ADRA Sudan Functional Literacy Project Evaluation Report

Background:
ADRA Sudan began using the REFLECT literacy methodology in 2001 among displaced persons in Khartoum State. It started literacy as a supplement component to its micro credit project.  REFLECT is a method that mobilizes the community to participate actively in participatory rural appraisal (PRA) tools and thus the technique helps in community empowerment.  REFLECT is an evolving process that must be continually recreated for each new context.  Innovation and change is integral to the process.  ADRA Sudan began with literacy as a project component and evaluated this approach in June 2002.  The recommendation of developing an advanced facilitator’s manual for those who completed the first level manual was implemented and the activities expanded to Haj Yousif in 2004 with replication of the same approach.

ADRA Sudan’s Functional Literacy Project supported by Norad and ADRA Norway operated in the three localities where ADRA Sudan also carried out micro credit activities.  The three localities were Al Bougaa and Umbadda locality at the western part of Omdurman; Kerery locality, north of Omdurman; and in Haj Yousif locality at Khartoum North.  This evaluation was carried out in the third and final year of the project by an external evaluator who was hired to look at the achievement of the literacy objective, effectiveness of the approach used, and its impact on the literacy participants and their environment.

Purpose/objective:
To evaluate the REFLECT programme, this exercise ascertains the planning and implementation processes, drawing lessons and providing key recommendations on constraints, threats and opportunities for further consolidation and expansion of the programme.

Objectives of the evaluation:
1. To assess the effects of the REFLECT Functional Literacy project literacy on the targeted group; acquiring of literacy skills: reading, writing and numeracy.
2. To assess the literacy skills of girls who join the schools and how they are progressing.
3. To measure the uses of the acquired literacy skills in the clients’ keeping of records, health, education of children, etc.
4. To asses empowerment of women; awareness on women health, bad habits, education of women and children, women participation in their communities, etc.
5. To identify weakness and strengths in the implementation of the project and make recommendations for improving this component in the future.

Methodology:
The study used a variety of approaches to obtain both qualitative and quantitative data. The methods and tools that were used are briefly described below:
a. Semi structured interviews were used for community leaders and educational officers. The semi-structured interview guide is attached.
b. The REFLECT circles and parents of the adolescent/girls formed a bulk of the FGDs that were conducted in this
evaluation.
c. Observation was used to collect information on various aspects of literacy such as literacy aspects, indicators of
awareness of endemic diseases and other physical data.
d. Facilitator’s matrix.
e. Photographic documentation.

These were used to capture information and participants’ perceived changes.

Key findings:
ADRA REFLECT Programme (Regenerated Fererian Literacy through Empowerment Community Techniques) has had significant impact on improving literacy among women, participants are able to read and write to the accepted standard. The approach to literacy tuition has been eclipsed by Participatory Rural Appraisal (PRA) exercises and discussion. In many cases group size is too large and membership levels are mixed resulting in inadequate member/facilitator contact. Facilitators in some cases have misunderstood or misinterpreted the tools presented in training and have lost out on opportunities to increase impact. Literacy monitoring and evaluation needs to be improved due to the fact that number of circles is big and distributed in a large area.

Adolescents' circles are of great benefit for displaced children who have missed the opportunity to join basic education institutes due to insecurity and lack of services in Darfur, Blue Nile, southern Sudan and Nuba Mountains. More than 60% of the participants completed two years in ADRA's REFLECT programme have been enrolled in the government basic schools. The participants are enrolled in different classes ranging from class 2 to 5. The adolescents' parents appreciated what ADRA has done to help the displaced people in educating their children.

ADRA REFLECT Programme also has had significant impact on improving the development of sustainable livelihoods of participants. Women’s contribution to household income has increased substantially as result of micro-finance activities. The increase in disposable income and its trickledown effect has impacted positively on spending patterns on expensive and nutritious food items and health. Attitudes towards traditional harmful practices and contraception have positively changed.

Women feel empowered that they now have a ‘voice’ and sense of involvement in the community and decision making has improved in addition, meeting other women from different tribes daily has helped provide a vital social and peace building tool to the community.

Recommendations:
The report contains general recommendations regarding:
• Project structure and management
• Community and stakeholder involvement
• Use of REFLECT methodology
• Linkages
Specific recommendation regarding:
• Women’s circles
• Children’s circles
For more detail please see the report

Comments from the organisation, if any:
ADRA Norway appreciates the finding and recommendations contained within this report and will incorporate these in related projects.