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Evaluation database

Evaluation report

2018 India: Evaluation of Adolescent Life Skills Education Programme in Maharashtra



Executive summary

With the aim to continuously improve transparency and use of evaluation, UNICEF Evaluation Office manages the "Global Evaluation Reports Oversight System (GEROS)". Within this system, an external independent company reviews and rates all evaluation reports. The quality rating scale for evaluation reports is as follows: “Highly Satisfactory”, “Satisfactory”, “Fair” or “Unsatisfactory”. You will find the link to the quality rating below, labelled as ‘Part 2’ of the report, and the executive feedback summary labelled as ‘Part 3’.

 

Background

According to the 2011 census of India, 21.3 million adolescents live in Maharashtra. Based on selected health and demographic details, adolescents show vulnerability in the areas of sexual and reproductive health, violence and abuse, intimate and personal relations, and time and finance management. A variety of studies have highlighted the adolescents’ lack of adequate knowledge of issues such as reproductive measures, menstrual health and hygiene, personal growth and development, capacity-building, socio-cultural interaction and economic well-being.

Purpose/Objective

This report evaluates the Life Skills Education (LSE) programme in the Chandrapur district of Maharashtra, which was commissioned by UNICEF in collaboration with the Yashwantrao Chavan Academy of Development Administration (YASHADA). The aim of the evaluation is to assess the relevance, efficiency, effectiveness and sustainability of the LSE initiatives and to analyse UNICEF’s role in supporting the growth and development of the adolescents who were targeted by the initiatives. The evaluation also identifies lessons learned and provides recommendations for UNICEF and its partners in respect to the possible replication of the peer educator model.

Methodology

A mixed-methods evaluation, conducting secondary data analysis of administrative data and documents and collecting primary data via KIIs and FGDs.

Findings and conclusions

The findings are in accordance with the four criteria - relevance, effectiveness, efficiency and sustainability - outlined by the Organisation for Economic Co-operation and Development (OECD) and the Development Assistance Committee (DAC).
Relevance: The LSE programme was found to be of the utmost relevance for the students. Ninety five per cent of the boys and 93 per cent of the girls reported that the programme had helped them to develop in their everyday life.
Effectiveness: There is strong evidence that LSE developed relevant knowledge, skills and attitudes among participants. The effectiveness of the LSE programme was observed in changes in the behaviour and the views of the various stakeholders.
Efficiency: The use of standards and benchmarks in the LSE programme is limited and there are gaps in the monitoring of LSE outcomes, particularly of attitudes and behaviours. These shortcomings present considerable difficulties when analysing inputs against identified outcomes. LSE suffers from the same systemic resource constraints faced by many education systems in terms of human resources, teaching and learning materials, curriculum time, school capacities, etc.
Sustainability: Only if a programme is considered sustainable can it be expanded to other communities. The LSE programme, because it was a pilot initiative, did not continue beyond April 2016. For YASHADA, the implementing agency, it was an opportunity to test the feasibility of implementing the 24 programme sessions in local schools.

Recommendations

The LSE programme is an important instrument in shaping the social, economic, physical and mental well-being of the adolescents. Nevertheless, amendments could be made with regard to time, classes and training. The content of the LSE sessions should be renewed and revised based on strong networking, and financial accounts should be managed from the beginning of the programme. Moreover, the availability of a feedback mechanism for the participants would improve the module practices and their content. These recommendations would improve the credibility and sustainability of the LSE programme. 

It is recommended that the programme begin in eighth grade instead of ninth grade, and that the module is shortened to one academic year instead of two, thereby preventing clashes with the board exams during tenth grade. In this way, the programme would target eighth grade students who, when they reach ninth grade, can easily train the new peer educators in eighth grade. This would ease the burden on tenth grade peer educators who, under the current model, are responsible for training the new peer educators. This recommendation emerged during conversations with the tenth grade former peer educators and the new peer educators. The 24 sessions could be conducted every weekend over six months, spacing out the available weekends across the academic year. It was suggested that different topics should be included and addressed in a novel and innovative way that appeals to the interests of the adolescents.

Lastly, making the teaching material available in the form of IEC material, such as leaflets or hand-outs, would help the students to retain the information and share the lessons with their peers. This would ensure the propagation of the objectives of the LSE programme. 



Full report in PDF

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Report information

Year: 2018

Office/Country: India

Region: ROSA

Type: Evaluation

Theme: Education, Education sectoral or partnership, EFA

Language: English

Sequence #: 2018/010 

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