Mozambique teachers fared much better than their counterparts in other countries, with an average of 42% meeting the requirements for child-centered methods and play-based experiential teaching.

The self-reported data from teachers further corroborates what was observed in the classrooms since the majority of 72% of teachers reported using play-based activities sometimes when teaching in school and 15% said they always use them.

In terms of children’s perceptions of support from their teachers, more than ¾ of the sample surveyed reported that they approached their teacher in times of need. This did not seem to vary greatly by child gender. In focus group discussions with children, it was reported that children were playing more games at school and there was less physical punishments.

No data exists from school administrators for this indicator.

Pakistan

Overall the use of play-based techniques was minimally observed in Pakistan with only 13% of classrooms showcasing some positive-play based and child-centered techniques. A significantly higher percentage of teachers met the observed requirements for positive-child centered environments than play-based techniques (23% vs. 3%). But more than the overall averages, it is worth highlighting that not a single teacher met all the requirements. An interesting finding was the relatively higher percentage (92%)


observed demonstrating the inclusion of children with disabilities. The cumulative average of the Right To Play group (10.5%) was lower than the Comparison group (15.6%).

Based on the teacher’ self-reported data, none of them claimed using play-based techniques all the time in the classroom but 64% of the Right To Play group said they used it sometimes, compared to 75% in the Comparison group.

In terms of children’s perceptions of support from their teachers, an overall average of 85% of the sample surveyed reported that they approached their teacher in times of need. This was highest for when something was not understood in class (96%) and lowest for problems outside of school (70%). The average of respondents perceiving support across the three situations did not vary greatly by Right To Play (82%) and comparison group (88%). More male students perceived support from teachers than female students (89% vs. 81%), with the greatest reported difference in perceived support being for problems occurring outside the home (75% M vs. 63% F).

In interviews with school administrators (n=8), 5 participants reported using play-based activities in their classrooms at their school when teaching children. One of those participants mentioned using activity-based teaching in grades 1 and 2 as an example, which may indicate that they either did not understand the question or they are not familiar with play-based learning. That same participants also mentioned that the play-based method was being taught in English which makes it challenging to learn in training. Some reasons given for not using play-based learning include a large number of students in one class and a lack of understanding of play-based learning.

Rwanda

Overall an average score of 38% was observed for Rwandan teachers in the classrooms for the use of play-based techniques and provision of positive child-centered environments. The average percentage score for teachers was higher for application of positive child-centered learning environments (41%) than experiential play-based methods (35%). In terms of teacher’s gender, the overall average scores did not vary greatly between males and females (41% vs. 35%). The biggest differences in percentage points were seen for child participation (44% M vs. 29% F), participatory learning (44% M vs. 28% F), and inclusive participation of children (47% M vs. 33% F). The Right To Play group fared better (42%) than Comparison group teachers (30%) on average. In this comparison, the biggest differences were observed for teacher communication (51% Right To Play vs. 34% Comparison), inclusion of children with disabilities (51% Right To Play vs. 29% Comparison) and play-based experiential learning (26% Right To Play vs. 6% Comparison).

Self-reported data from the teacher’s survey on frequency of use of play-based approaches reveals moderate prevalence of use with 72% claiming they use these techniques “sometimes”. There was minimal difference between Right To Play and Comparison groups, and males and females.

In terms of children’s perceptions of support from their teachers, an overall average of 72% of the sample surveyed reported that they approached their teacher in times of need. This was highest for when extra explanations were needed (96%) and lowest for problems outside of school (57%). The average of respondents perceiving support across the three situations did not vary greatly by child gender. Focus group discussions with parents support children’s perceptions with some examples of teacher-parent relations improving and children not fearing their teachers’ physical punishments.

In interviews with school administrators (n=13), one participant reported using play-based activities in classrooms at their school when teaching children, 7 reported ‘sometimes’ and 5 reported never. When


asked about whether or not play-based activities were used in classrooms when teaching children, School Administrators explained that this was done because all children can participate; play-based activities are a good way to help children learn; children are not fatigued by the lesson, and can concentrate on a number of subjects; children enjoy play based activities and games; and the games make it easier for them to understand the material.

Tanzania

Overall the use of play-based techniques was minimally observed in Tanzania with only 27% (cumulative average %) of classrooms showcasing some positive-play based and child-centered techniques. A significantly higher percentage of teachers met the observed requirements for positive-child centered environments than play-based techniques (37.0% vs. 17%). Even in Tanzania, it is worth highlighting that not a single teacher met all the requirements for either of the two domains being measured. Overall, the Right To Play groups did perform much better than the comparison group (40% vs. 14%) and this was most pronounced for behavior management (42% vs. 9%), teacher’s encouragement (52% vs. 0%), child participation (54% vs. 4%), participatory learning (58% vs. 13%), and inclusive child participation (38% vs. 9%). Both groups fared positively for inclusion of children with disabilities (100% vs. 87%) something not observed commonly across other countries.

In terms of children’s perceptions of support from their teachers, an overall average of 88% of the sample surveyed reported that they approached their teacher in times of need. This was highest for when extra explanations were needed (97%) and lowest for problems outside of school (70%). The differences between boys and girls was not significant overall although boys were slightly more likely to approach their teachers in times of problems outside the home (73% vs. 68%).

Focus group discussions with children and parents presented mixed reports for this indicator. While there were reports of improvements in children’s experience at school, there were also some reports of children still being physically punished in existing Right To Play schools. It is unknown whether teachers from the existing schools were trained or not.

Interviews with school administrators (n=10) support the teacher reports of play-based approaches applied in classrooms. For those that have teachers using play-based approaches, they’ve noticed a difference in the way that children learn, for example, being more confident and active.

1111. # and % of trained pre-primary, primary teachers, principals and school administrators demonstrating applied knowledge as they progress through the continuum of teacher training (COTT) on gender-sensitive, child-centered play-based learning techniques23

The results below demonstrate some evidence on teachers’ and school administrator’ level of knowledge on gender-sensitive, child-centered play-based learning techniques. To accurately portray applied

23 There was limited data provided to properly demonstrate results for this indicator. Specifically, there was no sample for principals, teachers were not identified as being pre-primary or primary, the level of training among all samples varied widely and was not consistently reported on across all countries, the continuum of teacher training (COTT) data was not presented for analysis during Phase 2. The pre/post COTT training surveys will be able to provide more insight into this indicator during end line reporting.


knowledge, analysis requires making a connection between what teachers and administrators know to how they are applying those in their respective schools and necessitates a more robust measurement tool and line of questioning to investigate.

Overall, results from all countries demonstrate an interesting finding—that teachers at existing Right To Play schools do not necessarily demonstrate higher scores on applied knowledge than teachers at new Right To Play schools and, in some cases, new teachers demonstrate higher scores than existing teachers. Further investigation at the existing schools on the uptake of play-based material, resources and training could provide some important lessons for new schools. And, vice versa, promising practices could be identified at new schools that could assist existing schools in devising new strategies for the adoption of gender-sensitive, child-centered play-based learning techniques. These results could also indicate an issue in measurement where, because of recent training, new teachers are able to more readily demonstrate and report on play-based learning in their classrooms than existing teachers.

The tables below illustrate the composite scores of knowledge on specific gender-sensitive, child-centered techniques demonstrated by teachers and school administrators.

Table 9: Average % scores of teachers on applied knowledge of play-based and positive-learning environments, by Teacher Gender & School Type

[Source: Teacher SSKII] Existing Schools New Schools RTP Overall

Male Teachers Female Teachers Male Teachers Female Teachers

% % % % %

Benin (N=58) 36.2 % 38.0% 42.1% 39.0% 39.6%

Ghana (N=30) N/A N/A N/A N/A 46.4%

Liberia (N=40) 57.0% 50.7% 53.9%24 57.4% 54.8%

Mali (N=30) N/A N/A N/A N/A 16.1%

Mozambique (N=46) 27.9% 22.5% 35.4% 27.4% 27.8%

Pakistan (N=11) N/A N/A N/A N/A 18.3%

Rwanda (N=50) 45.6% 45.7% 33.7% 31.1% 39.0%

Tanzania (N=50) 28.7% 32.2% 32.0% 30.7% 31.0%

*The RTP overall figures do not include data from Comparison groups. Please refer to Table 29 for Comparison group data.

24 Liberia only had 5 new schools, the other 35 were existing schools.


Table 10: Average % scores of School Administrator on applied knowledge of play-based and positive-learning environments, by Gender & School Type25

[Source: School Admin SSKII]

Existing Schools New Schools Overall

Male

Administrators Female

Administrators Male

Administrators Female

Administrators

n(%) n(%) n(%) n(%) n(%)

Mali (N=24) n/a-only new

schools n/a-only new

schools 31.9% 31.8% 31.9%

Mozambique (N=22)

22.9% 28.4% n/a-too small n/a-too small 31.1%

Benin

When measuring the average scores of applied knowledge of play-based and positive-learning environments among teachers, differences were observed between the Right To Play schools which performed better than the Comparison group schools (40% vs. 25%). However, overall, all teachers performed slightly better in the play-based learning category, compared to the positive-learning category. Within the Right To Play group, the newer schools had a higher average score (41%) than the existing schools (37%). Finally, the average play-based learning score was slightly higher than the positive environment scores (39% vs. 36%).

Ghana

When measuring the applied knowledge of play-based and positive-learning environments among teachers, there were no significant differences between male and female teachers. Female teachers did however score lower in both categories by five and eight percentage points compared to males. Additionally, when comparing urban schools (n=5) with rural schools (n=25), urban schools performed poorer than their rural counterparts (34% vs. 45%).

School administrators described this as a good way to teach because it helps children to better understand the lesson, increases children’s confidence in the classroom and creates a positive classroom environment for both the teacher and the students. The majority of school administrators explained that playing games with children in the classroom makes it easier for children to learn because it improves the relationship between teachers and students. It was noted that it’s an especially effective teaching method for younger students and participation improves children’s understanding and retention of the lesson. One school administrator explained that playing games with children in the classroom makes it harder for

25 School admin data has only been disaggregated in tabular form if sample size >20. This was only true for Mali and Mozambique.


children to learn, because teachers and school staff lack the necessary skills, and teachers “lack commitment [to consistently applying play-based learning methods]”.

Liberia

The overall cumulative average score for Liberian teachers was 54%, with teachers performing slightly better for play-based learning techniques than positive learning environments (58% vs. 51%). When measuring the applied knowledge of play-based and positive-learning environments among teachers, there were no significant differences between male and female teachers or existing and new Right To Play schools.

Mali

Male teachers performed better (18%) compared to female teachers (14%) on average applied knowledge of play-based and positive learning environments. There was no difference between rural and urban schools. Across all groups however, teachers performed far better in positive-learning environment measures than play-based learning ones (29% vs. 4%).

Among the school administrators in Mali, average positive environment scores were higher (39%) compared to the play-based learning scores at 25%. This pattern was also reflected when disaggregating by school neighbourhood and teacher gender, wherein respondents fared better with the positive-environment criteria. Overall, rural schools (n=6) had a higher average score for both techniques at approximately 37%, compared to urban schools (n=18) at 30%.

Mozambique

For Mozambique overall, in both the new (n=18) and existing Right To Play schools (n=28), male teachers performed better than female teachers by an average of 8 percentage points. Across all groups teachers performed far better in play-based learning ones than positive-learning environment measures (34% vs. 22%).

Within the school administrators group, the existing Right To Play schools had a lower cumulative average of 24% compared to the new schools at 38%. Overall, play-based teaching scores were higher at approximately 30% compared to positive environment scores at 24%.

Teachers and school administrators from existing schools generated mostly positive responses as to why they believe the use of child-centered, play-based approaches were an effective way to teach children, enrich their learning development, and provide healthy interactions with other children and adults. Most educators felt that games provide a fun and easy-to-follow tool that facilitates greater understanding in children as they attempt to grasp more complex lessons that can often pose difficulties for many students to comprehend and engage. Some teachers spoke to the increased knowledge retention in students, and their ability in develop learning competencies, which are enhanced by the use of play-based learning. They attested to the increased interest and motivation to learn and participate in class activities and lessons that games can stimulate. Many educators also talked about the enhanced life skills that are achieved through the use of games in the classroom such as collaboration and teamwork, interaction and relationship-building, experiential learning, and participation. They found that through games and activities, children are able to connect what they learn at school with their daily lives and experiences.


Pakistan

For Pakistan, the overall score was 15% with minimal differences between play-based and positive learning environment techniques. Right To Play school performance was better than their counterparts in the comparison group (18% vs. 11%). However, male and female teachers scored relatively similarly for both domains.

The majority of school administrators (n=8) thought that playing games with children in the classroom could make it easier for children to learn. Some mentioned that large class sizes makes playing games in the classroom challenging though.

Rwanda

For Rwanda the average percentage score when measuring teachers’ applied knowledge of play-based and positive learning environments was approximately 37%. This did not vary by male or female teachers (36% vs 37%). Play-based learning scores were higher (40%) than positive-learning environment scores (33%).

“When you use play based activities, children understand the lesson directly.” Teacher participant

Teachers report that their chosen methodology is a good way to teach because children can better understand the lesson. A few teachers noted that it was important for children to be engaged in the lesson. For example, a teacher notes, “When you use play based activities, children understand the lesson directly.” Teachers explained that playing games in the classroom can make it easier for children to learn because: children are able to more easily follow and understand the lesson, are less distracted, more enthusiastic about the lesson and are able to more easily remember the material.

Teachers explained that playing games in the classroom can make it harder for children to learn because the applicability of games depends on the subject, and the group of children participating; it is not always easy to manage. Also, teachers expressed that too many games can be “detrimental”, and can reduce their focus on the curriculum.

School administrators from schools with new Right To Play programs described this as a good way to teach because children are not bored during lessons; group work increases their comfort and understanding of the material; and lessons are well prepared. School administrators from schools with existing Right To Play programs schools described this as a good way to teach because children are able to better understand the lesson, and teachers are in a better position to help children learn.

Tanzania

For Tanzania the average percentage score when measuring teachers’ applied knowledge of play-based and positive learning environments was approximately 28%. This did not vary by male or female teachers. Play-based learning scores were higher (40%) than positive-learning environment scores (19%). Right To Play schools performed better than the comparison group teachers (31% vs 25%).

Many explanations given by teachers for their chosen teaching methodology are consistent with child-centred and play-based approaches. These explanations included encouraging cooperation and ‘peace and love’ among children; promoting participatory approaches and comfortable learning environments; seeking to ensure gender equality; protecting children and ensuring safety; building confidence and realizing ‘hidden potentials and capabilities’ in children, and especially in girls. Teachers also mentioned teaching the importance of sports and helping children to be active. There were also numerous responses


focusing on correcting ‘mischievous’ behaviours in children. In response to specific questions about the possible benefits of play-based approaches, school administrators pointed out benefits such as making children active and improving memory and learning.

1112. # and % of trained pre-primary, primary teachers, principals and school administrators utilizing learning and training materials that address play-based techniques in classrooms and schools26

In interviews with teachers and school administrators, participants were asked whether they have access and are able to use: games that are specific to the subjects they teach; games that could be general for any subject; lesson planning templates; and, sports and play equipment. The table below reports on all the materials together. Please see the individual country reports for a breakdown of those materials and the number of teachers with access and using them and refer to Tables 20-23 in the Appendix for disaggregation by material type.

26 There were some conflicting findings with this indicator which may be due to an issue with the measurement tool. For example, some individual teachers reported high use of material with low access which seems to conflict itself. If a teacher is using material, you could assume that they have high access to material. It is possible some teachers did not understand the question properly which could use some refinements.


Table 11: Number and percent of teachers who report having access to and using various play-based and child-centered teaching materials

[Source: Teacher SSKII]

Existing Schools New Schools

RTP Overall

Male

Teachers Female

Teachers Male

Teachers Female

Teachers

% % % % %

Benin (N=58) Access 44.8%

Using 43.0% Ghana (N=30) Access 40.0%

Using 42.5%

Liberia (N=40) Access 38.1%

Using 40.0%

Mali (N=30) Access 0.0%

Using 0.0%

Mozambique (N=46) Access 66.0% 68.0% 55.0% 40.4% 56.7%

Using 64.3% 50.0% 50.0% 38.5% 53.3%

Pakistan (N=11) Access 23.4%

Using 13.3%

Rwanda (N=50) Access 91.7% 84.4% 83.8% 71.2% 82.8%

Using 62.5% 78.1% 48.5% 51.9% 60.3%

Tanzania (N=50) Access 54.2% 48.1% 27.3% 25.0% 38.6%

Using 47.9% 48.1% 36.4% 26.4% 39.7%

Benin

Overall averages for reported access to several training and support materials for Benin was approximately 43% for both access and use, which may suggest that those who have access are also using the materials. The highest access and use was reported for lesson planning templates (~96%), and the lowest was for games to teach general subjects (39%).

When school administrators (n=16) were asked the same question as the teachers, none reported having access to and using games specific to the subjects they teach, 4 from Right To Play schools and 5 from comparison schools reported having access to and using lesson planning templates, 2 from Right To Play schools had access to sporting and play equipment (however, only one was using it), and only 2 from Right To Play schools had access to and using games for general subjects they teach.


Ghana

Less than half the teachers surveyed in Ghana reported having access and use to training and support materials. All teachers reported having access and using lesson planning templates while only teacher claimed accessing and using games specific to the subjects taught. Interestingly, games for general subjects taught were reported to have higher access and use with 13% claiming this27.

When school administrators (n=6) were asked the same question as the teachers, none reported having access to and using games specific to the subjects they teach, all six reported having access to and using lesson planning templates; five administrators had access to and used sporting and play equipment, and only one had access to and reported using games for general subjects they teach.

Liberia

There was a wide range in the access and use of materials across material type in Liberia. Of the 40 teachers interviewed, none of them reported having access and use of games specific to the subject they teach or general subjects. In contrast, all 40 teachers reported accessing and using lesson planning templates.

Of the 10 school administrators interviewed in the same way as teachers, all ten reported access to and use of lesson planning templates; four reported access to and use of sporting and play equipment. None of the administrators claimed access to and thereby use of games for their specific subjects or general subjects.

Mali

Among the teachers, 0% reported access or use of the different material types. With the 18 school administrators, the highest access and use was reported for sporting and play equipment (28% and 33%), while none of the teachers reported having access to or using games specific to subjects they teach as well as for lesson planning template. Only 1 school administrator reported using games for the general subject they teach.

In contrast to the data from the teacher survey, data from 32 education officials reveals an average of 26.6% access and 25.2% use of the different materials. This was highest for lesson plan templates (22%) and lowest for games specific to subjects they teach (12.5%).

When school administrators (n=18) were asked the same question as the teachers: none reported having access to and using games specific to the subjects they teach; one reported having access and using games for general subjects they teach; none reported having access to and using lesson planning templates; five administrators had access to sporting and play equipment and six reported using those materials.

Mozambique

More than half the teachers in Mozambique reported having access (57%) and use of the different material types (53%). The access to and use of lesson planning templates (83% and 80%) was the most

27 There may be an internal validity issue here with the Ghana data. Use of materials is reported to be higher than access to materials.


prevalent response while access to and use of games for general subjects (38% and 34%) was the least prevalent. These patterns were fairly similar across teacher genders and school type in the Right To Play program area. Except for lesson planning templates where access and use were fairly similarly reported on between existing and new Right To Play schools, the teachers from existing Right To Play schools reported higher use and access on average for all other categories compared to the newer schools.

When school administrators (n=22) were asked about their access and use, 10 reported having access to and using games specific to the subjects they teach, 10 had access to games that could be used for general subjects they teach, 15 had access to lesson planning templates, and 12 had access to sports and play equipment.

Pakistan

The average percentage of teachers reporting access and use overall across all material types was fairly low for Pakistan (23% vs 16%). Of note is the pattern of reported access but relatively limited use for games to specific subjects (40 % vs 13%) and general subjects (27% vs 13%). The least prevalent responses for access and use was for sporting goods with only one teacher affirming this.

When school administrators (n=8) were asked the same question as the teachers, 2 participants from rural schools reported having access and using games that are specific to the subjects they teach. The same 2 participants also had access, but not using, games for general subjects they teach. 4 participants reported having access (and only 2 using) lesson planning templates. 2 other participants reported having access to and using sports and play equipment. One participants reported using ‘other’ equipment.

Rwanda

Overall averages for reported access to several training and support materials for Right To Play Rwanda teachers were higher than most countries (83% access and 60% use). Consistent with other countries, the highest access and use was reported for lesson planning templates (95% reported using these) and using games for general subjects overall was only 23%. Existing Right To Play schools reported higher access and use than the newer schools on average.

When school administrators (n=13) were asked the same question as the teachers, 2 reported having access and using games specific to the subjects they teach. 7 reported having access and using lesson planning templates (missing a response from one participant on whether they use the lesson planning template). 5 reported having access and using sports and play equipment (missing a response from one participant on whether they use the sport and play equipment). There were many missing responses from administrators in this sample.

Tanzania

The average percentage of teachers reporting access and use overall across all material types was less than half of the sample for Tanzania (39% vs 40%). Males reported greater access than female teachers but levels of reported use were similar in both groups. The access and use for lesson planning templates was the highest while games for general subjects had the lowest responses.


When school administrators (n=10) were asked the same question as the teachers, none reported having access to and using games specific and in general to the subjects they teach, 8 reported having access to and using lesson planning templates, 2 had access to and using sporting and play equipment, and one had access to and using ‘other’ equipment.

1113. Level of confidence of trained teachers, principals and school administrators in their ability to apply child-centered play-based techniques in schools

In interviews with teachers and school administrators, participants were asked how confident they feel in their ability to use play-based activities to teach children. Table 18 and 19 present the results from the teacher survey.

Overall, low confidence levels across all countries demonstrate room for improvement during the PAQE programs. The findings between high levels of reported confidence (Benin and Mozambique) and low levels of reported confidence (Liberia and Mali) are fairly consistent with measures on the extent to which gender sensitive, child-centered play-based approaches are applied in the classroom (see indicator 1103) in those countries, which may indicate that teachers that are confident in play-based learning are applying those in the classroom. Benin’s significantly higher reported confidence levels among its teachers could be qualitatively explored in the future to determine which factors make them more confident in application of these tools.

School administrator reports of confidence are generally consistent with teacher reports of confidence. Further investigation could seek to understand how school administrators’ levels of confidence affect their teachers’ levels in individual schools.

Table 12: Teachers’ reported levels of confidence in using play-based activities to teach children by Teacher Gender and School Type


Country

Existing Schools New Schools RTP Overall

Male Teachers Female Teachers Male Teachers Female Teachers

n(%) n(%) n(%) n(%) n(%)

Benin (N=58) 10 (76.9%) 7 (70.0%) 20 (80.0%) 8 (80.0%) 77.6%

Ghana (N=30) 12.5%

Liberia (N=40) 0.0%

Mali (N=30) 0.0%

Mozambique (N=46) 61.9% 42.9% 80.0% 15.4% 47.8%

Pakistan (N=11) 26.8%

Rwanda (N=50) 66.7% 37.5% 23.5% 23.1% 37.7%

Tanzania (N=50) 50.0% 50.0% 9.1% 10.5% 29.9%

*The RTP overall data here does not include Comparison group data for Benin, Pakistan, Rwanda and Tanzania. Please refer to Table 28 in the Appendix for Comparison group data for 1113.


Benin

Overall, Right To Play schools scored higher on teacher confidence than the Comparison group when asked about using play-based techniques. None of the 18 teachers interviewed from the comparison group reported being confident in contrast to 80% in the new Right To Play schools and 74% in the existing Right To Play schools.

Only 4 out of 16 school administrators reported being confident or very confident in their ability to use play-based activities to teach children. Of the teachers that reported not feeling confident, more training was being requested to help them become more confident.

Ghana

Overall, among the 30 Ghanaian teachers interviewed, only 12.5% reported having moderate or high levels of confidence using play-based activities, revealing significant scope for improvement.

In interviews with school administrators (n=6), three participants reported never feeling confident while two other administrators felt somewhat confident. None of the respondents reported feeling high levels of confidence.

Liberia

Based on data from the teacher survey, none of the Liberian teachers reported feeling high levels of confidence.

3 out of the 10 school administrators reported feeling confident about their ability to support teachers to use play-based activities to teach children. One participant mentioned that their high level of confidence comes as a result of children and teachers appreciating the approach.

Mali

Based on data from the teacher survey, none of the Malian teachers reported feeling high levels of confidence.

Out of 18 school administrators, only 4 responded as being confident in their ability to support teachers to use play-based activities to teach children and some this to Right To Play training. One respondent did not answer the question.

Mozambique

Overall, of the 46 teachers interviewed, almost half of them reported having moderate or high levels of confidence using play-based activities. Teachers from existing schools had higher reported prevalence of confidence compared to their newer counterparts (57% vs. 33%). In both types of schools however, more male teachers reported being confident with these techniques than female teachers (65% vs 25%).

When school administrators (n=22) were asked how confident they feel in their ability to support teachers to use play-based activities to teach children, only 3 responded that they had high confidence. No reasons were given for their high confidence or lack of confidence for the other participants.


Pakistan

Overall, of the 15 teachers interviewed, only 27% of them reported high levels of confidence. Teachers from Right To Play schools had significantly higher reported prevalence of confidence compared to the comparison group (37% vs. 0%). There was no difference between teacher gender.

When school administrators (n=8) were asked about their confidence in their ability to support teachers to use play-based activities to teach children, only one responded that they had high confidence.

Rwanda

For Rwandan teachers, the level of reported confidence was higher in existing Right To Play schools than comparison schools (55% vs 23%). In both groups however, more males reported being confident than females. Finally, while 36% of Right To Play teachers reported being confident about play-based techniques, only 20% of Comparison group teachers stated the same.

In Rwanda, teachers were fairly evenly split (54% yes, 46% no or no response) on whether or not they’d experienced a change in confidence over the last year. Those who did report a change gave the following examples:

� They’re more willing and able to use games during lessons � Lesson plans are shorter and appear to be more effective � They’re knowledge and use of games has expanded

Those who did report a change attribute this change to training, and to practicing the methodology in the classroom; those who did not report a change attribute this to the need for more training. School Administrators reported no change in confidence; and similarly cited a lack of training as the cause. In schools with existing Right To Play programs, one school administrator reported a change in confidence. Still, school administrators stated that their confidence could increase further with more training.

Tanzania

For Tanzanian teachers, the level of reported confidence was higher in existing Right To Play schools than comparison schools (32% vs 9%). Additionally, existing Right To Play school teachers had a higher prevalence of confidence (52%) compared to comparison group teachers (23%) when it came to using play-based techniques in the classroom. In the existing schools, male teachers however had much higher levels of confidence (67%) compared to female teachers (38%).

Only one school administrator (n=7) reported feeling high levels of confidence while 3 other administrators did not answer the question.


1114. Increased access among teachers, principals,28 and school administrators to knowledge sharing and mentorship opportunities on play-based methodologies (through networks, communities of practice, etc.)

Table 13: Percentage Of Teachers Reporting Discussion About Play-Based Activities among Right to Play Schools


Country Reported discussion with teachers

within schools Reported discussion with teachers from

other schools

n(%) n(%)

Benin (N=58) 35 (60.3%) 30 (51.7%)

Ghana (N=30) 9 (30.0%) 5 (16.7%)

Liberia (N=40) 0 (0.0%) 0 (0.0%)

Mali (N=30) 0 (0.0%) 0 (0.0%)

Mozambique (N=46) 27 (58.7%) 24 (52.2%)

Pakistan (N=11) 8 (72.7%) 4 (36.4%)

Rwanda (N=50) 37 (74.0%) 24 (48.0%)

Tanzania (N=50) 22 (50.0%) 5 (11.4%)

*The RTP overall data here does not include Comparison group data for Benin, Pakistan, Rwanda and Tanzania. Please refer to Table 27 in the Appendix for Comparison group data for 1114.

Benin

A similar proportion of teachers reported discussing play-based techniques within schools as well as with teachers from other schools (50% & 49% respectively).

In interviews with school administrators (n=16), 9 administrators from Right To Play schools and 1 from a comparison school reported discussing with teachers within schools, while 3 administrators from Right To Play schools and 1 from comparison schools reported discussing with teachers from other schools.

Ghana

In Ghana, more teachers reported discussing play-based techniques within schools (30%) compared to with other schools (17%). Moreover, while discussion within schools was more prevalent among female teachers (32% vs. 11%), 27% of male teachers reported discussing techniques within and outside of schools.

Interviews with school administrators (n=6) reported that 2 participants discuss ways to use play-based activities in the classroom with other teachers from their school and other schools (2 were missing

28 Principals were not an identified sample in the baseline data collection and analysis.


responses for this questions). They mentioned that discussing with other teachers helps to create more awareness and readiness, and, “puts more emphasis on actions to be taken”.

Liberia

None of the teachers and school administrators interviewed reported any discussion within or between schools, with regards to play-based techniques.

Mali

None of the teachers interviewed reported any discussion within or between schools, with regards to play-based techniques.

School administrators were asked whether they ever discuss ways to use play-based activities in the classroom with other teachers from their school and from other schools. 5 responded that they discuss with teachers in their own school. 5 also responded that they discuss with teachers in other schools, two of which did not discuss with teachers in their own school. The most common reason given was to get new ideas.

Mozambique

In Mozambique, more teachers reported discussing play-based techniques within schools (59%) compared to with other schools (52%). In both cases however, male teachers reported higher levels of discussion about these techniques than female teachers.

In interviews with school administrators (n=22), 15 responded that they discuss ways to use play-based activities in the classroom with other teachers from their school, while 11 discuss ways with other schools.

Pakistan

As seen with most program countries, relatively higher percentage of teachers reported discussing play-based techniques within schools than with teachers from other schools (53% vs 33%). However, overall average discussion rates of play-based techniques were still low with less than ½ the sample reporting positively (43%). Right To Play teachers reported significantly higher levels of discussion compared to the comparison group teachers (55% vs. 13%). Discussion was more prevalent among male teachers than females (65% vs 25%) but in both groups discussion within schools was higher.

In interviews with school administrators (n=8), 5 of the participants mentioned discussing ways to use play-based activities in the classroom with other teachers in their school. Only one of those 5 participants did not discuss with teachers from other schools and the rest did.

Rwanda

As seen with most program countries, relatively higher percentage of teachers reported discussing play-based techniques within schools than with teachers from other schools (69% vs 43%). Cumulative averages were not significantly different by teacher gender (57%M and 55%F) but by program group (61% Right To Play vs 46% Comparison).


In interviews with school administrators (n=13), 6 reported discussing ways to use play-based activities in the classroom with other teachers from their school and only 2 reported discussing with teachers from other schools.

Tanzania

Consistent with most program countries, a much greater percentage of teachers reported discussing play-based techniques within schools than with teachers from other schools (36% vs 8%). In fact, among the comparison group, no teachers reported discussion outside of school on this subject. The Right To Play group had higher levels of discussion compared to the comparison group (31% vs. 4%). Overall, females reported high levels of discussion compared to male teachers (26% vs 15%).

In interviews with school administrators (n=9), only 3 reported discussing ways to use play-based activities in the classroom with other teachers from their school.

1122. # and % of teacher-trainers and education officials who demonstrate increased knowledge about training on gender sensitive, play-based learning

No relevant data was collected to demonstrate this indicator.29 In addition to teacher-trainers not being an identified sample, questions in the education official interviews relate to their perceptions of gender-sensitive, play-based learning, rather than their knowledge of training, as this indicator is seeking to demonstrate. Further investigation could be conducted with education officials that oversee training programs for teachers.

1211. # and % of total coaches that achieve satisfactory standard related to the application of child-centered play-based approaches

There was no relevant data to demonstrate results for this indicator30. There was large enough sample size of coaches in Liberia and the baseline reported, as an example, on the number and percentage of coaches reporting on a range of child-centered, gender-sensitive activities. As another example of results that relate to this indicator, self-reported data was collected from 6 coaches in Tanzania where 5 of the coaches reported that they were doing things to help boys and girls attend school which range from helping parents and children understand the importance of education, and increasing safety and security of children at school. No other data exists to determine a satisfactory standard for coaches.

29 The language of this indicator was changed between Phase 1 and Phase 2 which also could have contributed to teacher-trainers not being an identified sample and a lack of questions on knowledge of training. 30 The PAQE Performance Measurement Framework mentions the use of a 4-level rubric to determine a satisfactory standard for coaches, however, no rubric was present in the tool and, therefore, the consultants could not perform the appropriate analysis.


Table 14: Number and Percentage of Coaches reporting on a range of child-centered, gender-sensitive activities in Liberia (N= 31)

Doing anything to help children attend schools 30 (96.8%) Making the community safer for children 28 (90.3%) Helping parents understand the importance of positive discipline 20 (64.5%) Help parents understand the rights of children 26 (83.9%) Help children understand their rights 24 (77.4%) Increase safety and security of children 20 (64.5%) Help children feel safer on walks 3 (9.7%) Help parents understand the importance of girls education 24 (77.4%) Help children understand the importance of education for girls 25 (80.6%) Help girls feel safer on walks to and from school 6 (19.4%) Address safety and security of girls 13 (41.9%) Support infrastructure changes to help girls feel comfortable 2 (6.5%) Help with sensitization 14 (45.2%)

1212. Level of confidence of community coaches in their ability to lead sport and play-based methodologies in the community Benin When coaches were asked how confident they feel in their ability to lead sport and play activities to share positive lessons and address issues in the community with children, 2 mentioned feeling ‘very confident’ and ‘confident’. For all coaches, confidence was lower last year in their ability to lead sport and play activities. Ghana

Of the four coaches interviewed, 2 reported high confidence (4 or 5 on confidence scale) in their ability to lead sport and play activities to share positive lessons with children. 3 reported high confidence in their ability to lead sport and play activities to address issues in the community. Only one reported having the same confidence in their ability last year.

Liberia Table 15: Level of Confidence reported by Liberian Coaches for different activities (N=31)

Leading Sport and Play activities with children

n (%)

Leading sport and play activities to address issues in the community

n(%) 1- Not at all 0 (0%) 0 (0%) 2 1 (3.3%) 1 (3.3%) 3- Sometimes 3 (10.0%) 5 (16.7%) 4 4 (13.3%) 3 (10.0%) 5- All the time 22 (73.3%) 21 (70.0%)

No qualitative data from coaches in Liberia were present for analysis.


Mali

8 out of 10 of the coaches interviewed reported feeling very confident (4 or 5 on confidence scale) in their ability to lead sport and play activities to share positive lessons with children. Most also felt very confident in their ability to lead the same activities, but to address issues in the community (there was some missing data for this question). Most reported feeling the same level of confidence a year ago. 6 out of 10 of the coaches reported that Right To Play helped them in their role as a coach, without giving specific details on the kind of help.

Mozambique In terms of confidence in ability to lead for sport and play activities to share positive lessons with children, less than half (41%) agreed they felt confident. 29% felt they were somewhat confident but needed support. A relatively lower proportion (38%) felt confident about using sport and play activities to address issues in their community. Pakistan

Coaches in Pakistan were recently selected and data was not yet available for analysis in the baseline evaluation.

Rwanda

Coaches are not being used in Rwanda as part of the PAQE program.

Tanzania

All of the 6 coaches reported feeling ‘very confident’ in their ability to lead sport and play activities to share positive lessons with children and address issues in the community. They reported that Right To Play training and availability of equipment helped with confidence increases in the last year.

Life Skills of Children The life skills which the PAQE project specifically aims for children to develop are a set of skills, attributes and competencies, which are part of Right To Play’s ‘theory of change’ as well as national curricula across PAQE countries. These 5 life skills include self-confidence, managing emotions, collaboration, communication, and inclusion. Table 16 presents results from the child survey which asked children a set of questions for each of the 5 life skills. Table 17 reports on teachers’ perceptions of children’s life skills across program type.

Indicators 1104, 1131, 1132, and 1222 are being reported together because of close similarities between the indicators and limited data to explain each corresponding indicator, especially 1131 and 1222. The measures used to score children’s life skills were very limited in depth and presented a challenge to demonstrate what the indicator calls for specifically and meaningfully. In addition, there was a wide variance in the amount of data collected across all countries which could indicate an issue with inconsistency in the use of the tools. Considering the number of indicators and specificity of the measures on life skills, further investigation to consider expanding the set of tools to assess children’s life skills, while taking into account the cultural diversity across all 8 countries, may be necessary. As such, the results presented below should be interpreted cautiously for indicators 1131 and 1222.


1104. # and % of children and youth that demonstrate life skills in classrooms and schools (disaggregate by M/F, age, and specific life skill)31 1131. # and % of children and youth with knowledge and positive attitudes of life skills in classrooms and schools (disaggregated by M/F, age, and specific life skill) 1132. Perceptions of teachers, parents and children of the presence of learning-related life skills32 1222. Level of life & leadership skills acquired by children and youth33

Table 16: Percentage of children demonstrating various life skills based on their reported data for children surveyed34 [Source: Child survey]

Self Confidence

Emotional Management Collaboration Communication Inclusion

Inclusion of Divergent

groups

Benin (N=631) 61.5% 77.0% 97.9% 31.7% 28.5% n/a Ghana (N=240) 61.2% 74.7% 94.5% 42.1% 44.6% 0.0% Liberia (N=416) 58.2% 95.2% 97.3% 43.5% 55.1% 80.5% Mali (N=411) 43.8% 22.5% 65.3% 2.5% 22.6% 54.3% Mozambique (N=423) 57.2% 66.5% 66.9% 46.6% 35.1% 46.7% Pakistan (N=329) 57.4% 46.7% 95.0% 36.5% 28.6% 58.3% Rwanda (N=653) 41.4% 51.0% 96.0% 8.9% 39.5% 0.0% Tanzania (N=600) 56.8% 89.2% 59.2% 20.8% 53.4% 69.8%

*Data for this indicator includes all children (Right to Play and comparison schools) for Benin, Pakistan, Rwanda and Tanzania. For disaggregation by school type, please refer to Table 30 in the Appendix.

Teachers were asked about their perceptions of children’s life skills and asked to rate on a scale how often their students demonstrated confidence among students, teamwork among students and communication skills among students.

31 Please see the Methodological Notes section on how these scores were analyzed and displayed. 32 See Indicator 1104 for additional and similar results on life skills. 33 Please see Indicator 1104 for more results on life skills 34 This data includes all children, from both existing and new schools.


Table 17: Percentage of Teacher's Reporting they perceived Moderate-High levels of life-skills among their students

[Source: Teacher SSKII] Confidence Teamwork Communication Benin (N= 76) 98.6% 96.1% 90.1%

Ghana (N=30) 93.3% 90.0% 86.7%

Liberia (N=40) 85.0% 90.0% 62.5%

Mali (N=30) 93.3% 86.7% 13.3%

Mozambique (N=46) 95.6% 96.9% 65.2%

Pakistan (N=15) 80.0% 66.7% 60.0%

Rwanda (N=76) 96.0% 98.0% 66.0%

Tanzania (N=73) 71.3% 65.3% 79.3%

Benin

Based on the child survey data, collaboration was the most highly prevalent life-skill based on the reported responses of children, while inclusion of diverse groups was comparatively much lower at 29%. The differences between male and female children were negligible with overall percentages across the different life skills being within three percentage points of each other; except for inclusion. 33% of female students reported being inclusive while only 25% of males reported being inclusive of other children. Within the Right To Play schools, the biggest differences were seen for self-confidence (66% existing schools vs. 58% new schools) and communication (29% existing schools vs. 40% new schools). The comparison and Right To Play schools did not vary significantly on life-skills.

Focus group discussions with children revealed that children had not worked on any events or projects that was intended to solve a problem in their school or community. In addition, most children felt that play-based learning was not an appropriate approach to use in schools.

Examining data from the teachers’ surveys, most teachers perceived their students have high levels of confidence, team-work and communication. All existing Right To Play school teachers agreed that their students demonstrated confidence and teamwork, compared to 97% of newer schools. However, 97% of newer schools reported their children demonstrating communication skills while 87% of existing Right To Play teachers affirmed this. Ghana

Based on the child survey data, collaboration was the most highly prevalent life-skill based on the reported responses of children, while inclusion of diverse groups was entirely absent. Moderate levels of self-confidence (61%), emotional management (75%), communication (42%) and inclusion were observed among the group. Male students had higher scores on self-confidence compared to their female peers (69% vs. 54%); but females scored higher on all other skills especially with regards to inclusion [50%(F) vs. 39% (M)].


Examining data from the teachers’ surveys, most teachers perceived their students have high levels of confidence, team-work and communication. Liberia

Based on the child survey data, collaboration was the most highly prevalent life-skill (97%) based on the reported responses of children, while communication (43%) was the least prevalent. Differences between male and female students were not significant.

Teachers reported high levels of teamwork and confidence but relatively lower communication skills. Teachers from the new Right To Play schools tended to perceive their children slightly higher on all life-skill domains than their existing school counterparts. For example, 100% of teachers in new schools thought their students had high levels of confidence and teamwork, while in existing schools, those numbers were 83% and 89% respectively. Mali

Based on the child survey data, collaboration was the most highly prevalent life-skill (65%) based on the reported responses of children, while communication (3%) was significantly lower than all other life-skills. Differences between male and female students or rural and urban were only notable in a few cases. For example, in the case of inclusion, 75% of rural students reported being inclusive of divergent groups compared to only 37% of urban students. On the contrary, urban students reported being more inclusive in general (32%) compared to rural students (10%).

Data from the teachers’ survey reveal that teachers overall think that majority of students have high confidence and teamwork skills (93% and 87%). However, when it comes to communication, only 13% of teachers reported their children demonstrating moderate to high levels. Mozambique

Based on the child survey data, life-skills as reported by children were in the median range of responses compared to other countries. Collaboration was the most highly prevalent life-skill (67%) based on the reported responses of children, while inclusion (35%) was lower than all other life-skills. Differences between male and female students were not noteworthy.

Teacher’s perceptions of their children’s life-skills was fairly high with over 95% considering their students having high levels of confidence and teamwork. A relatively lower proportion (65%) thought their students demonstrated moderate-high levels of communication. Pakistan

Based on the child survey data, life-skills as reported by children were in the median range of responses compared to other countries. Like with most other countries, collaboration was the most highly prevalent life-skill (95%) based on the reported responses of children, while inclusion (29%) was lower than all other life-skills. Differences between male and female students were most striking for inclusion of divergent groups with 72% of males reporting they demonstrated this behaviour, as opposed to only 44% of females. The comparison group children consistently reported higher levels of all life-skills than the Right To Play children. The greatest differences were seen for emotional management (96% comparison vs. 94%) and inclusion of divergent groups (82% vs. 45%).


Teacher’s perceptions of their children’s life-skills was fairly high with about 80% considering their students having high levels of confidence. A relatively lower proportion (67% and 60%) thought their students demonstrated moderate-high levels of teamwork and communication. Rwanda

Based on the child survey data, life-skills as reported by children in Rwanda were at average levels except for collaboration where an overwhelming majority (96%) scored well. In contrast, communication skills were extremely low (9%) and none of the children reported being inclusive of divergent groups. The Right To Play group fared better than their comparison group counterparts overall (43% vs 36%), especially for self-confidence (49% vs 34%) and inclusion (47% vs 32%).

The teachers from Rwanda perceived their children to be more adept at the three life-skills measured through the Teacher’s Survey, when triangulating with findings from the Child Survey. 96% of them thought their children were confident and 98% thought they demonstrated teamwork. While relatively fewer teachers perceived their students to have good communication skills (66%), it is still significantly higher than the 9% of children who self-reported good communication.

Teachers reported that children showed good teamwork skills, and gave the following examples: openly exchanging ideas when working in groups, better understanding of lessons when working to understand them as a group, and “strong” students helping and supporting “weak” students to understand the lesson. Conversely, some teachers felt that mixing “strong” with “weak” students proved challenging, and that some children did not develop teamwork skills because of this perception of the “strength” of other students. Additionally, age was considered a barrier to teamwork skills – particularly for children under the age of 10. Across all teachers, there seemed to be a misunderstanding that communication referred to children’s ability to use communication tools, i.e. radio, mobile phones, etc. This skewed the data.

Focus group discussions with parents and children suggest the development in school-related life skills in the past year, including improved communication, confidence and teamwork between children (and also better collaboration with teachers). Parents point out that children are more respectful, are achieving more in school, have improved discipline, have increased learning retention through games, have stronger relationships with their teachers, are more open minded, communicate better and are more engaged in their education. One parent said, “When they learn through playing games they didn’t forget what they have learned and relaxing their mind.” Children report that they have better relationships with each other, they fight less, are more physically fit, have improved life skills, are more obedient, have better discipline, demonstrate better hygiene habits, are more inclusive towards children with disabilities, and now come to school on time.

Tanzania

There was considerable variability across the different life-skill categories in Tanzania based on the child survey data. Emotional management was the most prevalent skill (89%) while communication was the least prevalent (21%). The differences between male and female students was not significant.

Similar to most other countries, teachers perceived reports of their students’ life skills were higher than the self-reported child survey data. Communication was perceived to be a strongly prevalent life skill by 79% of the teachers, teamwork by 65% and confidence by 71%. The comparison group teachers perceived higher rates of confidence and communication (83% each) compared to Right To Play teachers


(60% and 76% respectively) but Right To Play teachers reported higher levels of teamwork among their students (74% vs 57%).

In addition to the life skills demonstrated in Indicator 1103, teachers gave examples in interviews of confidence, teamwork and communication skills that children demonstrate in the classroom. Teachers largely agreed that simply answering questions demonstrates confidence. Some teachers mentioned other confidence indicators such as the ability for public speaking, answering a question even though they don’t know the answer, and when playing games. Teacher reports of teamwork between children was mixed where some teachers mentioned that they did not expect their students to cooperate on school work. No other tool or data exists to determine the actual level of life and leadership skills acquired by children and youth other than self-reported results from children and teachers.

Girls’ Education and Children’s Rights in the Community The following indicators relate to both girls’ education and other measures on children’s rights. In most of the tools (except for the Measure the Change Activity) measures on girls’ education and children’s rights were asked together. Right To Play has recognized that increasing access to education for girls is necessary to decrease the gap between boys and girls, which is consistent with other country-specific and multilateral policies on gender inclusion. With that said, girls’ education (a provisional right) represents only a fraction of the overall rights of the child, which includes other protection and participation rights. Please see the recommendation section in this report for recommendations to expand the measures on children’s rights.

1201. Perception of parental and community support for access to education by girls

Girls were asked various questions related to their father’s and mother’s separate perception of how important it is for them to go to school. Table 18 presents a composite score of the various questions across program type. Focus group data is presented where possible under the country headings to illustrate some examples.


Table 18: Average % score for perceived parental and community support for access to education among girls

Source: Girls Survey Average % Score among all schools Benin (N= 369) 40.7 %

Ghana (N=120) 35.3%

Liberia (N=178) 28.7%

Mali (N=242) 26.9%

Mozambique (N=367) 29.2%

Pakistan (N=110) 25.9%

Rwanda (N=359) 55.4%

Tanzania (N=345) 21.2% *Data for this indicator includes all children (Right To Play and comparison schools) for Benin, Pakistan, Rwanda

and Tanzania. For Benin, Pakistan, Rwanda and Tanzania targets were set based on data for Right To Play schools. For the baseline data disaggregated by school type, please refer to Table 26 in the Appendix.

Benin

Perceptions of support were fairly consistent across the existing Right To Play (41.7%) schools, new Right To Play schools (41.8%) and the comparison group schools (39.6%) based on the data from the Girls Survey. Focus group discussions revealed that it is mostly fathers that make decisions related to girls’ education with some support from the mother. Children perceived this support coming in the form of paying for school fees and uniforms, and providing food for school. There were also some reports that if girls didn’t attend school, their parents would use physical punishment. Ghana

Perceptions of support for access to education was slightly higher in urban populations (39%) compared to rural population (35%). Liberia

Perceptions of support for access to education was relatively higher in urban populations (34%) compared to rural population (26%). There were no significant differences across existing and new schools when it came to perceived support. Mali

Perceptions of support for access to education was slightly higher in rural populations (35%) compared to urban population (23%). Focus group discussions with children revealed that fathers (rather than mothers) were the ones that decided whether and for how long girls should go to school.


Mozambique

Perceptions of support for access to education among girls was slightly higher in existing schools (35%) compared to newer schools (24%). Pakistan

Perceptions of support for access to education among Pakistani children overall was one of the lower averages (25%) among the program countries. More rural students perceived their communities being supportive (28%) compared to their urban counterparts (24%). There were no significant differences between Right To Play and comparison group students (25% vs. 27%). Rwanda

Perceptions of support for access to education among girls was marginally higher in Right To Play schools (56%) compared to comparison schools (55%) in Rwanda. Tanzania

Perceptions of support for access to education among girls was only marginally higher in Right To Play schools (22%) than the comparison group (21%) in Tanzania.

Focus group discussions with children and parents support results from the girls’ survey, indicating that parents encouraged children to go to school and provided financial support for uniforms and other school supplies. Parents described the importance of education as the need to ‘have better education’, ‘end illiteracy’ and reduce ‘naiveté’. Parents report that their children’s education can help illiterate parents to deal with tasks requiring reading. Several negative consequences of girls not going to school were mentioned including: early pregnancy and marriage, HIV infection, rape, increased poverty due to giving birth at home, prostitution and drug use.

1203. # and type of community-led initiatives that promote children’s rights and girls’ education35

A community tracking log was used to log the number and details of events involving children ranging from Plays Days36, sports events, and sensitization events where the purpose is to raise awareness and/or knowledge about key issues, community forums where members gather for interactive discussions, youth initiatives, and other types of community events. The log also recorded the level of children’s and youth’s general extent of leadership in the initiatives.

While the data available for this indicator has been described for each country below, it should be noted that community logs were not filled consistently across the countries. When completed, data was often scant or poorly reported. In-depth case studies of community events might be a better fit for addressing this indicator going forward.

35 Note: The community event and community initiative spreadsheets used for this indicator are redundant. 36 Play Day is an event where Right To Play games are used to mobilize a community around a particular issue and typical aim to promote awareness of sport for development, Right To Play and partners in the community. They also showcase Right To Play for stakeholders such as partner organizations, athlete ambassadors, donors, representatives from Right To Play offices and other special visitors.


Benin

In Benin, out of 10 communities that provided reports: none had ‘Play Days’; only one community had a sporting event which was organized by youth; there were 13 sensitization events, some of which focused on children’s rights and girls’ education and were initiated by children; none had community forums; there were 9 youth initiatives and only one of which focused on children’s rights and girls’ education; and no other reported community events. The majority of the events reported had high levels of youth participation, mostly through pre-existing youth clubs. Other groups were reported to have initiated the events without specific mention if children or youth were involved in those groups themselves.

Ghana

The community tracking log used in Ghana only reported on the number of sensitization events. Out of 3 communities that reported events, there were 4 sensitization events held last year and 3 of them focused on children’s rights and/or girls’ education. Children’s participation was rated as medium where adults initiate and share decisions with children and youth.

Liberia

In Liberia, out of 10 communities only 2 had Play Days focusing on children’s rights and girls’ education; and 2 had sensitization events focusing on children’s rights/girls’ education. There were 3 other reported events focusing on Ebola prevention.

Mali

No events were logged for analysis in Mali.

Mozambique

Results from Community Initiative Tracking (n=8) were varied between schools and communities. The low sample size and lack of data from schools prevents comparisons between schools and further analysis.

Pakistan

No events were logged for analysis from the community tracking log.

Rwanda

In Rwanda, out of 5 communities that provided reports:

x 2 communities reported having 2 Play Days each, and only one of those communities focused it on children’s rights/girls’ education. Children were only consulted while adults initiated and made decisions during the events.

x 21 sports events occurred across the 4 communities (10, 2, 5, and 4 events, respectively). None of them focused on children’s rights/girls’ education and children’s participation was scored as being low.

x 6 sensitization events occurred across 4 communities (1, 1, 3, and 2 events, respectively) and only 3 of them focused on children’s rights/girls’ education. No data existed for the level of children’s perceptions.

x 1 youth initiative occurred that focused on children’s rights/girls’ education and where children and youth initiated and lead the event.

In some communities, there were school and NGO-driven efforts to promote education and child


rights, but there seems to be little indication of community driven activities in this regard. In terms of school driven efforts, some community mobilization efforts have taken place; in this capacity, they reach out to out-of-school children, meet with parents and community leaders to discuss education issues and teach children about human rights. In terms of NGO driven activities, Right To Play is present in all these communities promoting education and child rights.

Tanzania

Five responses for community events reported having 5, 6, 1, 4 and 3 play days, respectively for a total of 19 in the country over the past year. Of these, 7 had a children’s rights/girls education focus with children’s participation scored as levels 3 and 4 in these events which represents 4) adults initiate and make decisions; children and youth consulted and 3) adults initiate and share decisions with children/youth. Generally, the level of children and youth’s participation was very low where adults initiated most events and made the decisions while consulting the children.

1223. Extent of leadership of children and youth in initiatives in their community37

Focus group discussions and the community event tracker was used to illustrate the extent of leadership of children and youth in initiatives in their community. For many of the examples, leadership ranges from being involved in fixing physical structures to providing their opinions and ideas on community-level issues. Overall, the extent of leadership across all countries was low and many of the examples of ‘leadership’ related to students participating in school improvements such as cleaning and repairing infrastructure.

Benin

The community event tracker indicated very low levels of leadership of children and youth, except for a few events organized by ‘youth leaders’ from organized clubs with support from Right To Play.

Ghana

During focus group discussions, children mentioned that they were involved in providing their opinions and ideas on some by-laws. Children also mentioned being involved in some projects to clean and fix the physical structures at school.

Liberia

During focus group discussions, children mentioned playing a larger role in their community by giving more of their opinions and ideas. They also mentioned being involved in upgrading and fixing community structures such as pumps, washrooms, and playgrounds.

Mali

Not enough data for analysis and reporting.

37 The variety of available data and lack of detail on leadership activities precludes a detailed global analysis across all countries for this indicator.


Mozambique

6 out of 9 Community event log entries reported some kind of youth initiative organized during the year. The level of participation of children and youth in these events was rated as relatively high where children and youth initiate and share decision-making with adults. However, respondents noted that they lacked support from adults.

1 out of 8 community events related to play days rated the level of child and youth participation and leadership as relatively high. Similar breakdowns were seen for participation in sports events and sensitization events.

Some community events described “massive” youth participation and leadership in play days, while others said that there needs to be greater child and youth participation and leadership. They noted gendered differences in the types of games they take leadership in and also noted that they take initiative but look for reactions from parents and school. Because there were only 9 entries in the Community Events Log for Mozambique, it is not possible to disaggregate by M/F, upper/lower primary, and initiative type.

Limited data exists on child and youth leadership and participation in community forums.

Pakistan

Not enough data for analysis and reporting.

Rwanda

Some of the focus group discussions with parents included some data on leadership of children and youth in initiatives in their community, however the questions were not consistently asked due to differences in how focus groups were conducted across countries. Based on the available qualitative data from parent’s focus groups and community mapping exercises, the extent of leadership of children and youth is quite low. Except when parents are incapable of making decisions for their children, parents noted that they are the ones that make the decision on whether children go to school or not. Parents made no mention of other leadership activities by children and youth.

Children’s reports on the extent of leadership matches their parent’s reports where most decisions to go to school are made by parents, however, some children reported that decisions on whether to go to school are made by community leaders, school counselors, and extended family members. Other leadership activities by children include working in gardens, cleaning the classroom and other “public” work. Some reasons given for why they involve themselves in this work is to make the school directors proud and nationalistic pride.

Tanzania

Some of the focus group discussions with children included some data on leadership of children and youth in initiatives in their community, however the questions were not consistently asked across all communities and there was no data indicating where on Hart’s ladder children and youth’s participation in their community was located. Based on the available qualitative data from children’s focus groups and community mapping exercises, the extent of leadership is quite low and mainly involves activities like planting trees and cleaning the school. Some children indicated that they are capable of participating more and taking more leadership. The extent of leadership between boys and girls was mixed where some mentioned that boys had more opportunities for leadership already and were not necessarily using


all those opportunities and girls were “catching up”. Confidence was mentioned a few times as a precursor to children’s ability to lead.

1232. Degree of knowledge and recognition of children’s rights38

Children were asked about children’s rights during the Measure the Change focus group discussion. During the group discussions, children participated in activities to produce a mock public service announcement that the data enumerators used to report on the level of knowledge and awareness of children’s rights amongst group members. Overall, where data was collected for individual countries, children did report some knowledge and awareness of children’s rights, mostly related to provisional rights (health, education, shelter and clean water, for example), rather than protection and participation rights. During some focus group discussions, children were able to identify where they learned about children’s rights which mostly came from teachers and some instances of other child peers.

Benin

In focus group discussions with children, the level of knowledge ranged between low levels and a ‘good’ understanding of children’s rights. Children were able to identify a few different rights such as the right to education, health and protection. It was also noted that some children were able to communicate about their protective rights in relation to physical violence. It was also noted some children were confused by the topic all together. Interestingly, the comparison group in Benin demonstrated mostly a good understanding of children’s rights while some Right To Play existing and new schools demonstrated a lack of understanding.

Ghana

Only one focus group asked questions related to children’s rights where children were able to demonstrate knowledge of some rights (food, shelter, clothing, good health care, and education) from adults. They also mentioned that teachers are a trusted source of information on children’s rights. There were also some reports of sensitization events to education parents on the rights of children.

Mali

In some focus group discussions, children were able to identify a few rights including health, education, birth registration, protective rights and a right to free of exploitation.

Mozambique

In some focus group discussions, children demonstrated some knowledge of children’s rights including rights to education, health, and play. Teachers and peers were the most cited source of where they learned about children’s rights.

Pakistan

In focus group discussions, children were able to identify a few rights including the right to education and safe and clean water. One group indicated that information about rights can be obtained from maddrissas (a religious type of school) and from teachers.

38 Not all countries consistently used this measure (Ghana, Liberia, and Tanzania).


Rwanda

Children acknowledged some rights that they were owed including the ability to go to school (and being provided with school material), rights to health, the right to play, right to nutrition, prevent child labour, and general respect. Some of the sources of this knowledge on children’s rights include the radio, community leaders, and school classrooms and meetings. Some children mentioned that they speak to their peers about children’s rights at school.

Plans and Strategies Please see indicators 1102, 1142 and 1301 for more information on plans and strategies related to emotional and physical safety of learning environments and play-based learning approaches.

1121. Development of locally-led plans within schools on how pre-primary and primary teachers and school administrators will be trained and mentored

Interviews with school administrators and reports from the Right To Play country office39 provided results for this indicator. The measures used for this indicator did not specifically ask whether the plans were ‘locally-led’ and, therefore, the results should be interpreted cautiously.

Benin

In interviews with school administrators, there were no reported plans for training or mentoring teachers to use play-based learning in the classroom. Some of the reasons included not having suitable partners, not enough games for children, and one school reported not needing it because teachers were already trained.

No other data was made available from the Country Office Document Review.

Ghana

The country office in Ghana reported that no written plans exist for training and mentoring of teachers, although, in practice, school administrators train and mentor teachers through INSET.

Interviews with school administrators (n=6) reported no plans or plans in-progress for training or mentoring teachers on play-based learning approaches. The reasons given was that there is no material for it and one had “no idea about this”.

Liberia

According the document review conducted by the Right To Play country office in Liberia, the School Census Report indicates 11,778 individuals (5,197 (44% females)) were teaching in pre-primary schools in Liberia in 2007/08. Of those, 71% were untrained compared to 60% in primary schools. None of the 29%

39 Some countries did not provide data for this indicator and did not specifically indicate that the lack of reporting was a result of a lack of plans. It is possible that more plans exist that were not reported here. Please refer to indicator 1301 for more information on plans and strategies.


(3,392) said to be trained had received any pre-primary teacher training as no institution providing training for teachers at this level exists in Liberia. This is not unexpected as most schools in Liberia cover more than one level and most teachers in Liberia teach at more than one level. This invariably means that these teachers are not trained specifically for at least one of the levels they teach. In the lower primary, according to the Country Status Report (CSR), 60% of all teachers at the primary level in Liberia are untrained and only 12% are female. Further, the 2007/2008 School Census Report, states that the learner to trained teacher ratio at the primary level is 59:1. This situation is in part a reflection of the fact that the Rural Teacher Training Institutes (RTTIs), which are responsible for the training of the great majority of primary school teachers, have not been functioning for many years. USAID funded the complete rehabilitation of the Kakata and Zorzor RTTIs in 2007 and provided all the necessary resources leading to the admission of students in August 2008. The first cohort of pre-service students graduated at the ZRTTI and KRTTI with C-Certificates in June 2009. In 2006, UNHCR began the rehabilitation of the Webbo RTTI. The MOE is working to identify a site for pre-service training, either at the Webbo RTTI or at another location in the region that will be able to train and certify a greater number of newly recruited teachers in the Southeast. Much of the USAID support for teacher development has been through the Liberia Teacher Training Program (LTTP). Upper primary was reported to be the same as the lower primary in the document review.

In interviews with school administrators (n=10), 5 reported having plans for training or mentoring teachers to use play-based learning in the classroom and none reported having plans ‘in-progress’. 2 participants reported having a plan for increasing the way play-based learning is used in the classroom. The same 2 participants also mentioned that they had plans ‘in-progress’.

Mali

In interviews with school administrators (n=18), 3 participants reported plans for training or mentoring teachers to use play-based learning in the classroom. The same 3 participants mentioned having plans ‘in-progress’.

No data was made available from the Country Office Document Review for this indicator.

Mozambique

In interviews with school administrators (n=20), 5 reported having plans for training or mentoring teachers to use play-based learning in the classroom while 9 reported having these plans in progress. 4 reported having a plan for increasing the way play-based learning is used in the classroom while 8 reported having plans in progress. There were many missing responses to this question.

Pakistan

Only one school administrator (n=8) reported having a plan for training or mentoring teachers on play-based learning. No other details were given.

Rwanda

The sample included four school administrators from schools with existing Right To Play programs and five school administrators from schools with new Right To Play programs. All school administrators had participated in Right to Play training. Overall, 25% of school administrators from schools with existing Right To Play programs and 0% of school administrators from schools with new Right To Play programs


reported that schools had developed plans for training or mentoring teachers to use play-based learning in the classroom.

According to the Rwanda country office, there are plans for training and mentoring teachers and school administrators for pre-primary, lower primary and upper primary. They also noted that the only available locally-led plan is for mentoring teachers on a quarterly basis by Head teachers, sector Education Officers and District Education Officers or Directors independently and that the mentorship is a kind of pedagogical inspection.

Tanzania

At the pre-primary level, the plans for mentoring or training teachers are developed at the district level where the education officials are responsible for planning which teachers will be trained on certain subjects. Though the pre-primary level education is becoming a priority with the new education and training policy, in the past, pre-primary education was a community initiatives supported by parents and NGOs. Today, the policy recommends for each primary school to have at least two classrooms for pre-primary education.

At the lower primary level, the plans for mentoring or training teachers are at the district level where the education officials are responsible for planning based on the needs identified in certain subjects. There are also policies at the national level for in-service training that are meant to guide all stakeholders in the implementation of programs and projects that aim at training teachers.

At the upper primary level, the plans for mentoring or training teachers are the district level where the education officials are responsible for planning on the teachers who will be trained on certain subjects. In-service teacher training from the Ministry of Education and vocational training, also have guidelines to all stakeholders planning to train teachers.

Interviews with school administrators included a sample of four school administrators from schools with existing Right To Play programs, and six school administrators from schools with new Right To Play programs. Overall, 75% of school administrators from schools with existing Right To Play programs had participated in Right to Play training. None of the school administrators from schools with new Right To Play programs had participated in training.

100% of school administrators from schools with existing Right To Play programs reported that schools had developed plans for training or mentoring teachers to use play-based learning in the classroom, compared to 20% from schools with new Right To Play programs. School administrators reported that Right to Play had trained teachers in play-based approaches; no further details about training or mentoring plans are provided, although one school administrator noted that it had improved student attendance and performance

Coaches Interviews done with coaches were self-reflective and the interview questions did not fully capture the ‘perception of coaches as community leaders’, except for some comments from civil society partners. Additional data that will be collected during the endline analysis will provide substantially more results for this indicator.


1202. Perception of coaches as community leaders in addressing barriers to education by community members40

Benin Of the 6 coaches interviewed in Benin: 1/6 of these coaches indicated that they were doing something to help boys and girls attend school; 2/6 said they help parents understand the importance of education; 6/6 said they increase safety and security of children at school; and, 3/6 said they help children understand the importance of education. Ghana

All of the 4 coaches indicated that they were doing something to help boys and girls attend school by helping parents understand the importance of education (n=1) and another through helping children understand the importance of education (n=1). Two of the coaches reported helping children financially.

Liberia Of the 31 coaches interviewed in Liberia, 97% (n=31) confirmed that they were doing something to help boys and girls attend school more regularly, and 90% reported that they were doing something to make the community safer for their children. When asked to elaborate on specific initiatives, Liberian coaches touched on many different activities. The most cited responses were for helping parents understand the rights of children (84%), while the least cited was for supporting infrastructure changes to help girls feel comfortable. The male coaches in Liberia cited considerably more specific actions than the female coaches (51% vs 27%). Mali

Out of 10 coaches, all but one of the coaches indicated doing something to help boys and girls attend school, mostly by helping parents and children understand the importance of education. A few others did this by increasing safety and security of children at school—especially by helping girls feel safer on walks to and from school-- and making infrastructure changes to help children feel comfortable. A few of the coaches attributed these initiatives to being involved with Right To Play.

Mozambique Of the 34 coaches interviewed in Mozambique, 71% (n=24) confirmed that they were doing something to help boys and girls attend school more regularly, and 74% reported that they were doing something to make the community safer for their children. When asked to elaborate on specific initiatives, the most spontaneously cited responses were for helping children understand the importance of education for girls (38%) but the least cited response was for supporting infrastructure changes to help girls feel comfortable (only 1 respondent). Differences between male and female coaches were not significant. Pakistan

40 To obtain the perception of coaches as community leaders by other community members, specific questions could be asked during interviews and focus groups with teachers, parents, children and education officials.


No coach data was collected for the baseline evaluation.

Rwanda

No data exists for this indicator for Rwanda. No coaches exist in Rwanda due to programming decisions by Right To Play.

Tanzania Of the 6 coaches interviewed in Benin: 4/6 of these coaches indicated that they were doing something to help boys and girls attend school; 1/6 said they help parents understand the importance of education; 1/6 said they increase safety and security of children at school; and, 2/6 said they help children understand the importance of education.

Some civil society partners did acknowledge the benefits of training for coaches which includes some child safeguarding policies.

1213. # and % of local partners with knowledge of how to support and mentor community coaches

Benin

Half of the civil society partners (n=4) reported providing support or mentorship to Right To Play-trained teachers or community coaches in form of technical and financial support, and training on alternatives to corporal punishment.

Ghana

When civil society partners (n=5) were asked whether they provide support to coaches, 3 responded positively and mentioned providing time tables for Right To Play activities, supervision and periodic review meetings.

Liberia

When civil society partners (n=4) were asked whether they provide support or mentorship to Right To Play-trained teachers and or community coaches, only one responded positively and mentioned organizing meetings because coaches want to share ideas with other coaches. They also reported having limited resources to support teachers and coaches.

Mali

All civil society partners (n=14) reported not providing any support or mentorship to Right To Play-trained teachers or community coaches. No other explanations were given to support their answer.

Mozambique

Interviews with civil society partners did provide any data for this indicator.

Pakistan

3 of the civil society partners (n=5) reported providing support or mentorship to Right To Play-trained teachers and coaches (missing information from one respondent), however, when asked for more details


on how they provide support, none of them mentioned coaches specifically and instead cited support they provided to teachers alone.

Rwanda

No data exists for this indicator for Rwanda. No coaches exist in Rwanda due to programming decisions by Right To Play.

Tanzania

6 Coaches reported receiving support from Right To Play, including their local partners and some peer support. The support included training and one reported receiving balls to use for games. The coaches reported needing refresher training and some funds. Two civil society partners reported that their partnership with Right To Play was helpful in providing training for community coaches.

Civil Society Partners

1311. Perception of civil society partners on the relevance of play-based approaches in relation to education priorities and practices

Overall, partners reported positive perceptions on the relevance of play-based approaches in relation to education priorities and practices, however, there was a lack of reasons given for this positive perception. The lack of detail given by partners could indicate a social desirability bias where respondents answer questions in a manner that will be viewed favorably by the data enumerators hired by Right To Play. One method to mitigate this performance measurement risk is to develop a more detailed and qualitative measure. Further evidence on partners’ perception could be collected by reviewing any official documents produced by the partner on play-based approaches.

Benin

Civil society partners (n=4) were asked to what extent they think using play as a way to teach children could help improve the quality of education in Benin and to explain their reason. All believed that play-based approaches could improve quality and one noted that it was aligned with the current Competency Base Approach in use in schools.

Ghana

When civil society partners (n=5) were asked to what extent do you think using play as a way to teach children could help improve the quality of education in Ghana, all responded positively that play-based approaches benefit the child by making learning fun and practical, it improves the relationships between teachers and children, and prepares children’s mind and body to engage in lessons. One other partner responded that play-based approaches add another method of teaching in addition to rote memory.

Liberia

When civil society partners (n=4) were asked to what extent they think using play as a way to teach children could help improve the quality of education in Liberia, two responded positively with one


explaining that, “it could promote attendance and retention since children love playing”. The other two responded with a ‘no’ without further explanation.

Mali

When asked to what extent civil society partners (n=14) think using play as a way to teach children could help improve the quality of education in Mali, all answered ‘no’. No other explanations were given to support their answer.

Mozambique

Interviews with civil society partners did provide any data for this indicator.

Pakistan

When civil society partners (n=5) were asked to what extent they think using play as a way to teach children could help improve the quality of education in Pakistan, all 5 provided a positive response and cited a number of examples including that it provides participation opportunities, builds children’s confidence, helps children interact with each other, decreases the dropout rate, and helps children feel comfortable at school.

Rwanda

No civil society partners under the PAQE program, were not yet re-established during the baseline evaluation.

Tanzania

Interviews with 3 individuals from civil society partners mentioned that play-based approaches help with the student-teacher relationship which helps children more easily understand and attend school. One partner also mentioned that children become more engaged in school and community clubs

1312. Degree of knowledge of partners of play- methodologies, the education political system, and mechanisms of advocacy

Benin

Civil society partners (n=4) were asked to self-rate and describe their knowledge of their organization/institution of how play-based learning approaches can be used to improve the quality of education. 1/4 rated their knowledge as very low, 1/4 as low, and 2/4 as medium. Only one partner mentioned a change in knowledge to give more importance to games in activities proposed to children which resulted from training.

Ghana

4 out of the 5 partners responded with a high level of self-reported degree of knowledge of how play-based learning approaches can be used to improve the quality of education. They also described several changes that have occurred in the past 1 or 2 years including children’s attention span has increased, improved attendance rates, and children are more disciplined. The use of Right To Play’s games were largely described as the reason for the observed changes.


When civil society partners (n=5) were asked who Right To Play should be advocating to, a wide variety of organizations and institutions were recommended ranging from Ministry of Education at the national level (specifically the Curriculum Review Board), district level government institutions, and local Parent Teacher Assemblies (PTAs) in each school. It was noted by one partner that once decentralization was properly completed, advocacy will need to be centered on the district and municipal assemblies. The partners recommended focusing advocacy on demonstrating and understanding the benefits of play-based learning on children’s learning.

Liberia

The two civil society partners (n=4) that responded positively to indicator 1311 had a self-reported ‘low’ degree of knowledge of play-based methodologies. One partner reported changes in their organization around helping children understand their rights over the past 1 or 2 years. 3 of the partners believe that advocacy efforts should be directed at government officials and mentioned working with Right To Play in the advocacy process.

Mali

When civil society partners (n=14) were asked how they would describe the knowledge of their organization/institution of how play-based learning approaches can be used to improve the quality of education, 13 responded with a ‘very low’ degree of knowledge (with one missing answer). No other explanations were given to support their answers.

Mozambique

Civil society partners (n=2) mentioned setting up activities for communities to identify good practices which can be advocated from district level up to the superior level and using political figures to influence.

Pakistan

When civil society partners (n=5) were asked about the degree of knowledge of play-based methodologies, only one responded with a high level of knowledge, and 3 responded with a ‘good’ level of knowledge. 4 of the partners (missing information from one respondent) reported changes in knowledge in the past 1 or 2 years. When asked to describe the changes in knowledge, the partners reported changes to children’s overall improvement in education including increased enrollment, decreased dropout rates, and children and teachers using play-based techniques in the classroom. It is possible that the partners did not understand the question properly when asking about changes to their organization, rather than changes in the community. Two of the partners attribute these changes directly to Right To Play’s activities and the rest attributed it to general sport and play activities (missing information from one respondent).

When partners were asked about who Right To Play should be advocating to, they mentioned that play-based approaches are fairly new in Pakistan and require advocacy to a wide range of groups including government, education departments, parents and children. Their responses were generally positive and that policy change in education is possible.

Rwanda

No civil society partners under the PAQE program, they were not yet re-established during the baseline evaluation.

Tanzania


Civil society partners (n=3) reported that in order for play-based methodologies to be generally accepted within Tanzania, active engagement and advocacy from the district, regional and national government is required. Some partners mentioned that if they organize events on play-based learning within the community with Right To Play, they could influence government and schools to integrate play-based learning into classrooms. 2 out of the 3 partners rated their knowledge of how play-based learning approaches can be used to improve the quality of education as ‘good’ and 1 out of 3 responded with a ‘high’ degree of knowledge.

Education Barriers 1221. # and % of children and youth with awareness of education barriers within the community, particularly related to gender equality

Children were asked about various barriers to education in the child survey and the results are presented in the table below. Focus group discussions also asked children about barriers to education, mostly in the form of asking them what they don’t like about school. Across almost all countries, physical violence and abuse was the most reported barrier to education. Children reported being abused for various reasons ranging from missing classes, not wearing a school uniform, and disrupting the class. Teachers and parents were both reported to be providing physical punishment both at school and at home. Other common barriers across all countries, which relates to gender equality, includes girls getting married at a young age, being involved in prostitution and having to do work at home. The most common barrier for boys was having to work at home and in the community. Parental disinterest in education was also cited as a barrier to education.

Table 19: Percentage of Children who were aware of Barriers to Education as reported by Male and Female students [Source: Child Survey]

Male Female Overall

Benin (N=631) 240 (73.2%) 212 (70.0%) 452 (71.6%)

Ghana (N=240) 75 (62.0%) 77 (64.7%) 152 (63.3%)

Liberia (N=416) 111 (60.0%) 139 (60.2%) 250 (60.1%)

Mali (N=411) 139 (67.1%) 131 (64.2%) 270 (65.7%)

Mozambique (N=423) 95 (51.1%) 109 (47.4%) 206 (48.7%)

Pakistan (N=329) 56 (55.4%) 137 (60.1%) 193 (58.7%)

Rwanda (N=653) 174 (53.4%) 190 (58.1%) 364 (55.7%)

Tanzania (N=600) 112 (39.1%) 113 (35.9%) 225 (37.5%)

*The data for Benin, Tanzania, Pakistan and Rwanda includes both Right to Play and Comparison group schools.

The country-level reports have this segregated data.


Benin When it came to reporting on awareness across a range of barriers in the Children’s Survey, the comparison group had a lower percentage of awareness of barriers (64%), compared to the Right To Play group (76%). Males and females reported similar levels of awareness.

Data from the Girls Survey for Benin indicate that the majority of girls feel safer than they feel unsafe in a range of situations, especially when alone with their teachers. Ghana

When it came to reporting on awareness across a range of barriers in the Children’s Survey for Ghana, males (62%) and females (65%) had relatively similar results.

Data from the Girls Survey for Ghana indicate that the majority of girls felt unsafe most of the time (70.9%) in situations when they’re alone with their teachers. Liberia

60% of both male and female students reported awareness across a range of barriers in the Children’s Survey for Liberia. The awareness of barriers was slightly higher among existing Right To Play schools at 62% compared to 51% in new schools.

Overall, perceptions of safety were relatively low with 72% of girls feeling unsafe most or all of the time. This is more pronounced in existing Right To Play schools wherein 82% reported feeling unsafe compared to 35% in the new schools. Additionally, a higher proportion of rural girls reported feeling unsafe compared to their urban counterparts (82% vs. 35%). Mali

When it came to reporting on awareness across a range of barriers in the Children’s Survey for Mali, males (67%) and females (64%) had relatively similar results.

In terms of perception of safety, while the 64% of the girls surveyed perceived feeling unsafe all or most of the time in situations at school, there were stark differences among rural and urban groups. A larger proportion of rural students felt more unsafe (85%) compared to urban students (54%). Mozambique

When it came to reporting on awareness across a range of barriers in the Children’s Survey for Mozambique, males (51%) and females (47%) had relatively similar results.

In terms of perception of safety, 78% of the girls surveyed perceived feeling unsafe all or most of the time in situations at school and this was the dominant majority even within existing and new schools. However, it’s worth noting that a higher percentage of existing school respondents mentioned feeling unsafe than those in the newer schools (80% vs 69%). Pakistan

Data on awareness across a range of barriers in the Children’s Survey shows that over half (59%) were aware of many barriers. This did not vary between comparison and Right To Play group students, but there were some differences between urban (69%) and rural students (50%) as well as females (60%) compared to males (55%).


With regards to safety perceptions among girls as measured in the Girl's Survey, there was no singular pattern when comparing across neighbourhood type and program type. While the majority of urban children felt unsafe most of the time (80%), the majority of rural children reported feeling safe most of the time (60%) with their teachers and in school environments. Similarly, more Right To Play group students reported feeling unsafe (67%) compared to comparison group students (43%). Rwanda

Data on awareness across a range of barriers in the Children’s Survey shows that over half (56%) were aware of many barriers. 58% of female respondents reported being aware compared to 54% of male respondents.

With regards to safety perceptions among girls as measured in the Girl's Survey, more than half the respondents (56%) reported feeling unsafe most of the time. This was higher in the comparison group (59%) than the Right To Play group (55%). Tanzania

Data on awareness across a range of barriers in the Children’s Survey shows that less than half (38%) were aware of many barriers. 36% of female respondents reported being aware of these barriers to education, compared to 39% of male respondents.

When triangulated with perceptions of safety from the Girls’ Survey, a positive majority reported feeling safe most of the time, across Right To Play and comparison groups as well (94%).

6.0 LIMITATIONS AND RISKS

Limitation: Inconsistencies in Data Collection and Storage In general, across the use of almost all toolkits, there were inconsistencies in the methods of data collection and recording. These inconsistencies led to the need for extensive ‘data cleaning’ to prepare the data for analysis with multiple requests to country offices and Right To Play HQ to clarify missing and mislabeled data. Some of the data collection and storage inconsistencies included:

x Some countries were missing data that wasn’t captured as missing in the ‘Target versus Sample’ Framework;

x Not all data was included at the beginning stages of analysis and required a third and fourth round of data requests from country offices with mixed success;

x Some datasets were left un-merged between phase 1 and 2 data collection in various file formats and folder structures, and with missing and/or inconsistencies in what was collected between phase 1 and 2;

x Some datasets contained data that was not in the proper format according to the toolkit instructions and coding scheme;

x Many countries had copied and pasted qualitative data between different schools and communities raising potential issues with authenticity of data, including focus group data and SSKII data;

x Schools were mislabeled in the sample framework leading to multiple requests for clarification from country offices and Right To Play HQ;


x Mismatches between the language and indicators used in the Performance Management Framework, toolkits, and Phase 1 analysis.

Throughout the phase two baseline analysis, steps were taken to clean and ensure the integrity of the data and the results in this baseline report represent our best efforts to accurately demonstrate the results of the baseline evaluation. The scope of the data collection efforts across 8 different countries and the multiple forms of data storage required extensive data management to reduce human error in mislabeling and ensure the integrity of the data during analysis. Please see the Recommendations section for some recommendations on data collection and storage.

Inconsistencies in datasets between countries were particularly challenging for the focus group discussions with children, parents and community members. Almost all Focus Group Discussion data and Measure the Change data lacked the detail and non-verbal descriptions that were asked for in the toolkit. Often, in instances when a facilitator asked multiple questions about a particular issue, there would be a simple, one sentence response recorded without further details. In addition, the limited acknowledgement of the group’s consensus makes it challenging to analyze how representative the qualitative data are of the overall sample. It is possible, in some cases, that country offices conducted their own analysis without providing more information on how they "summarized" the discussion and took note of non-verbal descriptions and contextual issues. Please see the Methodology section on how focus group discussion and Measure the Change data was used and analyzed in the baseline evaluation. Please see the Recommendations section for some recommendations on how to strengthen the collection and use of the focus group data in subsequent analysis (end-line).

Limitation: Children’s Rights Measures A subset tool of the Measure the Change measure called the Public Service Announcement, was used to determine the ‘degree of knowledge and recognition of children’s rights’ at particular sites through a facilitated discussion and activities for children. This subset tool was not consistently used across program sites and often contained very little data. Similar to the focus group data, it is possible, in some cases, that country offices conducted their own analysis without providing more information on how they "summarized" the discussion and took note of non-verbal descriptions and contextual issues.

While children’s rights feature prominently in Right To Play’s programs and activities, it was not given much attention during the data collection and analysis phase because of the tool limitations and their inconsistent use across all program sites. Children’s rights represent a large array of rights and responsibilities that are often challenging to summarize and understand both in scope and implications for children and their families. Many of the measures and questions used in the PAQE baseline that related to children’s rights were grouped together with other measures such as girls’ education and child protection. While these are two very important components of children’s rights, they are not exhaustive and may diminish the importance of other sets of rights, such as provision and participation rights. In addition, interviews with education officials at the national and district level often asked questions about play-based approaches in relation to its benefits to a child’s education. Another way of framing this question would be emphasizing a child’s right to play and the international commitments that a country has made to realize that particular right, regardless of how beneficial it is to a child’s education.


Risk: Child Safeguarding The baseline evaluation data presented many risks related to child safeguarding. During many of the focus groups, perhaps the majority, especially in non-Right To Play schools or ‘new’ schools, there are reports of child abuse by teachers, and parents. These instances of risk are mostly coded under 1221 (# and % of children and youth with awareness of education barriers within the community, particularly related gender equality) and 1103 (Extent to which gender sensitive child-oriented play-based approaches are applied in classrooms). These instances are coded under 1221 because they are indications of children’s avoidance to attending and being educated at school. They are also coded under 1103 because it is evidence of the low extent of gender sensitive child-oriented play-based approaches in classrooms.

These instances can be considered as a risk to child safeguarding during Right To Play’s programming for a few possible reasons. One reason is the possibility that being involved in Right To Play programs puts children at risk of violence and abuse in their homes when parents believe that playing games at school is not in children’s best interest or useful in learning. There are many reports of parental abuse when children are not seeking education (whether by not attending school, not doing homework, not getting good grades, etc.) and if these same parents believe that playing games is not education-related then there is a risk of violence and abuse on their children. Please note, that it is not possible to connect the parent participants with the child participants with each other to determine the level of actual risk. Another risk is that child abuse cases won’t be processed by a national child protection referral system because they do not exist and Right To Play staff may have to utilize the school’s reporting system. Another risk is that schools do not have a reporting system in place. This is an especially important risk where children are reporting abuse to Right To Play staff (and researchers) during programming and research activities about teachers in that particular school.

A recommendation is to consult with child protection staff at Right To Play and external experts on how to further investigate the particular instances of child abuse reported during the PAQE Baseline evaluation. It is possible to narrow the search for the victims at the school and grade level in some instances.

Semi-Structured Key Informant Interviews This mixed-method tool was designed as a comprehensive approach to measure a variety of indicators related to outcomes among teachers, school administrators and education officials; as a result, the tool proved difficult to administer and was implemented in two versions – a short version, limited to quantitative questions, and a long version, with a mix of both qualitative and quantitative questions. In several countries, it was considered contextually inappropriate to administer the long version of the SSKII tools, especially where data collection took place close to a school exam period, or other competing priorities for participants; this was especially the case for teachers. As a result, various countries did not have qualitative data available for analysis or triangulation for outcome indicators utilizing the SSKII tools.


Measure the Change Activities In several countries, children and youth participating in Measure The Change activities required assistance from enumerators in writing and recording responses due to low literacy skills. While children remained comfortable providing oral responses, analysis of written responses or drawings was limited by the consolidation or editing of children’s responses by enumerators (rather than the preferred verbatim recording or self-administration).

Sample sizes and sampling frame While all efforts were made to achieve target sample sizes across eight countries – in order to achieve a 95% confidence level, and ensure results were both representative and generalizable – a number of constraints including, time, resources, availability of participants due to competing priorities, and inclement weather, prevented teams across all countries from collecting the target sample for each and every tool.

As an ethical consideration for child, youth, and adult participants at schools and communities participating in the AHEAD program, baseline plans called for Benin, Rwanda, Mali and Ghana to re-purpose existing data from the AHEAD Final Evaluation as part of the “existing” school sample for the PAQE baseline. While Benin and Rwanda were able to collect data from other “existing” schools that did not participate in the AHEAD Final Evaluation, Ghana and Mali were unable to do so due to resource and time constraints.

Finally, several countries were potentially unable to create a sampling frame properly representing the full scope of their program(s), though teams did everything in their power to ensure that the sample was representative based on all available information about potential partner schools. As during the PAQE Inception Period the data collection period and program implementation planning happened simultaneously – in addition to the planned phased roll-out of PAQE implementation later in the year – not all partner schools had been selected in all eight countries at the time of sampling design.

Competing priorities and availability of all participants While this relates to a number of other limitations, this was in and of itself a major challenge to data collection teams across the majority of countries. The PAQE Inception period, and therefore the data collection period, coincided with a number of examination periods and holidays for participating schools in each respective country, thereby limiting the time in, and participants with, which teams were able to collect data.

Social Desirability While efforts were made to ensure that most outcome indicators were measured through a mixed-methods approach and a triangulation of data, several indicators were assessed using tools for which triangulation was difficult, and in which tools relied on self-reporting by participants. Such self-report data


is prone to social desirability; to mitigate this, collection methods including document reviews, additional surveys and SSKIIs, etc. have been conducted in Phase Two to allow for better triangulation of results.


APPENDIX Tables that can highlight important information specific to indicators and comparisons between Right to Play and Comparison groups have been included here.

1112: # and % of trained pre-primary, primary teachers, principals and school administrators utilizing learning and training materials that address play-based techniques in classrooms and schools

Table 20: Number and percent of teachers who report having access to and using games specific to the subjects they teach

School type Access Using

Count % Count % Benin 41 53.9% 39 51.3% Ghana 1 3.3% 1 3.3% Liberia 0 0.0% 0 0.0% Mali 0 0.0% 0 0.0% Mozambique 26 56.5% 22 47.8% Pakistan 6 40.0% 2 13.3% Rwanda 50 66.7% 26 34.7% Tanzania 14 20.3% 19 27.5%

Table 21: Number and percent of teachers who report having access to and using general games


Count % Count % Benin 30 39.5% 28 36.8%

Ghana 4 13.3% 4 13.3%

Liberia 0 0.0% 0 0.0%

Mali 0 0.0% 0 0.0%

Mozambique 18 39.1% 28 60.9%

Pakistan 4 26.7% 2 13.3% Rwanda 53 70.7% 17 22.7% Tanzania 5 7.2% 4 5.9%


Table 22: Number and percent of teachers who report having access to and using lesson planning templates



Ghana 30 100.0% 30 100.0% Liberia 40 100.0% 40 100.0%

Mali 0 0.0% 0 0.0%

Mozambique 38 82.6% 37 80.4%

Pakistan 3 20.0% 3 20.0% Rwanda 72 96.0% 71 94.7% Tanzania 51 75.0% 51 75.0%

Table 23: Number and percent of teachers who report having access to and using sports and play equipment



Ghana 13 43.3% 16 53.3%

Liberia 21 52.5% 24 60.0%

Mali 0 0.0% 0 0.0%

Mozambique 24 52.2% 23 50.0%

Pakistan 1 6.7% 1 6.7%

Rwanda 58 77.3% 35 46.7%

Tanzania 23 33.8% 23 33.8%

Tables 24- 30 provide a snapshot of the differences between Right to Play (RTP) schools and Comparison Schools for Benin, Pakistan, Rwanda and Tanzania for key indicators.

1101: Attendance Rates

Table 24: Mean Attendance Rates by School Type

[Source: School Records] RTP Group Comparison Group

Benin (N=706) 84.9 83.57

Pakistan (N=1421) 61.3 51.4

Rwanda (N=114) 98.7 98.4

Tanzania (N=2470) 77.8 79.8


1103: Extent to which gender sensitive child-centered play-based approaches are applied in classrooms.

Table 25: Percentage of classrooms meeting Child-Centered environments and Play-Based approaches by School Type

[Source: Classroom Observations]

RTP Group Comparison Group

Benin (N=18) 43.4% 34.6%

Pakistan (N=27) 10.5% 15.6%

Rwanda (N=96) 42.4% 30.3%

Tanzania (N=73) 39.7% 14.2%

1201: Perception of parental and community support for access to education by girls

Table 26: Perception of parental and community support for access to education among girls

[Source: Girls Survey]


Benin (N=369) 41.7% 39.6%

Pakistan (N=110) 25.4% 26.7%

Rwanda (N=359) 56.2% 54.5%

Tanzania (N=345) 21.6% 20.8%

1114: Increased access among teachers, principals, and school administrators to knowledge sharing and mentorship opportunities on play-based methodologies

Table 27: Percentage Of Teachers Reporting Discussion About Play-Based Activities by Program Type

Country Reported discussion with teachers

within schools Reported discussion with teachers

from other schools

n(%) n(%)

Benin (N=76) RTP 35 (60.3%) 30 (51.7%)

Comparison 3 (16.7%) 7 (38.9%)

Pakistan (N=15) RTP 8 (72.7%) 4 (36.4%)

Comparison 0 (0.0%) 1 (25.0%)

Rwanda (N=75) RTP 37 (74.0%) 24 (48.0%) Comparison 15 (60.0%) 8 (32.0%)

Tanzania (N=67) RTP 22 (50.0%) 5 (11.4%) Comparison 2 (8.7%) 0 (0.0%)


1113: Level of confidence of trained teachers, principals and school administrators in their ability to apply child-centered play-based techniques in schools

Table 28: Teachers’ reported levels of confidence in using play-based activities to teach children by Intervention Type

[Source: Teacher SSKII] RTP Group Comparison Group

Benin (N=76) 59 (77.6%) 0 (0.0%)

Pakistan (N=15) 4 (36.4%) 0 (0.0%)

Rwanda (N=75) 18 (36.0%) 5 (20.0%)

Tanzania (N=67) 13 (31.7%) 2 (8.7%)

1111: # and % of trained pre-primary, primary teachers, principals and school administrators demonstrating applied knowledge as they progress through the continuum of teacher training (COTT) on gender-sensitive, child-centred, play-based learning techniques

Table 29: Average % scores of teachers on applied knowledge of play-based and positive-learning environments by Intervention Type



Benin (N=76) 39.6% 25.3%

Pakistan (N=15) 18.3% 10.9%

Rwanda (N=75) 37.8% 34.1%

Tanzania (N= 73) 31.3% 25.3%

1104: # and % of children and youth that demonstrate life skills in classrooms and schools

Table 30: Percentage Of Children Reporting Various Life-Skills by Intervention Type

[Source: Child survey]

Self Confiden

ce

Emotional Managemen

t

Collaboration

Communication Inclusion

Inclusion of Divergent

groups Benin (N=631)

RTP 62.5% 5.2% 98.3% 34.0% 29.0% N/A41

41 Data was not available


Comparison 59.6% 80.3% 97.4% 27.6% 7.6% N/A

Pakistan (N=329)

RTP 52.5% 40.1% 93.8% 33.1% 27.2% 44.7%

Comparison 63.9% 70.8% 95.8% 37.5% 27.8% 81.9%

Rwanda (N=653)

RTP 48.7% 55.6% 97.0% 11.2% 46.7% 0.0%

Comparison 34.1% 46.3% 94.9% 6.5% 32.2% 0.0%

Tanzania (N=600)

RTP 54.8% 90.0% 63.2% 20.3% 53.0% 73.0%

Comparison 61.5% 87.5% 51.5% 21.5% 54.5% 63.0%

paqe baseline evaluation report-final

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