Theory of change in the education component Expected change An educated, healthy and productive community of young men and

women who have attained basic literacy and numeracy skills through the completion of the primary cycle The problem that is being faced in community schools and community include; poor conditions for teaching and learning in the schools, inequitable education access especially for girls in upper primary, orphans and other vulnerable children. There is also a weak community and parent involvement in school activities escalated by weak school management committees and Parent teacher associations. To address the above conditions, it is necessary to define the process through the stages in the diagram below that will demonstrate the strategy to cause change. The model below borrows from the project lifecycle but differing slightly. The inception is characterised by community surveys and identification of the community/ school resources like, teachers, existing text books, desks and school infrastructure. Once these are identified, the key interventions can be categorised as capacity building under which there will be boosting of school resources and facilities, training of teachers and children, training of school management committees and parent teacher associations. The sustainability of the school improvement activities will be reflected in the continuity guaranteed by the school governance bodies and the development of working patterns and systems. Transparency, accountability, gender considerations and participation will be emphasised as the vehicle to ownership of the process and the outcomes. When the schools and community become accustomed to the systems and patterns, hence achieving an increased school enrolment, retention and primary school completion presumptuously with progressively improving grades, then new standards and targets are set for the schools and communities to work towards. Done through learning from past experiences, in reference to the first stage and the rest of the stages.

Education component theory of change 19/06/08

Revise standard and upgrade to new identified targets

B
A Start up activities Community consultations & survey Positive model of building from what is already in place (teachers, buildings, local materials) Provisions along side capacity building Strengthening school management & governance, teacher & pupil training, provision of materials & facilities construction begins Activating school clubs

An educated, healthy and productive community that has attained basic literacy and numeracy skills, through the completion of the primary cycle

D. Sustainability Development of monitoring tools including participatory monitoring tools strengthening & developing patterns and systems to sustain activities being implemented Community planning implementation & monitoring ongoing

C. Outcomes Increased attainment in literacy and numeracy Improved health consequently school attendance Increased retention and completion levels High passes in primary

Education component theory of change 19/06/08

Education component theory of change 19/06/08