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We undertook operational research to evaluate the long-term impact of implementing foundational literacy and numeracy interventions in Nigeria. We used a mixed method approach to track learners who benefited from evidence-based Teaching at the Right Level (TaRL) and Kanuri Arithmetic and Reading Initiative (KARI) to explore the effect on their performance to determine impact on the most disadvantaged learners. The evaluation included education in emergency contexts, against the backdrop of post-conflict rehabilitation and climate disasters. The outcome focused on generating robust evidence for replication/scale-up and improvement in the design, implementation and application of TARL/FLN.
RANA project was a joint collaboration between United Nations Children’s Fund (UNICEF) and Family Health International focused on improving literacy and numeracy among girls and boys in primary education. CTC conducted learning assessments and data analysis to evaluate the implementation of RANA in Katsina and Zamfara States in Nigeria. An assessment report was developed summarizing the data insights from students, teachers, community support groups and state education institutes.
Under the Norwegian Refugee Council in partnership with UNICEF and Save the Children, this project aimed to reach out to 470,000 children by providing them with learning opportunities and vocational training skills. CTC conducted the baseline study to present the current learning levels of in and out-of-school children and their WASH practices. The study included learning assessments and key informant interviews of grantees and implementing partners,
For the TALEEM (Transformation in Access, Learning, Equity and Education Management) project, CTC conducted focus group discussions with multiple stakeholders and assessed SEAH risks at the institutional level of four government departments. Gaps and system weaknesses were identified and recommendations on preventive measures, strategies and system for reporting, investigation, and disposition of cases were made, contributing to policy formation.
This assessment aimed to identify the challenges faced by the LNFBE department in Punjab in providing services to marginalized and out-of-school children. CTC conducted a thorough desk review, policy and strategy analysis, and key informant interviews with various stakeholders in the non-formal education sector. The study assessed LNFBE’s practices, including curriculum delivery and accreditation challenges, and analyzed data to provide actionable recommendations. The assessment provided valuable insights and recommendations to strengthen the department’s services, enhancing the quality and accessibility of non-formal education for marginalized children in Punjab.
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