Oketch, Moses; Ngware, Moses; Mutisya, Maurice; Kassahun, Admassu; Abuya, Benta; Musyoka, Peter; (2012) East African Quality in Early Learning (EAQEL): Impact Evaluation Report. African Population and Health Research Centre: Nairobi, Kenya.

Text EAQEL_Endline_Report Feb 2012 (1).pdf - Other Access restricted to UCL open access staff Download (2MB)

Abstract

This is an impact assessment report of an independent evaluation of the Aga Khan Foundation’s (AKF) East African Quality in Early Learning (EAQEL) initiative to determine whether the initiative improves learning outcomes in the early grades (1-3) in two districts in Kenya and two districts in Uganda as was intended. The initiative is also referred to as the Reading to Learn (RtL) approach. The districts covered by the study are Kwale and Kinango in Kenya and Amolatar and Dokolo in Uganda. The four districts were selected by AKF because they were consistently performing poorly in the national examinations in both countries. The EAQEL initiative has two components: Core model and Core model plus. The Core model involved a ‘new’ instructional model implemented by teachers in selected schools and the Core model plus is a combination of Core model activities and parental component. The parental component includes story telling for children, community mini-libraries and asking parents to regularly read for their children among others. Baseline survey was undertaken between the months of July and August 2009 for grades 1 and 2 of 2009 and in the months of February and March for grade 1 of 2010. The endline survey was undertaken from the end of June to July 2011 in all the grades for which baseline data had been collected.

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