2016 EVALUATION REPORT

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TableofContents pg.

ExecutiveSummary…………………………………………………………………………………………………3

Background…………..………………………………………………………………………………………………...5

ProgramModel…………..……………………………………………………………………………………….….5

Methods…………..……………………………………………………………………………………………………..7

Results…………….…………..………………………………………………………………………………………...8

EducationalOutcomes………………………………………………………………………..………8

JobReadiness…………..…………………………………………………………………………………10

SchoolInfrastructure…………..………………………………………………………………………11

HealthOutcomes…………..…………………………………………………………………….……..12

Discussion…………..…………………………………………………………………………………..………………14

References…………..………………………………………………………………………………………….…..…15

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EXECUTIVESUMMARYTheJacarandaFoundationeducatesandcaresforthemostvulnerablechildreninMalawiandsupportstheirfamiliesandthesurroundingcommunity.Knowingthatextendedfamiliesandthecommunityarethebestsupportfororphansandvulnerablechildren,theJacarandaFoundationalsohasinitiativestostrengthenstudents’familiesandthesurroundingcommunity.Thisreportprovidesanoverviewofthemethodologyandfindingsofanevaluationconductedbyanoutsideconsultantinthespringof2016.Evaluationhighlightsinclude:Jacaranda has provided free quality education to orphans and other vulnerable children whowouldotherwisenothavebeenabletoreceivesuchaneducation.

Ø Inthe2015-16schoolyear,350childrenattendedtheJacarandaSchool.Ø 29studentsareenrolledintheuniversityscholarshipsprogram.Ø Twelvestudentsarecurrentlyobtainingon-sitevocationaltraining.Ø Throughthelibraryandliteracyoutreachprograms,theJacarandaFoundationreachesan

additional5,050localpublicschoolchildrenviatwopublicschoollibrariesand420communitymembersviatwocommunitylibraries.

JacarandaSchoolhasbettereducationaloutcomescomparedtoasimilarregionalpublicschool.

Ø JacarandastudentshavebetterEnglishfluency,with73%fluencyinEnglishinprimaryschoolvs.40%atthelocalprimaryschooland82%fluencyinEnglishinsecondaryschoolvs.55%atthelocalsecondaryschool.

Ø Jacarandastudentshadabetterperformanceonfinalnationalexaminations.64%ofstudentsatJacarandavs.26%ofstudentsatthelocalschoolpassedMalawiSchoolCertificateofEducation(MSCE)and85%ofstudentsatJacarandavs.58%ofstudentsatthelocalschoolpassedPrimarySchoolLeavingExaminations(PSLCE).

JacarandaSchoolhasbetterphysicalandteaching infrastructurecomparedtoasimilar regionalpublicschool.

Ø ThereisasmallerstudenttoteacherratioatJacaranda,with1teacherto24pupilsvs.1to129atthelocalprimaryschooland1teacherto25pupilsatJacarandavs.1to31atthelocalsecondaryschool.

Ø TherearemoredesksperstudentatJacaranda,with2pupilsto1deskvs.20pupilsto1deskatthelocalprimaryschool.

Ø There is more restroom capacity, with 10 restrooms for 216 pupils at Jacaranda vs. 41restrooms for3066pupilsat the localprimaryschooland9 restrooms for104pupilsvs.0restroomsforsecondarystudentsatthelocalsecondaryschool.

Ø Therearemoreclassroomblocksperpupil,with1classroomblockto27pupilsatJacarandavs.1classroomblockto192pupilsatthelocalprimaryschool.

Jacarandahasgiventheirgraduatingstudentstheskillstoenablethemtofindemployment

Ø 93% of the surveyed graduating students at Jacaranda secondary school felt they hadacquiredenoughskillstoenablethemsucceedinlifeandfindemploymentcomparedto73%ofthegraduatingstudentsatthelocalpublicsecondaryschool.

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Jacaranda’sapproachtocomprehensiveeducationandcarechangeschildren’slives.Itgivesthemtheskills,supportandresiliencetoenrollinuniversity,vocationalschools,orentertheworkforce.

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BACKGROUNDThereareover1.8millionvulnerablechildreninMalawi(NationalPlanofActionforVulnerableChildren2015-2019).Outofthosechildren,almostonemillionhavelostoneorbothparentstoAIDS.AccordingtoUNICEF,one-fifthofMalawianhouseholdscarefororphansandvulnerablechildren(OVC).Themajorityofthosefamilieslackthemeanstoprovidebasicnecessities.OVCareatgreaterriskforpoorhealthandeducationaloutcomes.OVCoftenlackparentalcareandsupport,haveinadequateshelterandlimitedaccesstoeducationandhealthcareandareatariskforexploitationandabuse.Additionally,orphansandothervulnerablechildrensufferdepression,increasedmalnutrition,lowerratesofimmunizations,lowerratesofschooling,homelessness,andexposuretoHIVinfection(HunterandWilliamson,1997).Furthermore,havingaparentwithHIV/AIDSmeansthatchildrenexperiencethetraumaofcaringfortheirparents,andmayneedtoprovidesupporttosiblings,elderlyguardiansorotherHIVpositiverelatives.Acomprehensiveapproachtoorphaneducationandcare,thatincludestheirextendedfamiliesandguardians,isneededtogivethemresilience,supportandskills.PROGRAMMODELTheJacarandaFoundationoperatestheJacarandaSchoolforOrphans,afreeprimaryandsecondaryschoolinBlantyredistrict,Malawi.Inadditiontoprimaryandsecondaryeducation,theyprovidetheirstudentswith:dailynutrition;medicalcare;HIV/AIDSawarenessactivities;music,artsandsportsenrichmentprograms;schoolsupplies,uniforms,clothesandshoes;agriculturalactivities;homesupportincludingconstructionofstudents’housesandmonthlysupporttotheirmostimpoverishedchildren;andtertiaryeducationscholarshipstoselectedsecondaryschoolgraduates.Theschoolenablesstudentstolivewithfamilymembersorguardiansintheircommunitiestopreservefamilyandculturalties.TheJacarandaFoundationalsorunsalibraryandliteracyoutreachprogramcalledMr.Luc’sLibrariesthathelpspublicprimaryandsecondaryschoolsdevelopandruntheirownlibraries.TheFoundationisdevelopingatechnicalandvocationalschoolthatwillprovidetrainingincarpentry,media,hairdressing,tailoring,bakingandplumbing.JacarandaFoundationwillalsobuildapreschoolin2016-2017.

TheoryofChangeJacarandaFoundation’scomprehensiveapproachtoorphancareandeducationimprovesstudents’educationaloutcomesandjobreadinessskillsandcreatesself-reliantandempoweredstudentswhoareleadersintheircommunities.Jacarandaaimstoachievetheseoutcomesbyprovidingasupportivelearningenvironment,enrichmentactivities,healthandpsychosocialsupport,genderempowerment,andhomesupport.

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LogicModelThelogicmodeldescribesJacaranda’sinputs,activitiesandselectedoutputsandoutcomes.INPUTS PROCESS OUTPUTS

OUTCOMES

• Students• Jacarandafaculty• Jacarandastaff• Infrastructure• On-sitenurse• Clinic• Library

• Identifyandenrollstudentsandpupils

• Constructschool• Recruitandtrain

facultyandstaff

• Teachersdeliverlessons

• Providebooksandotherlearningmaterials

• ConducthealthtalksonHIV/AIDS

• Provideartsandsportsenrichmentactivities

Belowareaselectednumberofoutputs:• Numberofstudents

enrolled• Numberofschool

blocksconstructed

• Numberoffacultyandstaffrecruited

• Numberofbooks• Numberofenriched

mealsprovidedperdays

• NumberofhealthtalksonHIV/AIDSconducted

• Numberofstudentsparticipatinginenrichmentactivities

Belowareaselectednumberofoutcomes:• Improvedlearning

environment• Increasedschool

enrollmentrate• Increasedschool

retentionrate• Increasedexamination

passrate• Improvednutrition• ImprovedHIV/AIDS

knowledge• Improveduniversityand

vocationalschoolplacement

• Improvedjobplacement

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METHODSThisevaluation,conductedbyanindependentevaluationconsultant,employedaquasi-experimental,mixedmethodsapproachtoevaluatetheimpactofJacaranda’sprograms.ThisinvolvedcomparingthequalitativeandquantitativeoutputsandoutcomesofpupilsandstudentsenrolledatJacarandaSchoolforOrphansinChigumulaareainBlantyretopupilsandstudentsenrolledatpublicschoolsinthesamegeographicarea.Theprimarylearningquestionsthisevaluationaimedtoanswerareasfollows:1. HowhasJacarandaFoundationimpactedthelivesoforphansandothervulnerablechildren

andthecommunitiesitserves?2. HowdotheacademicoutcomesofJacarandaprimaryandsecondaryschoolsandneighboring

publicprimaryandsecondaryschoolsdiffer?3. Howdothejob,universityandvocationalschoolprospectsofJacarandastudentsand

neighboringpublicstudentsschoolsdiffer?4. Howdothequalityofservices,includingteachingandinfrastructure,attheJacarandaSchool

comparetothepubliceducationofferedintheregion?Ninety-onequestionnairesandinterviewguideswereusedtocollectdatafromrespondents,refertoTable1.

Table1:StudyParticipantsandQuestionnairesadministeredRespondents/Participants TotalNumberofQuestionnaires

administered/InterviewsconductedExecutivemanagementteamofJacarandaFoundation 2

Headmasters/mistressesforJacarandaprimaryandsecondarySchools

2

Headmasters/mistressesforComparableprimaryandsecondarySchools

2

ClinicNurseforJacarandaprimaryandsecondaryschools 2

ParentsorGuardiansofchildrenenrolledatJacarandaprimaryandsecondaryschools

15

PupilsenrolledatJacarandaprimaryschool 15

PupilsenrolledatComparableprimaryschool 15

StudentsenrolledatJacarandasecondaryschool

15

StudentsenrolledatComparablesecondaryschool

15

ImpactstoriesfromstudentsenrolledatJacarandasecondaryschool

4

ImpactstoriesfromgraduatesofJacarandasecondaryschool 4

Total 91

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RESULTSBelowwedocumenttheimpactoftheservicesprovidedbytheJacarandaFoundationtothestudentsattheJacarandaSchool.EducationalOutcomesOneofthelargestdifferencesbetweentheJacarandastudentsandstudentsatthecomparablesecondaryschoolisthenumberofstudentswhosecuredtertiary(universityandvocational)scholarshipsandthenumberofstudentsenrolledinuniversity.Jacarandahasprovided65tertiary(universityandvocational)scholarshipssinceitsinception.39studentsfromJacarandasecondaryschoolhaveenrolledintheuniversitysinceJacaranda’sinceptionwhileonlyonestudentfromthecomparablepublicsecondaryschoolhasenrolledintheuniversity.RefertoTable2below.Table2:EducationOutputs/OutcomesOutput

TotalJacaranda

Jacaranda TotalComparison

School

ComparisonM F M F

Numberofprimaryschoolteachers,stratifiedbygender

9 6 3 25 3 22

Numberofqualifiedprimaryschoolteachers,stratifiedbygender

7 5 2 25 3 22

Numberofpupilsinprimaryschool,stratifiedbygender

215 91 124 3,212 1,638

1,574

Numberofsecondaryschoolteachers,stratifiedbygender

10 9 1 14 7 7

Numberofqualifiedsecondaryschoolteachers,stratifiedbygender

9 8 1 14 7 7

Numberofstudentsinsecondaryschool,stratifiedbygender

104 66 38 125 75 50

Numberoftertiaryscholarships,stratifiedbygender(sinceinception)

65 39 26 0 0 0

Proportionofstudentswhoparticipateinenrichmentactivities(drama,music,poetry,arts,dancing,sportsandclubs

100%

-

-

100%

60%

40%

Numberofstudentsenrolledinauniversity(sinceinception)

39 24 `15 1 0 1

Numberofstudentsenrolledinavocationalschool(sinceinception)

27 16 11 N/A N/A N/A

Numberofstudentsplacedinjobs(sinceinception)

84 48 36 N/A N/A N/A

TeachertoStudentRatiosThereisalargedifferenceintheteachertostudentratioatJacarandaandthecomparableprimaryschools.Thecomparableprimaryschoolhasaratioof1teacherto129studentsandJacarandahasaratioof1teacherto24students.Insecondaryschool,Jacarandahasateachertostudentratioof1teacherto25students,andatthecomparablesecondaryschool,theratio

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is1teacherto31students.Theratiosaresimilaratthesecondarylevellargelyduetodropoutatthecomparableschool.Teachertostudentratioisoneofthemetricstrackedbythepublicschoolstoensurequalityofeducation,increasestudentachievement,andallowstudentstoreceivemoreindividualizedattentionfromtheirteacher.ThehigherratioattheprimaryschoollevelatJacarandameansthereismoresupportforeachstudent.AbilitytowriteandspeakEnglishfluently82%ofstudentsatJacarandasecondaryschoolareabletowriteandspeakEnglishfluentlywhile55%ofthestudentsenrolledatthecomparablesecondaryschoolareabletowriteandspeakEnglishfluently.Attheprimaryschoollevel,73%ofJacarandapupilsareabletowriteandspeakEnglishfluentlywhile40%ofthepupilsatthecomparableprimaryschoolareabletowriteandspeakEnglishfluently.TheabilitytowriteandspeakEnglishfluentlyisanimportantmetric.EnglishistheofficiallanguageofMalawiandisusedtoteachmostofthesubjects.Italsoisoftenusedduringjobinterviews.ExaminationspassratesforthepastthreeyearsToassessperformanceandqualityofeducation,datawascollectedonexaminationpassratesforJacarandaandthecomparablesecondaryandprimaryschoolsaspresentedbelow.PrimarySchoolAttheprimaryschoollevel,85%oftheJacarandapupilspassedthefinalnationalexaminationsatprimaryschoolknownasPrimarySchoolLeavingCertificateExaminations(PSLCE)in2013,2014and2015comparedto58%atthecomparableprimaryschool(RefertoTable3).PSLCEexaminationsaretakeninthefinalclassinprimaryschoolandpupilsareselectedtopublicsecondaryschoolsiftheypasswithverygoodgradesonthePSLCEexaminations.Table3:Examinationpassratesforthepastthreeyears–PrimarySchoolJacaranda ComparableSchoolAcademicyear

Noofpupilswhosatfor

PSLCE

Noofpupilswhopassed

PSLCE

% Academicyear

NoofpupilswhosatforPSLCE

Noofpupilswhopassed

PSLCE

%

2012/2013 27 22 81 2012/2013 210 150 712013/2014 24 21 88 2013/2014 200 110 552014/2015 23 20 87 2014/2015 220 104 47Total 74 63 85 Total 630 364 58SecondarySchoolExaminationpassratesfor2013,2014and2015indicatethatoutofatotalof87studentswhosatforthefinalnationalsecondaryschoolexaminationsknownasMalawiSchoolCertificateof

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Education(MSCE)examinations64%passedtheexaminationsatJacarandacomparedto26%atthecomparablesecondaryschool(RefertoTable4).Outofthe56studentswhopassedtheMSCEexaminationsatJacaranda,twostudentswereselectedtopursuestudiesinthepublicuniversitiesinMalawiandnostudentswereselectedtopursuestudiesinthepublicuniversityfromthecomparablesecondaryschool.MSCEexaminationsaretakeninthefinalclassinsecondaryschoolinMalawiandstudentsareselectedforpublicuniversitiesiftheypasswithverygoodgradesintheMSCEexaminations.Table4:Examinationpassratesforthepastthreeyears–SecondarySchoolJacaranda ComparableAcademicyear

Noofstudents

whosatforMSCE

Noofstudentswhopassed

MSCE

% Academicyear

Noofstudents

whosatforMSCE

Noofstudentswhopassed

MSCE

%

2012/2013 36 17 47 2012/2013 32 8 252013/2014 21 15 71 2013/2014 34 6 182014/2015 30 24 80 2014/2015 25 10 40Total 87 56 64 91 24 26JobReadinessTocomparehowstudentsfeltabouttheirabilitytosucceedinlifeandfindemployment,aselectednumberofstudentsatJacarandaandthecomparablesecondaryschool(N=15foreachschool),wereaskediftheyfeltthattheyhadbeengiventheskillstheyneedtosucceedinlifeandfindemployment.93%ofthegraduatingstudentsatJacarandasecondaryschoolfelttheyhadacquiredtheskillstoenablethemsucceedinlifeandfindemployment.73%ofthegraduatingstudentsatthecomparablesecondaryschoolfelttheyhadacquiredskillstoenablethemsucceedinlifeandfindemployment(RefertoChart1).Chart1:Doyouthinkyouhavebeengiventheskillstogetajob?

73.3

26.7

Doyouthinkyouhavebeengiventheskillstogetajob?

ComparableSecondarySchool

Yes No

93

6.7

Doyouthinkyouhavebeengiventheskillstogetajob?

JacarandaSecondarySchool

Yes No

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TheskillsthatgraduatingstudentsatJacarandasecondaryschoolmentionedwouldhelpthemsucceedinlifeandfindemploymentinclude:Englishspeaking,numericalskills,socialskills,acting,publicspeaking,timemanagement,singing,writing,poetry,gardening,computerskills,drawingandvocationalskillssuchascarpentry.Atthecomparablesecondaryschool,graduatingstudentsmentionedthattheyhadacquiredthefollowingskills:Englishspeaking,writing,poetry,leadership,reading,social,environmentalmanagementskills,planningskills,presentationskillsandentrepreneurship.ThereisawiderbreadthofskillsthatthestudentsmentiontheyhadacquiredatJacarandasecondaryschool.Thismaygivethemhigherperceivedpotentialforself-employment.Forinstance,vocationalskillssuchascarpentryandotherskillslikedrawing,thatwerementionedbygraduatingstudentsatJacaranda,mayhaveenablethemtocreatejobsforthemselvesandothers.SchoolInfrastructureDesksbyclasslevelThenumberofdesksbyclasslevelisanimportantindicatortrackedbypublicschoolstoensurethatstudentssitcomfortablyintheclassroomtoenablethemconcentrateonlessons.AtJacarandaprimaryschool,theratioofpupilstodeskis2to1.Atthecomparableprimaryschool,there20pupilsto1desk.Inaddition,nostudentsinstandards1through5havedesks.Atthesecondaryschoollevel,Jacarandahas80desksusedby104studentsandthecomparableschoolhas110desksusedby125studentsgivingaratioofapproximately1studentto1deskinbothschools.ClassroomBlocksTheJacarandaprimaryschoolhas8classroomblocksfor216pupilswhilethecomparableprimaryschoolhas16classroomblocksfor3066pupils.TherecommendedratioforprimaryschoolinMalawiis1classroomblockto60pupils.Theratioof1classroomblockto27pupilsatJacarandaprimaryschoolenablesstudentstoreceivemoreindividualizedattentionfromteachers.TheJacarandasecondaryschoolhas6classroomblocksfor104studentsandthecomparablesecondaryschoolhasnoclassroomblocksastheschoolisoperatingonborrowedpremises.Thecomparablesecondaryschoolhascrowdedconditionswithanenvironmentthatmakeslearningachallenge.RestroomsRestroomsareimportantparticularlyforgirlsastheymayfeeluncomfortableiftheylackaccessto restrooms. Limited or inadequate restroom facilities can increase female students’absenteeism,particularlyduringmenstruation.TheJacarandaprimaryschoolhas10toiletsfor216pupilsattheschoolwhilethecomparableprimaryschoolhas41toiletsfor3066pupilsattheschool.TheJacarandasecondaryschoolhas9toiletsthatareusedby104studentswhilethecomparablesecondaryschoolhasnotoiletsoftheirownsostudentsuserestroomsattheprimaryschool.

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LevelofInclusivenessToprovideaninclusiveschoolcommunitythatmeetsallstudents’needs,includingthosewithspecialneeds,orphansandothervulnerablegroups,Jacarandaprimaryandsecondaryschoolsprovide: freeeducation to all learners, twomealsof nutritiousporridgeeveryday, soapandbodyoil,clothesandschoolmaterialssuchaspens,notebooksandschoolbags,medicalcareatthe school clinic and they assist with finding, constructing and repairing students’ homes.Additionally, the structures at Jacaranda are built to enable the physically handicappedstudentstoaccessclassroomsandrestrooms.HealthOutcomesAsaschoolfororphansandvulnerablechildren,manyofwhomareHIV+,weassessedhealthoutcomes. The Jacaranda School has a clinic staffed with one nurse and provides healtheducationprograms.PorridgemealsprovidedperdayStudentsat Jacarandaprimaryandsecondaryschoolreceivetwomealsofnutritiousporridgeperdaycomparedtoonemealofporridgeperdayatthelocalprimaryandsecondaryschools.Respondentswhoincludedteachers,students,parentsandguardians,allmentionedthatoneimpactoftheporridgeisthatitmakesthemhealthyandarenotsickasoften.Whenaskedabouttheadvantagesofhavetwohealthyporridgemealseverydayatschool,onerespondent said:“Mydaughter is veryhealthybecauseof thenutritiousporridge sheeatsatJacarandaeveryday,sometimessheleaveshomeinthemorningwithouteatingandsheeatsatJacarandaschool,”(GuardiantooneofthepupilsatJacarandaprimaryschool).Another respondent said, “The porridgemeals have contributed to boosting the immunity ofsome children, you can’t know that some children are HIV positive because of the nutritiousporridgemeals they eat at Jacaranda,” (Guardian to one of the pupils at Jacaranda primaryschool).Inadditiontomakingchildrenhealthy,respondentsmentionedthatattendanceatschoolhasincreasedaschildrencometoschoolinlargenumbersbecausetheyknowtheywilleatporridgeatschool.HealthtalksonHIV/AIDSpreventionHealth talks on HIV/AIDS prevention have become an integral part of the curriculum atJacaranda.FourteenhealthtalksonHIV/AIDSpreventionaregiventoprimaryschoolpupilsandanother14health talksaregiven to secondary school studentsat Jacarandaper term,whichlastsforfifteenweeks.RespondentsmentionedthatthemostmeaningfulpartsoftheHIV/AIDStalks is the openness during presentations on how people contract HIV. Students are alsocounseledonhowtosaytonotosex.

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LessonsonLifeSkillspertermTheJacarandasecondaryschoolgives28lifeskillslessonsperterm.Thesegivestudentsanopportunitytolearnaboutpregnancyprevention,howtosaynotoboysandhowtosaynotosex.Attheprimaryschoollevel,70lifeskillslessonsareprovided.Lifeskillslessonsenablestudentsto:findnewwaysofthinkingandproblemsolving;recognizetheimpactoftheiractionsandteachthemtotakeresponsibilityfortheiractions;buildconfidence;analyzeoptions,makedecisionsandunderstandwhytheymakecertainchoicesoutsidetheclassroom;anddevelopagreatersenseofawarenessandappreciationforothers.PregnancyandEarlyMarriageDataonpregnancyandearlymarriageoutcomeswascollectedusingaquestionnairethatwasansweredbyanurseatJacaranda.Thehealthoutcomesthatwereassessedincluded:

1. Numberofgirlswhodroppedoutofschoolduetopregnancyinthepastyear2. Numberofgirlswhodroppedoutofschoolduetoearlymarriagesinthepastyear3. NumberofearlymarriagesavoidedduetoenrolmentatJacarandainthepastyear

Table11:HealthOutcomesatJacarandaPrimaryandSecondarySchoolsJacarandaPrimarySchool JacarandaSecondarySchoolOutcome Number Outcome NumberGirlsdropoutofschoolduetopregnancy 2 Girlsdropoutofschoolduetopregnancy 1Girlsdropoutofschoolduetoearlymarriages

0 Girls drop out of school due to earlymarriages

1

EarlymarriagesavoidedduetoenrollmentatJacaranda

1 EarlymarriagesavoidedduetoenrollmentatJacaranda

1

TheJacarandaschoolnurseprovidedtheinformationonearlymarriagesthatwereavoidedduetoenrollmentatJacarandabasedonreportsaboutgirlswhowerebeingadvisedtogetmarried,butdidnotbecausetheywereofferedenrollmentatJacaranda.ThegirlsoptedtostayinschoolbecausetheywantedtogetqualityeducationatJacaranda.

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DISCUSSIONTheJacarandaPrimaryandSecondarySchoolforOrphansprovidesacomprehensivemodelofeducationandcare.TheresultsofthisevaluationindicatetheinfrastructureandtheeducationaloutcomesofJacarandaaresuperiortothecomparablelocalprimaryandsecondaryschool.Theteachertopupilratioissmallerintheprimaryschool,therearemoredesksperstudent,moreclassroomblocks,andmorerestroomsforstudents.Allcomponentsareessentialtocreatingapositivelearningenvironment.ThedifferencesintheeducationaloutcomesincludegreaterEnglishfluency,ahighernationalexaminationpassrateintheprimaryandsecondarylevel,alargernumberofstudentswhoadvancetouniversityandvocationalschools,andagreaterpercentageofstudentswhofelttheyhadtheskillstosucceedinlifeandfindemployment.ThisdataindicatesthatJacarandastudentsaregiventheeducationtoexcelinnationalexams,thefinancialandinfrastructuralsupporttoadvancetovocationalschooloruniversities,andtheskillstoobtainjobs.Byenablingchildrentolivewiththeirfamiliesandasupportivecommunity,andprovidingthemwiththeeducationalandpsychosocialresourcestheyneed,Jacarandagivestheirstudentsthebestopportunitytothrive.Nutrition,artsandsportsenrichment,andHIV/AIDSeducationandlifeskillstrainingsalsoplayakeyrole.Nutritiousmealsencouragestudentstoattendschoolandfocusontheirstudies.Enrichmentactivitiesprovidevocationalskillsandaroundededucation.HIV/AIDSeducationandlifeskillshelpstudentsnavigatethechallengestheywillencounterthroughouttheirlives.Theonetopicinsufficientlyexploredbythisevaluationwasalumnioutcomes.FutureevaluationeffortsshouldincludeananalysisofalumnitounderstandtheimpactofJacarandaontheirlivesanddetermineifandhowtheyhavebeenabletogivebacktotheJacarandacommunity.TheabilityofalumnitoprovidesupportwoulddemonstratefurtherimpactofJacaranda’scomprehensivemodel.

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Maluwa-Banda,D.,andC.R.Bandawe.ARapidAppraisaloftheOrphanSituationinMalawi.Issues,ChallengesandProspects.EducationalFoundationsDepartment,2000

UNICEF.2007.EnhancedProtectionforChildrenAffectedbyAIDS:ACompanionPapertoTheFrameworkfortheProtection,CareandSupportofOrphansandVulnerableChildrenLivinginaWorldwithHIVandAIDS.NewYork.