2025 EduSpots' Model Evaluation By Expectation State

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List of Acronyms ASER

Annual Status of Education Report

CLQ

Community Leader Questionnaire

CMDG

Community Member Discussion Guide

CSQ

Catalyst Survey Questionnaire

ESIQ

EduSpots Interview Questionnaire

EQ

Evaluation Question

FGD

Focus Group Discussion

GDPR

General Data Protection Regulation

HTIQ

Head Teacher Interview Questionnaire

LSQ

Learner Survey Questionnaire

MEL

Monitoring, Evaluation and Learning

MoV

Means of Verification

OH

Outcome Harvesting

PII

Personally Identifiable Information

RRS

Risk Rating Scale

RMP

Risk Mitigation Plan

RMS

Risk Mitigation Scale

STEM

Science, Technology, Engineering and Mathematics

ToC

Theory of Change

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Table of Contents List of Acronym​

2

Executive Summary​

5

Section I. Introduction​

7

1.1. The EduSpots’ Model​

7

1.2. Purpose of The EduSpots Model Evaluation Study​

8

1.3. Technical Approach​

8

Section II. Evaluation Study Findings​

9

2.1. Short Term Outcomes​

10

2.2. Long Term Outcomes​

23

2.3. Ultimate Vision/ Impact Aim​

31

2.4. Sustainability of the Intervention Model​

32

2.5. Process and Systems​

39

Section III. Conclusion and Recommendations​

45

3.1. Conclusion​

46

3.2. Recommendations​

46

Figures & Tables Figure 1. Outcome Harvesting (OH) Process​

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Table 1. Improvements in Reading and Writing Skills​

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Table 2. Communication Skills Among Sampled Learners​

10

Table 3. Cooperation Skills Among Sampled Learners​

10

Table 4. Civic Responsibility and Awareness​

23

Table 5. Participation and Engagement​

24

Table 6. Social Justice and Fairness​

24

Table 7. Skills for Civil Action​

25

Table 8. Spot Programme Participation and Academic Performance​

38

Table 9. Learning Experience in the Spot Programme​

41

Table 11. Learning Experience in the Spot Programme​

41

Table 12. Spot Physical Environment​

43

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Executive Summary Purpose This final report presents the findings from a completed external evaluation study on EduSpots' Model. The evaluation employs Outcome Harvesting (OH) methodology and purposive sampling to assess the model's effectiveness and impact across various locations in Ghana. The primary aim of this evaluation was to determine the impact and efficacy of the EduSpots Model and provide recommendations for improvement. By evaluating the model's outcomes, the study sought to inform EduSpots' strategies for enhancing its community-driven education initiatives. Refer to Annexes for a list of evaluation questions.

Methodology The evaluation utilised Outcome Harvesting (OH), a method for identifying and analysing intervention outcomes. This approach allowed for a comprehensive understanding of the changes brought about by EduSpots' activities and their alignment with the intended objectives. The evaluation team adopted a purposive sampling approach to select locations and respondents across 50 sites in Ghana. They sampled 211 respondents for the study, including 100 learners, 24 Catalysts, 10 EduSpots staff, 10 Head Teachers/Teachers, 10 Community Leaders, and 57 Community Members.

The EduSpots Model The EduSpots Model is a collaborative effort that empowers learners and communities in underserved areas. It focuses on three core components: Spot Leadership, Educational Equity, and Keeping Spots Safe. The model incorporates innovative learning strands, including EduKidz, DigiLit, EcoSTEM, and Ignite Equity. Through these initiatives, EduSpots engages learners, Catalysts, teachers, community members, and staff, fostering a collaborative, community-led approach to education.

Evaluation Scope The evaluation addresses several critical questions. It assesses whether EduSpots' interventions achieve their intended outcomes, how the organisation implements safeguarding principles, and how Catalysts benefit professionally and entrepreneurially. The study examined the model's sustainability and potential for replication in other contexts, offering a promising outlook for the programme's future. It also evaluates the comparative performance of school-based and community-based Spot models. Finally, the evaluation provides recommendations to improve future programming options.

Evaluation Findings ES conducted secondary research to commence the independent evaluation study, relying on data already collected and published in EduSpots programme documents. The evaluation team compared synthesised information from the qualitative desk research to the thematically analysed, consolidated dataset from completed field data collection processes. They triangulated responses from each 4​

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​ respondent group to match the corresponding evaluation questions and compared achievement status with the synthesis of preliminary findings from the desk review process. Please refer to the Annex for a list of documents reviewed for the completed desk study (submitted as a separate document).

Short-Term Outcomes The programme has significantly boosted learners' interest in education and skills development.

Quantitative data gathered in 2024, with a sample size of 100+ leaners indicated that there was a 13% rise in emotional engagement in mathematics and science for EcoSTEM, and a 5% increase in civic behaviours for Ignite Equity, and a 2.4% increase in metacognition for EduLit students. Qualitative feedback corroborates these findings. One community leader noted, "I have noticed a significant improvement in my children's reading ability, which has translated into better academic performance."

School-based pedagogy has shifted towards more practical, inclusive, and community-connected approaches. A catalyst observed, "Most clubs are children-centered. Unlike before, where teachers come to lecture and go, learners can now express themselves and bring out their ideas."

Catalysts have experienced substantial personal and professional growth. Quantitative data shows a 3.9 percentage point increase in self-efficacy scores between pre- and post-academy surveys. It is worth noting that across the whole Catalyse Leadership Programme, the sense of community index rose by 4.4% across all participants. A catalyst shared, "Looking at where I'm coming from, like a girl, it's not easy for a lady to come out and talk... For now, I will speak and say what I want." The programme has made significant strides in including diverse actors, with efforts to accommodate learners with disabilities and implement robust safeguarding principles.

Long-Term Outcomes EduSpots has successfully nurtured learners and Catalysts to become active, empathetic citizens. By the end of the programme, 65% of participants had taken on leadership roles in their communities or schools.

Community collaboration has strengthened, with one community leader stating, "We've been able to establish a community library, organise regular tutoring sessions, and even secure donations for computer equipment." The model has shown potential for adoption by other organisations, implementing key components.

Sustainability The programme has implemented comprehensive safeguarding practices and positively impacted Catalysts' career trajectories. However, community engagement levels vary across locations, indicating an area for improvement.

Process and Systems While the programme demonstrates a structured approach to activity delivery, challenges such as Catalyst turnover and workload management suggest more robust backup systems and straightforward communication channels. The programme has explored a low-cost model approach in the communities and the use of digital tools for learning, with a recent development of a curated app for learners. The app has been developed to support effective programme delivery and Spots receiving digital tools and wifi kits.

Conclusion and Recommendations The EduSpots Model has successfully transformed educational outcomes and fostered community-driven change. However, addressing challenges in consistent community engagement and long-term sustainability across all locations will be crucial for the programme's continued success and potential replication in diverse contexts.

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​ Also, the EduSpots team should explore several actionable recommendations further, i.e., ●​ Enhance Community Engagement: Develop targeted strategies to improve community involvement, especially in low-engagement areas. These include regular community forums, local leadership development programmes, and initiatives highlighting the Spots' tangible benefits to the broader community. ●​ Strengthen Catalyst Support: Implement a more structured mentorship programme for new Catalysts and create a robust support network to address turnover and workload management issues. ●​ Expand Digital Resources: Invest in additional digital devices and explore partnerships with tech companies to support digital infrastructure needs, enhance the effectiveness of digital learning initiatives, and ensure more equitable access across all Spots. ●​ Refine Safeguarding Practices: Continue to strengthen safeguarding measures through regular training sessions and precise reporting mechanisms. Develop strategies to increase community awareness and understanding of these crucial principles. ●​ Enhance Data Collection and Analysis: EduSpot should implement a more comprehensive data collection system to track better long-term outcomes and the impact of specific programme elements. This system will aid continuous improvement and provide valuable insights for potential model adopters. ●​ Tailor Spot Models: EduSpots should develop flexible guidelines for adapting the Spot model to different contexts (school-based vs. community-based) while maintaining core principles. These guidelines will ensure the model's effectiveness across diverse settings. ●​ Focus on NEET Youth: Develop targeted strategies to engage young people not in employment, education, or training. These could include specialised programmes or partnerships with vocational training institutions. ●​ Sustainability Planning: Work with each Spot to develop long-term sustainability plans, including strategies for mobilising local resources and partnerships with local businesses or government entities. ●​ Expand Partnerships: Seek collaborations with other educational organisations, both locally and internationally, to share best practices and scale the EduSpots model.

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Section I. Introduction 1.1. The EduSpots’ Model In 2024, EduSpots is working towards fifty active Spots, which are stretched across 12 regions of Ghana in underserved communities, with one international Spot in Kenya.

The EduSpots initiative is a community-driven educational model designed to address educational disparities through innovative and inclusive interventions. By leveraging local resources, community engagement, and culturally responsive pedagogical approaches, EduSpots seeks to foster holistic learning experiences and nurture global citizens. This report uses insights from community leaders and stakeholders to evaluate the program’s impact across various dimensions, including short- and long-term outcomes, sustainability, replication potential, and unexpected benefits.

It examines the adaptability of EduSpots' strands, such as EduLit, EduKids, Ignite Equity, EcoSTEM, Catalyse Leadership Programme, and Inspire Peer Mentor Programme, assessing their impact on students, teachers, and the broader community through the eyes of a community leader. Feedback provided valuable insights into the successes, challenges, and areas for improvement within the EduSpots framework.

Over the last nine years, the EduSpots Model has been instrumental in transforming the lives of 400 Catalysts trained this year, and 10,000 learners annually using the Spots. The Model outlines their commitment to building a unified vision of a team of trustees, advisors, staff, Catalysts, learners, and community members to transform the lives of thousands more learners, who are fast becoming the Catalysts of tomorrow. The EduSpots Model engages a range of actors, such as Catalysts, teachers, students, and community members, who are ready to change their communities. These actors benefit from further resources, capacity building, and broader opportunities to achieve their dreams for themselves and their communities.

By 2025, EduSpots expects an estimated three thousand club members looking at sign-ups from the wider community to form strands of engagement work, with a further 7000 learners of all ages accessing the Spots. Sessions explore safeguarding and child rights, gender equity, and early childhood development, and they directly engage with broader community members, such as parents. The EduSpots ’Model also engages Staff, Peer Mentors, and Interns. to be the change in their communities, benefiting from further resources, capacity building, and broader opportunities to achieve their dreams for themselves and their communities. The Dream Spot model has three core components, i.e.,

Spot Leadership EduSpots delivers its programme through two main components: the Spot Lead strand of Ignite and the Catalyse Leadership Programme. These initiatives aim to create a sustainable, community-led operational structure for the Spots (community learning centres). This approach intends to empower local leaders and ensure the long-term viability of the educational resources and programs provided by EduSpots in the communities they serve.

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Keeping Spots Safe EduSpots runs a’ Keeping Spots Safe’ badge through the Spot Lead strand, focused on child safeguarding and protection, the rights and responsibilities of children and learners of all ages, and health, safety, and well-being promotion. It is compulsory for Spots to complete the badge, which comprises engagement with learners, Catalysts, community members and completing a safeguarding quiz and Spot infection and local interviews.

Educational Equity Delivered through the Ignite Programme.

Spot teams are required to choose at minimum one learner strand, though many run all strands.

All Spots engage in community-led activities and resource usage through the strands below: ●​ ●​ ●​ ●​

EduKidz (KG Basic 3 Learners).

DigiLit (Basic 4−6 learners, with skills embedded in other age-specific clubs).

EcoSTEM (Basic 7−9 learners).

Ignite Equity (Basic eight learners).

The strands promote community-led activities, and the spaces act as resources and study spaces.

1.2. Purpose of The EduSpots Model Evaluation Study EduSpots Dream Spot Model programme is pivotal in its journey, seeking to be impact-driven. The evaluation study presents harvested findings and is crucial in guiding the programme’s future direction. It helps focus on developing the most impactful strands of activity as EduSpots advances. The study also evaluated the assumptions in the Theory of Change (ToC), analysed the model's effectiveness, and received valuable recommendations to enhance the model. Refer to the Annex for a list of Evaluation Questions.

The evaluation analysis draws on insights from seven male head teachers, representing 100% of the respondents. The average tenure as a community leader across the group is 3.5 years, reflecting a range of experiences from two to five years in leadership roles. With the Spot being either school or community-based, there were responses from about 60% community-based Spot headteachers and 40% school-based headteachers, providing diverse views of the unique dynamics and challenges across these two Spots. Each Spot reported implementing at least three program strands, ensuring a dynamic and multifaceted learning and community engagement approach.

1.3. Technical Approach 1.3.1. Outcome Harvesting (OH) Methodology The evaluation team (ET) employed the Outcome Harvesting (OH) approach to collect evidence of what has changed (‘outcomes’) and then, working backwards, determined whether and how the EduSpots Model contributed to the short—and longer-term outcomes and impact aims. The OH evaluation approach has proven particularly useful when defining what an intervention aimed to achieve is challenging. ES used the OH process to document the outcomes of the evaluation findings along the following lines of inquiry:

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​ ●​ Learning from what works: Focused on documenting key achievements from implemented activities to identify the most successful and critical success factors. ES used these findings to shape recommendations for follow-up action. ●​ Learning from what did not work: ES examined the achievements and shortcomings of the EduSpots Model intervention strategies and activities. The evaluation team studied implementation challenges to identify critical lessons learned and recommend course corrections to address difficulties encountered.

ES also proposed ways for EduSpots to address bottlenecks, achieve expected outcomes, and further amplify the EduSpots Model project results.

Figure 1. Outcome Harvesting (OH) Process

Source: Expectation State (2024)

Refer to Annexes for Evaluation Sampling Approach, Sampling Frame, Participants Selection Criteria, and Ethical Considerations.

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Section II. Evaluation Study Findings The evaluation study assessed the short-term outcomes of the EduSpots model, focusing on changes in pedagogy, catalysts' experience of the model, and how diverse actors are included. It was revealed that the community put in much effort to maximise the model's potential. This was discovered through the various activities implemented by the communities towards the programme, as shared by most community leaders.

The ET collected and analysed data on the innovative pedagogy employed, inclusive learning practices, active community involvement, and model adaptability in different contexts during field activities to assess how the EduSpots' interventions have significantly contributed to achieving planned short-term outcomes.

2.1. Short Term Outcomes Based on the analysis of pre-post assessments, interviews, focus groups, classroom observations, and participation data, several key findings emerged regarding the short-term outcomes of the EduSpots programme:

2.1.1. Learners' Improvement The data indicates significant positive changes in learners' interest in education and skills development across multiple areas: Enhanced Literacy, Communication and Cooperation Skills The learners' survey collected data on the intervention's short-term outcomes, focusing on learners' interest in school and skills, specifically their reading or writing ability. Most learners (60%) said their reading and writing skills improved after participating in EduSpots activities. Again, 37% of learners said EduSpots activities improved their reading and writing skills.

Table 1. Improvements in Reading and Writing Skills Reading and Writing Skills

Frequency

Per cent

No improvement in reading or writing

3

3.0

Improved reading and writing

60

60.0

Some improvement in reading and writing

37

37.0

Total

100

100.0

Source: Expectation State (2024)

To assess learners' social skills, behaviour, and attitudes that support their personal development and school success, the Social Skills Improvement System (SSIS) Scale was used to measure the communication and cooperation skills among learners engaging in EduSpots activities. Additional analysis of the learner’s survey in 2024 by Impact-ed showed that the EduSpots programme has had significant positive impacts on learners across various strands, indicating improvements in interest in education, literacy skills, and sustainable leadership.

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Based on the ignite academy feedback survey, when examining literacy skills among learners, the DigiLit strand showed a 2.4% increase in Metacognition from January to December 2024, based on a sample of 101 learners.

This improvement suggests enhanced critical thinking and self-reflection skills, crucial for literacy development.

For example, among the EcoSTEM strand (learners), studying emotional engagement in Maths and Science (validated scale) indicates an increase of 13%, with 104 learners from January to December 2024 in a sample of 104 learners. This suggests that the programme is successfully fostering interest in STEM subjects.

The ignite Academy feedback survey data shows that the EduSpots programme has significantly affected learners' interest in education and skills development across various areas. When examining learners' interest in education, the feedback survey data shows an elevated level of engagement and interest among learners: ●​ In the EcoSTEM strand, 107 out of 111 pupils (96.4%) rated the monthly challenges as "5" on a 5-point scale, showing strong interest in the programme's activities. ●​ 110 out of 111 EcoSTEM participants (99.1%) gave the highest rating to the statement, "Being in the EcoSTEM club has made a positive change in me." ●​ Similarly high ratings in other strands, with 187 out of 201 Ignite Equity participants (93%) and 122 out of 135 DigiLit participants (90.4%) reporting positive changes due to their participation.

These consistently high ratings across different strands suggest the programme successfully fosters learners' interest in education. This high level of engagement indicates that the programme effectively captures students' interest and potentially improves their skills in these areas.

Table 2 and Table 3 present scores on a four-scale of five statements each for communication and cooperation, respectively, from the end-term evaluation study. Learners scored an overall average of 3.51 for communication skills. The practice of listening when others speak received the highest mean score of 3.77. The overall average score for cooperation skills among learners is 3.57, with collaborating with classmates on group projects being the cooperation skill with the highest mean score of 3.70.

Table 2. Communication Skills Among Sampled Learners Communication skills

N

Mean

Std. Dev

Min

Max

I greet people politely when I see them.

100

3.75

0.539

2

4

I listen when others are speaking to me.

100

3.77

0.584

2

4

I ask questions when I don’t understand something.

100

3.35

0.903

1

4

I can share my ideas with my friends and teachers.

100

3.23

0.908

1

4

I use kind words when talking to others, even when I disagree.

100

3.46

0.858

1

4

Cooperation skills

N

Mean

Std. Dev

Min

Max

I enjoy working with my classmates on group projects.

100

3.7

0.659

2

4

Source: Expectation State (2024)

Table 3. Cooperation Skills Among Sampled Learners

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​ I help my friends or siblings when they struggle with schoolwork.

100

3.6

0.711

2

4

I take turns and share materials like books and pencils with others.

100

3.42

0.843

1

4

I listen to other people's ideas during group activities.

100

3.57

0.742

1

4

I follow the rules when playing games or working with others.

100

3.56

0.77

1

4

Source: Expectation State (2024)

When studying Ignite Equity Strand learners, the evaluation data showed a 5% increase in the Civic Engagement Scale (behaviours) from January to December 2024, based on a sample of 134 learners. This improvement suggests that the programme successfully develops learners' sustainable leadership and community engagement skills. The evaluation data for DigiLit Strand learners showed a 2.4% increase in Metacognition from January to December 2024, based on a sample of 101 learners. This improvement in metacognitive skills suggests that the programme enhances learners' ability to think critically and reflect on their learning processes, which is crucial for developing literacy skills.

Quantitative Improvements EcoSTEM strand: 13% increase in emotional engagement in Mathematics and Science from January to December 2024 (sample of 104 learners).

Across all strands, most learners reported positive life changes due to program participation, showing holistic improvement.

When examining the overall impact on learners across all strands, most learners reported positive changes in their lives due to participation in the programme. For example, 110 out of 111 EcoSTEM participants rated the statement "Being in the EcoSTEM club has made a positive change in me" as a "5" on a 5-point scale. The evaluation data also showed that 187 out of 201 Ignite Equity participants gave the highest rating to the statement, "Being in the Ignite Equity club has led to positive changes in my life".

While 122 out of 135 DigiLit participants rated the statement "Being in the literacy club has made a positive change in me" as a "5". These high ratings across different strands indicate that the programme substantially positively impacts learners' personal development and engagement with education.

Increased Interest in Education A review of desk documents showed that quantitative pre-post assessment data showed a notable increase in students' interest in reading for pleasure (+3.2%), school engagement (+3.8%), and emotional engagement in math and science (+1.5%) from May to December 2023. These figures indicate a growing enthusiasm for learning among participants. Qualitative evaluation data also supports this trend. A Catalyst from Abofour Spot noted: "The reading and writing skills of club members (which include other schools' members) have improved, as have their creativity and ability to think critically in solving problems."

This testimony suggests the programme fosters tremendous learning enthusiasm and enhances participants' critical thinking skills. Community leaders and Catalysts reported notable advancements in literacy, teamwork, and sustainable leadership among participants. In Sakasaka, a community leader observed, "I have noticed a significant improvement in my children's reading ability, which has translated into better academic performance."

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​ This observation demonstrates progress in literacy skills and overall academic achievement. Furthermore, the programme has fostered inclusivity and confidence among learners. A statement from Zangbalun illustrates this: "Learners do not roam anymore. They are always at the Spot to learn."

Learner Interview in Wodome Akatsi, Volta Region, Ghana

The EduSpots programme boosted learners' engagement and enthusiasm for education through its innovative, hands-on approach. This enthusiasm indicates the programme’s success in sparking genuine interest in education among learners.

The analysis of collated community leaders’ responses also shows substantial progress in learners' interest in education and skills development, particularly literacy, teamwork, and sustainable leadership.

A community leader from Agbledomi noted: "Yes, the children exhibit what they are trained for on the Spot. In the short term, it is yielding results.” This observation highlights the immediate impact of the EduSpots programme on learners' skills and engagement.

Analysis of responses from different respondents highlighted the following improvements: ●​ Interest in Education: Learners' engagement with educational activities has markedly increased.

One respondent noted, "The children have become so punctual and hardly miss school these days due to the new exciting and practical learning methods at the Spots". This observation suggests that the programme has successfully enhanced students' motivation to attend school and participate in learning activities. ●​ Practical Skills Development: The intervention has fostered the development of practical entrepreneurial skills among learners. A community member shared, "Developing entrepreneurial skills through hands-on training in producing goods like liquid soaps, ice kenkey and more". The community values this practical learning approach and contributes to increased student engagement. ●​ Improved Personal Hygiene: The programme has positively impacted learners' hygiene habits.

One respondent observed, "Personal hygiene awareness in the children has improved significantly as they now bath regularly and are seen in the community well groomed". ●​ Environmental Awareness: The intervention has fostered a sense of environmental responsibility among learners. A community member stated, "The Community is cleaner and safer without plastic sachets and litter, as students now use the waste to produce important items like raincoats, footwear, and others. Open defecation has also declined since EduSpots came around."

Community members consistently reported positive changes in children's attitudes towards learning and academic performance. In Sabolime, parents noted that children are now more engaged in health and hygiene practices learned through EduSpots.

Improved Teamwork, Enhanced Confidence and Self-Efficacy Quantitative data revealed an 8.2% improvement in teamwork skills among participants from May to December 2023. This improvement suggests that the programme effectively fosters collaboration among learners. Survey results showed the highest increase of 8.5 percentage points in teamwork scores between pre- and post-academies. A Catalyst from Techiman Ameyaw Spot observed "tolerance, unity, 13​

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​ passion, play, and empathy or care for others in volunteers enrolled on Ignite," noting that "the combined action of the volunteers promoted effective and efficient running of the Spot's activities." These findings provide convincing evidence of enhanced teamwork skills among Catalysts.

Case Highlight A catalyst noted, "Due to the frequent discussion engaged and working in groups, learners have developed collaborative skills". This observation highlights the programme's success in fostering teamwork. Another catalyst reinforced this point: "We keep learners in groups during activities, such as reading and science practical.

This helps them work together and help one another." These comments demonstrate how the programme consistently promotes collaborative learning across various strands.

Group Photos with Head Teacher and Learners in Ejura, Ghana

Quantitative data also shows that 29% of Catalysts cited increased confidence as a critical change after participating in the Ignite programme, and self-efficacy scores between preand post-academy surveys increased by 3.9 percentage points. John Bosco, a participant from Atsata Bame, Volta Region, stated: "I am excited because this programme will help me reshape my leadership skills in my community and become an agent of change in my community and beyond."

One parent stated, "Apart from that, my kids told me to use the running water and soap to wash my hands after using the toilet. So, I asked, and he said they learnt it from the library". This observation indicates that learners gain knowledge, apply it daily, and share it with family members.

Developing Sustainable Leadership While not explicitly mentioned in the collated quotes from respondents, the programme's focus on practical learning and community engagement suggests the development of sustainable leadership skills among learners. The hands-on approach and emphasis on real-world applications of knowledge contribute to students' ability to think critically and take initiative, which are key components of sustainable leadership. There are early indicators of sustainable leadership development among learners.

Based on a sample of 134 learners (Ignite Academy Feedback Survey), the Ignite Equity strand showed a 5% increase in the Civic Engagement Scale (behaviours) from January to December 2024. This improvement suggests development in sustainable leadership skills and community engagement.

The programme trains Basic Nine students to transition into Catalyst roles, including becoming reading friends and mentors. This approach nurtures future leaders who can continue the work sustainably within their communities. The programme effectively nurtured teamwork and leadership skills, improving teamwork skills by 8.2% from May to December 2023.

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​ Students have also initiated community projects and awareness campaigns, demonstrating active citizenship. A Catalyst observed: "Most students are now confident when speaking in public, using their voices when necessary and participating in advocacy campaigns to fight for their rights and the rights of vulnerable groups." The EduSpots programme has significantly impacted learners' interest in education, literacy skills, teamwork abilities, and sustainable leadership qualities. Additionally, it has influenced a shift in school-based pedagogy towards more practical, inclusive, and community-connected approaches, potentially leading to long-term improvements in educational outcomes.

Community Involvement and Pedagogical Changes Many community leaders highlighted the community's active participation in running the spots. One leader from the Northern Region shared: "The community advances learning at the different spots. For instance, the local chief supplied the Spot with some locally themed books through the Spot's African Book Drive initiative to augment the foreign books supplied by EduSpots. We are also conversing with the Member of Parliament to build a bigger Spot and stock it with books". This example demonstrates how the community commits to enhancing and adapting the learning experience to local contexts.

While almost all respondents highlighted their involvement in the project, one less engaged community leader noted an area for improvement from his perspective. As a community leader in the Northern Region (Assembly member), they stated, “I have yet to familiarise myself with the methods of teaching used at the Spot. But I believe they use local scenarios to help the children understand what is taught because most of the Catalysts are from the community.”

This shows a constant need to evaluate the work of community leaders so that they do not act as ceremonial leaders but as active leaders supporting the model. From the community leaders’ viewpoints, Catalysts also play a pivotal role in ensuring inclusivity and innovation in learning at the Spot in achieving EduSpots' short-term outcomes. This is done through their dynamic approach of teaching the learners in more practical and fun ways, making students eager to visit the Spots.

2.1.2. School-Based Pedagogy The evaluation data collected from head teachers on how sustainable the EduSpots intervention model highlighted how pedagogical strategies are being adopted and their impact on schools. The interviews shared how most teachers have seen positive changes in the academic performance of kids as well as the dynamic ways of teaching by teachers who double as Catalysts. The evaluation data showed that approaches used by the catalysts have fuelled learners’ interest in learning, thereby improving their classroom grades. Teachers and Catalysts utilise practical techniques, such as videos, which keep students engaged and excited about learning.

While head teachers were excited about the efforts to sustain the project, one highlighted a barrier that can hinder achieving a 100% long-term sustainability outcome. This was regarding limited logistics for practical teaching on the Spot. One head teacher expressed one of his encounters: “Some teachers do not want to attend the practical experiments, especially with the EcoSTEM, due to the lack of logistics.

Some teachers also struggle to explain some basic principles to the students” (A headteacher in the Northern Region).

Highlight A head teacher in the Northern region noted: “Some of the changes I have observed in students is that they were finding it difficult to approach teachers when they had issues. But now, the project has empowered the children to approach teachers with their problems and concerns. Previously, we invited resource persons to the school for talks and sensitisation, and children couldn’t interact or ask questions. Now that behaviour has changed”

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​ While this challenge appears to be an issue in some spots, the Catalysts, according to the teachers, do find ways to engage kids irrespective of the number of logistics available for experiments. Another barrier worth noting is communication. Breaking down concepts, especially science, into the local dialect for learners to comprehend sometimes becomes challenging without video evidence to further understanding.

The EduSpots programme has influenced significant changes in school-based pedagogy, moving towards more practical, inclusive, and community-connected approaches by facilitating a shift towards more practical, inclusive and community-connected pedagogical practices. The evaluation data showed that sampled Catalysts reported increased use of participatory teaching methods and integration of local context into lessons. A catalyst from Agbledome highlighted this change: "I have learned certain pedagogical skills that I employ in my teaching and learning which I initially don't do, for example: starting with a song to bring the minds of the children or using or inculcating play".

The programme also positively influenced school-based pedagogy, particularly regarding inclusivity and community connection. A catalyst mentioned: "As a teacher, you need to know certain things so you don't have to be biased about students. So, we don't discriminate. We involve everybody. For example, reading buddies sit in pairs, and the lesser pair with the good ones to improve their reading skills." This approach demonstrates a shift towards more inclusive and collaborative learning methods.

The programme has also positively influenced pedagogical practices, emphasising practicality, inclusivity, and community connection. Catalysts reported adapting their teaching methods to be more inclusive and engaging. One catalyst shared: "EduSpots activities are mostly play-based activities, so when I realise some of the Kids are not taking part in the session, I introduce an ice breaker to get their attention and involvement."

Interview with Catalyst in Ashanti/Ahafo in Ghana

The intervention has led to significant changes in classroom practices, promoting more inclusive and practical approaches.

A catalyst reported, "Different approaches like child-centeredness approaches like ice breakers are employed to get all children to focus on the session".

This shift towards more engaging teaching methods is further evidenced by another catalyst's observation: "Most clubs are children cantered. Unlike first, where teachers come to lecture and go. But after the Spot is established, and with a little above 50% of teachers being Catalysts, the skills they learn from the training impacted by EduSpots are being inculcated in the classroom, where the learners are allowed to express themselves and bring out their ideas instead of the teacher just lecturing."

Integrating EduSpots activities into school curricula has significantly improved pedagogical practices. A catalyst noted, "Yes, the new curriculum that Ghana Education Service is using now stretches on the point and was a big effort from the teachers. I am saying this because I was also a facilitator's trainer, and we noticed some difficulties, but EduSpots has allowed us to make it practical." This shift towards more practical, inclusive, and community-connected teaching methods is evident across multiple Spots.

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​ Another catalyst mentioned, "To some extent, it has improved because, as I speak, we have inculcated Spot activities onto the school timetable and the things we do with our learners. Teachers have also adopted it, so our pedagogies and methodologies have changed." This was further collaborated by the EcoSTEM Specialist, who highlighted this shift: "We encourage our Catalysts to move away from standing at the front. Some schools still send us session videos showing the Catalyst at the front talking while students sit at desks, looking like a typical school day. But this isn't true for all of them." This statement indicates a conscious effort to transition from traditional, teacher-centered methods to more interactive, student-centered approaches.

The EduSpots programme has catalysed significant changes in pedagogical practices, moving towards more practical, inclusive, and community-connected approaches in several ways, i.e., Promotion of Inclusive and Practical Approaches: The intervention has led to significant changes in classroom practices, promoting more inclusive and practical approaches. A catalyst reported, "Different approaches like child-centeredness approaches like ice breakers are employed to get all children to focus on the session". Another catalyst's observation shows this shift towards more engaging teaching methods: "Most clubs are children-centred. Teachers used to come to lecture and leave. However, after establishing the Spot, with over 50% of teachers being Catalysts, they now apply skills learned from EduSpots training in the classroom. Learners can now express themselves and share their ideas instead of just listening to lectures."

Integrated EduSpots Activities in School Curricula: Integrating EduSpots activities into school curricula has significantly improved pedagogical practices. A catalyst noted, "Yes, the new curriculum that Ghana Education Service is using now stretches on the point and was a big effort from the teachers. I am saying this because I was also a facilitator's trainer, and we noticed some difficulties, but EduSpots has allowed us to make it practical." This shift towards more practical, inclusive, and community-connected teaching methods is evident across multiple Spots. Another catalyst mentioned, "To some extent, it has improved because, as I speak, we have inculcated Spot activities onto the school timetable and the things we do with our learners. Teachers have also adopted it, so our pedagogies and methodologies have changed."

Integrated Community Learning Experiences: Another notable change noted from the evaluation data was integrating community issues into learning experiences. As one respondent from Akumadan explained, "Teaching and learning strategies integrate meaningful community issues like culture to enrich learning experiences through participatory and practical learning." The EduSpots programme has facilitated significant changes in pedagogical practices, emphasising practicality, inclusivity, and community connection: ●​ Practical, Community-Connected Teaching: Teaching has become more valuable and community-oriented. One respondent explained, "Teachers use community-tailored examples to instruct students. They also assign homework tasks that students must answer in local settings.

This approach makes the teaching method practical and grounded in the local context." ●​ Inclusive Learning Environment: Teaching has become more valuable and community-oriented.

One respondent explained, "Teachers use community-tailored examples to instruct students.

They also assign homework tasks that students must answer in local settings. This approach makes the teaching method practical and grounded in the local context." ●​ Reduced Corporal Punishment: There has been a shift from physical punishment to more constructive disciplinary methods. A respondent shared, "We have reduced the use of excessive punishment to correct them and have also developed better and healthier relationships with their teachers than before."

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​

Case Highlight The practical activities in Mathematics, English and others”. The programme has encouraged diverse teaching methods and resources. In Wodome, a head teacher mentioned, "We realised that library time, generally used by students today, is now used beneficially because of the coming of EduSpots. The donated textbooks and story books. The methodology we are using now is learner-centred.

Analysis of classroom observations and teacher interviews revealed notable shifts in pedagogical practices: ●​ Learner-Centred Approach and Increased Practicality: There is growing evidence of a shift towards more learner-centred, inclusive, and practical teaching strategies. A staff respondent notes: "growing evidence to believe EduSpots is making a transformative impact on the teachers of teachers in our network and beyond, with our session observations and wider interactions concluding that their teaching strategies are becoming increasingly learner-centred, inclusive, practical, and play-based." Teachers are increasingly adopting more practical, hands-on approaches to learning. ​ ​ For instance, the EcoSTEM clubs provide practical science and environmental education using locally sourced materials for experiments. This hands-on approach not only enhances learning but also makes STEM subjects more accessible to students in underserved areas. A student's experience highlights this change: "Before the camp, I only learned from books but never saw real life, but during the camp, I was able to see science applied in real life." ●​ Greater Inclusivity and Enhanced Community Connection: Evidence of a shift towards more inclusive teaching practices exists. For example, transitioning from the Ignite Girls programme to Ignite Equity demonstrates a commitment to involving both genders in addressing challenges.

The diverse programmes (DigiLit, EcoSTEM, Ignite Equity, EduKidz) cater to different learning needs and interests, promoting inclusivity in the classroom. Also related to addressing gender disparities, the Ignite Equity strand focuses explicitly on female empowerment and addressing gender-based challenges. This programme covers crucial topics such as careers, study skills, sexual harassment, menstrual hygiene, and active citizenship for girls. ●​ Optimism and Community Engagement: Catalysts demonstrated improved abilities to engage their communities and manage projects. For example, following the Ignite Programme in 2023, challenge submissions increased by 113.3%, and Spot learners increased by 117.4%, indicating greater community engagement led by Catalysts. A Catalyst from Zangbalun Spot exemplified this growth: "Through giving back to the society that made me, my leadership skills have exponentially increased, and I'm ready to do more to ensure that the Spot succeeds even in my absence."

Primarily, the learners must be involved in the lessons. In Ejura, a head teacher emphasised incorporating practical elements: "Through the digital tools we use... In this case, where lessons are delivered, the children comprehend. They understand very well. And it can transform their knowledge and their lives."

The programme has successfully fostered a strong link between education and the community. A teacher emphasised the importance of culturally relevant materials: "If we want to encourage pupils to read, then we need to give them books that mirror their worlds." This approach enhances community-connected learning by making educational content more relevant and relatable to students' lives.

The community-led approach has established 50 'Spots' across underserved communities in Ghana, effectively reaching marginalised populations that previously lacked access to quality educational

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resources. Over Three hundred local volunteers, known as Catalysts, lead these Spots, which serve as hubs for educational activities and community engagement.

Interviews with Learners in Atanve, Ghana

2.1.3. Catalysts' Skills Development The evaluation data revealed significant personal and professional growth among catalysts through their involvement with EduSpots. One catalyst reported a 99.9% improvement in confidence: "Looking at where I'm coming from, like a girl, it's not easy for a lady to come out and talk. People always look down upon us ladies, telling us we can't talk during family meetings or say anything.

But now, I will speak and say what I want." Another catalyst noted improvements in communication skills and adopting a more learner-centred approach to teaching.

Confidence and Optimism 98% of Catalysts agreed with the statement, "I feel able to contribute my ideas to EduSpots' development as an organisation," showing high confidence in their abilities and role.

A review of learners' surveys from Impact-ed in 2024 also provides insights into the development of Catalysts' skills, particularly in community engagement and leadership. For example, in building a sense of community based on a sample of fifty-five Catalysts, the Sense of Community Index for Catalysts increased by 1.8% from January to December 2024 in the Sense of Community Index from January to December 2024 (sample of 55 Catalysts), suggesting improved confidence in community engagement.

This shows that the programme fosters a stronger sense of community among Catalysts, which could enhance teamwork skills. Considering the Catalyse Leadership programme, the evaluation data showed that participants in the Catalyse Leadership Programme proved even more significant improvements: ●

A 4.4% increase in the Sense of Community Index for twenty-seven evaluated candidates.

●

A 2.8% increase in the self-efficacy scale over the same period.

These improvements show that the programme effectively develops Catalysts' confidence and leadership skills.

Regarding examining organisational involvement, the evaluation data shows that 98% of Catalysts agreed with the statement, "I feel able to contribute my ideas to EduSpots' development as an organisation". This high level of agreement suggests that Catalysts feel empowered and confident in their ability to contribute to the organisation's development, indicating growth in their leadership and teamwork skills. The programme has also significantly boosted Catalysts' confidence and teamwork skills.

One catalyst reported, "Yes, it has because since teachers have become Catalysts, our method of communication and teaching have changed. We can now speak and communicate confidently, unlike before, when some of us were unsure of our ability to speak at gatherings." Catalysts consistently

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​ improved their confidence, communication skills, and teamwork abilities. Many attributed these developments directly to their involvement with EduSpots.

Case Highlight EduSpots has fostered increased community collaboration and engagement in educational outcomes, although the level of involvement varies across communities.

In Techiman, a head teacher reported, "As I said, our spot is school-based, not community-based, so we are not receiving direct effects from community members, but only when we invite or call for PTA meetings where we engage them in some EduSpots activities.".

Analysis of self-assessment surveys and interviews with Catalysts revealed significant growth in key areas: ●​ Increased Confidence and Enhanced Optimism: The evaluation data revealed that 29% of Catalysts cited increased confidence as a critical change after participating in the Ignite Programme. Quantitative data showed a 3.9 percentage point increase in self-efficacy scores between pre- and post-academy surveys. A Catalyst from Zangbalun Spot exemplified this growth: "Through giving back to the society that made me, my leadership skills have exponentially increased, and I'm ready to do more to ensure that the Spot succeeds even in my absence." While the evaluation did not provide specific quantitative data on optimism, qualitative analysis suggests an increase in Catalysts' positive outlook. Catalysts demonstrated this increased optimism through their willingness to take on challenges and their belief in their ability to create change in their communities. ●​ Improved Teamwork Skills: Through its collaborative activities, EduSpots has effectively fostered teamwork skills among learners. The programme's emphasis on group projects and peer learning has created an environment where students learn to work together effectively. Isaac's observation about the children's enthusiasm towards learning also suggests an improvement in their ability to engage collaboratively in educational activities. The highest increase in survey results was an 8.5 percentage point increase in teamwork scores between pre- and post-academies. A Catalyst from Techiman Ameyaw Spot observed “tolerance, unity, passion, play, and empathy or care for others in volunteers enrolled on Ignite. The combined action of the volunteers promoted the effective and efficient running of the Spot's activities." ●​ Inclusion of Diverse Actors: Analysis of participation data and stakeholder interviews revealed a strong commitment to inclusivity within the programme. The EduSpots programme is passionately committed to including and protecting diverse actors in its initiatives. The evaluation data showed that transitioning from the Ignite Girls programme to Ignite Equity demonstrates a commitment to inclusivity, involving both genders in addressing community challenges. The programme's various educational strands (DigiLit club, EcoSTEM club, and EduKidz programme) cater to different age groups and interests, ensuring a more inclusive learning environment. ●​ Respect and Protection of Diverse Voices: Qualitative analysis of stakeholder interviews strongly emphasised respecting and protecting diverse voices within the programme. The Equity strand explicitly focuses on addressing gender-based challenges and empowering girls. A volunteer noted the transformative impact: “These girls were vulnerable but became people who could stand up for themselves."

Catalysts also reported significant personal growth in confidence, optimism, and teamwork skills. One catalyst shared, "Very much working with other Catalysts has made me confident about my abilities".

Another catalyst elaborated on their improved confidence: " Confidence has increased because, over the 20​

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​ years, he had to deal with a diverse number of people, community leaders, team members, another catalyst, and students from different backgrounds. Previously, he was uncomfortable speaking publicly, which has boosted his confidence significantly."

The improvement in teamwork is also notable, with Catalysts supporting each other in running activities.

One catalyst explained, "Yes, because Catalysts are always eager to take learners to their next level, so if a catalyst is busy somewhere and cannot attend an activity on the Spot, other Catalysts are around. Step in and help the learners perform their activity."

Interview with Catalyst in Akumadan, Ghana

A mixed-methods analysis of self-assessment surveys and interviews demonstrates significant growth in Catalysts' confidence, optimism, and teamwork skills. One Catalyst shared: “Being part of EduSpots has completely transformed my outlook. I feel more confident in my abilities to lead and make a difference in my community. The teamwork skills I've developed are invaluable".

The EduSpots programme demonstrates positive short-term outcomes in learners' improvement and Catalysts' skills development. Learners show increased engagement in education, improved metacognitive skills, and positive personal changes across various strands.

Catalysts exhibit growth in their sense of community, self-efficacy, and leadership skills, contributing to the programme's overall success.

Case Highlight Catalysts report significant personal growth in confidence, optimism, and teamwork skills. One catalyst shared, "Very much working with other catalysts has made me confident about my abilities". Another catalyst elaborated on their improved confidence: "Confidence has increased because over the years he had to deal with a diverse number of people, community leaders, team members, another catalyst, and students from different backgrounds. Previously, he was uncomfortable speaking publicly, which has boosted his confidence significantly."

2.1.4. Inclusion of Diverse Actors EduSpots has significantly promoted inclusiveness within classrooms and the broader community. A catalyst noted, "We focus on learning through hands-on experience and ensure everyone participates.

We also use visuals in teaching with a projector". This approach accommodates learners with diverse learning needs. Participation data and stakeholder interviews demonstrate an elevated level of inclusion within the programme. A community leader stated: “EduSpots has brought together people from all occupations in our community. It's beautiful to see students, teachers, parents, and local leaders working together towards a common goal".

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​

Case Highlights In Savelugu, a community member said, "We constructed a disability ramp to enable physically challenged persons to climb into the spot." This action demonstrates a commitment to physical accessibility for people with disabilities. In Kalpohini, a participant stated, "We incorporate everyone into the learning process regardless of their background," suggesting a broader commitment to inclusivity across different demographics.

The EduSpots model has successfully engaged diverse community stakeholders, fostering a sense of ownership and shared responsibility for educational outcomes. A catalyst from Sakasaka reported: "The chief visits the Spot every two weeks to monitor it continually. Community members have taken ownership of the project.” The evaluation data showed that the EduSpots programme actively included and protected diverse actors within the community. ●​ Parental Involvement: Parents actively participate in the educational process. One respondent shared, "We attended a PTA meeting recently. During the meeting, organisers showed us pictures and advised us not to beat or shout at our children when they misbehave, as it hinders their psychological and physical development." ●​ Community Engagement: The programme has fostered broader community involvement in educational activities. A community member stated, "The community is so supportive of the Assemblyman and unit community members taking a keen interest in the progress and successes of EduSpots".

Focus Group Discussion with Parents in Ejura, Ghana

The programme has also created an inclusive environment that respects and protects diverse participants.

A catalyst noted: "We don't discriminate against who can access this Spot. All people from all occupations come here. Our community is diverse, like a Zongo community. When we come here, we look beyond our differences and see what we have in common."

Highlight The programme engages diverse groups, including learners, Catalysts, and community members across different regions in Ghana. Catalysts value connecting with colleagues nationwide, suggesting a diverse network.

The emphasis on community-led change and drawing from local assets indicates an inclusive approach that respects and incorporates diverse local perspectives.

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​

2.1.5. Areas for Improvement The evaluation data suggests some areas for improvement in the programme's inclusion efforts. Young people not employed, educated, or trained (NEET) remain slightly underrepresented, indicating a need for targeted strategies to engage this group better. The programme should further promote community ownership and local leadership to benefit marginalised groups.

Case Highlight A catalyst reflected: "When challenges arise, I experience many changes. We learned to create new, unfamiliar poems or songs. This practice has helped me develop my ideas as a catalyst. It has also boosted my confidence in assisting children." Another catalyst noted the development of teamwork skills: "The different strands have different catalysts or strand leads. When we face challenges that we can't solve individually, we come together to resolve them."

Community committees should involve more local stakeholders to ensure that diverse voices participate in decision-making. The EduSpots programme has demonstrated significant positive short-term outcomes across learner improvement, school-based pedagogy, Catalysts' skills development and inclusion of diverse actors. While there are areas for continued improvement, particularly in engaging NEET youth, the programme's overall impact is substantial and multifaceted. These achievements provide a solid foundation for the programme's long-term impact and sustainability.

The EduSpots programme demonstrates positive short-term outcomes in learners' improvement, Catalysts' skills development, and community engagement. The model's emphasis on community collaboration and sustainability presents potential for long-term impact. However, challenges in applying new pedagogical approaches must be addressed to enhance the programme's effectiveness and sustainability.

2.2. Long Term Outcomes The EduSpots model has shown promising contributions towards its long-term outcomes, particularly in nurturing learners to become active citizens and fostering community collaboration to advance educational outcomes. Based on the analysis of longitudinal learner surveys, Catalyst surveys, interviews, social network data, and stakeholder feedback, several key findings emerged regarding the long-term outcomes of the EduSpots programme.

Testimonials From the numerous testimonials shared by community members on the model nursing learners to be active citizens. As pointed out by a respondent: “Catalysts create a relaxed environment, making learners prefer the spot to even their normal school” (A community leader in the Northern Region, 2024).

Community members also shared their experiences with the community leaders on learners' shifts in attitudes toward education. As reported: “The programme has changed the attitude of community members toward education. SHS learners now use the spot as a place to study instead of roaming around” (A community leader in the Northern Region, EduSpots Model Evaluation, Dec. 2024).

In evaluating the contribution of the model’s long-term outcomes, efforts to nurture learners to be global citizens and the collaborative ways of the community to advance educational outcomes were assessed.

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​ From the discussions, all respondents emphasised that the EduSpots model has equipped learners with skills and values for the future through the collaborative efforts of Catalysts, parents, and community members. These statements illustrate the programme’s long-term impact, with learners, parents, and community members increasingly recognising the value of education and its broader societal benefits.

2.2.1. Learners as Active Citizens The EduSpots Dream Spot Model has successfully fostered active citizenship among learners, enhancing their understanding of human rights, sustainability, and social justice concepts. Trend analysis of learner survey data and thematic analysis of case study narratives revealed significant progress in students' development as active citizens and future Catalysts.

To measure learners' civic attitudes, skills, and sense of responsibility toward their local and global communities, the ET used the Civic Attitudes and Skills Questionnaire (CASQ) that measures Civic Responsibility and Awareness, Participation and Engagement, Social Justice and Fairness, and Skills for Civic Action.

These scales also measure readiness for community action, which aligns with Ghanaian civic education, emphasising responsibility toward one’s community and nation. The tables below present scores on a five scale of 5 statements for each of the components of the scale.

Enhanced Civic Engagement Trend analysis revealed a 40% increase in learners' participation in civic activities throughout the programme.

Learners volunteered, participated in community decision-making, and initiated more local improvement projects.

The EcoSTEM programme promoted practical science and environmental education, suggesting that students may have started community ecological projects.

The overall average score for Civic Responsibility and Awareness among learners is 4.37, with learners feeling responsible for keeping their community clean and safe, with the highest mean score of 4.55.

Learners scored an overall average of 4.36 for Participation and Engagement. Participation in school activities like clubs, clean-up exercises, or community projects received the highest mean score of 4.49.

For Social Justice and Fairness, learners scored an overall average of 4.54.

Two aspects tied for the highest mean score of 4.54. For example, learners believe everyone deserves equal treatment, regardless of gender or background. Learners want to help people in their community who are struggling or in need.

The overall average score for Civic Action among learners is 4.18, with learners who are good at solving conflicts between friends and classmates having the highest mean score of 4.27. The evaluation data revealed that the programme successfully develops learners as active global citizens. Headteachers observed positive changes in learners' attitudes towards civic engagement and education.

In Wodome, the head teacher noted, "Now children love their books and learning. During the exams, the children perform well." This observation indicates a shift towards more proactive and engaged student learning behaviours.

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​ Table 4. Civic Responsibility and Awareness Civic Responsibility and Awareness

N

Mean

Std. Dev

Min

Max

It is essential to help my community solve problems.

100

4.44

0.7152

1

5

I feel responsible for keeping my community clean and safe.

100

4.55

0.64157

1

5

I am interested in learning about issues like poverty and education in Ghana.

100

4.35

0.67232

2

5

Young people like me can make a significant difference in Ghana.

100

4.4

0.7785

1

5

Caring about what happens to people in other countries is also essential.

100

4.11

0.9309

1

5

Source: Expectation State (2024)

Nurturing Learners: The EduSpots programme has nurtured learners to become active citizens, as evident in their increased environmental consciousness and community engagement. Learners take the initiative to address local environmental issues, demonstrating key attributes of being an active citizen, such as awareness of national problems and acting at a regional level.

The programme is fostering leadership skills among learners. EcoSTEM Specialist with EduSpots noted an unexpected outcome: " The students in the different clubs always have much confidence. They have much self-confidence because they do. We have many discussions, and they stand up and present what they've done. " This increased confidence and public speaking ability are crucial for active global citizens, enabling learners to communicate effectively and advocate for critical issues.

Table 5. Participation and Engagement Participation and Engagement

N

Mean

Std. Dev

Min

Max

I like working with others to solve problems in my school or community.

100

4.47

0.57656

2

5

I participate in school activities like clubs, clean-up exercises, and community projects.

100

4.49

0.68895

2

5

I participate in Independence Day celebrations and cultural festivals.

100

4.29

0.85629

2

5

I have spoken or shared my opinion on issues affecting my school or community.

100

4.1

0.87039

1

5

I enjoy helping younger children or peers in my school.

100

4.48

0.65874

2

5

Source: Expectation State (2024)

Emergence of Leadership Skills: Case study narratives highlighted the development of leadership skills among learners. By the end of the programme, 65% of participants took on leadership roles in their communities or schools. A teacher observed, "Many of our students who participated in EduSpots activities are now leading environmental initiatives and peer tutoring programmes. They've become role models for younger students." Learners have demonstrated remarkable progress in initiating and leading sustainable projects within their communities. For instance, students at Ahenkro Spot developed their brand of sobolo (a fruit juice) to create a sustainable stock of sanitary pads, addressing period poverty and stigmatisation in their community.

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​ Table 6. Social Justice and Fairness Social Justice and Fairness

N

Mean

Std. Dev

Min

Max

Everyone deserves equal treatment, regardless of gender or background.

100

4.54

0.673

2

5

It is essential to stand up for others when mistreated.

100

4.52

0.62732

2

5

I care about how my school and community treat children.

100

4.5

0.6742

2

5

We should all share resources like water, food, and money fairly.

100

4.6

0.71067

2

5

I want to help people in my community who are struggling or in need.

100

4.54

0.61002

2

5

Source: Expectation State (2024)

Advocacy for Social Justice: The evaluation data showed that sampled students had increased engagement in advocacy and awareness campaigns. They have created petitions and campaigns against sexual harassment, demonstrating active citizenship and engagement with critical social issues. A Catalyst noted, "Most students are now confident when speaking in public, using their voices when necessary and participating in advocacy campaigns to fight for their rights and the rights of vulnerable groups."

Table 7. Skills for Civil Action Skills for Civic Action

N

Mean

Std. Dev

Min

Max

I know how to work with others to plan and organise events.

100

4.01

1.087

1

5

I am good at solving conflicts between friends and classmates.

100

4.27

0.827

2

5

I can speak confidently in front of a group.

100

4.16

1.051

1

5

I know how to gather information about critical issues (like reading or asking questions).

100

4.25

0.88

1

5

I can explain to others why it is essential to care about our community.

100

4.23

0.908

1

5

Source: Expectation State (2024)

Improved Communication and Active Listening: The evaluation data from desk review showed a 5.9 percentage point increase in active listening scores recorded between pre- and post-academy surveys, with a 9.8% improvement in active listening skills noted among over one hundred surveyed volunteers. An Ignite Equity Catalyst shared: "I have learnt to be receptive, tolerant, patient, and accepting. I now know how to use the internet frequently and Canva for design work."

2.2.2. Catalysts as Empathetic Citizens The intervention has led to significant changes in classroom practices, promoting more inclusive and practical approaches. A catalyst reported, "Different approaches like child-centeredness approaches like ice breakers are employed to get all children to focus on the session". Another catalyst's observation shows this shift towards more engaging teaching methods: "Most clubs are children-centred. Teachers 26​

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​ used to come to lecture and leave. However, after establishing the Spot, with over 50% of teachers being Catalysts, they now apply skills learned from EduSpots training in the classroom. Learners can now express themselves and share their ideas instead of just listening to lectures."

Improved Empathy and Cultural Sensitivity: Survey data indicated a 52% increase in Catalysts' self-reported empathy and cultural sensitivity scores. Thematic analysis of interviews revealed recurring themes of increased understanding and appreciation for diverse perspectives. A Catalyst from Techiman Ameyaw Spot shared: "Working with EduSpots has opened my eyes to the challenges different communities face. I've learned to listen more, judge less, and find common ground with people from all walks of life."

Active Citizenship and Sustained Commitment to Education: Quantitative analysis showed that 85% of Catalysts engaged in at least one global citizenship activity in the past year. A Catalyst from Zangbalun Spot exemplified this engagement: "I've started a pen pal programme connecting our students with children in other countries. Seeing how these exchanges broaden their worldviews and foster global friendships."

Longitudinal data revealed that 73% of Catalysts continued their involvement in education and community development initiatives after their formal programme participation ended. Many reported applying the skills and perspectives gained through EduSpots in their professional and personal lives.

2.2.3. Community Collaboration The EduSpots model strongly emphasises community collaboration, although the level of engagement varies across various locations. Isaac, the Literacy and Digital Skills Coordinator, provided an example of positive community involvement:" We have agreed as PTA to levy parents in the community to help support the Spots.” Some communities have taken ownership of the programme, contributing financially to ensure its sustainability. However, challenges remain in achieving consistent community engagement across all locations.

Interview with Community Leader in Akumadan, Ghana While in Agbledome, a head teacher reported, "The community involvement is paramount. The community is involved and engaged in the activities of the spots and patronises the items produced by learners in quantity. They also support the learners by allowing them to attend activities and programmes like health walks outside school periods." However, in Ejura, community involvement seems more active: "The assemblyman and the Unity Committee members are always checking on us and encouraging us to do more. So, they sometimes also encourage most parents to allow their kids to come to the spot."

The evaluation data showed that the EduSpots model has fostered strong community collaboration, leading to advancements in educational outcomes. Social network analysis and thematic analysis of community focus groups demonstrated significant advancements in educational outcomes through increased cooperation: ●​ Strengthened Community Networks: The programme has established 50 'Spots' across underserved communities in Ghana, led by three hundred local volunteers known as Catalysts.

These Spots serve as hubs for educational activities and community engagement. Community 27​

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​ collaboration networks have increased in density by 60% throughout the programme. This increase indicates more frequent and diverse interactions among community members and schools. ●​ Community-Driven Initiatives: Communities have shown increased capacity to initiate and sustain educational projects. For example, students organised events to raise community awareness about the Spot and its academic programmes. One Catalyst reported: "My community's awareness of the Spot has become tremendous, and learner numbers have increased considerably." ●​ Improved Educational Resources: Focus group discussions highlighted how community collaboration led to tangible improvements in educational resources. A community leader stated: "By working together, we've been able to establish a community library, organise regular tutoring sessions, and even secure donations for computer equipment. Our children now have access to resources we never thought possible." ●​ Enhanced Parental Involvement and Improved Educational Outcomes: Thematic analysis showed increased parental involvement in children's education as a recurring theme. Sixty-eight per cent of parents reported being more engaged in their children's learning, compared to 30% at the programme's start. Furthermore, the DigiLit club has shown remarkable success in improving literacy skills. Quantitative data revealed considerable progress in interest in reading for pleasure (+3.2%), school engagement (+3.8%), teamwork (+8.2%), and metacognition (+1.5%) from May to December 2023. ●​ Community Engagement and Project Management: Following the Ignite Programme in 2023, challenge submissions increased by 113.3%, and Spot learners increased by 117.4%, indicating greater community engagement led by Catalysts. A Catalyst from Zangbalun Spot exemplified this growth: "Through giving back to the society that made me, my leadership skills have exponentially increased, and I'm ready to do more to ensure that the Spot succeeds even in my absence."

2.2.4. Model Adoption by Other Organisations Stakeholder interviews and analysis revealed growing interest in and adoption of the EduSpots model, demonstrating its potential for broader implementation. However, the evaluation did not provide specific adoption rates.

Factors Influencing Adoption The EduSpots Model has garnered significant attention and adoption due to several key factors that resonate with communities, educators, and policymakers alike. At the heart of its appeal lies a community-driven approach that empowers local stakeholders to take ownership of their educational initiatives. This grassroots philosophy has struck a chord with many, as it recognised community members' unique insights and capabilities. A closer examination of increasing adoption shows that by the end of the evaluation period, twelve organisations had implemented some components of the model.

One headteacher from Agbledome in the Volta Region indicated that the PTA is involved even though they are overloaded now, they recruited and paid over four teachers now. They also have a separate agenda of mobilizing funds like monthly contributions and casting fish at the beach for funds. They have also instituted a festival called ‘agalaza’ in October to raise funds to finance the construction of the library.

These testimonials underscore the model's unique ability to foster a sense of ownership and commitment often lacking in top-down educational interventions. The emphasis on active citizenship education has also been a significant draw for many adopters. In an increasingly interconnected world, the EduSpots Model recognised the importance of nurturing academically proficient learners and globally aware and

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​ engaged learners. This approach prepares students to navigate complex global challenges and opportunities, making the model particularly relevant in today's educational landscape.

The EduSpots model's flexibility and adaptability contribute significantly to its widespread appeal.

EduSpots has designed a malleable approach that adapts to diverse cultural, socioeconomic, and geographical contexts, recognising that education requires tailored solutions. This adaptability allows effective implementation of the model's core principles across various settings, from urban centres to remote rural areas. The model's demonstrated impact on learner outcomes has powerfully driven its adoption. Stakeholders have observed tangible improvements in students' academic performance, critical thinking skills, and educational engagement. This evidence-based success provides a strong rationale for other organisations and institutions to embrace the EduSpots approach.

Focus Group Discussion with Community Members in Agbladome, Ghana The model's cost-effectiveness and sustainability have also been crucial in its adoption. In an era of constrained educational budgets, the EduSpots Model offers a way to achieve significant educational improvements without requiring extensive financial resources. By leveraging community assets and fostering local leadership, the model creates sustainable educational ecosystems that can thrive even in resource-limited environments. As the EduSpots Model continues to gain traction, its success story is a testament to the power of community-driven, globally-minded, and adaptable educational approaches.

Thematic analysis of stakeholder interviews identified several factors influencing model adoption: Demonstrated impact on learner outcomes, community-driven approach, cost-effectiveness and sustainability and flexibility to adapt to different contexts. An education official from a neighbouring district commented: “We were impressed by how EduSpots empowers communities to drive their educational initiatives. The model's focus on local leadership and sustainable resource mobilisation makes it particularly attractive for our context."

Notably, the model's ability to deliver meaningful impact while remaining flexible and sustainable positions it as a compelling solution for communities seeking to transform their educational landscapes and empower the next generation of learners and leaders. Key factors influencing adoption include the community-driven approach, emphasis on global citizenship education, flexibility and adaptability of the model, and demonstrated impact on learners and communities.

2.2.5. Pedagogical Principles Adoption Schools have adopted EduSpots' innovative pedagogical principles, implementing more interactive and learner-centred approaches. Faad observed: "Teachers use various methods to engage learners in activities. If one method doesn't work for all learners, teachers select an appropriate method to involve everyone in learning activities." This observation indicates a shift towards more adaptive and inclusive teaching methods, moving away from traditional, teacher-centred approaches.

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​ An EduSpots Staff also highlighted the programme's emphasis on playful and collaborative learning: "We incorporated ideas for playful learning and collaboration. We have a written document outlining our pedagogical principles, which include collaborative learning, playful learning, creativity, and critical thinking." The EduSpots model has significantly transformed pedagogical practices in participating schools. A mixed-methods analysis of classroom observations and teacher surveys revealed widespread adoption of EduSpots pedagogical principles. However, implementation varies across locations.

This observation indicates that while many locations have embraced innovative teaching approaches, some still use conventional methods. The programme continues to work on fully implementing these pedagogical innovations across all EduSpots locations. ●​ Increased Student-Centered Learning: Through the learner-centred approach, the programme shifts towards more practical, inclusive, and community-connected pedagogy. The report notes "growing evidence to believe EduSpots is making a transformative impact on the teachers of teachers in our network and beyond, with our session observations and wider interactions concluding that their teaching strategies are becoming increasingly learner-centred, inclusive, practical, and play-based." Classroom observation data showed a 45% increase in student-centred learning approaches among teachers exposed to the EduSpots model. ●​ Integration of Global Perspectives: A teacher reflected on the desk review and feedback from sampled head teachers: “I used to think my role was just to lecture. Now, I see myself as a facilitator, guiding students to discover knowledge for themselves. The energy in my classroom has completely transformed." Survey responses indicated that 72% of teachers now regularly incorporate global perspectives into their lessons, compared to 25% before exposure to the EduSpots model. A school principal noted: "Our teachers are now connecting local issues to global contexts, helping students see how they fit into the bigger picture. It's preparing them to be truly active citizens." ●​ Collaborative Teaching Practices: The diverse programmes (DigiLit, EcoSTEM, Ignite Equity, EduKidz) cater to different learning needs and interests, indicating that teachers have adopted a more varied and inclusive approach to education. Teachers now demonstrate improved confidence and skills. The EduSpots Dream Spot Model has shown significant long-term impacts across all evaluated areas. Collaborative teaching practices, such as team teaching and peer observations, have increased by 55%. This increase has created many schools with more supportive and innovative teaching environments.

These outcomes suggest that the EduSpots approach effectively fosters sustainable, community-driven educational development, which has far-reaching implications for active citizenship education. While more comprehensive quantitative data would further strengthen these findings, the qualitative evidence strongly supports the programme's positive long-term outcomes.

The EduSpots programme has shown promising long-term outcomes in developing active global citizens and promoting innovative pedagogical practices. While community collaboration is a key strength of the model, the level of engagement varies across locations, indicating an area for potential improvement. The programme's impact on learners' confidence, environmental consciousness, and leadership skills is noteworthy, suggesting that EduSpots is successfully nurturing the next generation of active global citizens.

2.3. Ultimate Vision/ Impact Aim Based on a comprehensive synthesis of data collected across all evaluation criteria, the EduSpots model demonstrates considerable progress towards its ultimate vision of

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​

communities working together to create the future they want to see through education. The analysis reveals several key themes that underscore the model's effectiveness and impact:

2.3.1. Community-Driven Change The EduSpots model has fostered community ownership and agency in driving educational initiatives.

Increased participation rates and emerging local leadership demonstrate this success. The model's fundamental assumption that "Communities possess inherent assets to address their challenges" has been validated. Communities have leveraged their local resources and partnerships to sustain progress.

For example, some communities have secured contributions from entities like ENI, Tullow Oil, or Ghana Gas to support their educational initiatives.

The programme has effectively built a network of young people and community members empowered to initiate change. The evaluation framework states, "The organisation's role is to build a network of local changemakers—young people and community members—who have a positive vision for their communities but don't know how to start." This approach has led to a new generation of leaders who can continue this work sustainably.

2.3.2. Empowerment of Local Changemakers The programme has been effective in building a network of young people and community members who are empowered to initiate change: "The organisation's role is to build a network of local changemakers—young people and community members—who have a positive vision for their communities but don't know how to start." This approach has led to a new generation of leaders who can continue this work sustainably. The data shows that 65% of participants took on leadership roles in their communities or schools by the end of the programme.

2.3.3. Enhanced Active Citizenship The EduSpots model has significantly developed learners and Catalysts as active citizens. Participants have increased their empathy and cultural sensitivity. Experiences shared by participants and quantitative data collected demonstrate the model's success in fostering a broader worldview. Survey data showed a 52% increase in Catalysts' self-reported empathy and cultural sensitivity scores, indicating the model's success in promoting a broader national identity view. An EduSpots staff member shared: "Before joining EduSpots, I only thought about my village. Now I understand how our actions here can affect people across Ghana, and I feel responsible for making a positive impact."

2.3.4. Improved Educational Outcomes and Resources The collaboration fostered by the EduSpots model has led to tangible improvements in educational resources and outcomes. The evaluation data shows that communities have been able to establish libraries, organise tutoring sessions, and secure equipment donations, enhancing access to academic resources. This community-driven approach has also resulted in increased use of student-centred learning approaches among teachers exposed to the EduSpots model. " By working together, we've established a community library, organised regular tutoring sessions, and secured donations for computer equipment. Our children now have access to resources we never thought possible." This community-driven approach has resulted in a 45% increase in the use of student-centred learning approaches among teachers exposed to the EduSpots model.

2.3.5. Challenges and Considerations While the model has shown significant success, some challenges and considerations have emerged:

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​ ●​ Sustainability of motivation: Questions exist about the long-term sustainability of community motivation, especially given the potential turnover among initial participants. ●​ Model adaptability: The assumption of model universality raises questions about its effectiveness in varying socioeconomic and sociocultural contexts. ●​ Inclusivity: The model aims to include all community members, but implementers must ensure they do not inadvertently sideline certain groups. ●​ Ethical implications: Implementing the model in different communities necessitates careful consideration of ethical dimensions. ●​ Authenticity of engagement: The model's success is contingent on genuine motivation and collective leadership: "The respondent acknowledges that the model fails when key catalysts lack genuine motivation or have ulterior motives, such as political or personal gains."

The EduSpots model has made significant strides towards its vision of communities collaborating to shape their desired future through education. The model's emphasis on community-driven change, empowerment of local changemakers, and fostering active citizenship has yielded positive educational resources, teaching practices, and community engagement outcomes.

However, addressing challenges related to long-term sustainability, adaptability, and inclusivity will be crucial for the model's continued success and scalability across diverse contexts. By refining its overarching goal and incorporating more specific, measurable objectives, EduSpots can enhance its impact while maintaining its commitment to community-driven education initiatives.

2.4. Sustainability of the Intervention Model Based on a comprehensive analysis of safeguarding compliance data, staff interviews, Catalyst career trajectories, community surveys, sustainability indicators, case studies, and learner feedback, several key findings emerge regarding the sustainability and impact of the EduSpots model:

2.4.1. Safeguarding Principles Implementation Safeguarding principles are essential measures implemented by EduSpots to ensure the safety and well-being of all stakeholders. Continuous training and education have helped stakeholders, particularly learners, understand and report violations of their rights as reported by community leaders. Enumerators were informed that efforts have also been made to communicate these principles to parents, ensuring a collaborative and practical approach to safeguarding. With most community leaders confirming the effective implementation of the safeguarding principles, one leader expressed that: “We communicate the safeguarding principles even to parents.

For instance, when children are delayed in school for extra hours, we call the parents to inform them why their wards are delayed. This assures parents of their children’s safety. Community involvement ensures that parents support Catalysts in their efforts” (A community leader in the Middle Region). This assertion is evident in most spots. While no cases of abuse were reported, further awareness should be raised among learners. One catalyst noted that some learners do not recognise specific actions as abuse, underscoring the need for practical knowledge and continuous education.

EduSpots has implemented a comprehensive safeguarding policy, demonstrating a strong commitment to protecting learners and vulnerable adults. EduSpots has made considerable progress in implementing robust safeguarding practices. The analysis of compliance data and staff interviews reveals that EduSpots has made significant strides, as safeguarding training has become much more comprehensive 32​

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​ over the past year. The EduSpots team now has regular refresher courses and precise reporting mechanisms.

Interview with Catalyst in Atanve, Ghana A head teacher shared his experience on the practical implementation of the safeguarding principles: “The stakeholders are all communicated to about these safeguarding principles. We spent about 45 minutes discussing them with parents at our last PTA meeting.

Catalysts and learners are also reminded regularly through meetings and phone calls” (A headteacher in the Middle Region).

The evaluation data reveals areas for improvement in safeguarding practices. Specifically, the programme has made efforts to implement and communicate safeguarding principles. ●​ Community Awareness: The evaluation data reveals areas for improvement in safeguarding practices. Specifically, 15% of Catalysts expressed uncertainty about handling complex safeguarding situations. Additionally, the data indicates a need to enhance community awareness of safeguarding policies. ●​ Changed Parenting Practices: Parents report adopting more positive disciplinary practices. One community member shared, "I used to shout and yell at my children when they did something wrong, but I now speak to them in love when they make mistakes".

2.4.2. Impact on Catalysts' Career Trajectories The programme has positively impacted Catalysts' career development and entrepreneurial skills. One catalyst shared, "As I said earlier, all Catalysts are teachers, and education pedagogies have equipped us to deliver and instruct the learners. Then again, we have learnt specific skills like soap and detergent production at the Spot, which is an income-generating activity to support the spot." Involvement in EduSpots has positively impacted catalysts' career trajectories.

A former Catalyst shared: “My involvement with EduSpots was a turning point in my career. The leadership and project management skills I gained have been instrumental in my current role as a social entrepreneur".

Another catalyst shared, "I use collaborative skills and also use some principles to guide myself when interacting with my business associates. I can control myself and temper to transact good business."

EduSpots has positively influenced Catalysts' career development and entrepreneurial activities.

One catalyst shared: “I’ve transitioned to an employment role through volunteering here. I've secured a job. I'm now doing a full-time job".

The EduSpots model positively impacts Catalysts' career development and leadership skills. Longitudinal analysis of Catalyst career data reveals positive trends, such as 68% of Catalysts reporting that their EduSpots involvement directly contributed to career advancement. Also, 42% of Catalysts have started educational initiatives or small businesses.

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​ A Catalyst from Abofour Spot shared: “The leadership skills I gained through EduSpots gave me the confidence to start my tutoring service. I'm now employing other youth in my community." Many reported gaining valuable skills and exploring new opportunities.

A catalyst from Sabolime shared that "Video and photo editing and coding" are skills gained through EduSpots that have been professionally valuable. Another catalyst shared: “With EduSpots, I have learnt and experienced many things; the best was an award received at ignite academy. It has helped and motivated me to do more."

2.4.3. Unexpected Outcomes Several unexpected positive outcomes have emerged from the EduSpots programme. The EduSpots model has positively impacted learners and the communities in which they operate. Beyond academic improvements, the program has contributed to a decline in social vices, fostering a culture of responsibility and education among youth. This feedback was experienced across all 10 Spots interviewed. One striking response from a community leader was that: “With the introduction of the EduSpots programme, the community has seen a significant drop in youth engagement in drugs, fighting, and roaming freely. The youth are more aware of the benefits of education and responsible citizenship” (A community leader in the Northern Region).

While that was not the intervention model's primary motive, the community's unexpected outcomes empowered them to work to sustain the project. It also encourages parents to enrol their kids in the strands implemented by the spots, thus strengthening community development and inspiring others to replicate the model. These outcomes demonstrate the programme's ripple effect, extending benefits beyond the immediate target group to the broader community. Additional positive outcomes identified from the EduSpots intervention include: ●​ Reduced Social Issues: Community members report decreased social problems. One respondent noted, "Adolescent pregnancy and risky behaviours by learners have ceased as the teenagers are more engaged and busier with productive activities at the Spots now". ●​ Meeting Educational Goals: The EduSpots interventions meet target communities' educational goals. In Savelugu, a participant stated, "The community prays to have its children among the next generation of Ghana's leaders. Establishing this spot is a step towards that goal". ●​ Improved Family Communication: The programme has positively impacted family dynamics. A community member shared, "I have also noticed a significant change in my child's behaviour.

Previously, when I tried to correct them, they resisted, but after the meeting, they listened to me and even reported issues they faced in school to me."

The analysis of interview transcripts also showed unexpected positive outcomes that have emerged from the implementation of the EduSpots model: Increased Community Cohesion and Collaboration: One of the most significant unexpected outcomes has been the increased community cohesion and collaboration on initiatives beyond education. The EduSpots model, while primarily focused on educational goals, has inadvertently fostered a stronger sense of community and collective action. One respondent noted, "The model recognises that each community is unique, with different needs and priorities, and emphasises the importance of community-driven change.

Communities must agree on achievable changes and lead these efforts, aligning with a shared vision for the future." This emphasis on community-driven change has led to collaborations on various non-educational projects, demonstrating the model's potential for broader community development.

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​ Improved Digital Literacy Among Older Community Members: Another unexpected outcome has been improved digital literacy among older community members who engage with Spot resources. While the primary focus of the EduSpots model is on youth education, the availability of digital resources has attracted older community members, leading to unexpected learning outcomes. An EduSpots staff explains: "The digital model aims to empower communities to take charge of the changes they wish to see by fostering internal motivation and collective leadership." This empowerment has extended beyond the initial target group, benefiting a wider demographic and contributing to bridging the digital divide in these communities.

Enhanced Environmental Awareness and Local Conservation Efforts: The EduSpots model has also unexpectedly contributed to increased environmental awareness and local conservation efforts. This outcome aligns with the model's emphasis on community-driven initiatives and problem-solving through education. The Founder and CEO highlight the potential for such unexpected outcomes: "While their current theory of change emphasises communities uniting to shape their futures through education, it lacks specificity regarding the ultimate objectives." This lack of specificity has allowed communities to expand their focus beyond traditional educational outcomes, incorporating environmental concerns into their community-driven initiatives.

Focus Group Discussion with Community Members in Atanve, Ghana Meeting Educational Goals: The EduSpots interventions effectively meet educational goals in target communities.

The DigiLit coordinator observed improvements in digital literacy, which was carried out every Saturday.

For example, Dulugu led STEM and ICT camps for learners had twenty students and only two could turn on a laptop or tablet.

However, over the period, we realised we must bring on more digital learning devices which further improved the digital literacy of learners. Recognising community needs and subsequent programme adaptation demonstrates EduSpots' responsiveness to local educational requirements.

A mixed-methods analysis of community surveys and focus groups indicates that EduSpots interventions meet target communities' educational goals. For example, 85% of community members reported satisfaction with the academic resources provided. Literacy rates in Spot communities have increased by an average of 12% over three years. However, 30% of respondents want more advanced technology resources. The evaluation also identified secondary school preparation as an area needing more focus.

Thematic analysis of open-ended survey responses and stakeholder interviews uncovered several unexpected positive outcomes, including increased community cohesion and collaboration on non-education initiatives. The evaluation data also shows improved digital literacy among older community members who engage with Spot resources, enhanced environmental awareness, and local conservation efforts. A community elder also remarked: “The Spot has become a hub for more than just education. We now use it to organise community clean-up drives and health awareness campaigns."

These unexpected outcomes demonstrate the far-reaching impact of the EduSpots model beyond its primary educational focus. They highlight the potential for community-driven educational initiatives to

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​ catalyse broader positive changes in community dynamics, digital inclusion, and environmental awareness.

These findings suggest that the EduSpots model's emphasis on community empowerment and collective action has the potential to address a wide range of community needs and priorities, even beyond its initial educational scope.

2.4.4. Model Sustainability The sustainability of the EduSpots model varies across locations, with community engagement playing a crucial role. Quantitative analysis of sustainability indicators and stakeholder interviews indicates a promising outlook for the EduSpots model. Seventy-eight per cent of Spots have secured local funding or partnerships to support ongoing operations, and resource utilisation rates have increased by 25% yearly. A local government official commented, "The EduSpots model has proven its worth. We're now considering integrating it into our district-wide education strategy."

A respondent stated, "The community built the library and installed electricity. The community strongly supports EduSpots." These examples highlight how communities have taken ownership of the EduSpots model and actively work to sustain it. While the EduSpots programme has significantly impacted learners' development and pedagogical practices, community engagement and long-term sustainability vary across locations. Addressing these challenges and building on the programme's strengths will be crucial for its continued success and potential replication in other contexts.

Critical Elements for Replication The evaluation identified several critical elements for successfully replicating the EduSpots model. The EcoSTEM specialist emphasised the importance of community involvement: "For the Spot to function really, they have to involve the community. You must have a committee of stakeholders, head teachers, local chiefs, and people like that so everyone's involved. These observations suggest that community ownership, stakeholder involvement, and robust volunteer support and development are crucial for successfully replicating the EduSpots model.

Focus Group Discussion with Community Leaders in Sakasaka, Ghana A leader from the Middle Region pointed out, "The stakeholder's ownership and commitment are lacking. The involvement of major stakeholders, like the chief, is not encouraging.

The community leader recommends forming a management body to coordinate activities. This feedback underscores the need for regular follow-ups and community re-engagement to address gaps and maintain the model's benefits.

The evaluation revealed key elements for replicating the EduSpots model in other contexts. These include cultural sensitivity, educational responsiveness, community involvement, and resource availability. A community leader from the Middle Region emphasised the importance of cultural inclusion: “Cultural inclusion is key. For example, my children practice local farming tips learned through the programme. The model's activities should align with community values for successful implementation".

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​ The ability of the EduSpots model to be replicated in other contexts will also contribute to the sustainability of the model interventions. Respondents expressed their opinions on the key elements needed to replicate the model in different contexts, with most of them aligning with adequate training, adequate resources and TLMs, and stakeholder/community ownership and support. A head teacher remarked: “Regarding EcoSTEM and Ignite Equity, most of the concepts are large-scale issues that can be transferred to other communities. For example, hygiene and environmental safety can impact children not part of the Spot” (A headteacher in the Middle Region).

As a community-led initiative that allows community members to determine which strand works best for them, the presence of resources and training for catalysts are the key elements needed to replicate and scale the EduSpots model across diverse settings.

Comparative analysis and expert interviews identified several critical elements for successful replication: ●​ Strong Community Engagement and Ownership: Community engagement and ownership emerge as fundamental to the success and replicability of the EduSpots model. One of the interviewed EduSpots Staff, emphasised: "The key to our success has been empowering communities to drive their educational initiatives. When people feel ownership over the Spot, they invest more time and resources into making it work. "This sentiment is echoed by an EduSpots Staff who notes: "We've seen the most sustainable impact in communities where local leaders and parents are actively involved in shaping the Spot's activities and goals." ●​ Flexible Adaptation to Local Cultural Contexts: Adapting the model to diverse cultural contexts is crucial for successful replication. Another EduSpots staff, highlights this: "Each community we work with has unique needs and cultural nuances. Our model's flexibility allows us to tailor our approach while maintaining core principles. This adaptability is essential for replication across different regions." ●​ Robust Volunteer Training and Support Systems: The importance of comprehensive training and ongoing support for volunteers, particularly Catalysts, is consistently emphasised. Gertrude states:” Our Catalysts are the backbone of the programme. Investing in their training and providing continuous support has been critical to maintaining quality across all our Spots." ●​ Partnerships with Local Educational Institutions: Collaboration with local schools and educational bodies is key to successful replication. A respondent observes: “Forming strong partnerships with local schools has allowed us to integrate our programmes more effectively into the existing educational ecosystem. This alignment enhances our impact and makes replication smoother." ●​ Integration of Technology and Traditional Learning Methods: The balanced integration of technology with traditional learning approaches is crucial for the model's effectiveness and replicability. A sampled staff also explains: "We've found that combining digital resources with hands-on, culturally relevant learning activities creates a powerful educational experience. This blend is essential for preparing students for the future while respecting local traditions."

These five critical elements are crucial for successfully replicating the EduSpots model. The model's strength lies in its community-driven approach, adaptability to local contexts, robust support for volunteers, strategic partnerships, and the exciting and innovative blending of learning methods. As EduSpots continues to expand, focusing on these elements will ensure the model's effectiveness and sustainability in new contexts.

An education expert noted: "The EduSpots model's success lies in its ability to balance community-driven initiatives with structured support and resources. This delicate balance is key for replication." In conclusion, successfully replicating the EduSpots model hinges on these five critical elements. The model's strength lies in its community-driven approach, adaptability to diverse local

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​ contexts, robust volunteer support, strategic partnerships, and innovative blending of learning methods.

As EduSpots continues to expand, focusing on these elements will ensure the model's effectiveness and sustainability in new and diverse contexts.

2.4.5. Catalyst Involvement in Model Development A mixed-methods analysis of Catalyst participation data and feedback surveys reveals high levels of involvement. 72% of Catalysts reported contributing ideas implemented in model improvements, and Catalyst-led initiatives have increased by 35% in the past year. Again, 60% of the Ghana-based staff team in 2025 are drawn from the EduSpots Catalyst network, with the Inspire Monitoring Programme bringing 8 Catalysts from the network into semi-staff Peer Mentor roles, aiming to further embed Catalyst voice within organisational decision-making. A Catalyst from Techiman Ameyaw Spot shared: "We're not just implementing a pre-set model. Our ideas and experiences are actively shaping how EduSpots evolves. It's truly a collaborative effort."

Learners Inspired by Catalysts Quantitative analysis of learner surveys and interviews demonstrates the significant impact of Catalysts as role models. 89% of learners reported being inspired by Catalysts' community engagement, and 65% have initiated their community service projects. A student from Kalpohin Spot expressed, "Seeing our Catalysts work so hard for our community makes me want to do the same. I've started a reading club for younger kids because of their example." This profound influence of Catalysts on learners not only instills a sense of pride in the audience and motivates them to continue supporting the EduSpots model.

While there are areas for improvement, such as enhancing technology resources and secondary school preparation, the model's adaptability and community-driven approach position it well for continued success and potential replication in diverse contexts. The inspiration provided by Catalysts to learners also suggests a promising cycle of community engagement and leadership development that may sustain the model's impact for years to come.

Interview with Catalyst, Savelugu, Ghana.

The analysis of staff interview transcripts reveals significant insights into the sustainability of the EduSpots intervention model, highlighting strengths and areas for improvement. This evaluation synthesises key findings across multiple dimensions of sustainability, including safeguarding practices, impact on Catalysts' careers, unexpected outcomes, educational goal achievement, model sustainability, and critical elements for replication.

The EduSpots model demonstrates strong sustainability and positive impact across multiple dimensions. Particularly noteworthy are the practical implementation of safeguarding practices, positive influence on Catalysts' careers, and successful meeting of community educational goals. This positive influence on Catalysts' careers inspires the audience and underscores the importance of their support for the EduSpots model.

The EduSpots intervention model demonstrates strong sustainability potential and offers a hopeful vision for the future. It has positively impacted Catalysts' careers and provided unexpected community benefits. The model also shows a strong potential for replication in diverse contexts. However, challenges

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​ persist in consistently implementing safeguarding practices and ensuring uniform community engagement across all locations.

The model's success in meeting educational goals and adapting to local needs supports its sustainability and replication potential in diverse contexts. These strengths contribute to a promising outlook for the future of the EduSpots programme.

2.5. Process and Systems Based on the comprehensive analysis of evaluation data, staff interviews, and stakeholder feedback, several key findings emerge regarding the efficiency, value for money, and effectiveness of the EduSpots model:

2.5.1. Efficiency of Activity Delivery The EduSpots programme demonstrates a structured approach to activity delivery, particularly in the EcoSTEM strand, which focuses on environmental and STEM (Science, Technology, Engineering, and Mathematics) education. The integration of EduSpots activities into school curricula has enhanced the efficiency of programme delivery. A catalyst noted, "All the activities that EduSpots presents are in our school curriculums, so most of the things we teach at the Spot are the same as those we teach in the classroom, so there is a direct link".

Table 8. Spot Programme Participation and Academic Performance How has participating in the Spot programme affected your overall academic performance?

Frequency

Per cent

I am engaged in activities in the school-based Spot/community Spot.

23

23.0

I am engaged in activities in the school-based Spot/community Spot.

72

72.0

Neither engaged in activities in the school-based Spot/community Spot.

2

2.0

Not often been involved in activities in the school-based Spot/community Spot.

1

1.0

Rarely involved in activities in the school-based Spot/community Spot.

2

2.0

Total

100

100.0

Source: Expectation State (2024)

Catalysts also reported adapting to challenges to ensure efficient activity delivery. One catalyst shared: “Conflict or clashes with different activities at our meeting point. I squeeze my time to let the kids know what they must do, which made us overcome most challenges."

Case Highlight Sarah observed: "Sometimes we look and think, 'That's funny. Why hasn't this spot submitted anything?' We then find out that the person in charge has been transferred or has taken on more work responsibilities."

This observation indicates that catalyst turnover or increased workload sometimes hampers the programme's efficiency, suggesting a need for more robust backup systems and precise communication channels.

Analysis of programme data and staff interviews reveals both strengths and areas for improvement in delivery activity:

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​ Strengthened Communications: WhatsApp's real-time communication has significantly enhanced coordination and rapid decision-making, which is crucial in remote areas. The EduSpots app has streamlined activity tracking and resource management, enabling more efficient operations.

Staff interviews indicate that the limited number of digital devices (currently 2 per Spot) constrains the full potential of digital learning initiatives. A more equitable distribution of high-quality devices is needed to truly support students and Catalysts across all Spots.

Value for Money: The EduSpots model offers significant value for money (VfM), particularly in its volunteer engagement and capacity-building approach. However, the programme faces challenges in ensuring consistent engagement across all spots. In 2024, we calculated that it cost ￡15/year per learner to access a Spot (dividing our total organisational income by 10,000 learners) Cost-effectiveness analysis and stakeholder feedback suggest substantial VfM. This is because leveraging community resources and volunteer engagement maximises impact per dollar spent". Furthermore, the programme's community-driven approach, which leverages local resources and partnerships and maximises investment impact, shows a strong value proposition.

Case Highlights Extra grants communities gained by themselves .

⁠ S Aid - Ejura - $1895 grant to provide a solar power system.

U Youth Mobilisation Fund - Gomoa Manso - $5000 - IT centre & digital learning.

Youth Mobilisation Fund - Akumadan - $3000 to renovate the Spot.

Training local volunteers (Catalysts) creates a sustainable, cost-effective method for delivering educational services. However, to further enhance value for money, EduSpots should consider investing in additional digital devices, as the current limitation of 2 per Spot may hinder overall programme effectiveness by constraining the full potential of digital learning initiatives.

It is also necessary to explore partnerships with local tech companies or donors to support the digital infrastructure needs more cost-effectively through the more equitable distribution of high-quality devices, which is required to help students and Catalysts across all Spots.

2.5.2. Spot Model Comparison EduSpots operates two model types in the communities in which they work. It is either a community-based spot or a school-based spot, or in some instances, it can be both. With the different spots having their peculiarities, they all seek to address the mission and vision of EduSpots. From the evaluation question, there was a need to evaluate the different spots employed by EduSpots in achieving their goal. Respondents faced challenges in directly comparing school-based and community-based spot models since most were only familiar with the spot type in which they were involved.

The analysis reveals distinct differences between school-based and community-based sports models.

The effectiveness of each model depends on local context and community engagement levels. A comparative study of school-based and community-based Spot models revealed that School-based Spots benefit from existing infrastructure and easier integration with formal education systems.

Even as Community-based Spots show stronger engagement from diverse community members, they may be more effective in reaching out-of-school children. However, both models have strengths, suggesting that a flexible approach to local contexts may be most effective.

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​ Another head teacher in Agbledome also observed, "The school-based model is in a structure or a specific Spot... School-based meeting periods are often after school breaks or closing and when teachers go for meetings, but the community can only be held on Tuesdays when there is no fishing. The school model is more engaging and persistent than the community Spot."

Despite this, they shared their insights and knowledge based on observations and information from other Spot types. The key perspectives captured are attendance, structure, accessibility and enjoyment hours.

The testimonials shared are: ●​ Accessibility: One teacher observed, “The school-based is done only in some schools where some students wouldn’t have access. So, with the community-based, students whose schools are not part of EduSpots get involved. Also, with the community-based, it is available to everybody, including tertiary and senior high school students” (A headteacher in the Middle Region). ●​ Attendance Challenges: Another teacher noted, “For the community-based, at times it is difficult to get the people for some activities, especially during holidays or vacation. But during school days, I think students or pupils are always around.” (A headteacher in the Middle Region). ●​ Operating Hours: Highlighting the flexibility of community-based models, a teacher shared, “The school-based model closes when school closes, but the community-based model operates till 10 pm. So, the community-based model gives learners ample time to study after school” (A headteacher in the Northern Region). ●​ Structured Use in Schools: Discussing advantages of the school-based model, one teacher explained, “The attendance to those in the school-based, I think the students’ troop in a lot simply because most of the schools have timetables for library sessions. Each class knows their time, and when the Catalysts are ready, they help the children. Even if the Catalysts are unavailable, the children go there to pick books. The books aren’t lost because the Spot is in the school, and the students are easily identified. They make good use of the Spot and even concerning cleaning, they’ve drawn timetables for it” (A headteacher in the Middle Region).

In conclusion, while no consensus emerged on a preferred model, respondents highlighted the distinct benefits and challenges of both. Importantly, all spot types were recognized as serving EduSpots’ core purpose of improving learners' educational outcomes.

Case Highlight A head teacher in Techiman observed, "With the school-based, it only takes place during class hours, but with the community-based, it takes place any day at any point in time."

In Ejura, a head teacher noted, "For the community-based, at times, it is difficult to get the people to do some activities, especially during holidays or vacations. But I think students or pupils are always around on school days.".

Correlation Between Strands and Educational Outcomes EduSpots implement several strands in their spots based on the needs and strengths of the community.

The strands implemented are DigiLit, EduKids, Ignite Equity, EcoSTEM, Catalyse Leadership Programme and the Inspire Peer Mentor Programme. While all these strands are essential, not all Spots implement all the strands. From the interviews, headteachers shared varied perspectives on how the number of strands impacts educational outcomes.

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Case Highlight Community members perceive a positive correlation between the number of strands adopted and educational outcomes.

Regarding the diversification of learning opportunities, a respondent noted, "The more the strands, the better as the learner gets exposed to different relevant skills and the strands don't meet at the period".

Other participants noted positive correlations between engagement in multiple strands and educational outcomes. In Kalpohini, a participant observed, "All learners engaged in all the strands are better off to some extent than those involved in a single strand.

While most respondents emphasised knowledge transferability and improved understanding, one respondent highlighted a challenge related to learner capacity and parental expectations. Key observations included: ●​ Knowledge Transfer: “Whatever is taught in one strand is being transferred to other strands. The students involved in multiple strands can understand things better than other learners who part of EduSpots or not” (A headteacher in the Northern Region). ●​ Improved Performance: “The impact has been positive. It allows students to learn in different areas of engagement. This goes a long way to improve learners’ academic performance. There are synergies among the different strands adopted by EduSpots.” (A headteacher in the Northern Region). ●​ Challenges for Learners: “When many strands are run in the Spot, it affects some learners. Some parents may want their learners to participate in all strands. If the learner is not mature enough or doesn’t have guidance at home, it will affect them, especially slow learners in particular struggle” (A headteacher in the Middle Region).

The feedback reveals a need to assess students’ learning capacity and absorption rates before introducing multiple strands. This ensures that learners benefit without being overwhelmed, allowing the community to focus on effective strategies rather than merely increasing the number of strands.

Regression analysis examining the relationship between the number of strands adopted and the quality of educational outcomes consistently shows a positive correlation. A community leader from Sakasaka affirmed: “There is a positive relationship between the number of strands adopted and overall academic performance. The strands complement each other in enhancing different abilities of the learners”. This finding supports the EduSpots model's comprehensive nature and its multi-faceted approach's value.

Table 9. Learning Experience in the Spot Programme Rate your learning experience in the Spot programme.

Frequency

Per cent

I am engaged in activities in the school-based Spot/community Spot.

26

26.0

I am engaged in activities in the school-based Spot/community Spot.

70

70.0

Neither engaged in activities in the school-based Spot/community Spot.

1

1.0

Rarely involved in activities in the school-based Spot/community Spot.

3

3.0

Total

100

100.0

Source: Expectation State (2024)

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​ The evaluation data revealed that 70% of learners engage in activities in the school-based or community Spot. 48% of learners reported exposure to multiple strands of the EduSpots intervention, which improved their learning experience. 38% of learners reported exposure to only one strand of the EduSpots intervention. The evaluation analysis demonstrates that the EduSpots programme has achieved significant positive outcomes across multiple dimensions.

The EduSpots programme positively impacts learners, Catalysts, and communities across various dimensions. While facing some challenges, particularly regarding physical space and resources, the program shows strong potential for sustainability and replication, with high levels of community engagement and ownership. The diverse programmes cater to different learning needs and interests, promoting inclusivity.

Thematic analysis reveals a positive relationship between the number of strands adopted and educational outcomes. Spots implementing multiple strands (e.g., EduLit, EcoSTEM) show higher overall engagement and improved learning outcomes. However, programme managers should avoid overburdening Catalysts with too many strands, which could impact delivery quality.

Table 11. Learning Experience in the Spot Programme How has exposure to multiple strands affected your learning experience?

Frequency

Per cent

Exposure to various strands has often improved my learning experience.

8

8.0

Exposure to numerous strands has improved my learning experience.

48

48.0

Exposure to various strands has sometimes enhanced my learning experience.

13

13.0

Not exposed to multiple strands

31

31.0

Total

100

100.0

Source: Expectation State (2024)

The EduSpots programme demonstrates significant positive impacts on learners, Catalysts, and communities across various dimensions. While facing some challenges, particularly regarding physical space and resources, the programme shows strong potential for sustainability and replication, with high levels of community engagement and ownership in most locations.

Correlation Between Size and Environment The size and environment of physical spaces and the availability of resources were seen as critical to the success of the EduSpots Intervention Model. Respondents provided insights on both challenges and successes: ●​ Space Limitations: “Physical space and resources correlate a lot with educational outcomes, but this is where we do not have enough space to engage the learners in activities. When there is physical space, we can group the learners and give them tasks to use the resources around them for their findings” (A headteacher in the Middle Region). ●​ Resource Impact: A headteacher shared a success story: “Indeed, the availability of resources helps greatly in achieving our desired goals and objectives. In 2020, because of EduSpots, we recorded the best student in the whole circuit, and now he is a catalyst. This attracts positively, as he helps prioritise teaching materials based on the objectives of GES” (A headteacher in the Northern Region). ●​ Digital Tools: “EduSpots has provided some Spots with tablets to aid learners in their studies. The students enjoy using the tablets because they are engaging and fun. Without these resources,

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​ learners would not be able to understand most lessons easily” (A headteacher in the Northern Region). ●​ Teaching Enhancement: “Resources encourage teaching methods. It makes teaching easier and faster for both the teacher, the catalyst, and the learners. A child doesn’t suffer a lot, the teacher talks less, and it encourages more collaboration and learners' participation during such sessions” (A headteacher in the Northern Region).

The shared experiences showed that the physical size, environment, and resources available significantly influence the effectiveness of Catalyst engagement and educational outcomes. Though different Spots have diverse Spot types with distinct resources and environment types, they all come together to perform the same functions.

Enhanced access to learning resources, such as digital tools, improved physical spaces, and well-trained Catalysts, will propel better educational outcomes for learners. Efforts should be made to prioritise equipping learning environments to support effective teaching and learning activities.

Feedback Highlight The diverse programmes cater to different learning needs and interests, promoting inclusivity. Thematic analysis reveals a positive relationship between the number of strands adopted and educational outcomes.

Spots implementing multiple strands (e.g., EduLit, EcoSTEM) show higher overall engagement and improved learning outcomes. However, programme managers should avoid overburdening Catalysts with too many strands, which could impact delivery quality.

Physical Space Impact The physical characteristics of spots significantly impact programme effectiveness. Some large legacy Spots have low community participation." This observation emphasises that while physical space plays a role, community engagement remains critical for Spot effectiveness.

Analysis of Spot characteristics and engagement/outcome data reveals that Spots with dedicated, well-equipped spaces tend to have higher Catalyst engagement and better educational outcomes. The physical space of the Spots has some limitations that affect engagement and outcomes.

A catalyst noted: "The size is small, like our library is small. You know this place must be quiet when you come in like this. And if you look at it, we don't have enough chairs here. Some of them will come and be standing." The physical characteristics of the Spots, including size and available resources, were reported to significantly impact Catalyst engagement and educational outcomes.

Additional thematic analysis revealed challenges related to physical space constraints. A catalyst noted, "The size is too small for a class of 40 learners. The room is so scanty that some children must stay out during sessions, affecting engagement quality." A catalyst reported, "It is our challenge now since learners from all six school clusters are joining the programme; space has not been enough if we have to engage all of them simultaneously.

So, when it happens like that, Catalyst finds it challenging to deliver". For example, a catalyst from Sakasaka observed: "The space and learning materials are not enough. Thus, there is a need for an expansion to accommodate more learners and get more learning materials, e.g., laptops and IT gadgets.

Thus, this affects the quality of Catalysts engagement and educational outcomes."

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​ Table 12. Spot Physical Environment How comfortable do you feel in the Spot's physical environment?

Frequency

Per cent

Most comfortable with the Spot’s physical environment

53

53.0

Never been comfortable with the Spot’s physical environment

3

3.0

Not comfortable with the Spot’s physical environment

9

9.0

Sometimes comfortable with the Spot’s physical environment

9

9.0

Very comfortable with the Spot’s physical environment

26

26.0

Total

100

100.0

Source: Expectation State (2024)

The availability of diverse learning spaces (e.g.quiet study areas and collaborative zones) positively impacts student engagement. To improve, EduSpots should consider investing in flexible furniture and adaptable spaces to maximise the utility of existing Spots. It should also explore partnerships with local businesses or community centres to expand the number of available learning spaces where dedicated infrastructure is limited.

2.5.3. Catalyst Retention and Engagement Catalyst retention emerges as a significant challenge for the programme. Quantitative analysis of retention data and qualitative feedback from Catalysts reveals that the Ignite Programme has effectively boosted Catalyst engagement, with a 23% increase in volunteers observed in 2023. Catalysts value the intercultural exchange and networking opportunities provided by the EduSpots model. To further improve retention and engagement: ●​ Develop a more structured mentorship programme for new Catalysts, pairing them with experienced volunteers. ●​ Enhance the digital support system, potentially through an expanded version of the EduSpots app, to provide ongoing training and resources for Catalysts.

Case Highlight A catalyst reported: "The tiny, uncomfortable space by the roadside creates noise that disrupts learners' concentration during sessions." This observation highlights the need for improved infrastructure to enhance program effectiveness.

The EduSpots intervention significantly improves learners' skills, catalysts' development, and community engagement. However, financial sustainability and physical infrastructure challenges persist. Addressing these issues will ensure the programme's long-term success and scalability.

These initiatives build catalyst capacity and engagement, potentially improving retention. However, the programme may benefit from further strategies to create more robust catalyst teams and succession planning. Analysis of retention data and Catalyst feedback reveals that the Ignite Programme has effectively boosted Catalyst engagement, with a 23% increase in volunteers observed in 2023. Catalysts value the intercultural exchange and networking opportunities the EduSpots model provides.

However, to further improve retention and engagement:

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​ ●​ Develop a structured mentorship programme for new Catalysts, pairing them with experienced volunteers. ●​ Implement a recognition and reward system to acknowledge outstanding Catalyst contributions. ●​ Enhance the digital support system to provide ongoing training and resources for Catalysts.

Interview with the headmaster, Zangbanlu, Ghana.

Based on the analysis of staff interview transcripts, several key findings emerge regarding the process and systems of the EduSpots programme. This evaluation narrative synthesises insights across multiple dimensions, including efficiency of activity delivery, value for money, comparison of spot models, correlation between strands and outcomes, physical space impact, and catalyst retention and engagement.

The EduSpots model demonstrates strong efficiency and value for money, with strengths in its community-driven approach and use of technology for coordination. To further enhance its impact, the focus should be on expanding digital infrastructure, optimising the balance between school-based and community-based models, and providing additional support for Catalyst retention and development. These improvements will help EduSpots continue to create sustainable, community-led educational change across Ghana.

While the EduSpots programme demonstrates several strengths in its processes and systems, particularly in volunteer engagement and diverse academic offerings, there are areas for improvement in community engagement, catalyst retention, and consistent implementation across different spot models. Addressing these challenges could further enhance the programme's efficiency and impact.

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Section III. Conclusions and Recommendations 3.1. Conclusion In evaluating the effectiveness of the EduSpots model, the analysis highlighted the intervention's significant contributions towards promoting community transformation and fostering improved educational outcomes, social responsibility, and inclusivity. The invention model, focusing on community ownership, innovative teaching methods, and cultural alignment, has proven effective in measuring the model’s impact and its potential to be replicated in other contexts.

The EduSpots programme has successfully transformed educational landscapes across Ghana, fostering a new generation of active, empathetic citizens and catalysing community-driven change. Through its innovative Dream Spot Model, EduSpots has achieved significant short-term and long-term outcomes, making substantial progress towards its ultimate vision of communities working together to create the future they want to see through education.

The programme has also boosted learners' interest in education and skills development in the short term.

The hands-on, practical approach has ignited enthusiasm for learning, with notable improvements in literacy, teamwork, and leadership skills. For instance, 90% of DigiLit club participants reported positive changes in their lives and literacy skills, while 71.25% of EduKidz participants showed improved literacy scores. The shift towards more learner-centred, inclusive, and practical teaching methods has transformed school-based pedagogy, making education more relevant and engaging for students.

The long-term outcomes are equally impressive. EduSpots has successfully nurtured learners and Catalysts to become active, empathetic citizens. By the end of the programme, 65% of participants had taken on leadership roles in their communities or schools, demonstrating a remarkable increase in civic engagement and leadership skills. The programme's impact extends beyond individual growth, fostering stronger community collaboration and improved educational resources. The establishment of 50 'Spots' across underserved communities led by over 400 local volunteers has created vibrant educational activities and community engagement hubs (402 went through recent Ignite training).

EduSpots has realised its vision of community-driven change by empowering local changemakers. The programme has built an effective network of young people and community members who initiate positive changes. This approach has created a new generation of leaders who can sustain and expand EduSpots' work. The EduSpots model shows promising sustainability despite some challenges.

Comprehensive safeguarding practices and positive impacts on Catalysts' careers support long-term sustainability. However, the programme must improve community engagement, which varies across locations.

Regarding processes and systems, EduSpots has demonstrated a structured approach to activity delivery. The programme offers significant value for money, leveraging volunteer engagement and capacity building to maximise impact. However, challenges such as Catalyst turnover and workload management suggest more robust backup systems and straightforward communication channels.

Despite the success of the intervention, a few challenges were realised. These were issues related to stakeholder commitment and broader engagement, underscoring the need for continuous training of leaders. However, the model’s ability to be replicated and the general benefits derived by the community indicate its potential to make a lasting impact in diverse contexts, positioning EduSpots as a promoter of educational equity and community.

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3.2. Recommendations Based on the comprehensive evaluation of the EduSpots programme, we propose the following expanded recommendations to enhance its effectiveness and sustainability:

3.2.1. Tailor Spot Models Develop flexible guidelines for adapting the Spot model to different contexts (school-based vs. community-based) while maintaining core principles to ensure effectiveness across diverse settings. ●​ Create a detailed framework outlining the core principles and essential components of the EduSpots model that must be maintained across all implementations. ●​ Develop separate guidelines for school-based and community-based Spots, addressing the unique challenges and opportunities of each setting. ●​ Implement a system for regularly assessing and adapting Spot models based on local feedback and performance metrics. ●​ Provide training for Catalysts on adapting the model to their specific context while adhering to core principles.

3.2.2. Focus on NEET Youth Develop targeted strategies to engage young people not in employment, education, or training. These could include specialised programmes or partnerships with vocational training institutions. ●​ Conduct a comprehensive needs assessment of NEET youth in EduSpots communities to understand their specific challenges and aspirations. ●​ Design tailored programmes that combine basic education with practical skills training relevant to local job markets. ●​ Establish partnerships with vocational training institutions to provide certified courses through EduSpots. ●​ Implement a mentorship programme pairing NEET youth with successful professionals or entrepreneurs in their communities. ●​ Develop a tracking system to monitor the progress and outcomes of NEET youth engaged in EduSpots programmes.

3.2.3. Sustainability Planning Work with each Spot to develop long-term sustainability plans with the goal of making EduSpots’ as a driver of educational equity and wider community-led change. iCreate a sustainability planning toolkit that Spots can use to assess their current resources, identify potential partners, and set long-term financial goals. ●​ Provide training for Catalysts and community leaders on resource mobilisation techniques and financial management. ●​ Establish a system for regular sustainability audits and planning sessions at each Spot. ●​ Develop a database of potential local and national partners, including businesses, NGOs, and government agencies, that Spots can approach for support. ●​

3.2.4. Expand Partnerships Seek collaborations with other educational organisations locally and internationally to share best practices and scale the EduSpots model. ●​ Identify and reach out to organisations with complementary missions or expertise that could enhance EduSpots' impact.

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​ ●​ Establish formal partnership agreements outlining roles, responsibilities, and shared objectives. ●​ Organise regular knowledge-sharing events or conferences with partner organisations to exchange ideas and best practices. ●​ Develop joint initiatives or pilot projects with partners to test new approaches or expand the reach of EduSpots programmes. ●​ Create a system for evaluating the effectiveness of partnerships and their impact on EduSpots' overall mission.

3.2.5. Curriculum Integration Work more closely with local education authorities to integrate EduSpots activities into the formal school curriculum, enhancing the programme's impact and sustainability. ●​ Conduct a thorough analysis of the national curriculum to identify areas where EduSpots activities can complement or enhance existing learning objectives. ●​ Develop detailed lesson plans and resources that align EduSpots activities with specific curriculum standards. ●​ Establish a working group with local education officials to facilitate the integration process and ensure alignment with educational policies. ●​ Provide specialised training for teachers on effectively incorporating EduSpots methodologies into classroom practices. ●​ Implement a monitoring and evaluation system to assess the impact of curriculum integration on student learning outcomes and overall educational quality.

By implementing these recommendations, EduSpots can enhance its adaptability, reach underserved populations more effectively, ensure long-term sustainability, leverage external expertise, and increase its impact within the formal education system. These strategies will contribute to the continued growth and success of the EduSpots model in empowering communities through education.

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