DAPP improves transitioning of infant learners from CBCC into Primary School Findings
The DAPP Let Children Stay in School (LCSS) project was implemented in six districts namely Chitipa, Rumphi, Ntchisi, Lilongwe, Machinga and Nsanje targeting to reach 114 primary schools.
The goal was to improve the transition of infant learners from community based care centres into primary schools specifically targeting standard one and two learners.
Running between June 2015 to May 2018, the project worked with government stakeholders like the District Education Managers, Primary School Education Advisors (PEAs), teachers, school committee structures like the Parent Teachers Associations, Mother Groups and community members that surrounded the schools.
Following an independent evaluation that was carried out by Makoka & Associates it was discovered that the project has reduced the dropout rate of grade one learners who proceeded to grade two by 9 percent. This was revealed during a validation workshop that had been organised to share the results with implementers which DAPP worked with.
Present during the meeting were representatives from Rodger Federer Foundation – donor, Ministry of Education, Science and Technology, Action Aid Malawi, District Education Managers from the 6 districts, Primary Education Advisors (PEAs), Coordinating PEAs, Head Teachers, and School Committee members that represented the community members.
Addressing the audience during the meeting, the Interim Regional Representative for Rodger Federer Foundation Martha Khonje said as a Foundation they want to give back to the community through early childhood development programs as a foundation for opening developments in countries.
Action Aid Malawi received the grant to implement programs targeting Community Based Care Centres (CBCC) in all the 28 districts in Malawi but there were challenges in transitioning from CBCC to primary school which they attributed to lack of other necessities like food and shelters in some government primary schools as such they sub granted DAPP Malawi to facilitate the transitioning process.
The DAPP Malawi’s Head of Education Programs Iben Brandt-Pederson expressed satisfaction towards all the implementers that played key roles towards the project’s success. She said as DAPP, they are grateful for they have contributed towards such an impact.
Among the key findings following the evaluation are that there is an increase in the number of learners who proceed from grade two to three with an overall reduction rate of 63.9 percent, a reduction in class repetition for grade two and a reduction in drop out among grade one learners.
The activities in the project included in-service teachers’ trainings for child friendly school environments, establishment of standard play grounds made from locally available resources, community engagement in school feeding programs and sustainability which included trainings in income generating activities.