ReachAll

Vision: Empowered, Functional and Thriving Communities

Definition of Keywords in Vision

(a)   Empower – give power to or make powerful or improve capacities

(b)  Functional – Useful, practical, purposeful or efficient

(c)   Thrive – prosper, flourish or succeed   

(d)  Community – People or group of people e.g. Learning community (e.g. schools, colleges, universities), society, Area (e.g. Village, Suburb, District, Province, Nation, Continent, World) 

Mission: Empowering the disadvantaged, vulnerable and marginalised through capacity building, improved access to resources and their rights.

The organisation exists to improve learning, development and life outcomes of the disadvantaged, vulnerable and marginalised communities: that is because ReachAll:

(a)   Promotes principles of community collaboration, learning and action for the common good.

(b)  Builds skills for proficiency, transformation and empowerment

(c)   Values every voice, idea and suggestions

(d)  Values all forms of life and the environment

CORE VALUES

(a) Transparency

(b) Accountability

(c) Honest

(d) TeamWork

(e) DEI (Diversity, Equity & Inclusion)

The Team Lead overseers the management of the organisation's Education Programme. She supervises Project Officers and ensures periodical reporting.

BIOGRAPHY -  https://reach-all.org/priscilla-mwambo/

Priscillar has over 15 years of teaching experience in the education sector. She strongly believes that every child and young person deserves quality education in a conducive environment and that literacy is a fundamental human right. As the Partnership Coordinator between the Organization and Litworld (USA), she has been able to manage the partnership effectively, ensuring that all requirements stipulated in the agreement are adhered to. This has led to increased trust and confidence in the Organization by the donor and has contributed to the growth and expansion of the programming to include another project for support. Priscillar has also been instrumental in the management of the Education Program, ensuring that all stakeholders are engaged and involved in the process. She has been able to build the capacity of the organization’s program partners and Ministry of Education teachers, which has led to stronger programming roots, broader impact and reach. 

The team is well positioned to manage this project despite other responsibilities due to their ability to plan, coordinate and collaborate as well as their passion and commitment to additional roles. This is also highly enhanced by the organization’s CRM System which supports the team’s internal collaboration, planning, implementation and time management.

The organization’s comprehensive Project Management System (CRM) which has Project Management, Monitoring & Evaluation, Human Resource, Asset/ Inventory, Accounting and Donor/ Employees Profiles for improved interactions among project teams. Donors have access to check project performance in various aspects like progress, impact, project income, expenditures, plans, tasks and many other aspects. This has tremendously improved the team’s work scheduling, usage of time efficiently, internal communication and effectiveness.

This innovation improves learners’ educational and life outcomes by building essential abilities and competences (literacy and social emotional skills).

The main problems are poor quality of education and unfavourable learning environments in schools in Zambia. This has been causing poor and unstable performances of learners. Despite the government’s efforts and various development actors’ (local and international) interventions to improve learners’ literacy levels and academic performance, the situation is worsening including the deterioration of moral behaviour of learners due to various factors like increasing alcohol and drugs abuse in schools and communities.

The problems are bordering around poor educational and life outcomes of learners mainly caused by low literacy levels, low access to (quality) education, school dropouts and drugs/ alcohol abuse.

(a)   Challenges affecting learners’ educational outcomes (e.g. academic performance)

Under educational challenges the main problem is poor quality of education delivery in schools in Zambia. This has been causing poor and unstable academic performances of learners. This is worsened by unfriendly and unsafe learning environments in schools (e.g. bullying, abuse, mockery, violence) which have been adversely affecting learning and to some extent leading to school drop outs.

The quality of education delivery is affected unfriendly teaching methodologies, un-conducive learning environments, de-motivated teachers, low value for education by key stakeholders and other factors negatively affecting learners’ learning process and preparedness for learning. Despite the government’s efforts to improve the quality of education delivery through various interventions like policy and curriculum revisions, introduction of the countrywide Primary Reading Program, extensive training of Primary School teachers and ensuring improved access to education (raising enrolment rates), there seems to be a downward trend in attainment of its goals.

“Zambia stands at the bottom of the chart in literacy levels according to the Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) Report.” ZANEC – September 8, 2018, World Literacy Day, http://zanec.org.zm/2018/09/08/zanec-press-statement-on-world-literacy-day/

(b)  Challenges affecting learners’ life outcomes (e.g. wellbeing, mental health)

Contrary to expectations, because of the government’s efforts and various development actors’ interventions to improve life outcomes (e.g. wellbeing, mental health) of learners, the situation is worsening including the deterioration of moral behaviour of learners due to various factors like alcohol and drugs abuse in schools among others (like depression). The risk of school dropouts is increasing due to lack of connectivity to appropriate support systems which have left many learners without guidance and counselling, and hence become more vulnerable to abuse of alcohol and drugs. This has altered learners’ behaviours and affected their learning. This is worsened by increased mental health challenges among learners in schools thereby affecting their learning and access to education.

Nearly 37 million adolescents (aged 10–19) live with a mental disorder in Africa (UNICEF 2021)

9.4% of children aged 3-17 years (approximately 5.8 million) had diagnosed anxiety in 2016-2019.

4.4% of children aged 3-17 years (approximately 2.7 million) have diagnosed depression in 2016-2019 (CDC)

This innovation builds and improves essential abilities and competences in learners and adults for success, wellbeing and academic achievement as well as functionality of societies. This education model is best fit for children or learners above the age of 10 (or Grade 5 and above) and for adults. Pre-grades and early grades (e.g. grades 1 to 3) need more of visual literacy and storytelling using pictures. The attention span of learners is considered in this model according to their average age, and learners’ learning age range requirements (e.g. 0 to 7 years learn by play and experiences and their reasoning skills/abilities/ competences are low. They just download information and hardly analyze it enough. While learners at 10+ have developed reasoning skills and hence Critical Thinking Methodologies can be introduced at this age).

The methodology for this innovation has four components which are Exploration of attributes and new information (e.g. in story books, videos), Building Attributes in learners, Modelling attributes in learners and Practicing where learners are given opportunities to practice through play, games, group discussions, assignments and community projects. These are well documented in the innovation handbook to guide mentors and teachers during implementation. The attributes could be the abilities to connect, relate, learn or act or their respective competences which lead to the achievement of these attributes.

This innovation is designed to be easy, friendly and fun during implementation. Each session is about 90 minutes, once per week and thus sessions are done four times per month. The frequency and sessions’ duration are friendly to both teachers and learners. This innovation only needs about 3 to 6 months (12 to 24 sessions) to see intended results. Hence, it is faster, more effective and impactful. It is low cost yet effective, sustainably impactful. It is more cost effective to focus more on improving one’s strengths than one’s weaknesses. This model is strengths based.

The following is the proposed implementation approach for the solution:

(a)   Forming children, youths and adult proficiency clubs in schools and communities and also working with identified partners for implementation. Hence, the organization through direct service provision runs its own clubs and also trains partners like the Ministry of Education and Development Actors to implement the model through running these literacy proficiency clubs.

(b)  Institutionalization: the organization promotes institutionalisation of the model in the education sector, in schools, communities and in other projects. The organization also advocates for incorporation into the national curriculum certain key components of the model like Social Emotional Learning (SEL) and mentorship.

(c)   Capacity Building: The organization conducts capacity building of the Ministry of Education structures and also various development actors to enable them to implement and adapt this model according to the context they are operating in.

We conducted baselines to determine the starting points and designed results frameworks which had outcomes, indicators, baseline data, targets, periods of monitoring and these guided types of information to be collected and from which sources.

We used a systematic way of continuous examination of the progress achieved. We did this through monitoring plans, indicators defined in a project or program plan and framework during implementation. Our Monitoring plans guided consistence and monitoring at planned times as well as information requirements.

The actual performance with respect to our programming outcomes were measured using Outcome Key Performance Indicators (KPIs). The KPIs are measurable values helping organization project team to determine whether target outcomes and objectives have been met. These helped to determine what kind of data was to be collected during monitoring and evaluation to measure success. The KPIs are measurable metrics and we used them as part of the agreement among the organization, beneficiaries and stakeholders as the success factors of the innovation.

The following were the innovation metrics which we used to measure progress, impacts and successes:

OUTCOME 1: Improved performance (e.g. Academic, tasks, activities, goals, commitments, agreements)

·      Improvement in Academic Performance (Learners)

·      Literacy Proficiency (e.g. Reading level)

·      Improved Future outlook.

·      Improved Reading culture.

OUTCOME 2: Improved connectedness and relationships (e.g. Support systems, learning community, parents/ guardians)

• Level of Connectedness
• Healthy relationships e.g. between teacher and learner
• Responsible behaviour
• Improved learners’ support from teachers and parents/ other support systems.

 OUTCOME 3: Safe and conducive Community (e.g. Learning Community)

·      Sense of Belonging (e.g. % improvement in class attendance)

·      Level of participation (e.g. in class)

·      Safeguarding culture (e.g. Reduction of bullying & other negative vices like abuse, violence and exploitation, Policies being used)

·      Positive attitudes about self and others

·      Positive community (e.g. classroom) behaviour

EVALUATION

The purpose of the evaluations was to produce rigorous and formative evidence which would contribute to the broader evidence base for informed decision making aimed at improvement and upscale, and ensure diverse perspectives were included especially from those communities with little voice. We needed this process to slowly, and indeed it deed, to build trust and legitimacy across stakeholders like the Ministry of Education and other development actors like ChildFund Zambia and their partners.

(a)   APPROACH

We conducted evaluations in collaboration with expert and community reviews to assess how the innovation contributed to the observed outcomes and impacts.

(b)  DATA COLLECTION METHODS USED

·      Baseline Surveys/ researches

·      Focus group discussions

·      Monitoring trips

·      Project meetings

Data collection tools e.g. Questionnaires, reporting templates, performance reports (school reports), Innovation Results Framework

(c)   DATA SOURCES WERE

·      Teachers

·      Parents/ Guardians

·      Beneficiaries e.g. Learners

·      Databases e.g. School reports, registers, enrolments

·      Reports e.g. Project reports, Monitoring reports, Partner reports, School reports

(d)  DATA ANALYSIS METHODS

Since the data which was collected was a combination of qualitative and quantitative, we used Textual and Numeric Analysis methods as follows:

·      Qualitative (Textual) Analysis

·      Quantitative (Numeric) Analysis

1.     DATA COLLECTED REVEALED THE FOLLOWING

Most earners achieved improved educational outcomes (e.g. improved academic performance) and their life outcomes (friendliness, kindness, improved relationships) leading to highly performing and supportive learning communities. The learning communities became safe and conducive for all learners with appropriate support systems (e.g. educational, safeguarding). Classroom attendance improved. Mockery and bullying in the learning environment were reduced. Most learners started making responsible decisions which were good for themselves and others.

IMPACT ON LEARNERS

(a)   Children showed marked improvement in academic performance, literacy skills, social interaction and behaviour.

https://www.youtube.com/watch?v=yzpIubxVZYw 

(b)  Children improved in educational and life outcomes.

·             DOCUMENTARY https://drive.google.com/file/d/1hdxdKwpdjpJPPTUAF4lINM1Cr8QxqeIj/view?usp=sharing

·             https://youtu.be/h2q6RbwhE8Y

·             https://youtu.be/d1FesGbiotE

2.     HOW DATA COLLECTED HELPED

The proposed innovation activities generated rigorous and formative evidence which helped us to start considering the need to strengthen the scale out process and that any coming financial support shall be used to improve upon the innovation handbook, innovation implementation tools, the innovation Monitoring, Evaluation & Learning tools as well as the development of an appropriate innovation communication and fundraising strategy to meet the innovation upscale communication and resources needs.

The Baseline Surveys helped to ascertain areas of impact and the progress made and hence for generating evidence for the innovation to be easily implemented in other geographical areas.

Lessons learnt shall be used for replication and upscale and also the information from project evaluation to produce further rigorous and formative evidence in various contexts which shall contribute to the broader evidence base for informed decision making aimed at improvement and upscale, and ensure diverse perspectives are included especially from those communities with little voice.

WHY NEED TO STRENGTHEN EVIDENCE OF SOLUTION

While this solution has been recognized by some Ministry of Education Structures and Development Actors like ChildFund Zambia and their Partners as one of the most transformative and highly impactful in terms of educational and life outcomes of learners, the organization is still struggling to attract donors to support it. If organization produced rigorous and formative evidence this can be used to build trust and legitimacy across stakeholders and among donor communities. Therefore, we would like to participate in this program to get help for us to produce documented evidence which shall convince government structures, stakeholders and the donor communities for easier upscale. This can easily be achieved by developing robust, friendly and context adaptive Monitoring, Evaluation and Learning Tools.

The rigorous and formative evidence shall also contribute to the broader evidence base for informed decision making aimed at improvement and upscale, and ensure diverse perspectives are included especially from those communities with little voice.

HOW PROBLEMS THIS INNOVATION SOLVES IMPACTS PEOPLE (LIVING WITH POVERTY)

Generally, learners from poor families become more vulnerable to negative vices and are less resilient to educational and life challenges. The following are impacts:

Impact on educational outcomes

·      Poor Academic Performance: Learners from poor backgrounds and families are affected negatively in academic performance where their performance is poor and unstable.

·      School Dropouts: Some learners drop out of school due to lack of the necessary support and safeguarding from appropriate systems/ structures.

·      Low literacy levels among children from poor families which disadvantage their survival, resilience and makes them more vulnerable to life challenges.

Impact on Life outcomes

·      Some learners end up abusing alcohol and drugs which alter their behaviours and affect their learning process negatively.

·      Some learners suffer from mental health challenges (mental disorders) due to various challenges (e.g. depression)

·      Some learners lack self esteem and confidence thereby affecting their abilities to act or perform and hence suffer from action paralysis which needs appropriate interventions to restore them.

-Nearly 37 million adolescents (aged 10–19) live with a mental disorder in Africa (UNICEF 2021)

-9.4% of children aged 3-17 years (approximately 5.8 million) had diagnosed anxiety in 2016-2019. 4.4% of children aged 3-17 years (approximately 2.7 million) have diagnosed depression in 2016-2019 (CDC)

HOW SOLVING THE PROBLEM WOULD IMPROVE PEOPLE’S LIVES

This innovation builds and trains support systems around such vulnerable learners.  Some of the support systems are schools (counselling & guidance, teachers, fellow learners) and also sensitizing and collaborating with their families to enhance the support systems around these learners. To safeguard them from violence, abuse, bullying, mockery and many other negative vices the innovation strengthens their safeguarding support systems because their resilience needs such systems to hold them high and sustain them in school while they work towards their educational and life goals.

The following the two research Questions which shall help us to improve our innovation further:

1.     What are the learners’ performance areas which the innovation improves? (e.g. academic, tasks, goals, activities)

2.     Has the innovation improved the learners’ connectedness and relationships with their support systems/ structures? (e.g. parents/ guardians, teachers/ mentors, learning community). If so have the number of school drop-outs reduced?

3.     Has the innovation improved the conduciveness of the learning community? If so how and has the classroom attendance improved?

DESIRED OUTPUTS

(a)   Foundational research

Context: The main aim here is to deduce the Context by collecting and analyzing information which already exists.

Desired Output: The Context has been determined

(b)  Formative research

Metrics or Measurable Goals: This shall help in developing measurable goals using identified metrics for the innovation based on solid data and realistic understanding of the target. These shall help in measuring or assessing outcomes as a basis for measurement of progress. 

Desired Output: The Innovation metrics and measurable goals have been ascertained/ determined

(c)   Summative research

Measurement of Impact: This shall help in ascertaining program outcomes or effectiveness and gaps requiring improvement so that we know if the innovation is meeting the intended measurable goals and impacting beneficiaries as stated. 

Desired Output: The innovation Results Framework has been derived

The organisation shall use the outputs as follows:

(a) Development/ Improvement of the Innovation Learning, Monitoring and Evaluation Tool. This shall be used to collect solid data and measure progress of implementation and effectiveness of the innovation.

(b) Improvement of the Innovation Handbook for easy implementation and replication in other geographical regions 

(c) The organisation shall use it in the development of strong and competitive innovation fundraising strategy and proposal to mobilise more resources for scaling out the innovation.

(d) Strengthening advocacy work - context - for education policy improvements and implementation 

The following are the long-term outcomes:

(a)   Improved fundraising effectiveness for the innovation or improved funding base for the innovation

(b)  Improved innovation implementation and impact

(c)   Improved progress measurement and reporting