4. Conclusions The above findings have provided evidences on the impacts created by the Kinderpostzegels assisted projects of the three organizations and also depicted how the impacts are being sustained. The following are conclusions drawn from the findings of the impact evaluation. The previous project schools of the three partner organization (both that used to be NFBE Centers and the CLFZ school) still exist and are functional. All the former NFBE Centers have been upgraded to formal government primary schools. While many of them have additional classrooms after the project provided by government and the local community and have increased their grade levels to upper primary, some still are up to grade four but have additional classrooms and teachers. In terms of student population, generally there are more schools which have increased number of students (especially CLFZ schools); there are some schools among the former Este NFBE Centers that transformed to formal schools with student numbers that does not show steady growth due to the entry of children to school at the right age (the backlog of overaged children completed) and the opening of new schools by the government near villages. While there is sufficient qualitative information to determine the impacts of the projects that were completed in 2015, there is no adequate data on children who are transferred to other schools. Since the implementing NGOs do not have contacts with the schools anymore, tracer data on the performance of previous students and IGA groups are not gathered. It may be useful to encourage the WEO and schools to maintain some form of data for tracking and replication purposes. The impact evaluation findings have witnessed that the previous project schools are generally characterized by: • Better level of community awareness, readiness and willingness to support schools compared to non-project schools. • The presence of good club activities that engage student • Low dropout rates and rare absenteeism. • Being more child friendly compared to other government schools • Improved teacher capacity due to training in active learning and experiences sharing • Increased girls performance in most cases • Acceptance and support for more number of CWDs 54
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