schools by new CLFZ project school staff. While nearly all the visited schools by the evaluation team reported the construction of additional classroom, there is no adequate data on the additional classrooms constructed in all the former project schools. There is also no readily available compiled data on existing number of teachers in the former project schools. This made it difficult to establish and also compare student teacher ratios and student classrooms ratios in the former project school. In terms of growth in student enrollment, the picture is very different and hard to be conclusive. For example in many of the CLFZ schools it was reported that the enrollment has increased because more children were released from child labor as a result of the projects’ positive contribution. On the other hand, in a number of the former NFBE centers, the enrollment did not grow because of the following two factors: a) Because of the effective campaign of the projects, all the overaged children were enrolled and the backlog is completed. Also the creation of the preschools enabled the right age entry of children to school hence there is no sources for the additional overaged children that increased enrollments before. b) Government also opened some new primary schools in some villages especially in Amhara/Este and in several woredas in SNNPR. Hence, children, instead of coming to former project schools went to government schools nearest to them. Several of the former NFBE schools which are now upgraded to regular schools in the three project regions have become feeder/satellite schools to upper primary schools in their vicinity. The clearance of the backlog in terms of over-aged children and also the entrance of children at the right school age are very positive contribution of the Kinderpostzegels supported former project schools. 23
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