End of project evaluation Education and Rural Development, Phase II

Background:
“Education and Rural Development, Phase II” (2009 – 2011) is the continuation of the project “Education and Rural Development, Zambia” (2004 – 2008) which was evaluated in 2008. Based on results and recommendations following that evaluation it was decided to extend the project for 3 more years in order to better achieve the planned results as well as to ensure sustainability. This evaluation was planned for the last year of the project (2011).

Purpose/objective:
The main focus of the project was to empower poor rural communities through primary education, adult literacy, food security and training in participation and organization.

The purpose of this evaluation was to verify to what extent the interventions made by the project have benefited the target groups, to what extent the project has had an impact on the development in the target areas and how likely it is the project interventions will continue after the end of the project (sustainability). 

Methodology:
This study had a two-phased approach in its methodology. This included desk review of various quarterly and annual reports from DOPE and PAF, government and civil society documents on education, community schools, HIV and AIDS, food security, livelihoods, project sustainability and electronic search via the internet. The second part of the assessment involved consultations with key stakeholders that included government departments, schools, women groups, reflect circles, community leaders, NZP+, HIV/AIDS support groups, PAF and DOPE staff members and a visit to at least three community schools in each of the four project districts (Mpika, Mambwe, Chadiza and Chipata).

Key findings:
The report concludes that the project has been very much in line with national and local development plans and goals. The project has been relevant for the target groups (beneficiaries) and has to a large extent contributed towards Zambia’s efforts towards achieving the 2015 development goals. Some of the main achievements of the project have been:
• The project has achieved an increase in community school enrolment of 230% (from 1841 s students in 2004 to 6091 students in 2011) in the project areas.
• Training of unqualified teachers as well as introduction of better teaching methodologies and distribution of educational materials have resulted in an increase in number of students who completed 7th grade and who passed the 7-grade exam.
• The drop out rate at the project schools has been reduced.
• On average the students at the project schools scored better than the government schools in the same areas on national test and exams.
• The school infrastructure in the project areas is greatly improved through the building of new schools, toilets, wells and teacher houses.
• Through literacy groups, women’s groups and entrepreneurship training, the literacy level among women in the project area has increased. More women are actively taking part in local governing bodies (469 women leaders now compared to 0 when the project started) and women have started small businesses in order to increase family income.
• Expansion of cultivated area, new improved seeds and improved cultivation methods have all contributed to obtaining food security throughout the year in the project areas.
• Information campaigns, inclusion of HIV/Aids information in schools and counselling have all contributed to a reduction in the prevalence of HIV/Aids in the project areas.
• A good cooperation between the project activities/groups and relevant local government departments has greatly improved the sustainability of the many achievements in the project.

During the evaluation the team also encountered and discovered some challenges and weaknesses the project faced.
• A lack of proper baseline information from the start of the project complicated reporting on achievements.
• Incomplete archives and insufficient statistical data recording added to the above challenge.
• At grass root level the project and administrative capacity was rather weak. 
• Somewhat weak holistic and long term planning for training of teachers and trainers.
• The project did not focus enough on securing proper pay or livelihood for the voluntary teachers at the community schools.
• The project could have focused more on securing sufficient and relevant teaching materials (text books etc.) at the projects schools.
• Times of financial and or administrative challenges for the organizations (PAF and DOPE) did affect the implementation, support and follow up of the project activities and the beneficiaries.

Since both implementing organizations (PAF and DOPE) will continue their interventions in the same geographical areas and will continue supporting many of the same activities with financial support obtained from other donors, the evaluation team concludes that the sustainability of the project is good. Many of the activities are now self-driven by the local communities themselves and will continue contributing to their own development.

Recommendations:
The report recommends countering and strengthening some of the weaknesses listed above. However, since this is the end of the project these recommendations are not implemented in this project, but are taken into consideration by Hei Verden, PAF and DOPE in our future work.

Comments from the organisation, if any:
Hei Verden is very please with the overall achievements of the project. The report has verified that the interventions implemented by the project have improved the living conditions of the beneficiaries, have provided better education for more children and have strengthened the position of the women in the family economy and the development of the local communities. A greater degree of awareness and knowledge of the dangers and challenges following the HIV/Aids pandemic has positively changed peoples’ behaviour. The focus on improving cultivation methods and introducing new crops has also contributed to improved food security in the project area.