2. Project impact evaluation objectives, methodology and coverage 2.1. Objective of the impact evaluation As stipulated in the TOR for this impact evaluation, the aim of the support of Kinderpostzegels to education projects is to protect children against child labor, child marriage, violence and abuse and other harmful practices and to guarantee access to quality education for all children, including CWD. The main impact evaluation objectives as determined by Kinderpostzegels is therefore to measure the long term effects and results of the education projects supported by Kinderpostzegels over the 8 years with a focus on the different effects of the projects on the target schools, the children in the target communities and the (poor) parents/mothers. The contents of this report are therefore strictly based on the impact evaluation objectives and evaluation questions for which Kinderpostzegels wanted answers and evidences. The consultant has strictly followed the TOR and came up with impact evaluation findings below. 2.2. Design and Methodology of the Evaluation The evaluator employed evaluation methods and tools that directly contribute to the collection of data for meeting the objectives of the impact evaluation. The evaluation design, methods and instruments used were participatory encouraging active engagement of key program stakeholders. Both qualitative and quantitative information were collected from relevant respondents, applying purposive sampling technics covering the diverse contexts and respondents. The following are the main approaches and tools used: Desk review: This was used to review project documents supplied by Kinderposzegels and the three Ethiopian partner organizations. The documents included project agreements, periodic program performance and activity reports as well as end of project reports. Relevant national documents pertaining to basic education and child-focused programs and strategies have been consulted. Woreda education office and ABE/school-based reports and student records on various aspects have been reviewed and consulted and necessary information pertaining to project impacts obtained. Focus Group Discussions (FGDs): Different groups of respondents including former and current students, PTA members, parents and leaders/elders, mothers/parents involved in IGAs/SHGs were involved in the evaluation using FGD guides separately prepared for each group of respondents. 10
11 Online Touch Home