Among the child-focused projects funded by Kinderpostzegels in Ethiopia, three organizations, namely ADAA, LIA-E and WCAT were covered in this impact evaluation. The project period was 2008/9-2015. The three organizations implemented their project in different woredas/districts of Ethiopia spread over the three most populous regions of the country i.e. ADAA in Oromiya, LIA-E in SNNP and WCAT in Amhara. The aim of the 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. Kinderpostzegels commissioned this impact evaluation with the purpose of measuring the long term effects and results of the education projects over 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. In order to come with findings that meet the requirements of Kinderpostzegels, the evaluation team based its evaluation design and methodology on the set objectives of the evaluation and the evaluation questions stated in the TOR. It therefore employed a mix of approaches and tools that included desk reviews, focus group discussions, key informant interviews, questionnaires, checklist and different formats to collect data from diverse respondents. The main findings of the evaluation are the following. All the NFBE Centers that have been established by Kinderpostzegels support in all the project regions and woredas still exist and are functional. All of them have been upgraded to formal primary schools after they have been handed over to the respective WEOs at the end of the projects All The CLFZ schools are also operational and many of them have also opened new classes. Both the upgraded former NFBE Centers and CLFZ schools have been found to be child friendly schools with improved facilities, play grounds, fenced compounds, segregated latrines, increased student participation and improved learning materials. Such structures as CMCs/PTAs, various student clubs and IGA groups still exist and are effectively functioning. The former NFBE Center based CMCs have now been transformed into PTAs which are the school governing structures in government schools. The project has conspicuously impacted on improving the quality of education in the project schools. The active learning training given to teachers have improved their skills, the learning materials and facilities made available to the project schools and improvements in physical structures have all contributed positively to improved quality of education. The improvement in the quality of education is demonstrated by the increased academic performance of students, reduced dropping out of school, high transition rate from one grade to the next level with no or minimal class repetitions as reported by the schools. 4 EXECUTIVE SUMMARY
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