

ListofAcronyms
ASER AnnualStatusofEducationReport
CLQ CommunityLeaderQuestionnaire
CMDG CommunityMemberDiscussionGuide
CSQ CatalystSurveyQuestionnaire
ESIQ EduSpotsInterviewQuestionnaire
EQ EvaluationQuestion
FGD FocusGroupDiscussion
GDPR GeneralDataProtectionRegulation
HTIQ HeadTeacherInterviewQuestionnaire
LSQ LearnerSurveyQuestionnaire
MEL Monitoring,EvaluationandLearning
MoV MeansofVerification
OH OutcomeHarvesting
PII PersonallyIdentifiableInformation
RRS RiskRatingScale
RMP RiskMitigationPlan
RMS RiskMitigationScale
STEM Science,Technology,EngineeringandMathematics
ToC TheoryofChange





ExecutiveSummary
Purpose
Thisfinalreportpresentsthefindingsfromacompletedexternalevaluation studyonEduSpots'Model.TheevaluationemploysOutcomeHarvesting (OH)methodologyandpurposivesamplingtoassessthemodel's e ectivenessandimpactacrossvariouslocationsinGhana Theprimary aimofthisevaluationwastodeterminetheimpactande cacyofthe EduSpotsModelandproviderecommendationsforimprovement By evaluatingthemodel'soutcomes,thestudysoughttoinformEduSpots' strategiesforenhancingitscommunity-driveneducationinitiatives.Refer toAnnexesforalistofevaluationquestions.
Methodology
TheevaluationutilisedOutcomeHarvesting(OH),amethodforidentifyingandanalysingintervention outcomes Thisapproachallowedforacomprehensiveunderstandingofthechangesbroughtaboutby EduSpots'activitiesandtheiralignmentwiththeintendedobjectives Theevaluationteamadopteda purposivesamplingapproachtoselectlocationsandrespondentsacross50sitesinGhana They sampled211respondentsforthestudy,including100learners,24Catalysts,10EduSpotssta ,10Head Teachers/Teachers,10CommunityLeaders,and57CommunityMembers
TheEduSpotsModel
TheEduSpotsModelisacollaborativee ortthatempowerslearnersandcommunitiesinunderserved areas Itfocusesonthreecorecomponents:SpotLeadership,EducationalEquity,andKeepingSpots Safe.Themodelincorporatesinnovativelearningstrands,includingEduKidz,DigiLit,EcoSTEM,andIgnite Equity Throughtheseinitiatives,EduSpotsengageslearners,Catalysts,teachers,communitymembers, andsta ,fosteringacollaborative,community-ledapproachtoeducation.
EvaluationScope
Theevaluationaddressesseveralcriticalquestions.ItassesseswhetherEduSpots'interventionsachieve theirintendedoutcomes,howtheorganisationimplementssafeguardingprinciples,andhowCatalysts benefitprofessionallyandentrepreneurially.Thestudyexaminedthemodel'ssustainabilityandpotential forreplicationinothercontexts,o eringapromisingoutlookfortheprogramme'sfuture Italsoevaluates thecomparativeperformanceofschool-basedandcommunity-basedSpotmodels Finally,the evaluationprovidesrecommendationstoimprovefutureprogrammingoptions
EvaluationFindings
ESconductedsecondaryresearchtocommencetheindependentevaluationstudy,relyingondata alreadycollectedandpublishedinEduSpotsprogrammedocuments Theevaluationteamcompared synthesisedinformationfromthequalitativedeskresearchtothethematicallyanalysed,consolidated datasetfromcompletedfielddatacollectionprocesses Theytriangulatedresponsesfromeach


respondentgrouptomatchthecorrespondingevaluationquestionsandcomparedachievementstatus withthesynthesisofpreliminaryfindingsfromthedeskreviewprocess PleaserefertotheAnnexforalist ofdocumentsreviewedforthecompleteddeskstudy(submittedasaseparatedocument)
Short-TermOutcomes
Theprogrammehassignificantlyboostedlearners'interestineducationandskillsdevelopment Quantitativedatagatheredin2024,withasamplesizeof100+leaners indicatedthattherewasa13%rise inemotionalengagementinmathematicsandsciencefor EcoSTEM,anda5%increaseincivic behavioursforIgniteEquity,anda2.4%increaseinmetacognitionforEduLitstudents. Qualitative feedbackcorroboratesthesefindings Onecommunityleadernoted,"Ihavenoticedasignificant improvementinmychildren'sreadingability,whichhastranslatedintobetteracademicperformance." School-basedpedagogyhasshiftedtowardsmorepractical,inclusive,andcommunity-connected approaches.Acatalystobserved,"Mostclubsarechildren-centered.Unlikebefore,whereteachers cometolectureandgo,learnerscannowexpressthemselvesandbringouttheirideas "
Catalystshaveexperiencedsubstantialpersonalandprofessionalgrowth Quantitativedatashowsa3 9 percentagepointincreaseinself-e cacyscoresbetweenpre-andpost-academysurveys.Itisworth notingthatacrossthewholeCatalyseLeadershipProgramme,thesenseofcommunityindexroseby 4.4%acrossallparticipants. Acatalystshared,"LookingatwhereI'mcomingfrom,likeagirl,it'snoteasy foraladytocomeoutandtalk Fornow,IwillspeakandsaywhatIwant "Theprogrammehasmade significantstridesinincludingdiverseactors,withe ortstoaccommodatelearnerswithdisabilitiesand implementrobustsafeguardingprinciples
Long-TermOutcomes
EduSpotshassuccessfullynurturedlearnersandCatalyststobecomeactive,empatheticcitizens Bythe endoftheprogramme,65%ofparticipantshadtakenonleadershiprolesintheircommunitiesorschools. Communitycollaborationhasstrengthened,withonecommunityleaderstating,"We'vebeenableto establishacommunitylibrary,organiseregulartutoringsessions,andevensecuredonationsfor computerequipment "Themodelhasshownpotentialforadoptionbyotherorganisations,implementing keycomponents
Sustainability
Theprogrammehasimplementedcomprehensivesafeguardingpracticesandpositivelyimpacted Catalysts'careertrajectories.However,communityengagementlevelsvaryacrosslocations,indicating anareaforimprovement
ProcessandSystems
Whiletheprogrammedemonstratesastructuredapproachtoactivitydelivery,challengessuchas Catalystturnoverandworkloadmanagementsuggestmorerobustbackupsystemsandstraightforward communicationchannels Theprogrammehasexploredalow-costmodelapproachinthecommunities andtheuseofdigitaltoolsforlearning,witharecentdevelopmentofacuratedappforlearners.Theapp hasbeendevelopedtosupporte ectiveprogrammedeliveryandSpotsreceivingdigitaltoolsandwifi kits.
ConclusionandRecommendations
TheEduSpotsModelhassuccessfullytransformededucationaloutcomesandfostered community-drivenchange However,addressingchallengesinconsistentcommunityengagementand long-termsustainabilityacrossalllocationswillbecrucialfortheprogramme'scontinuedsuccessand potentialreplicationindiversecontexts

Also,theEduSpotsteamshouldexploreseveralactionablerecommendationsfurther,i e ,
● EnhanceCommunityEngagement:Developtargetedstrategiestoimprovecommunity involvement,especiallyinlow-engagementareas Theseincluderegularcommunityforums,local leadershipdevelopmentprogrammes,andinitiativeshighlightingtheSpots'tangiblebenefitsto thebroadercommunity
● StrengthenCatalystSupport:Implementamorestructuredmentorshipprogrammefornew Catalystsandcreatearobustsupportnetworktoaddressturnoverandworkloadmanagement issues
● ExpandDigitalResources:Investinadditionaldigitaldevicesandexplorepartnershipswithtech companiestosupportdigitalinfrastructureneeds,enhancethee ectivenessofdigitallearning initiatives,andensuremoreequitableaccessacrossallSpots.
● RefineSafeguardingPractices:Continuetostrengthensafeguardingmeasuresthroughregular trainingsessionsandprecisereportingmechanisms Developstrategiestoincreasecommunity awarenessandunderstandingofthesecrucialprinciples
● EnhanceDataCollectionandAnalysis:EduSpotshouldimplementamorecomprehensivedata collectionsystemtotrackbetterlong-termoutcomesandtheimpactofspecificprogramme elements Thissystemwillaidcontinuousimprovementandprovidevaluableinsightsforpotential modeladopters.
● TailorSpotModels:EduSpotsshoulddevelopflexibleguidelinesforadaptingtheSpotmodelto di erentcontexts(school-basedvs community-based)whilemaintainingcoreprinciples These guidelineswillensurethemodel'se ectivenessacrossdiversesettings
● FocusonNEETYouth:Developtargetedstrategiestoengageyoungpeoplenotinemployment, education,ortraining.Thesecouldincludespecialisedprogrammesorpartnershipswith vocationaltraininginstitutions
● SustainabilityPlanning:WorkwitheachSpottodeveloplong-termsustainabilityplans,including strategiesformobilisinglocalresourcesandpartnershipswithlocalbusinessesorgovernment entities
● ExpandPartnerships:Seekcollaborationswithothereducationalorganisations,bothlocallyand internationally,tosharebestpracticesandscaletheEduSpotsmodel


SectionI.Introduction
1.1.TheEduSpots’Model
In2024,EduSpotsisworkingtowardsfiftyactiveSpots,whichare stretchedacross12regionsofGhanainunderservedcommunities,with oneinternationalSpotinKenya.
TheEduSpotsinitiativeisacommunity-driveneducationalmodeldesignedtoaddresseducational disparitiesthroughinnovativeandinclusiveinterventions Byleveraginglocalresources,community engagement,andculturallyresponsivepedagogicalapproaches,EduSpotsseekstofosterholistic learningexperiencesandnurtureglobalcitizens Thisreportusesinsightsfromcommunityleadersand stakeholderstoevaluatetheprogram’simpactacrossvariousdimensions,includingshort-and long-termoutcomes,sustainability,replicationpotential,andunexpectedbenefits
ItexaminestheadaptabilityofEduSpots'strands,suchasEduLit,EduKids,IgniteEquity,EcoSTEM, CatalyseLeadershipProgramme,andInspirePeerMentorProgramme,assessingtheirimpacton students,teachers,andthebroadercommunitythroughtheeyesofacommunityleader Feedback providedvaluableinsightsintothesuccesses,challenges,andareasforimprovementwithinthe EduSpotsframework
Overthelastnineyears,theEduSpotsModelhasbeeninstrumentalintransformingthelivesof400 Catalyststrainedthisyear,and10,000learnersannuallyusingtheSpots TheModeloutlinestheir commitmenttobuildingaunifiedvisionofateamoftrustees,advisors,sta ,Catalysts,learners,and communitymemberstotransformthelivesofthousandsmorelearners,whoarefastbecomingthe Catalystsoftomorrow TheEduSpotsModelengagesarangeofactors,suchasCatalysts,teachers, students,andcommunitymembers,whoarereadytochangetheircommunities.Theseactorsbenefit fromfurtherresources,capacitybuilding,andbroaderopportunitiestoachievetheirdreamsfor themselvesandtheircommunities.
By2025,EduSpotsexpectsanestimatedthreethousandclubmemberslookingatsign-upsfromthe widercommunitytoformstrandsofengagementwork,withafurther7000learnersofallagesaccessing theSpots Sessionsexploresafeguardingandchildrights,genderequity,andearlychildhood development,andtheydirectlyengagewithbroadercommunitymembers,suchasparents The EduSpots’ModelalsoengagesSta ,PeerMentors,andInterns tobethechangeintheircommunities, benefitingfromfurtherresources,capacitybuilding,andbroaderopportunitiestoachievetheirdreams forthemselvesandtheircommunities.TheDreamSpotmodelhasthreecorecomponents,i.e., SpotLeadership
EduSpotsdeliversitsprogrammethroughtwomaincomponents:theSpotLeadstrandofIgniteandthe CatalyseLeadershipProgramme Theseinitiativesaimtocreateasustainable,community-ledoperational structurefortheSpots(communitylearningcentres) Thisapproachintendstoempowerlocalleadersand ensurethelong-termviabilityoftheeducationalresourcesandprogramsprovidedbyEduSpotsinthe communitiestheyserve



KeepingSpotsSafe
EduSpotsrunsa’KeepingSpotsSafe’badgethroughtheSpotLeadstrand,focusedonchildsafeguarding andprotection,therightsandresponsibilitiesofchildrenandlearnersofallages,andhealth,safety,and well-beingpromotion ItiscompulsoryforSpotstocompletethebadge,whichcomprisesengagementwith learners,Catalysts,communitymembersandcompletingasafeguardingquizandSpotinfectionandlocal interviews
EducationalEquity
DeliveredthroughtheIgniteProgramme
Spotteamsarerequiredtochooseatminimumonelearnerstrand,thoughmanyrunallstrands
AllSpotsengageincommunity-ledactivitiesand resourceusagethroughthestrandsbelow:
● EduKidz(KGBasic3Learners)
● DigiLit(Basic4 6learners,withskillsembeddedinotherage-specificclubs)
● EcoSTEM(Basic7 9learners)
● IgniteEquity(Basiceightlearners)
Thestrandspromotecommunity-ledactivities,andthespacesactasresourcesandstudyspaces.
1.2.PurposeofTheEduSpotsModelEvaluationStudy
EduSpotsDreamSpotModelprogrammeispivotalinitsjourney,seekingtobeimpact-driven.The evaluationstudypresentsharvestedfindingsandiscrucialinguidingtheprogramme’sfuturedirection It helpsfocusondevelopingthemostimpactfulstrandsofactivityasEduSpotsadvances.Thestudyalso evaluatedtheassumptionsintheTheoryofChange(ToC),analysedthemodel'se ectiveness,and receivedvaluablerecommendationstoenhancethemodel RefertotheAnnexforalistofEvaluation Questions
Theevaluationanalysisdrawsoninsightsfromsevenmaleheadteachers,representing100%ofthe respondents.Theaveragetenureasacommunityleaderacrossthegroupis3.5years,reflectingarange ofexperiencesfromtwotofiveyearsinleadershiproles WiththeSpotbeingeitherschoolor community-based,therewereresponsesfromabout60%community-basedSpotheadteachersand 40%school-basedheadteachers,providingdiverseviewsoftheuniquedynamicsandchallengesacross thesetwoSpots.EachSpotreportedimplementingatleastthreeprogramstrands,ensuringadynamic andmultifacetedlearningandcommunityengagementapproach
1.3.TechnicalApproach
1.3.1.OutcomeHarvesting(OH)Methodology
Theevaluationteam(ET)employedtheOutcomeHarvesting(OH)approachtocollectevidenceofwhat haschanged(‘outcomes’)andthen,workingbackwards,determinedwhetherandhowtheEduSpots Modelcontributedtotheshort andlonger-termoutcomesandimpactaims.TheOHevaluation approachhasprovenparticularlyusefulwhendefiningwhataninterventionaimedtoachieveis challenging.ESusedtheOHprocesstodocumenttheoutcomesoftheevaluationfindingsalongthe followinglinesofinquiry:

● Learningfromwhatworks:Focusedondocumentingkeyachievementsfromimplemented activitiestoidentifythemostsuccessfulandcriticalsuccessfactors ESusedthesefindingsto shaperecommendationsforfollow-upaction
● Learningfromwhatdidnotwork:ESexaminedtheachievementsandshortcomingsofthe EduSpotsModelinterventionstrategiesandactivities Theevaluationteamstudied implementationchallengestoidentifycriticallessonslearnedandrecommendcourse correctionstoaddressdi cultiesencountered
ESalsoproposedwaysforEduSpotstoaddressbottlenecks,achieveexpectedoutcomes,andfurther amplifytheEduSpotsModelprojectresults
1.OutcomeHarvesting(OH)Process

Source:ExpectationState(2024)
RefertoAnnexesforEvaluationSamplingApproach,SamplingFrame,ParticipantsSelectionCriteria,and EthicalConsiderations


Figure
SectionII.EvaluationStudyFindings
Theevaluationstudyassessedtheshort-termoutcomesoftheEduSpotsmodel,focusingonchangesin pedagogy,catalysts'experienceofthemodel,andhowdiverseactorsareincluded.Itwasrevealedthat thecommunityputinmuche orttomaximisethemodel'spotential Thiswasdiscoveredthroughthe variousactivitiesimplementedbythecommunitiestowardstheprogramme,assharedbymost communityleaders
TheETcollectedandanalyseddataontheinnovativepedagogyemployed,inclusivelearningpractices, activecommunityinvolvement,andmodeladaptabilityindi erentcontextsduringfieldactivitiesto assesshowtheEduSpots'interventionshavesignificantlycontributedtoachievingplannedshort-term outcomes.
2.1.ShortTermOutcomes
Basedontheanalysisofpre-postassessments,interviews,focusgroups,classroomobservations,and participationdata,severalkeyfindingsemergedregardingtheshort-termoutcomesoftheEduSpots programme:
2.1.1.Learners'Improvement
Thedataindicatessignificantpositivechangesinlearners'interestineducationandskillsdevelopment acrossmultipleareas:
EnhancedLiteracy,CommunicationandCooperationSkills
Thelearners'surveycollecteddataontheintervention'sshort-termoutcomes,focusingonlearners' interestinschoolandskills,specificallytheirreadingorwritingability Mostlearners(60%)saidtheir readingandwritingskillsimprovedafterparticipatinginEduSpotsactivities.Again,37%oflearnerssaid EduSpotsactivitiesimprovedtheirreadingandwritingskills
Table1 ImprovementsinReadingandWritingSkills

Source:ExpectationState(2024)
Toassesslearners'socialskills,behaviour,andattitudesthatsupporttheirpersonaldevelopmentand schoolsuccess,theSocialSkillsImprovementSystem(SSIS)Scalewasusedtomeasurethe communicationandcooperationskillsamonglearnersengaginginEduSpotsactivities. Additional analysisofthelearner’ssurveyin2024byImpact-edshowedthattheEduSpotsprogrammehashad significantpositiveimpactsonlearnersacrossvariousstrands,indicatingimprovementsininterestin education,literacyskills,andsustainableleadership

Basedontheigniteacademyfeedbacksurvey,whenexaminingliteracyskillsamonglearners,theDigiLit strandshoweda2.4%increaseinMetacognitionfromJanuarytoDecember2024,basedonasampleof101 learners
Thisimprovementsuggestsenhancedcriticalthinkingandself-reflectionskills,crucialforliteracy development
Forexample,amongtheEcoSTEMstrand(learners),studyingemotionalengagementinMathsand Science(validatedscale)indicatesanincreaseof13%,with104learnersfromJanuarytoDecember2024 inasampleof104learners ThissuggeststhattheprogrammeissuccessfullyfosteringinterestinSTEM subjects.
TheigniteAcademyfeedbacksurveydatashowsthattheEduSpotsprogrammehassignificantly a ectedlearners'interestineducationandskillsdevelopmentacrossvariousareas.Whenexamining learners'interestineducation,thefeedbacksurveydatashowsanelevatedlevelofengagementand interestamonglearners:
● IntheEcoSTEMstrand,107outof111pupils(96 4%)ratedthemonthlychallengesas"5"ona 5 pointscale,showingstronginterestintheprogramme'sactivities
● 110outof111EcoSTEMparticipants(99.1%)gavethehighestratingtothestatement,"Beinginthe EcoSTEMclubhasmadeapositivechangeinme "
● Similarlyhighratingsinotherstrands,with187outof201IgniteEquityparticipants(93%)and122 outof135DigiLitparticipants(90 4%)reportingpositivechangesduetotheirparticipation
Theseconsistentlyhighratingsacrossdi erentstrandssuggesttheprogrammesuccessfullyfosters learners'interestineducation.Thishighlevelofengagementindicatesthattheprogrammee ectively capturesstudents'interestandpotentiallyimprovestheirskillsintheseareas
Table2andTable3presentscoresonafour-scaleoffivestatementseachforcommunicationand cooperation,respectively,fromtheend-termevaluationstudy Learnersscoredanoverallaverageof3 51 forcommunicationskills Thepracticeoflisteningwhenothersspeakreceivedthehighestmeanscoreof 3 77 Theoverallaveragescoreforcooperationskillsamonglearnersis3 57,withcollaboratingwith classmatesongroupprojectsbeingthecooperationskillwiththehighestmeanscoreof3 70

I
Iusekindwordswhentalkingtoothers,evenwhenIdisagree
Source:ExpectationState(2024)
Table3.CooperationSkillsAmongSampledLearners

Table2 CommunicationSkillsAmongSampledLearners
Source:ExpectationState(2024)
WhenstudyingIgniteEquityStrandlearners,theevaluationdatashoweda5%increaseintheCivic EngagementScale(behaviours)fromJanuarytoDecember2024,basedonasampleof134learners This improvementsuggeststhattheprogrammesuccessfullydevelopslearners'sustainableleadershipand communityengagementskills.TheevaluationdataforDigiLitStrandlearnersshoweda2.4%increasein MetacognitionfromJanuarytoDecember2024,basedonasampleof101learners Thisimprovementin metacognitiveskillssuggeststhattheprogrammeenhanceslearners'abilitytothinkcriticallyandreflect ontheirlearningprocesses,whichiscrucialfordevelopingliteracyskills
QuantitativeImprovements
EcoSTEMstrand:13%increaseinemotionalengagementinMathematicsandSciencefromJanuaryto December2024(sampleof104learners).
Acrossallstrands,mostlearnersreportedpositivelifechangesduetoprogramparticipation,showingholistic improvement
Whenexaminingtheoverallimpactonlearnersacrossallstrands,mostlearnersreportedpositive changesintheirlivesduetoparticipationintheprogramme Forexample,110outof111EcoSTEM participantsratedthestatement"BeingintheEcoSTEMclubhasmadeapositivechangeinme"asa"5" ona5 pointscale Theevaluationdataalsoshowedthat187outof201IgniteEquityparticipantsgavethe highestratingtothestatement,"BeingintheIgniteEquityclubhasledtopositivechangesinmylife". While122outof135DigiLitparticipantsratedthestatement"Beingintheliteracyclubhasmadeapositive changeinme"asa"5".Thesehighratingsacrossdi erentstrandsindicatethattheprogramme substantiallypositivelyimpactslearners'personaldevelopmentandengagementwitheducation
IncreasedInterestinEducation
Areviewofdeskdocumentsshowedthatquantitativepre-postassessmentdatashowedanotable increaseinstudents'interestinreadingforpleasure(+3 2%),schoolengagement(+3 8%),andemotional engagementinmathandscience(+1 5%)fromMaytoDecember2023 Thesefiguresindicateagrowing enthusiasmforlearningamongparticipants Qualitativeevaluationdataalsosupportsthistrend A CatalystfromAbofourSpotnoted:"Thereadingandwritingskillsofclubmembers(whichincludeother schools'members)haveimproved,ashavetheircreativityandabilitytothinkcriticallyinsolving problems "
Thistestimonysuggeststheprogrammefosterstremendouslearningenthusiasmandenhances participants'criticalthinkingskills CommunityleadersandCatalystsreportednotableadvancementsin literacy,teamwork,andsustainableleadershipamongparticipants.InSakasaka,acommunityleader observed,"Ihavenoticedasignificantimprovementinmychildren'sreadingability,whichhastranslated intobetteracademicperformance "


Thisobservationdemonstratesprogressinliteracyskillsandoverallacademicachievement Furthermore, theprogrammehasfosteredinclusivityandconfidenceamonglearners AstatementfromZangbalun illustratesthis:"Learnersdonotroamanymore TheyarealwaysattheSpottolearn "
LearnerInterviewinWodomeAkatsi,VoltaRegion,Ghana


TheEduSpotsprogrammeboostedlearners' engagementandenthusiasmforeducationthroughits innovative,hands-onapproach Thisenthusiasm indicatestheprogramme’ssuccessinsparkinggenuine interestineducationamonglearners
Theanalysisofcollatedcommunityleaders’responses alsoshowssubstantialprogressinlearners'interestin educationandskillsdevelopment,particularlyliteracy, teamwork,andsustainableleadership
AcommunityleaderfromAgbledominoted:"Yes,the childrenexhibitwhattheyaretrainedforontheSpot.In theshortterm,itisyieldingresults ” Thisobservation h tsprogrammeonlearners'skillsandengagement. Analysisofresponsesfromdi erentrespondentshighlightedthefollowingimprovements:
● InterestinEducation:Learners'engagementwitheducationalactivitieshasmarkedlyincreased. Onerespondentnoted,"Thechildrenhavebecomesopunctualandhardlymissschoolthese daysduetothenewexcitingandpracticallearningmethodsattheSpots" Thisobservation suggeststhattheprogrammehassuccessfullyenhancedstudents'motivationtoattendschool andparticipateinlearningactivities
● PracticalSkillsDevelopment:Theinterventionhasfosteredthedevelopmentofpractical entrepreneurialskillsamonglearners Acommunitymembershared,"Developingentrepreneurial skillsthroughhands-ontraininginproducinggoodslikeliquidsoaps,icekenkeyandmore".The communityvaluesthispracticallearningapproachandcontributestoincreasedstudent engagement.
● ImprovedPersonalHygiene:Theprogrammehaspositivelyimpactedlearners'hygienehabits Onerespondentobserved,"Personalhygieneawarenessinthechildrenhasimproved significantlyastheynowbathregularlyandareseeninthecommunitywellgroomed"
● EnvironmentalAwareness:Theinterventionhasfosteredasenseofenvironmentalresponsibility amonglearners.Acommunitymemberstated,"TheCommunityiscleanerandsaferwithout plasticsachetsandlitter,asstudentsnowusethewastetoproduceimportantitemslike raincoats,footwear,andothers.OpendefecationhasalsodeclinedsinceEduSpotscame around "
Communitymembersconsistentlyreportedpositivechangesinchildren'sattitudestowardslearningand academicperformance.InSabolime,parentsnotedthatchildrenarenowmoreengagedinhealthand hygienepracticeslearnedthroughEduSpots
ImprovedTeamwork,EnhancedConfidenceandSelf-E cacy
Quantitativedatarevealedan8.2%improvementinteamworkskillsamongparticipantsfromMayto December2023 Thisimprovementsuggeststhattheprogrammee ectivelyfosterscollaboration amonglearners Surveyresultsshowedthehighestincreaseof8 5percentagepointsinteamworkscores betweenpre-andpost-academies ACatalystfromTechimanAmeyawSpotobserved"tolerance,unity,

passion,play,andempathyorcareforothersinvolunteersenrolledonIgnite,"notingthat"thecombined actionofthevolunteerspromotede ectiveande cientrunningoftheSpot'sactivities "Thesefindings provideconvincingevidenceofenhancedteamworkskillsamongCatalysts
CaseHighlight
Acatalystnoted,"Duetothefrequentdiscussionengagedandworkingingroups,learnershavedeveloped collaborativeskills" Thisobservationhighlightstheprogramme'ssuccessinfosteringteamwork Another catalystreinforcedthispoint:"Wekeeplearnersingroupsduringactivities,suchasreadingandscience practical
Thishelpsthemworktogetherandhelponeanother."Thesecommentsdemonstratehowtheprogramme consistentlypromotescollaborativelearningacrossvariousstrands
GroupPhotoswithHeadTeacherandLearnersinEjura,Ghana


Quantitativedataalsoshowsthat29% ofCatalystscitedincreased confidenceasacriticalchangeafter participatingintheIgniteprogramme, andself-e cacyscoresbetweenpreandpost-academysurveysincreased by3.9percentagepoints.JohnBosco, aparticipantfromAtsataBame,Volta Region,stated:"Iamexcitedbecause thisprogrammewillhelpmereshape myleadershipskillsinmycommunity andbecomeanagentofchangeinmy communityandbeyond "
Oneparentstated,"Apartfromthat, mykidstoldmetousetherunningwaterandsoaptowashmyhandsafterusingthetoilet So,Iasked,and hesaidtheylearntitfromthelibrary".Thisobservationindicatesthatlearnersgainknowledge,applyit daily,andshareitwithfamilymembers
DevelopingSustainableLeadership
Whilenotexplicitlymentionedinthecollatedquotesfromrespondents,theprogramme'sfocuson practicallearningandcommunityengagementsuggeststhedevelopmentofsustainableleadershipskills amonglearners Thehands-onapproachandemphasisonreal-worldapplicationsofknowledge contributetostudents'abilitytothinkcriticallyandtakeinitiative,whicharekeycomponentsof sustainableleadership Thereareearlyindicatorsofsustainableleadershipdevelopmentamonglearners
Basedonasampleof134learners(IgniteAcademyFeedbackSurvey),theIgniteEquitystrandshoweda5% increaseintheCivicEngagementScale(behaviours)fromJanuarytoDecember2024 Thisimprovement suggestsdevelopmentinsustainableleadershipskillsandcommunityengagement
TheprogrammetrainsBasicNinestudentstotransitionintoCatalystroles,includingbecomingreading friendsandmentors.Thisapproachnurturesfutureleaderswhocancontinuetheworksustainablywithin theircommunities Theprogrammee ectivelynurturedteamworkandleadershipskills,improving teamworkskillsby8.2%fromMaytoDecember2023.

Studentshavealsoinitiatedcommunityprojectsandawarenesscampaigns,demonstratingactive citizenship ACatalystobserved:"Moststudentsarenowconfidentwhenspeakinginpublic,usingtheir voiceswhennecessaryandparticipatinginadvocacycampaignstofightfortheirrightsandtherightsof vulnerablegroups."TheEduSpotsprogrammehassignificantlyimpactedlearners'interestineducation, literacyskills,teamworkabilities,andsustainableleadershipqualities Additionally,ithasinfluencedashift inschool-basedpedagogytowardsmorepractical,inclusive,andcommunity-connectedapproaches, potentiallyleadingtolong-termimprovementsineducationaloutcomes
CommunityInvolvementandPedagogicalChanges
Manycommunityleadershighlightedthecommunity'sactiveparticipationinrunningthespots One leaderfromtheNorthernRegionshared:"Thecommunityadvanceslearningatthedi erentspots For instance,thelocalchiefsuppliedtheSpotwithsomelocallythemedbooksthroughtheSpot'sAfrican BookDriveinitiativetoaugmenttheforeignbookssuppliedbyEduSpots Wearealsoconversingwith theMemberofParliamenttobuildabiggerSpotandstockitwithbooks" Thisexampledemonstrates howthecommunitycommitstoenhancingandadaptingthelearningexperiencetolocalcontexts.
Whilealmostallrespondentshighlightedtheirinvolvementintheproject,onelessengagedcommunity leadernotedanareaforimprovementfromhisperspective.AsacommunityleaderintheNorthernRegion (Assemblymember),theystated,“Ihaveyettofamiliarisemyselfwiththemethodsofteachingusedat theSpot ButIbelievetheyuselocalscenariostohelpthechildrenunderstandwhatistaughtbecause mostoftheCatalystsarefromthecommunity ”
Thisshowsaconstantneedtoevaluatetheworkofcommunityleaderssothattheydonotactas ceremonialleadersbutasactiveleaderssupportingthemodel.Fromthecommunityleaders’viewpoints, CatalystsalsoplayapivotalroleinensuringinclusivityandinnovationinlearningattheSpotinachieving EduSpots'short-termoutcomes.Thisisdonethroughtheirdynamicapproachofteachingthelearnersin morepracticalandfunways,makingstudentseagertovisittheSpots
2.1.2.School-BasedPedagogy
TheevaluationdatacollectedfromheadteachersonhowsustainabletheEduSpotsinterventionmodel highlightedhowpedagogicalstrategiesarebeingadoptedandtheirimpactonschools.Theinterviews sharedhowmostteachershaveseenpositivechangesintheacademicperformanceofkidsaswellasthe dynamicwaysofteachingbyteacherswhodoubleasCatalysts Theevaluationdatashowedthat approachesusedbythecatalystshavefuelledlearners’interestinlearning,therebyimprovingtheir classroomgrades TeachersandCatalystsutilisepracticaltechniques,suchasvideos,whichkeep studentsengagedandexcitedaboutlearning
Whileheadteacherswereexcitedaboutthee ortstosustaintheproject,onehighlightedabarrierthat canhinderachievinga100%long-termsustainabilityoutcome.Thiswasregardinglimitedlogisticsfor practicalteachingontheSpot Oneheadteacherexpressedoneofhisencounters:“Someteachersdo notwanttoattendthepracticalexperiments,especiallywiththeEcoSTEM,duetothelackoflogistics. Someteachersalsostruggletoexplainsomebasicprinciplestothestudents”(Aheadteacherinthe NorthernRegion)
Highlight
AheadteacherintheNorthernregionnoted:“SomeofthechangesIhaveobservedinstudentsisthatthey werefindingitdi culttoapproachteacherswhentheyhadissues Butnow,theprojecthasempoweredthe childrentoapproachteacherswiththeirproblemsandconcerns Previously,weinvitedresourcepersonsto theschoolfortalksandsensitisation,andchildrencouldn’tinteractoraskquestions Nowthatbehaviourhas changed”


Whilethischallengeappearstobeanissueinsomespots,theCatalysts,accordingtotheteachers,do findwaystoengagekidsirrespectiveofthenumberoflogisticsavailableforexperiments Anotherbarrier worthnotingiscommunication Breakingdownconcepts,especiallyscience,intothelocaldialectfor learnerstocomprehendsometimesbecomeschallengingwithoutvideoevidencetofurther understanding
TheEduSpotsprogrammehasinfluencedsignificantchangesinschool-basedpedagogy,moving towardsmorepractical,inclusive,andcommunity-connectedapproachesbyfacilitatingashifttowards morepractical,inclusiveandcommunity-connectedpedagogicalpractices Theevaluationdatashowed thatsampledCatalystsreportedincreaseduseofparticipatoryteachingmethodsandintegrationof localcontextintolessons AcatalystfromAgbledomehighlightedthischange:"Ihavelearnedcertain pedagogicalskillsthatIemployinmyteachingandlearningwhichIinitiallydon'tdo,forexample:starting withasongtobringthemindsofthechildrenorusingorinculcatingplay"
Theprogrammealsopositivelyinfluencedschool-basedpedagogy,particularlyregardinginclusivityand communityconnection Acatalystmentioned:"Asateacher,youneedtoknowcertainthingssoyou don'thavetobebiasedaboutstudents.So,wedon'tdiscriminate.Weinvolveeverybody.Forexample, readingbuddiessitinpairs,andthelesserpairwiththegoodonestoimprovetheirreadingskills "This approachdemonstratesashifttowardsmoreinclusiveandcollaborativelearningmethods.
Theprogrammehasalsopositivelyinfluencedpedagogicalpractices,emphasisingpracticality, inclusivity,andcommunityconnection Catalystsreportedadaptingtheirteachingmethodstobemore inclusiveandengaging.Onecatalystshared:"EduSpotsactivitiesaremostlyplay-basedactivities,so whenIrealisesomeoftheKidsarenottakingpartinthesession,Iintroduceanicebreakertogettheir attentionandinvolvement."
InterviewwithCatalystinAshanti/AhafoinGhana


Theinterventionhasledto significantchangesinclassroom practices,promotingmore inclusiveandpracticalapproaches Acatalystreported,"Di erent approacheslike child-centerednessapproaches likeicebreakersareemployedto getallchildrentofocusonthe session"
Thisshifttowardsmoreengaging teachingmethodsisfurther evidencedbyanothercatalyst's observation:"Mostclubsare childrencantered Unlikefirst, whereteacherscometolectureandgo.ButaftertheSpotisestablished,andwithalittleabove50%of teachersbeingCatalysts,theskillstheylearnfromthetrainingimpactedbyEduSpotsarebeing inculcatedintheclassroom,wherethelearnersareallowedtoexpressthemselvesandbringouttheir ideasinsteadoftheteacherjustlecturing "
IntegratingEduSpotsactivitiesintoschoolcurriculahassignificantlyimprovedpedagogicalpractices A catalystnoted,"Yes,thenewcurriculumthatGhanaEducationServiceisusingnowstretchesonthepoint andwasabige ortfromtheteachers IamsayingthisbecauseIwasalsoafacilitator'strainer,andwe noticedsomedi culties,butEduSpotshasallowedustomakeitpractical."Thisshifttowardsmore practical,inclusive,andcommunity-connectedteachingmethodsisevidentacrossmultipleSpots

Anothercatalystmentioned,"Tosomeextent,ithasimprovedbecause,asIspeak,wehaveinculcated Spotactivitiesontotheschooltimetableandthethingswedowithourlearners Teachershavealso adoptedit,soourpedagogiesandmethodologieshavechanged "Thiswasfurthercollaboratedbythe EcoSTEMSpecialist,whohighlightedthisshift:"WeencourageourCatalyststomoveawayfromstanding atthefront SomeschoolsstillsendussessionvideosshowingtheCatalystatthefronttalkingwhile studentssitatdesks,lookinglikeatypicalschoolday.Butthisisn'ttrueforallofthem."Thisstatement indicatesaconsciouse orttotransitionfromtraditional,teacher-centeredmethodstomoreinteractive, student-centeredapproaches.
TheEduSpotsprogrammehascatalysedsignificantchangesinpedagogicalpractices,movingtowards morepractical,inclusive,andcommunity-connectedapproachesinseveralways,i e ,
PromotionofInclusiveandPracticalApproaches:Theinterventionhasledtosignificantchangesin classroompractices,promotingmoreinclusiveandpracticalapproaches Acatalystreported,"Di erent approacheslikechild-centerednessapproacheslikeicebreakersareemployedtogetallchildrento focusonthesession" Anothercatalyst'sobservationshowsthisshifttowardsmoreengagingteaching methods:"Mostclubsarechildren-centred.Teachersusedtocometolectureandleave.However,after establishingtheSpot,withover50%ofteachersbeingCatalysts,theynowapplyskillslearnedfrom EduSpotstrainingintheclassroom.Learnerscannowexpressthemselvesandsharetheirideasinsteadof justlisteningtolectures "
IntegratedEduSpotsActivitiesinSchoolCurricula:
IntegratingEduSpotsactivitiesintoschoolcurricula hassignificantlyimprovedpedagogicalpractices.Acatalystnoted,"Yes,thenewcurriculumthatGhana EducationServiceisusingnowstretchesonthepointandwasabige ortfromtheteachers Iamsaying thisbecauseIwasalsoafacilitator'strainer,andwenoticedsomedi culties,butEduSpotshasallowed ustomakeitpractical "Thisshifttowardsmorepractical,inclusive,andcommunity-connectedteaching methodsisevidentacrossmultipleSpots.Anothercatalystmentioned,"Tosomeextent,ithasimproved because,asIspeak,wehaveinculcatedSpotactivitiesontotheschooltimetableandthethingswedo withourlearners.Teachershavealsoadoptedit,soourpedagogiesandmethodologieshavechanged."
IntegratedCommunityLearningExperiences:Anothernotablechangenotedfromtheevaluationdata wasintegratingcommunityissuesintolearningexperiences AsonerespondentfromAkumadan explained,"Teachingandlearningstrategiesintegratemeaningfulcommunityissueslikeculturetoenrich learningexperiencesthroughparticipatoryandpracticallearning "TheEduSpotsprogrammehas facilitatedsignificantchangesinpedagogicalpractices,emphasisingpracticality,inclusivity,and communityconnection:
● Practical,Community-ConnectedTeaching:Teachinghasbecomemorevaluableand community-oriented Onerespondentexplained,"Teachersusecommunity-tailoredexamplesto instructstudents Theyalsoassignhomeworktasksthatstudentsmustanswerinlocalsettings Thisapproachmakestheteachingmethodpracticalandgroundedinthelocalcontext "
● InclusiveLearningEnvironment:Teachinghasbecomemorevaluableandcommunity-oriented Onerespondentexplained,"Teachersusecommunity-tailoredexamplestoinstructstudents. Theyalsoassignhomeworktasksthatstudentsmustanswerinlocalsettings Thisapproach makestheteachingmethodpracticalandgroundedinthelocalcontext."
● ReducedCorporalPunishment:Therehasbeenashiftfromphysicalpunishmenttomore constructivedisciplinarymethods Arespondentshared,"Wehavereducedtheuseofexcessive punishmenttocorrectthemandhavealsodevelopedbetterandhealthierrelationshipswiththeir teachersthanbefore "



CaseHighlight
ThepracticalactivitiesinMathematics,Englishandothers” Theprogrammehasencourageddiverseteaching methodsandresources InWodome,aheadteachermentioned,"Werealisedthatlibrarytime,generallyused bystudentstoday,isnowusedbeneficiallybecauseofthecomingofEduSpots Thedonatedtextbooksand storybooks Themethodologyweareusingnowislearner-centred
Analysisofclassroomobservationsandteacherinterviewsrevealednotableshiftsinpedagogical practices:
● Learner-CentredApproachandIncreasedPracticality:Thereisgrowingevidenceofashift towardsmorelearner-centred,inclusive,andpracticalteachingstrategies.Asta respondent notes:"growingevidencetobelieveEduSpotsismakingatransformativeimpactontheteachers ofteachersinournetworkandbeyond,withoursessionobservationsandwiderinteractions concludingthattheirteachingstrategiesarebecomingincreasinglylearner-centred,inclusive, practical,andplay-based "Teachersareincreasinglyadoptingmorepractical,hands-on approachestolearning
Forinstance,theEcoSTEMclubsprovidepracticalscienceandenvironmentaleducationusing locallysourcedmaterialsforexperiments Thishands-onapproachnotonlyenhanceslearningbut alsomakesSTEMsubjectsmoreaccessibletostudentsinunderservedareas.Astudent's experiencehighlightsthischange:"Beforethecamp,Ionlylearnedfrombooksbutneversawreal life,butduringthecamp,Iwasabletoseescienceappliedinreallife."
● GreaterInclusivityandEnhancedCommunityConnection:Evidenceofashifttowardsmore inclusiveteachingpracticesexists.Forexample,transitioningfromtheIgniteGirlsprogrammeto IgniteEquitydemonstratesacommitmenttoinvolvingbothgendersinaddressingchallenges Thediverseprogrammes(DigiLit,EcoSTEM,IgniteEquity,EduKidz)catertodi erentlearning needsandinterests,promotinginclusivityintheclassroom Alsorelatedtoaddressinggender disparities,theIgniteEquitystrandfocusesexplicitlyonfemaleempowermentandaddressing gender-basedchallenges Thisprogrammecoverscrucialtopicssuchascareers,studyskills, sexualharassment,menstrualhygiene,andactivecitizenshipforgirls
● OptimismandCommunityEngagement:Catalystsdemonstratedimprovedabilitiestoengage theircommunitiesandmanageprojects Forexample,followingtheIgniteProgrammein2023, challengesubmissionsincreasedby113.3%,andSpotlearnersincreasedby117.4%,indicating greatercommunityengagementledbyCatalysts ACatalystfromZangbalunSpotexemplified thisgrowth:"Throughgivingbacktothesocietythatmademe,myleadershipskillshave exponentiallyincreased,andI'mreadytodomoretoensurethattheSpotsucceedseveninmy absence "
Primarily,thelearnersmustbeinvolvedinthelessons.InEjura,aheadteacheremphasisedincorporating practicalelements:"Throughthedigitaltoolsweuse Inthiscase,wherelessonsaredelivered,the childrencomprehend.Theyunderstandverywell.Anditcantransformtheirknowledgeandtheirlives."
Theprogrammehassuccessfullyfosteredastronglinkbetweeneducationandthecommunity Ateacher emphasisedtheimportanceofculturallyrelevantmaterials:"Ifwewanttoencouragepupilstoread,then weneedtogivethembooksthatmirrortheirworlds "Thisapproachenhancescommunity-connected learningbymakingeducationalcontentmorerelevantandrelatabletostudents'lives
Thecommunity-ledapproachhasestablished50'Spots'acrossunderservedcommunitiesinGhana, e ectivelyreachingmarginalisedpopulationsthatpreviouslylackedaccesstoqualityeducational

resources.OverThreehundredlocalvolunteers,knownasCatalysts,leadtheseSpots,whichserveas hubsforeducationalactivitiesandcommunityengagement.
InterviewswithLearnersinAtanve,Ghana

2.1.3.Catalysts'SkillsDevelopment
Theevaluationdatarevealedsignificantpersonaland professionalgrowthamongcatalyststhroughtheir involvementwithEduSpots.Onecatalystreporteda 99.9%improvementinconfidence:"LookingatwhereI'm comingfrom,likeagirl,it'snoteasyforaladytocomeout andtalk.Peoplealwayslookdownuponusladies,telling uswecan'ttalkduringfamilymeetingsorsayanything. Butnow,IwillspeakandsaywhatIwant."Anothercatalyst notedimprovementsincommunicationskillsand adoptingamorelearner-centredapproachtoteaching.
98%ofCatalystsagreedwiththestatement,"IfeelabletocontributemyideastoEduSpots'developmentas denceintheirabilitiesandrole.
Areviewoflearners'surveysfromImpact-edin2024alsoprovidesinsightsintothedevelopmentof Catalysts'skills,particularlyincommunityengagementandleadership.Forexample,inbuildingasense ofcommunitybasedonasampleoffifty-fiveCatalysts,theSenseofCommunityIndexforCatalysts increasedby1.8%fromJanuarytoDecember2024intheSenseofCommunityIndexfromJanuaryto December2024(sampleof55Catalysts),suggestingimprovedconfidenceincommunityengagement.
ThisshowsthattheprogrammefostersastrongersenseofcommunityamongCatalysts,whichcould enhanceteamworkskills.ConsideringtheCatalyseLeadershipprogramme,theevaluationdatashowed thatparticipantsintheCatalyseLeadershipProgrammeprovedevenmoresignificantimprovements:
● A4.4%increaseintheSenseofCommunityIndexfortwenty-sevenevaluatedcandidates.
● A2.8%increaseintheself-e cacyscaleoverthesameperiod.
Theseimprovementsshowthattheprogrammee ectivelydevelopsCatalysts'confidenceand leadershipskills.
Regardingexaminingorganisationalinvolvement,theevaluationdatashowsthat98%ofCatalysts agreedwiththestatement,"IfeelabletocontributemyideastoEduSpots'developmentasan organisation".ThishighlevelofagreementsuggeststhatCatalystsfeelempoweredandconfidentin theirabilitytocontributetotheorganisation'sdevelopment,indicatinggrowthintheirleadershipand teamworkskills.TheprogrammehasalsosignificantlyboostedCatalysts'confidenceandteamwork skills.
Onecatalystreported,"Yes,ithasbecausesinceteachershavebecomeCatalysts,ourmethodof communicationandteachinghavechanged.Wecannowspeakandcommunicateconfidently,unlike before,whensomeofuswereunsureofourabilitytospeakatgatherings."Catalystsconsistently



improvedtheirconfidence,communicationskills,andteamworkabilities Manyattributedthese developmentsdirectlytotheirinvolvementwithEduSpots
CaseHighlight
EduSpotshasfosteredincreasedcommunitycollaborationandengagementineducationaloutcomes, althoughthelevelofinvolvementvariesacrosscommunities
InTechiman,aheadteacherreported,"AsIsaid,ourspotisschool-based,notcommunity-based,soweare notreceivingdirecte ectsfromcommunitymembers,butonlywhenweinviteorcallforPTAmeetingswhere weengagetheminsomeEduSpotsactivities "
Analysisofself-assessmentsurveysandinterviewswithCatalystsrevealedsignificantgrowthinkey areas:
● IncreasedConfidenceandEnhancedOptimism:Theevaluationdatarevealedthat29%of CatalystscitedincreasedconfidenceasacriticalchangeafterparticipatingintheIgnite Programme Quantitativedatashoweda3 9percentagepointincreaseinself-e cacyscores betweenpre-andpost-academysurveys ACatalystfromZangbalunSpotexemplifiedthis growth:"Throughgivingbacktothesocietythatmademe,myleadershipskillshaveexponentially increased,andI'mreadytodomoretoensurethattheSpotsucceedseveninmyabsence "While theevaluationdidnotprovidespecificquantitativedataonoptimism,qualitativeanalysis suggestsanincreaseinCatalysts'positiveoutlook Catalystsdemonstratedthisincreased optimismthroughtheirwillingnesstotakeonchallengesandtheirbeliefintheirabilitytocreate changeintheircommunities
● ImprovedTeamworkSkills:Throughitscollaborativeactivities,EduSpotshase ectively fosteredteamworkskillsamonglearners Theprogramme'semphasisongroupprojectsandpeer learninghascreatedanenvironmentwherestudentslearntoworktogethere ectively Isaac's observationaboutthechildren'senthusiasmtowardslearningalsosuggestsanimprovementin theirabilitytoengagecollaborativelyineducationalactivities Thehighestincreaseinsurvey resultswasan8.5percentagepointincreaseinteamworkscoresbetweenpre-and post-academies ACatalystfromTechimanAmeyawSpotobserved“tolerance,unity,passion, play,andempathyorcareforothersinvolunteersenrolledonIgnite.Thecombinedactionofthe volunteerspromotedthee ectiveande cientrunningoftheSpot'sactivities "
● InclusionofDiverseActors:Analysisofparticipationdataandstakeholderinterviewsrevealeda strongcommitmenttoinclusivitywithintheprogramme TheEduSpotsprogrammeis passionatelycommittedtoincludingandprotectingdiverseactorsinitsinitiatives Theevaluation datashowedthattransitioningfromtheIgniteGirlsprogrammetoIgniteEquitydemonstratesa commitmenttoinclusivity,involvingbothgendersinaddressingcommunitychallenges The programme'svariouseducationalstrands(DigiLitclub,EcoSTEMclub,andEduKidzprogramme) catertodi erentagegroupsandinterests,ensuringamoreinclusivelearningenvironment
● RespectandProtectionofDiverseVoices:Qualitativeanalysisofstakeholderinterviewsstrongly emphasisedrespectingandprotectingdiversevoiceswithintheprogramme TheEquitystrand explicitlyfocusesonaddressinggender-basedchallengesandempoweringgirls Avolunteer notedthetransformativeimpact:“Thesegirlswerevulnerablebutbecamepeoplewhocould standupforthemselves "
Catalystsalsoreportedsignificantpersonalgrowthinconfidence,optimism,andteamworkskills.One catalystshared,"VerymuchworkingwithotherCatalystshasmademeconfidentaboutmyabilities" Anothercatalystelaboratedontheirimprovedconfidence:"Confidencehasincreasedbecause,overthe

years,hehadtodealwithadiversenumberofpeople,communityleaders,teammembers,another catalyst,andstudentsfromdi erentbackgrounds Previously,hewasuncomfortablespeakingpublicly, whichhasboostedhisconfidencesignificantly "
Theimprovementinteamworkisalsonotable,withCatalystssupportingeachotherinrunningactivities. Onecatalystexplained,"Yes,becauseCatalystsarealwayseagertotakelearnerstotheirnextlevel,soifa catalystisbusysomewhereandcannotattendanactivityontheSpot,otherCatalystsarearound.Stepin andhelpthelearnersperformtheiractivity "
InterviewwithCatalystinAkumadan,Ghana

Amixed-methodsanalysisofself-assessment surveysandinterviewsdemonstratessignificant growthinCatalysts'confidence,optimism,and teamworkskills OneCatalystshared:“Beingpartof EduSpotshascompletelytransformedmyoutlook.I feelmoreconfidentinmyabilitiestoleadandmakea di erenceinmycommunity.TheteamworkskillsI've developedareinvaluable"
TheEduSpotsprogrammedemonstratespositive short-termoutcomesinlearners'improvementand Catalysts'skillsdevelopment Learnersshow increasedengagementineducation,improved metacognitiveskills,andpositivepersonalchanges acrossvariousstrands.
Catalystsexhibitgrowthintheirsenseofcommunity,self-e cacy,andleadershipskills,contributingto theprogramme'soverallsuccess
CaseHighlight
Catalystsreportsignificantpersonalgrowthinconfidence,optimism,andteamworkskills Onecatalyst shared,"Verymuchworkingwithothercatalystshasmademeconfidentaboutmyabilities" Anothercatalyst elaboratedontheirimprovedconfidence:
"Confidencehasincreasedbecauseovertheyearshehadtodealwithadiversenumberofpeople,community leaders,teammembers,anothercatalyst,andstudentsfromdi erentbackgrounds Previously,hewas uncomfortablespeakingpublicly,whichhasboostedhisconfidencesignificantly "
2.1.4.InclusionofDiverseActors
EduSpotshassignificantlypromotedinclusivenesswithinclassroomsandthebroadercommunity.A catalystnoted,"Wefocusonlearningthroughhands-onexperienceandensureeveryoneparticipates Wealsousevisualsinteachingwithaprojector".Thisapproachaccommodateslearnerswithdiverse learningneeds Participationdataandstakeholderinterviewsdemonstrateanelevatedlevelofinclusion withintheprogramme.Acommunityleaderstated:“EduSpotshasbroughttogetherpeoplefromall occupationsinourcommunity It'sbeautifultoseestudents,teachers,parents,andlocalleadersworking togethertowardsacommongoal".


CaseHighlights
InSavelugu,acommunitymembersaid,"Weconstructedadisabilityramptoenablephysicallychallenged personstoclimbintothespot "Thisactiondemonstratesacommitmenttophysicalaccessibilityforpeople withdisabilities InKalpohini,aparticipantstated,"Weincorporateeveryoneintothelearningprocess regardlessoftheirbackground,"suggestingabroadercommitmenttoinclusivityacrossdi erent demographics
TheEduSpotsmodelhassuccessfullyengageddiversecommunitystakeholders,fosteringasenseof ownershipandsharedresponsibilityforeducationaloutcomes AcatalystfromSakasakareported:"The chiefvisitstheSpoteverytwoweekstomonitoritcontinually.Communitymembershavetaken ownershipoftheproject ”TheevaluationdatashowedthattheEduSpotsprogrammeactivelyincluded andprotecteddiverseactorswithinthecommunity.
● ParentalInvolvement:Parentsactivelyparticipateintheeducationalprocess Onerespondent shared,"WeattendedaPTAmeetingrecently.Duringthemeeting,organisersshoweduspictures andadvisedusnottobeatorshoutatourchildrenwhentheymisbehave,asithinderstheir psychologicalandphysicaldevelopment "
● CommunityEngagement:Theprogrammehasfosteredbroadercommunityinvolvementin educationalactivities Acommunitymemberstated,"Thecommunityissosupportiveofthe Assemblymanandunitcommunitymemberstakingakeeninterestintheprogressandsuccesses ofEduSpots"
FocusGroupDiscussionwithParentsinEjura,Ghana

Highlight

Theprogrammehasalsocreatedan inclusiveenvironmentthatrespectsand protectsdiverseparticipants
Acatalystnoted:"Wedon'tdiscriminate againstwhocanaccessthisSpot Allpeople fromalloccupationscomehere Our communityisdiverse,likeaZongo community Whenwecomehere,welook beyondourdi erencesandseewhatwe haveincommon "
Theprogrammeengagesdiversegroups,includinglearners,Catalysts,andcommunitymembersacross di erentregionsinGhana Catalystsvalueconnectingwithcolleaguesnationwide,suggestingadiverse network
Theemphasisoncommunity-ledchangeanddrawingfromlocalassetsindicatesaninclusiveapproachthat respectsandincorporatesdiverselocalperspectives

2.1.5.AreasforImprovement
Theevaluationdatasuggestssomeareasforimprovementintheprogramme'sinclusione orts Young peoplenotemployed,educated,ortrained(NEET)remainslightlyunderrepresented,indicatinganeed fortargetedstrategiestoengagethisgroupbetter Theprogrammeshouldfurtherpromotecommunity ownershipandlocalleadershiptobenefitmarginalisedgroups
CaseHighlight
Acatalystreflected:"Whenchallengesarise,Iexperiencemanychanges Welearnedtocreatenew,unfamiliar poemsorsongs Thispracticehashelpedmedevelopmyideasasacatalyst Ithasalsoboostedmy confidenceinassistingchildren "Anothercatalystnotedthedevelopmentofteamworkskills:"Thedi erent strandshavedi erentcatalystsorstrandleads.Whenwefacechallengesthatwecan'tsolveindividually,we cometogethertoresolvethem "
Communitycommitteesshouldinvolvemorelocalstakeholderstoensurethatdiversevoicesparticipate indecision-making.TheEduSpotsprogrammehasdemonstratedsignificantpositiveshort-term outcomesacrosslearnerimprovement,school-basedpedagogy,Catalysts'skillsdevelopmentand inclusionofdiverseactors Whilethereareareasforcontinuedimprovement,particularlyinengaging NEETyouth,theprogramme'soverallimpactissubstantialandmultifaceted Theseachievementsprovide asolidfoundationfortheprogramme'slong-termimpactandsustainability
TheEduSpotsprogrammedemonstratespositiveshort-termoutcomesinlearners'improvement, Catalysts'skillsdevelopment,andcommunityengagement Themodel'semphasisoncommunity collaborationandsustainabilitypresentspotentialforlong-termimpact.However,challengesinapplying newpedagogicalapproachesmustbeaddressedtoenhancetheprogramme'se ectivenessand sustainability.
2.2.LongTermOutcomes
TheEduSpotsmodelhasshownpromisingcontributionstowardsitslong-termoutcomes, particularlyinnurturinglearnerstobecomeactivecitizensandfosteringcommunity collaborationtoadvanceeducationaloutcomes Basedontheanalysisoflongitudinallearner surveys,Catalystsurveys,interviews,socialnetworkdata,andstakeholderfeedback, severalkeyfindingsemergedregardingthelong-termoutcomesoftheEduSpots programme.
Testimonials
Fromthenumeroustestimonialssharedbycommunitymembersonthemodelnursinglearnerstobeactive citizens.Aspointedoutbyarespondent:“Catalystscreatearelaxedenvironment,makinglearnersprefer thespottoeventheirnormalschool”(AcommunityleaderintheNorthernRegion,2024)
Communitymembersalsosharedtheirexperienceswiththecommunityleadersonlearners'shiftsinattitudes towardeducation Asreported:“Theprogrammehaschangedtheattitudeofcommunitymemberstoward education SHSlearnersnowusethespotasaplacetostudyinsteadofroamingaround”(Acommunityleader intheNorthernRegion,EduSpotsModelEvaluation,Dec 2024)

Inevaluatingthecontributionofthemodel’slong-termoutcomes,e ortstonurturelearnerstobeglobal citizensandthecollaborativewaysofthecommunitytoadvanceeducationaloutcomeswereassessed

Fromthediscussions,allrespondentsemphasisedthattheEduSpotsmodelhasequippedlearnerswith skillsandvaluesforthefuturethroughthecollaborativee ortsofCatalysts,parents,andcommunity members Thesestatementsillustratetheprogramme’slong-termimpact,withlearners,parents,and communitymembersincreasinglyrecognisingthevalueofeducationanditsbroadersocietalbenefits.
2.2.1.LearnersasActiveCitizens
TheEduSpotsDreamSpotModelhassuccessfullyfosteredactivecitizenshipamonglearners,enhancing theirunderstandingofhumanrights,sustainability,andsocialjusticeconcepts Trendanalysisoflearner surveydataandthematicanalysisofcasestudynarrativesrevealedsignificantprogressinstudents' developmentasactivecitizensandfutureCatalysts
Tomeasurelearners'civicattitudes,skills,andsenseofresponsibilitytowardtheirlocalandglobal communities,theETusedtheCivicAttitudesandSkillsQuestionnaire(CASQ)thatmeasuresCivic ResponsibilityandAwareness,ParticipationandEngagement,SocialJusticeandFairness,andSkillsfor CivicAction
Thesescalesalsomeasurereadinessforcommunityaction,whichalignswithGhanaianciviceducation, emphasisingresponsibilitytowardone’scommunityandnation.Thetablesbelowpresentscoresonafive scaleof5statementsforeachofthecomponentsofthescale
EnhancedCivicEngagement
Trendanalysisrevealeda40%increaseinlearners'participationincivicactivitiesthroughouttheprogramme Learnersvolunteered,participatedincommunitydecision-making,andinitiatedmorelocalimprovement projects
TheEcoSTEMprogrammepromotedpracticalscienceandenvironmentaleducation,suggestingthatstudents mayhavestartedcommunityecologicalprojects
TheoverallaveragescoreforCivicResponsibilityandAwarenessamonglearnersis4 37,withlearners feelingresponsibleforkeepingtheircommunitycleanandsafe,withthehighestmeanscoreof4 55 Learnersscoredanoverallaverageof4 36forParticipationandEngagement Participationinschool activitieslikeclubs,clean-upexercises,orcommunityprojectsreceivedthehighestmeanscoreof4.49. ForSocialJusticeandFairness,learnersscoredanoverallaverageof4 54
Twoaspectstiedforthehighestmeanscoreof4.54.Forexample,learnersbelieveeveryonedeserves equaltreatment,regardlessofgenderorbackground Learnerswanttohelppeopleintheircommunity whoarestrugglingorinneed
TheoverallaveragescoreforCivicActionamonglearnersis4.18,withlearnerswhoaregoodatsolving conflictsbetweenfriendsandclassmateshavingthehighestmeanscoreof4.27. Theevaluationdata revealedthattheprogrammesuccessfullydevelopslearnersasactiveglobalcitizens Headteachers observedpositivechangesinlearners'attitudestowardscivicengagementandeducation
InWodome,theheadteachernoted,"Nowchildrenlovetheirbooksandlearning.Duringtheexams, thechildrenperformwell "Thisobservationindicatesashifttowardsmoreproactiveandengaged studentlearningbehaviours.


Table4 CivicResponsibilityandAwareness

Iaminterestedinlearningaboutissueslikepovertyand educationinGhana
Youngpeoplelikemecanmakeasignificantdi erencein Ghana
Caringaboutwhathappenstopeopleinothercountriesis alsoessential.
Source:ExpectationState(2024)
NurturingLearners:TheEduSpotsprogrammehasnurturedlearnerstobecomeactivecitizens,as evidentintheirincreasedenvironmentalconsciousnessandcommunityengagement Learnerstakethe initiativetoaddresslocalenvironmentalissues,demonstratingkeyattributesofbeinganactivecitizen, suchasawarenessofnationalproblemsandactingataregionallevel
Theprogrammeisfosteringleadershipskillsamonglearners. EcoSTEMSpecialistwithEduSpotsnoted anunexpectedoutcome:"Thestudentsinthedi erentclubsalwayshavemuchconfidence Theyhave muchself-confidencebecausetheydo.Wehavemanydiscussions,andtheystandupandpresentwhat they'vedone "Thisincreasedconfidenceandpublicspeakingabilityarecrucialforactiveglobalcitizens, enablinglearnerstocommunicatee ectivelyandadvocateforcriticalissues
Table5 ParticipationandEngagement
Source:ExpectationState(2024)
EmergenceofLeadershipSkills:Casestudynarrativeshighlightedthedevelopmentofleadershipskills amonglearners.Bytheendoftheprogramme,65%ofparticipantstookonleadershiprolesintheir communitiesorschools Ateacherobserved,"ManyofourstudentswhoparticipatedinEduSpots activitiesarenowleadingenvironmentalinitiativesandpeertutoringprogrammes.They'vebecomerole modelsforyoungerstudents "Learnershavedemonstratedremarkableprogressininitiatingandleading sustainableprojectswithintheircommunities.Forinstance,studentsatAhenkroSpotdevelopedtheir brandofsobolo(afruitjuice)tocreateasustainablestockofsanitarypads,addressingperiodpoverty andstigmatisationintheircommunity.

I
Weshouldallshareresourceslikewater,food, andmoneyfairly.

Source:ExpectationState(2024)
AdvocacyforSocialJustice:Theevaluationdatashowedthatsampledstudentshadincreased engagementinadvocacyandawarenesscampaigns Theyhavecreatedpetitionsandcampaignsagainst sexualharassment,demonstratingactivecitizenshipandengagementwithcriticalsocialissues.A Catalystnoted,"Moststudentsarenowconfidentwhenspeakinginpublic,usingtheirvoiceswhen necessaryandparticipatinginadvocacycampaignstofightfortheirrightsandtherightsofvulnerable groups."
Source:ExpectationState(2024)
ImprovedCommunicationandActiveListening:Theevaluationdatafromdeskreviewshoweda5 9 percentagepointincreaseinactivelisteningscoresrecordedbetweenpre-andpost-academysurveys, witha9 8%improvementinactivelisteningskillsnotedamongoveronehundredsurveyedvolunteers An IgniteEquityCatalystshared:"Ihavelearnttobereceptive,tolerant,patient,andaccepting Inowknow howtousetheinternetfrequentlyandCanvafordesignwork "
2.2.2.CatalystsasEmpatheticCitizens
Theinterventionhasledtosignificantchangesinclassroompractices,promotingmoreinclusiveand practicalapproaches.Acatalystreported,"Di erentapproacheslikechild-centerednessapproaches likeicebreakersareemployedtogetallchildrentofocusonthesession" Anothercatalyst'sobservation showsthisshifttowardsmoreengagingteachingmethods:"Mostclubsarechildren-centred.Teachers

usedtocometolectureandleave However,afterestablishingtheSpot,withover50%ofteachersbeing Catalysts,theynowapplyskillslearnedfromEduSpotstrainingintheclassroom Learnerscannow expressthemselvesandsharetheirideasinsteadofjustlisteningtolectures "
ImprovedEmpathyandCulturalSensitivity:Surveydataindicateda52%increaseinCatalysts' self-reportedempathyandculturalsensitivityscores Thematicanalysisofinterviewsrevealedrecurring themesofincreasedunderstandingandappreciationfordiverseperspectives.ACatalystfromTechiman AmeyawSpotshared:"WorkingwithEduSpotshasopenedmyeyestothechallengesdi erent communitiesface I'velearnedtolistenmore,judgeless,andfindcommongroundwithpeoplefromall walksoflife "
ActiveCitizenshipandSustainedCommitmenttoEducation:Quantitativeanalysisshowedthat85%of Catalystsengagedinatleastoneglobalcitizenshipactivityinthepastyear.ACatalystfromZangbalun Spotexemplifiedthisengagement:"I'vestartedapenpalprogrammeconnectingourstudentswith childreninothercountries.Seeinghowtheseexchangesbroadentheirworldviewsandfosterglobal friendships "
Longitudinaldatarevealedthat73%ofCatalystscontinuedtheirinvolvementineducationand communitydevelopmentinitiativesaftertheirformalprogrammeparticipationended Manyreported applyingtheskillsandperspectivesgainedthroughEduSpotsintheirprofessionalandpersonallives
2.2.3.CommunityCollaboration
TheEduSpotsmodelstronglyemphasisescommunitycollaboration,althoughthelevelofengagement variesacrossvariouslocations Isaac,theLiteracyandDigitalSkillsCoordinator,providedanexampleof positivecommunityinvolvement:"WehaveagreedasPTAtolevyparentsinthecommunitytohelp supporttheSpots.”Somecommunitieshavetakenownershipoftheprogramme,contributingfinancially toensureitssustainability However,challengesremaininachievingconsistentcommunityengagement acrossalllocations.
InterviewwithCommunityLeaderinAkumadan,Ghana


WhileinAgbledome,aheadteacherreported, "Thecommunityinvolvementisparamount.The communityisinvolvedandengagedinthe activitiesofthespotsandpatronisestheitems producedbylearnersinquantity Theyalso supportthelearnersbyallowingthemtoattend activitiesandprogrammeslikehealthwalks outsideschoolperiods."However,inEjura, communityinvolvementseemsmoreactive:"The assemblymanandtheUnityCommitteemembers arealwayscheckingonusandencouragingusto domore So,theysometimesalsoencourage mostparentstoallowtheirkidstocometothe spot "
TheevaluationdatashowedthattheEduSpotsmodelhasfosteredstrongcommunitycollaboration, leadingtoadvancementsineducationaloutcomes Socialnetworkanalysisandthematicanalysisof communityfocusgroupsdemonstratedsignificantadvancementsineducationaloutcomesthrough increasedcooperation:
● StrengthenedCommunityNetworks:Theprogrammehasestablished50'Spots'across underservedcommunitiesinGhana,ledbythreehundredlocalvolunteersknownasCatalysts TheseSpotsserveashubsforeducationalactivitiesandcommunityengagement Community


collaborationnetworkshaveincreasedindensityby60%throughouttheprogramme This increaseindicatesmorefrequentanddiverseinteractionsamongcommunitymembersand schools
● Community-DrivenInitiatives:Communitieshaveshownincreasedcapacitytoinitiateand sustaineducationalprojects Forexample,studentsorganisedeventstoraisecommunity awarenessabouttheSpotanditsacademicprogrammes.OneCatalystreported:"My community'sawarenessoftheSpothasbecometremendous,andlearnernumbershave increasedconsiderably "
● ImprovedEducationalResources:Focusgroupdiscussionshighlightedhowcommunity collaborationledtotangibleimprovementsineducationalresources Acommunityleaderstated: "Byworkingtogether,we'vebeenabletoestablishacommunitylibrary,organiseregulartutoring sessions,andevensecuredonationsforcomputerequipment Ourchildrennowhaveaccessto resourcesweneverthoughtpossible."
● EnhancedParentalInvolvementandImprovedEducationalOutcomes:Thematicanalysis showedincreasedparentalinvolvementinchildren'seducationasarecurringtheme Sixty-eight percentofparentsreportedbeingmoreengagedintheirchildren'slearning,comparedto30% attheprogramme'sstart Furthermore,theDigiLitclubhasshownremarkablesuccessin improvingliteracyskills Quantitativedatarevealedconsiderableprogressininterestinreading forpleasure(+3 2%),schoolengagement(+3 8%),teamwork(+8 2%),andmetacognition(+1 5%) fromMaytoDecember2023.
● CommunityEngagementandProjectManagement:FollowingtheIgniteProgrammein2023, challengesubmissionsincreasedby113.3%,andSpotlearnersincreasedby117.4%,indicating greatercommunityengagementledbyCatalysts ACatalystfromZangbalunSpotexemplified thisgrowth:"Throughgivingbacktothesocietythatmademe,myleadershipskillshave exponentiallyincreased,andI'mreadytodomoretoensurethattheSpotsucceedseveninmy absence "
2.2.4.ModelAdoptionbyOtherOrganisations
StakeholderinterviewsandanalysisrevealedgrowinginterestinandadoptionoftheEduSpotsmodel, demonstratingitspotentialforbroaderimplementation However,theevaluationdidnotprovidespecific adoptionrates
FactorsInfluencingAdoption
TheEduSpotsModelhasgarneredsignificantattentionandadoptionduetoseveralkeyfactorsthat resonatewithcommunities,educators,andpolicymakersalike Attheheartofitsappealliesa community-drivenapproachthatempowerslocalstakeholderstotakeownershipoftheireducational initiatives Thisgrassrootsphilosophyhasstruckachordwithmany,asitrecognisedcommunity members'uniqueinsightsandcapabilities Acloserexaminationofincreasingadoption showsthatby theendoftheevaluationperiod,twelveorganisationshadimplementedsome componentsofthe model
One headteacher from Agbledome in the Volta Region indicated that the PTA isinvolvedeventhoughtheyare 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 alsoinstituteda festivalcalled‘agalaza’inOctobertoraisefundstofinancetheconstructionofthelibrary Thesetestimonialsunderscorethemodel'suniqueabilitytofosterasenseofownershipandcommitment oftenlackingintop-downeducationalinterventions Theemphasisonactivecitizenshipeducationhas alsobeenasignificantdrawformanyadopters.Inanincreasinglyinterconnectedworld,theEduSpots Modelrecognisedtheimportanceofnurturingacademicallyproficientlearnersandgloballyawareand

engagedlearners Thisapproachpreparesstudentstonavigatecomplexglobalchallengesand opportunities,makingthemodelparticularlyrelevantintoday'seducationallandscape
TheEduSpotsmodel'sflexibilityandadaptabilitycontributesignificantlytoitswidespreadappeal EduSpotshasdesignedamalleableapproachthatadaptstodiversecultural,socioeconomic,and geographicalcontexts,recognisingthateducationrequirestailoredsolutions Thisadaptabilityallows e ectiveimplementationofthemodel'scoreprinciplesacrossvarioussettings,fromurbancentresto remoteruralareas Themodel'sdemonstratedimpactonlearneroutcomeshaspowerfullydrivenits adoption Stakeholdershaveobservedtangibleimprovementsinstudents'academicperformance, criticalthinkingskills,andeducationalengagement Thisevidence-basedsuccessprovidesastrong rationaleforotherorganisationsandinstitutionstoembracetheEduSpotsapproach
FocusGroupDiscussionwithCommunityMembersinAgbladome,Ghana

Themodel's cost-e ectiveness andsustainability havealsobeen crucialinits adoption Inanera ofconstrained educational budgets,the EduSpotsModel o ersawayto achievesignificant educational improvements
withoutrequiringextensivefinancialresources Byleveragingcommunityassetsandfosteringlocal leadership,themodelcreatessustainableeducationalecosystemsthatcanthriveevenin resource-limitedenvironments AstheEduSpotsModelcontinuestogaintraction,itssuccessstoryisa testamenttothepowerofcommunity-driven,globally-minded,andadaptableeducationalapproaches.
Thematicanalysisofstakeholderinterviewsidentifiedseveralfactorsinfluencingmodeladoption: Demonstratedimpactonlearneroutcomes,community-drivenapproach,cost-e ectivenessand sustainabilityandflexibilitytoadapttodi erentcontexts.Aneducationo cialfromaneighbouring districtcommented:“WewereimpressedbyhowEduSpotsempowerscommunitiestodrivetheir educationalinitiatives.Themodel'sfocusonlocalleadershipandsustainableresourcemobilisation makesitparticularlyattractiveforourcontext "
Notably,themodel'sabilitytodelivermeaningfulimpactwhileremainingflexibleandsustainable positionsitasacompellingsolutionforcommunitiesseekingtotransformtheireducationallandscapes andempowerthenextgenerationoflearnersandleaders Keyfactorsinfluencingadoptionincludethe community-drivenapproach,emphasisonglobalcitizenshipeducation,flexibilityandadaptabilityofthe model,anddemonstratedimpactonlearnersandcommunities
2.2.5.PedagogicalPrinciplesAdoption
SchoolshaveadoptedEduSpots'innovativepedagogicalprinciples,implementingmoreinteractiveand learner-centredapproaches.Faadobserved:"Teachersusevariousmethodstoengagelearnersin activities Ifonemethoddoesn'tworkforalllearners,teachersselectanappropriatemethodtoinvolve everyoneinlearningactivities."Thisobservationindicatesashifttowardsmoreadaptiveandinclusive teachingmethods,movingawayfromtraditional,teacher-centredapproaches


AnEduSpotsSta also highlightedtheprogramme'semphasisonplayfulandcollaborativelearning:"We incorporatedideasforplayfullearningandcollaboration Wehaveawrittendocumentoutliningour pedagogicalprinciples,whichincludecollaborativelearning,playfullearning,creativity,andcritical thinking."TheEduSpotsmodelhassignificantlytransformedpedagogicalpracticesinparticipating schools Amixed-methodsanalysisofclassroomobservationsandteachersurveysrevealedwidespread adoptionofEduSpotspedagogicalprinciples.However,implementationvariesacrosslocations.
Thisobservationindicatesthatwhilemanylocationshaveembracedinnovativeteachingapproaches, somestilluseconventionalmethods Theprogrammecontinuestoworkonfullyimplementingthese pedagogicalinnovationsacrossallEduSpotslocations
● IncreasedStudent-CenteredLearning:Throughthelearner-centredapproach,theprogramme shiftstowardsmorepractical,inclusive,andcommunity-connectedpedagogy.Thereportnotes "growingevidencetobelieveEduSpotsismakingatransformativeimpactontheteachersof teachersinournetworkandbeyond,withoursessionobservationsandwiderinteractions concludingthattheirteachingstrategiesarebecomingincreasinglylearner-centred,inclusive, practical,andplay-based."Classroomobservationdatashoweda45%increasein student-centredlearningapproachesamongteachersexposedtotheEduSpotsmodel
● IntegrationofGlobalPerspectives:Ateacherreflectedonthedeskreviewandfeedbackfrom sampledheadteachers:“Iusedtothinkmyrolewasjusttolecture Now,Iseemyselfasa facilitator,guidingstudentstodiscoverknowledgeforthemselves Theenergyinmyclassroom hascompletelytransformed."Surveyresponsesindicatedthat72%ofteachersnowregularly incorporateglobalperspectivesintotheirlessons,comparedto25%beforeexposuretothe EduSpotsmodel.Aschoolprincipalnoted:"Ourteachersarenowconnectinglocalissuesto globalcontexts,helpingstudentsseehowtheyfitintothebiggerpicture It'spreparingthemto betrulyactivecitizens."
● CollaborativeTeachingPractices:Thediverseprogrammes(DigiLit,EcoSTEM,IgniteEquity, EduKidz)catertodi erentlearningneedsandinterests,indicatingthatteachershaveadopteda morevariedandinclusiveapproachtoeducation Teachersnowdemonstrateimproved confidenceandskills TheEduSpotsDreamSpotModelhasshownsignificantlong-termimpacts acrossallevaluatedareas.Collaborativeteachingpractices,suchasteamteachingandpeer observations,haveincreasedby55% Thisincreasehascreatedmanyschoolswithmore supportiveandinnovativeteachingenvironments.
TheseoutcomessuggestthattheEduSpotsapproache ectivelyfosterssustainable,community-driven educationaldevelopment,whichhasfar-reachingimplicationsforactivecitizenshipeducation.While morecomprehensivequantitativedatawouldfurtherstrengthenthesefindings,thequalitativeevidence stronglysupportstheprogramme'spositivelong-termoutcomes
TheEduSpotsprogrammehasshownpromisinglong-termoutcomesindevelopingactiveglobalcitizens andpromotinginnovativepedagogicalpractices Whilecommunitycollaborationisakeystrengthofthe model,thelevelofengagementvariesacrosslocations,indicatinganareaforpotentialimprovement.The programme'simpactonlearners'confidence,environmentalconsciousness,andleadershipskillsis noteworthy,suggestingthatEduSpotsissuccessfullynurturingthenextgenerationofactiveglobal citizens
2.3.UltimateVision/ImpactAim
Basedonacomprehensivesynthesisofdatacollectedacrossallevaluationcriteria,the EduSpotsmodeldemonstratesconsiderableprogresstowardsitsultimatevisionof


communitiesworkingtogethertocreatethefuturetheywanttoseethrougheducation.The analysisrevealsseveralkeythemesthatunderscorethemodel'se ectivenessandimpact:
2.3.1.Community-DrivenChange
TheEduSpotsmodelhasfosteredcommunityownershipandagencyindrivingeducationalinitiatives Increasedparticipationratesandemerginglocalleadershipdemonstratethissuccess.Themodel's fundamentalassumptionthat"Communitiespossessinherentassetstoaddresstheirchallenges"has beenvalidated Communitieshaveleveragedtheirlocalresourcesandpartnershipstosustainprogress Forexample,somecommunitieshavesecuredcontributionsfromentitieslikeENI,TullowOil,orGhana Gastosupporttheireducationalinitiatives
Theprogrammehase ectivelybuiltanetworkofyoungpeopleandcommunitymembersempoweredto initiatechange Theevaluationframeworkstates,"Theorganisation'sroleistobuildanetworkoflocal changemakers youngpeopleandcommunitymembers whohaveapositivevisionfortheir communitiesbutdon'tknowhowtostart "Thisapproachhasledtoanewgenerationofleaderswhocan continuethisworksustainably.
2.3.2.EmpowermentofLocalChangemakers
Theprogrammehasbeene ectiveinbuildinganetworkofyoungpeopleandcommunitymemberswho areempoweredtoinitiatechange:"Theorganisation'sroleistobuildanetworkoflocal changemakers youngpeopleandcommunitymembers whohaveapositivevisionfortheir communitiesbutdon'tknowhowtostart "Thisapproachhasledtoanewgenerationofleaderswhocan continuethisworksustainably Thedatashowsthat65%ofparticipantstookonleadershiprolesintheir communitiesorschoolsbytheendoftheprogramme
2.3.3.EnhancedActiveCitizenship
TheEduSpotsmodelhassignificantlydevelopedlearnersandCatalystsasactivecitizens Participants haveincreasedtheirempathyandculturalsensitivity Experiencessharedbyparticipantsandquantitative datacollecteddemonstratethemodel'ssuccessinfosteringabroaderworldview.Surveydatashoweda 52%increaseinCatalysts'self-reportedempathyandculturalsensitivityscores,indicatingthemodel's successinpromotingabroadernationalidentityview.AnEduSpotssta membershared:"Beforejoining EduSpots,Ionlythoughtaboutmyvillage NowIunderstandhowouractionsherecana ectpeople acrossGhana,andIfeelresponsibleformakingapositiveimpact."
2.3.4.ImprovedEducationalOutcomesandResources
ThecollaborationfosteredbytheEduSpotsmodelhasledtotangibleimprovementsineducational resourcesandoutcomes Theevaluationdatashowsthatcommunitieshavebeenabletoestablish libraries,organisetutoringsessions,andsecureequipmentdonations,enhancingaccesstoacademic resources Thiscommunity-drivenapproachhasalsoresultedinincreaseduseofstudent-centred learningapproachesamongteachersexposedtotheEduSpotsmodel "
Byworkingtogether,we'veestablishedacommunitylibrary,organisedregulartutoringsessions,and secureddonationsforcomputerequipment Ourchildrennowhaveaccesstoresourceswenever thoughtpossible." Thiscommunity-drivenapproachhasresultedina45%increaseintheuseof student-centredlearningapproachesamongteachersexposedtotheEduSpotsmodel
2.3.5.ChallengesandConsiderations
Whilethemodelhasshownsignificantsuccess,somechallengesandconsiderationshaveemerged:



● Sustainabilityofmotivation:Questionsexistaboutthelong-termsustainabilityofcommunity motivation,especiallygiventhepotentialturnoveramonginitialparticipants
● Modeladaptability:Theassumptionofmodeluniversalityraisesquestionsaboutits e ectivenessinvaryingsocioeconomicandsocioculturalcontexts.
● Inclusivity:Themodelaimstoincludeallcommunitymembers,butimplementersmustensure theydonotinadvertentlysidelinecertaingroups
● Ethicalimplications:Implementingthemodelindi erentcommunitiesnecessitatescareful considerationofethicaldimensions
● Authenticityofengagement:Themodel'ssuccessiscontingentongenuinemotivationand collectiveleadership:"Therespondentacknowledgesthatthemodelfailswhenkeycatalystslack genuinemotivationorhaveulteriormotives,suchaspoliticalorpersonalgains."
TheEduSpotsmodelhasmadesignificantstridestowardsitsvisionofcommunitiescollaboratingto shapetheirdesiredfuturethrougheducation Themodel'semphasisoncommunity-drivenchange, empowermentoflocalchangemakers,andfosteringactivecitizenshiphasyieldedpositiveeducational resources,teachingpractices,andcommunityengagementoutcomes
However,addressingchallengesrelatedtolong-termsustainability,adaptability,andinclusivitywillbe crucialforthemodel'scontinuedsuccessandscalabilityacrossdiversecontexts Byrefiningits overarchinggoalandincorporatingmorespecific,measurableobjectives,EduSpotscanenhanceits impactwhilemaintainingitscommitmenttocommunity-driveneducationinitiatives
2.4.SustainabilityoftheInterventionModel
Basedonacomprehensiveanalysisofsafeguardingcompliancedata,sta interviews, Catalystcareertrajectories,communitysurveys,sustainabilityindicators,casestudies,and learnerfeedback,severalkeyfindingsemergeregardingthesustainabilityandimpactofthe EduSpotsmodel:
2.4.1.
SafeguardingPrinciplesImplementation
SafeguardingprinciplesareessentialmeasuresimplementedbyEduSpotstoensurethesafetyand well-beingofallstakeholders.Continuoustrainingandeducationhavehelpedstakeholders,particularly learners,understandandreportviolationsoftheirrightsasreportedbycommunityleaders Enumerators wereinformedthate ortshavealsobeenmadetocommunicatetheseprinciplestoparents,ensuringa collaborativeandpracticalapproachtosafeguarding Withmostcommunityleadersconfirmingthe e ectiveimplementationofthesafeguardingprinciples,oneleaderexpressedthat:“Wecommunicate thesafeguardingprincipleseventoparents
Forinstance,whenchildrenaredelayedinschoolforextrahours,wecalltheparentstoinformthemwhy theirwardsaredelayed Thisassuresparentsoftheirchildren’ssafety Communityinvolvementensures thatparentssupportCatalystsintheire orts”(AcommunityleaderintheMiddleRegion) Thisassertionis evidentinmostspots.Whilenocasesofabusewerereported,furtherawarenessshouldberaisedamong learners Onecatalystnotedthatsomelearnersdonotrecognisespecificactionsasabuse,underscoring theneedforpracticalknowledgeandcontinuouseducation.
EduSpotshasimplementedacomprehensivesafeguardingpolicy,demonstratingastrongcommitment toprotectinglearnersandvulnerableadults.EduSpotshasmadeconsiderableprogressinimplementing robustsafeguardingpractices Theanalysisofcompliancedataandsta interviewsrevealsthat EduSpotshasmadesignificantstrides,assafeguardingtraininghasbecomemuchmorecomprehensive

overthepastyear TheEduSpotsteamnowhasregularrefreshercoursesandprecisereporting mechanisms
InterviewwithCatalystinAtanve,Ghana

Aheadteachersharedhisexperienceonthepractical implementationofthesafeguardingprinciples:“The stakeholdersareallcommunicatedtoaboutthese safeguardingprinciples Wespentabout45minutes discussingthemwithparentsatourlastPTAmeeting. Catalystsandlearnersarealsoremindedregularlythrough meetingsandphonecalls”(AheadteacherintheMiddle Region)
Theevaluationdatarevealsareasforimprovementin safeguardingpractices.Specifically,theprogrammehas madee ortstoimplementandcommunicatesafeguarding principles.
● CommunityAwareness:Theevaluationdatarevealsareasforimprovementinsafeguarding practices.Specifically,15%ofCatalystsexpresseduncertaintyabouthandlingcomplex safeguardingsituations Additionally,thedataindicatesaneedtoenhancecommunityawareness ofsafeguardingpolicies
● ChangedParentingPractices:Parentsreportadoptingmorepositivedisciplinarypractices.One communitymembershared,"Iusedtoshoutandyellatmychildrenwhentheydidsomething wrong,butInowspeaktotheminlovewhentheymakemistakes".
2.4.2.ImpactonCatalysts'CareerTrajectories
TheprogrammehaspositivelyimpactedCatalysts'careerdevelopmentandentrepreneurialskills.One catalystshared,"AsIsaidearlier,allCatalystsareteachers,andeducationpedagogieshaveequippedus todeliverandinstructthelearners.Thenagain,wehavelearntspecificskillslikesoapanddetergent productionattheSpot,whichisanincome-generatingactivitytosupportthespot "Involvementin EduSpotshaspositivelyimpactedcatalysts'careertrajectories
AformerCatalystshared:“MyinvolvementwithEduSpotswasaturningpointinmycareer.Theleadershipand projectmanagementskillsIgainedhavebeeninstrumentalinmycurrentroleasasocialentrepreneur"
Anothercatalystshared,"Iusecollaborativeskillsandalsousesomeprinciplestoguidemyselfwhen interactingwithmybusinessassociates Icancontrolmyselfandtempertotransactgoodbusiness "
EduSpotshaspositivelyinfluencedCatalysts'careerdevelopmentandentrepreneurialactivities
Onecatalystshared:“I’vetransitionedtoanemploymentrolethroughvolunteeringhere I'vesecureda job.I'mnowdoingafull-timejob".
TheEduSpotsmodelpositivelyimpactsCatalysts'careerdevelopmentandleadershipskills Longitudinal analysisofCatalystcareerdatarevealspositivetrends,suchas68%ofCatalystsreportingthattheir EduSpotsinvolvementdirectlycontributedtocareeradvancement Also,42%ofCatalystshavestarted educationalinitiativesorsmallbusinesses


ACatalystfromAbofourSpotshared:“TheleadershipskillsIgainedthroughEduSpotsgavemethe confidencetostartmytutoringservice I'mnowemployingotheryouthinmycommunity "Manyreported gainingvaluableskillsandexploringnewopportunities
AcatalystfromSabolimesharedthat"Videoandphotoeditingandcoding"areskillsgainedthrough EduSpotsthathavebeenprofessionallyvaluable Anothercatalystshared:“WithEduSpots,Ihavelearnt andexperiencedmanythings;thebestwasanawardreceivedatigniteacademy.Ithashelpedand motivatedmetodomore "
2.4.3.UnexpectedOutcomes
SeveralunexpectedpositiveoutcomeshaveemergedfromtheEduSpotsprogramme TheEduSpots modelhaspositivelyimpactedlearnersandthecommunitiesinwhichtheyoperate Beyondacademic improvements,theprogramhascontributedtoadeclineinsocialvices,fosteringacultureof responsibilityandeducationamongyouth Thisfeedbackwasexperiencedacrossall10Spots interviewed Onestrikingresponsefromacommunityleaderwasthat:“Withtheintroductionofthe EduSpotsprogramme,thecommunityhasseenasignificantdropinyouthengagementindrugs,fighting, androamingfreely.Theyoutharemoreawareofthebenefitsofeducationandresponsiblecitizenship”(A communityleaderintheNorthernRegion)
Whilethatwasnottheinterventionmodel'sprimarymotive,thecommunity'sunexpectedoutcomes empoweredthemtoworktosustaintheproject Italsoencouragesparentstoenroltheirkidsinthe strandsimplementedbythespots,thusstrengtheningcommunitydevelopmentandinspiringothersto replicatethemodel Theseoutcomesdemonstratetheprogramme'sripplee ect,extendingbenefits beyondtheimmediatetargetgrouptothebroadercommunity Additionalpositiveoutcomesidentified fromtheEduSpotsinterventioninclude:
● ReducedSocialIssues:Communitymembersreportdecreasedsocialproblems One respondentnoted,"Adolescentpregnancyandriskybehavioursbylearnershaveceasedasthe teenagersaremoreengagedandbusierwithproductiveactivitiesattheSpotsnow"
● MeetingEducationalGoals:TheEduSpotsinterventionsmeettargetcommunities'educational goals InSavelugu,aparticipantstated,"Thecommunitypraystohaveitschildrenamongthenext generationofGhana'sleaders Establishingthisspotisasteptowardsthatgoal"
● ImprovedFamilyCommunication:Theprogrammehaspositivelyimpactedfamilydynamics.A communitymembershared,"Ihavealsonoticedasignificantchangeinmychild'sbehaviour Previously,whenItriedtocorrectthem,theyresisted,butafterthemeeting,theylistenedtome andevenreportedissuestheyfacedinschooltome "
Theanalysisofinterviewtranscriptsalsoshowedunexpectedpositiveoutcomesthathaveemergedfrom theimplementationoftheEduSpotsmodel:
IncreasedCommunityCohesionandCollaboration:Oneofthemostsignificantunexpectedoutcomes hasbeentheincreasedcommunitycohesionandcollaborationoninitiativesbeyondeducation.The EduSpotsmodel,whileprimarilyfocusedoneducationalgoals,hasinadvertentlyfosteredastronger senseofcommunityandcollectiveaction.Onerespondentnoted,"Themodelrecognisesthateach communityisunique,withdi erentneedsandpriorities,andemphasisestheimportanceof community-drivenchange.
Communitiesmustagreeonachievablechangesandleadthesee orts,aligningwithasharedvisionfor thefuture "Thisemphasisoncommunity-drivenchangehasledtocollaborationsonvarious non-educationalprojects,demonstratingthemodel'spotentialforbroadercommunitydevelopment.


ImprovedDigitalLiteracyAmongOlderCommunityMembers:Anotherunexpectedoutcomehasbeen improveddigitalliteracyamongoldercommunitymemberswhoengagewithSpotresources Whilethe primaryfocusoftheEduSpotsmodelisonyoutheducation,theavailabilityofdigitalresourceshas attractedoldercommunitymembers,leadingtounexpectedlearningoutcomes.AnEduSpotssta explains:"Thedigitalmodelaimstoempowercommunitiestotakechargeofthechangestheywishto seebyfosteringinternalmotivationandcollectiveleadership."Thisempowermenthasextendedbeyond theinitialtargetgroup,benefitingawiderdemographicandcontributingtobridgingthedigitaldividein thesecommunities.
EnhancedEnvironmentalAwarenessandLocalConservationE orts:TheEduSpotsmodelhasalso unexpectedlycontributedtoincreasedenvironmentalawarenessandlocalconservatione orts This outcomealignswiththemodel'semphasisoncommunity-driveninitiativesandproblem-solvingthrough education TheFounderandCEOhighlightthepotentialforsuchunexpectedoutcomes:"Whiletheir currenttheoryofchangeemphasisescommunitiesunitingtoshapetheirfuturesthrougheducation,it lacksspecificityregardingtheultimateobjectives "Thislackofspecificityhasallowedcommunitiesto expandtheirfocusbeyondtraditionaleducationaloutcomes,incorporatingenvironmentalconcernsinto theircommunity-driveninitiatives
FocusGroupDiscussionwithCommunityMembersinAtanve,Ghana


MeetingEducationalGoals: TheEduSpotsinterventions e ectivelymeeteducational goalsintargetcommunities TheDigiLitcoordinator observedimprovementsin digitalliteracy,whichwas carriedouteverySaturday.
Forexample,DuluguledSTEM andICTcampsforlearnershad twentystudentsandonlytwo couldturnonalaptoportablet However,overtheperiod, we realisedwemustbringonmore digitallearningdeviceswhichfurtherimprovedthedigitalliteracyoflearners.Recognisingcommunity needsandsubsequentprogrammeadaptationdemonstratesEduSpots'responsivenesstolocal educationalrequirements.
Amixed-methodsanalysisofcommunitysurveysandfocusgroupsindicatesthatEduSpotsinterventions meettargetcommunities'educationalgoals Forexample,85%ofcommunitymembersreported satisfactionwiththeacademicresourcesprovided LiteracyratesinSpotcommunitieshaveincreasedby anaverageof12%overthreeyears However,30%ofrespondentswantmoreadvancedtechnology resources Theevaluationalsoidentifiedsecondaryschoolpreparationasanareaneedingmorefocus
Thematicanalysisofopen-endedsurveyresponsesandstakeholderinterviewsuncoveredseveral unexpectedpositiveoutcomes,includingincreasedcommunitycohesionandcollaborationon non-educationinitiatives Theevaluationdataalsoshowsimproveddigitalliteracyamongolder communitymemberswhoengagewithSpotresources,enhancedenvironmentalawareness,andlocal conservatione orts Acommunityelderalsoremarked:“TheSpothasbecomeahubformorethanjust education.Wenowuseittoorganisecommunityclean-updrivesandhealthawarenesscampaigns."
Theseunexpectedoutcomesdemonstratethefar-reachingimpactoftheEduSpotsmodelbeyondits primaryeducationalfocus Theyhighlightthepotentialforcommunity-driveneducationalinitiativesto

catalysebroaderpositivechangesincommunitydynamics,digitalinclusion,andenvironmental awareness
ThesefindingssuggestthattheEduSpotsmodel'semphasisoncommunityempowermentandcollective actionhasthepotentialtoaddressawiderangeofcommunityneedsandpriorities,evenbeyonditsinitial educationalscope
2.4.4.ModelSustainability
ThesustainabilityoftheEduSpotsmodelvariesacrosslocations,withcommunityengagementplayinga crucialrole.Quantitativeanalysisofsustainabilityindicatorsandstakeholderinterviewsindicatesa promisingoutlookfortheEduSpotsmodel Seventy-eightpercentofSpotshavesecuredlocalfunding orpartnershipstosupportongoingoperations,andresourceutilisationrateshaveincreasedby25% yearly Alocalgovernmento cialcommented,"TheEduSpotsmodelhasprovenitsworth We'renow consideringintegratingitintoourdistrict-wideeducationstrategy "
Arespondentstated,"Thecommunitybuiltthelibraryandinstalledelectricity.Thecommunitystrongly supportsEduSpots "TheseexampleshighlighthowcommunitieshavetakenownershipoftheEduSpots modelandactivelyworktosustainit.WhiletheEduSpotsprogrammehassignificantlyimpactedlearners' developmentandpedagogicalpractices,communityengagementandlong-termsustainabilityvary acrosslocations.Addressingthesechallengesandbuildingontheprogramme'sstrengthswillbecrucial foritscontinuedsuccessandpotentialreplicationinothercontexts
CriticalElementsforReplication
TheevaluationidentifiedseveralcriticalelementsforsuccessfullyreplicatingtheEduSpotsmodel The EcoSTEMspecialistemphasisedtheimportanceofcommunityinvolvement:"FortheSpottofunction really,theyhavetoinvolvethecommunity Youmusthaveacommitteeofstakeholders,headteachers, localchiefs,andpeoplelikethatsoeveryone'sinvolved.Theseobservationssuggestthatcommunity ownership,stakeholderinvolvement,androbustvolunteersupportanddevelopmentarecrucialfor successfullyreplicatingtheEduSpotsmodel.
FocusGroupDiscussionwithCommunityLeadersin Sakasaka,Ghana

AleaderfromtheMiddleRegionpointedout, "Thestakeholder'sownershipandcommitment arelacking Theinvolvementofmajor stakeholders,likethechief,isnotencouraging. Thecommunityleaderrecommendsforminga managementbodytocoordinateactivities.This feedbackunderscorestheneedforregular follow-upsandcommunityre-engagementto addressgapsandmaintainthemodel'sbenefits
Theevaluationrevealedkeyelementsfor replicatingtheEduSpotsmodelinother contexts Theseincludeculturalsensitivity, educationalresponsiveness,community involvement,andresourceavailability AcommunityleaderfromtheMiddleRegionemphasisedthe importanceofculturalinclusion:“Culturalinclusioniskey.Forexample,mychildrenpracticelocalfarming tipslearnedthroughtheprogramme Themodel'sactivitiesshouldalignwithcommunityvaluesfor successfulimplementation".



TheabilityoftheEduSpotsmodeltobereplicatedinothercontextswillalsocontributetothe sustainabilityofthemodelinterventions Respondentsexpressedtheiropinionsonthekeyelements neededtoreplicatethemodelindi erentcontexts,withmostofthemaligningwithadequatetraining, adequateresourcesandTLMs,andstakeholder/communityownershipandsupport.Aheadteacher remarked:“RegardingEcoSTEMandIgniteEquity,mostoftheconceptsarelarge-scaleissuesthatcan betransferredtoothercommunities.Forexample,hygieneandenvironmentalsafetycanimpactchildren notpartoftheSpot”(AheadteacherintheMiddleRegion)
Asacommunity-ledinitiativethatallowscommunitymemberstodeterminewhichstrandworksbestfor them,thepresenceofresourcesandtrainingforcatalystsarethekeyelementsneededtoreplicateand scaletheEduSpotsmodelacrossdiversesettings
Comparativeanalysisandexpertinterviewsidentifiedseveralcriticalelementsforsuccessfulreplication:
● StrongCommunityEngagementandOwnership:Communityengagementandownership emergeasfundamentaltothesuccessandreplicabilityoftheEduSpotsmodel.Oneofthe interviewedEduSpotsSta ,emphasised:"Thekeytooursuccesshasbeenempowering communitiestodrivetheireducationalinitiatives WhenpeoplefeelownershipovertheSpot,they investmoretimeandresourcesintomakingitwork "ThissentimentisechoedbyanEduSpots Sta whonotes:"We'veseenthemostsustainableimpactincommunitieswherelocalleaders andparentsareactivelyinvolvedinshapingtheSpot'sactivitiesandgoals "
● FlexibleAdaptationtoLocalCulturalContexts:Adaptingthemodeltodiverseculturalcontexts iscrucialforsuccessfulreplication.AnotherEduSpotssta ,highlightsthis:"Eachcommunitywe workwithhasuniqueneedsandculturalnuances Ourmodel'sflexibilityallowsustotailorour approachwhilemaintainingcoreprinciples.Thisadaptabilityisessentialforreplicationacross di erentregions "
● RobustVolunteerTrainingandSupportSystems:Theimportanceofcomprehensivetrainingand ongoingsupportforvolunteers,particularlyCatalysts,isconsistentlyemphasised Gertrude states:”OurCatalystsarethebackboneoftheprogramme Investingintheirtrainingand providingcontinuoussupporthasbeencriticaltomaintainingqualityacrossallourSpots."
● PartnershipswithLocalEducationalInstitutions:Collaborationwithlocalschoolsand educationalbodiesiskeytosuccessfulreplication.Arespondentobserves:“Formingstrong partnershipswithlocalschoolshasallowedustointegrateourprogrammesmoree ectivelyinto theexistingeducationalecosystem Thisalignmentenhancesourimpactandmakesreplication smoother "
● IntegrationofTechnologyandTraditionalLearningMethods:Thebalancedintegrationof technologywithtraditionallearningapproachesiscrucialforthemodel'se ectivenessand replicability Asampledsta alsoexplains:"We'vefoundthatcombiningdigitalresourceswith hands-on,culturallyrelevantlearningactivitiescreatesapowerfuleducationalexperience.This blendisessentialforpreparingstudentsforthefuturewhilerespectinglocaltraditions "
ThesefivecriticalelementsarecrucialforsuccessfullyreplicatingtheEduSpotsmodel Themodel's strengthliesinitscommunity-drivenapproach,adaptabilitytolocalcontexts,robustsupportfor volunteers,strategicpartnerships,andtheexcitingandinnovativeblendingoflearningmethods As EduSpotscontinuestoexpand,focusingontheseelementswillensurethemodel'se ectivenessand sustainabilityinnewcontexts
Aneducationexpertnoted: "TheEduSpotsmodel'ssuccessliesinitsabilitytobalance community-driveninitiativeswithstructuredsupportandresources Thisdelicatebalanceiskeyfor replication."Inconclusion,successfullyreplicatingtheEduSpotsmodelhingesonthesefivecritical elements Themodel'sstrengthliesinitscommunity-drivenapproach,adaptabilitytodiverselocal

contexts,robustvolunteersupport,strategicpartnerships,andinnovativeblendingoflearningmethods AsEduSpotscontinuestoexpand,focusingontheseelementswillensurethemodel'se ectivenessand sustainabilityinnewanddiversecontexts
2.4.5.CatalystInvolvementinModelDevelopment
Amixed-methodsanalysisofCatalystparticipationdataandfeedbacksurveysrevealshighlevelsof involvement.72%ofCatalystsreportedcontributingideasimplementedinmodelimprovements,and Catalyst-ledinitiativeshaveincreasedby35%inthepastyear Again,60%oftheGhana-basedsta teamin2025aredrawnfromtheEduSpotsCatalystnetwork,withtheInspireMonitoringProgramme bringing8Catalystsfromthenetworkintosemi-sta PeerMentorroles,aimingtofurtherembedCatalyst voicewithinorganisationaldecision-making. ACatalystfromTechimanAmeyawSpotshared:"We'renot justimplementingapre-setmodel OurideasandexperiencesareactivelyshapinghowEduSpots evolves.It'strulyacollaborativee ort."
LearnersInspiredbyCatalysts
QuantitativeanalysisoflearnersurveysandinterviewsdemonstratesthesignificantimpactofCatalysts asrolemodels 89%oflearnersreportedbeinginspiredbyCatalysts'communityengagement,and65% haveinitiatedtheircommunityserviceprojects.AstudentfromKalpohinSpotexpressed,"Seeingour Catalystsworksohardforourcommunitymakesmewanttodothesame I'vestartedareadingclubfor youngerkidsbecauseoftheirexample."ThisprofoundinfluenceofCatalystsonlearnersnotonlyinstillsa senseofprideintheaudienceandmotivatesthemtocontinuesupportingtheEduSpotsmodel
Whilethereareareasforimprovement,suchasenhancingtechnologyresourcesandsecondaryschool preparation,themodel'sadaptabilityandcommunity-drivenapproachpositionitwellforcontinued successandpotentialreplicationindiversecontexts TheinspirationprovidedbyCatalyststolearners alsosuggestsapromisingcycleofcommunityengagementandleadershipdevelopmentthatmay sustainthemodel'simpactforyearstocome
InterviewwithCatalyst,Savelugu,Ghana.

Theanalysisofsta interviewtranscriptsreveals significantinsightsintothesustainabilityofthe EduSpotsinterventionmodel,highlightingstrengths andareasforimprovement.Thisevaluation synthesiseskeyfindingsacrossmultipledimensionsof sustainability,includingsafeguardingpractices, impactonCatalysts'careers,unexpectedoutcomes, educationalgoalachievement,modelsustainability, andcriticalelementsforreplication
TheEduSpotsmodeldemonstratesstrong sustainabilityandpositiveimpactacrossmultiple dimensions Particularlynoteworthyarethepractical implementationofsafeguardingpractices,positive influenceonCatalysts'careers,andsuccessfulmeetingofcommunityeducationalgoals Thispositive influenceonCatalysts'careersinspirestheaudienceandunderscorestheimportanceoftheirsupportfor theEduSpotsmodel
TheEduSpotsinterventionmodeldemonstratesstrongsustainabilitypotentialando ersahopefulvision forthefuture.IthaspositivelyimpactedCatalysts'careersandprovidedunexpectedcommunity benefits Themodelalsoshowsastrongpotentialforreplicationindiversecontexts However,challenges


persistinconsistentlyimplementingsafeguardingpracticesandensuringuniformcommunity engagementacrossalllocations
Themodel'ssuccessinmeetingeducationalgoalsandadaptingtolocalneedssupportsitssustainability andreplicationpotentialindiversecontexts.Thesestrengthscontributetoapromisingoutlookforthe futureoftheEduSpotsprogramme
2.5.ProcessandSystems
Basedonthecomprehensiveanalysisofevaluationdata,sta interviews,andstakeholderfeedback, severalkeyfindingsemergeregardingthee ciency,valueformoney,ande ectivenessoftheEduSpots model:
2 5 1 E ciencyofActivityDelivery
TheEduSpotsprogrammedemonstratesastructuredapproachtoactivitydelivery,particularlyinthe EcoSTEMstrand,whichfocusesonenvironmentalandSTEM(Science,Technology,Engineering,and Mathematics)education TheintegrationofEduSpotsactivitiesintoschoolcurriculahasenhancedthe e ciencyofprogrammedelivery.Acatalystnoted,"AlltheactivitiesthatEduSpotspresentsareinour schoolcurriculums,somostofthethingsweteachattheSpotarethesameasthoseweteachinthe classroom,sothereisadirectlink".
Table8.SpotProgrammeParticipationandAcademicPerformance
HowhasparticipatingintheSpotprogrammea ectedyouroverallacademic performance?

Source:ExpectationState(2024)
Catalystsalsoreportedadaptingtochallengestoensuree cientactivitydelivery. Onecatalystshared: “Conflictorclasheswithdi erentactivitiesatourmeetingpoint Isqueezemytimetoletthekidsknow whattheymustdo,whichmadeusovercomemostchallenges "
CaseHighlight
Sarahobserved:"Sometimeswelookandthink,'That'sfunny Whyhasn'tthisspotsubmittedanything?'We thenfindoutthatthepersoninchargehasbeentransferredorhastakenonmoreworkresponsibilities "
Thisobservationindicatesthatcatalystturnoverorincreasedworkloadsometimeshamperstheprogramme's e ciency,suggestinganeedformorerobustbackupsystemsandprecisecommunicationchannels
Analysisofprogrammedataandsta interviewsrevealsbothstrengthsandareasforimprovementin deliveryactivity:

StrengthenedCommunications:WhatsApp'sreal-timecommunicationhassignificantlyenhanced coordinationandrapiddecision-making,whichiscrucialinremoteareas TheEduSpotsapphas streamlinedactivitytrackingandresourcemanagement,enablingmoree cientoperations
Sta interviewsindicatethatthelimitednumberofdigitaldevices(currently2perSpot)constrainsthefull potentialofdigitallearninginitiatives Amoreequitabledistributionofhigh-qualitydevicesisneededto trulysupportstudentsandCatalystsacrossallSpots.
ValueforMoney:TheEduSpotsmodelo erssignificantvalueformoney(VfM),particularlyinitsvolunteer engagementandcapacity-buildingapproach However,theprogrammefaceschallengesinensuring consistentengagementacrossallspots In2024,wecalculatedthatitcost £15/yearperlearnerto accessaSpot(dividingourtotalorganisationalincomeby10,000learners)Cost-e ectivenessanalysis andstakeholderfeedbacksuggestsubstantialVfM.Thisisbecauseleveragingcommunityresourcesand volunteerengagementmaximisesimpactperdollarspent" Furthermore,theprogramme's community-drivenapproach,whichleverageslocalresourcesandpartnershipsandmaximises investmentimpact,showsastrongvalueproposition
CaseHighlights
Extragrantscommunities gainedbythemselves
USAid-Ejura-$1895granttoprovideasolarpowersystem. YouthMobilisationFund-GomoaManso-$5000-ITcentre&digitallearning YouthMobilisationFund-Akumadan-$3000torenovatetheSpot
Traininglocalvolunteers(Catalysts)createsasustainable,cost-e ectivemethodfordelivering educationalservices However,tofurtherenhancevalueformoney,EduSpotsshouldconsiderinvesting inadditionaldigitaldevices,asthecurrentlimitationof2perSpotmayhinderoverallprogramme e ectivenessbyconstrainingthefullpotentialofdigitallearninginitiatives
Itisalsonecessarytoexplorepartnershipswithlocaltechcompaniesordonorstosupportthedigital infrastructureneedsmorecost-e ectivelythroughthemoreequitabledistributionofhigh-quality devices,whichisrequiredtohelpstudentsandCatalystsacrossallSpots.
2 5 2 SpotModelComparison
EduSpotsoperatestwomodeltypesinthecommunitiesinwhichtheywork.Itiseithera community-basedspotoraschool-basedspot,orinsomeinstances,itcanbeboth Withthedi erent spotshavingtheirpeculiarities,theyallseektoaddressthemissionandvisionofEduSpots Fromthe evaluationquestion,therewasaneedtoevaluatethedi erentspotsemployedbyEduSpotsinachieving theirgoal Respondentsfacedchallengesindirectlycomparingschool-basedandcommunity-based spotmodelssincemostwereonlyfamiliarwiththespottypeinwhichtheywereinvolved
Theanalysisrevealsdistinctdi erencesbetweenschool-basedandcommunity-basedsportsmodels Thee ectivenessofeachmodeldependsonlocalcontextandcommunityengagementlevels.A comparativestudyofschool-basedandcommunity-basedSpotmodelsrevealedthatSchool-based Spotsbenefitfromexistinginfrastructureandeasierintegrationwithformaleducationsystems.
EvenasCommunity-basedSpotsshowstrongerengagementfromdiversecommunitymembers,they maybemoree ectiveinreachingout-of-schoolchildren However,bothmodelshavestrengths, suggestingthataflexibleapproachtolocalcontextsmaybemoste ective.


AnotherheadteacherinAgbledomealsoobserved,"Theschool-basedmodelisinastructureora specificSpot School-basedmeetingperiodsareoftenafterschoolbreaksorclosingandwhen teachersgoformeetings,butthecommunitycanonlybeheldonTuesdayswhenthereisnofishing The schoolmodelismoreengagingandpersistentthanthecommunitySpot."
Despitethis,theysharedtheirinsightsandknowledgebasedonobservationsandinformationfromother Spottypes.Thekeyperspectivescapturedareattendance,structure,accessibilityandenjoymenthours. Thetestimonialssharedare:
● Accessibility:Oneteacherobserved,“Theschool-basedisdoneonlyinsomeschoolswhere somestudentswouldn’thaveaccess So,withthecommunity-based,studentswhoseschools arenotpartofEduSpotsgetinvolved Also,withthecommunity-based,itisavailableto everybody,includingtertiaryandseniorhighschoolstudents”(AheadteacherintheMiddle Region)
● AttendanceChallenges:Anotherteachernoted,“Forthecommunity-based,attimesitisdi cult togetthepeopleforsomeactivities,especiallyduringholidaysorvacation Butduringschool days,Ithinkstudentsorpupilsarealwaysaround ”(AheadteacherintheMiddleRegion)
● OperatingHours:Highlightingtheflexibilityofcommunity-basedmodels,ateachershared,“The school-basedmodelcloseswhenschoolcloses,butthecommunity-basedmodeloperatestill 10pm.So,thecommunity-basedmodelgiveslearnersampletimetostudyafterschool”(A headteacherintheNorthernRegion)
● StructuredUseinSchools:Discussingadvantagesoftheschool-basedmodel,oneteacher explained,“Theattendancetothoseintheschool-based,Ithinkthestudents’troopinalotsimply becausemostoftheschoolshavetimetablesforlibrarysessions Eachclassknowstheirtime,and whentheCatalystsareready,theyhelpthechildren EveniftheCatalystsareunavailable,the childrengotheretopickbooks Thebooksaren’tlostbecausetheSpotisintheschool,andthe studentsareeasilyidentified TheymakegooduseoftheSpotandevenconcerningcleaning, they’vedrawntimetablesforit”(AheadteacherintheMiddleRegion)
Inconclusion,whilenoconsensusemergedonapreferredmodel,respondentshighlightedthedistinct benefitsandchallengesofboth Importantly,allspottypeswererecognizedasservingEduSpots’core purposeofimprovinglearners'educationaloutcomes.
CaseHighlight
AheadteacherinTechimanobserved,"Withtheschool-based,itonlytakesplaceduringclasshours,butwith thecommunity-based,ittakesplaceanydayatanypointintime "
InEjura,aheadteachernoted,"Forthecommunity-based,attimes,itisdi culttogetthepeopletodosome activities,especiallyduringholidaysorvacations ButIthinkstudentsorpupilsarealwaysaroundonschool days "
CorrelationBetweenStrandsandEducationalOutcomes
EduSpotsimplementseveralstrandsintheirspotsbasedontheneedsandstrengthsofthecommunity. ThestrandsimplementedareDigiLit,EduKids,IgniteEquity,EcoSTEM,CatalyseLeadershipProgramme andtheInspirePeerMentorProgramme.Whileallthesestrandsareessential,notallSpotsimplementall thestrands Fromtheinterviews,headteacherssharedvariedperspectivesonhowthenumberofstrands impactseducationaloutcomes.


Communitymembersperceiveapositivecorrelationbetweenthenumberofstrandsadoptedand educationaloutcomes
Regardingthediversificationoflearningopportunities,arespondentnoted,"Themorethestrands,thebetter asthelearnergetsexposedtodi erentrelevantskillsandthestrandsdon'tmeetattheperiod"
Otherparticipantsnotedpositivecorrelationsbetweenengagementinmultiplestrandsandeducational outcomes InKalpohini,aparticipantobserved,"Alllearnersengagedinallthestrandsarebettero tosome extentthanthoseinvolvedinasinglestrand
Whilemostrespondentsemphasisedknowledgetransferabilityandimprovedunderstanding,one respondenthighlightedachallengerelatedtolearnercapacityandparentalexpectations Key observationsincluded:
● KnowledgeTransfer:“Whateveristaughtinonestrandisbeingtransferredtootherstrands The studentsinvolvedinmultiplestrandscanunderstandthingsbetterthanotherlearnerswhopartof EduSpotsor not”(AheadteacherintheNorthernRegion)
● ImprovedPerformance:“Theimpacthasbeenpositive Itallowsstudentstolearnindi erent areasofengagement.Thisgoesalongwaytoimprovelearners’academicperformance.There aresynergiesamongthedi erentstrandsadoptedbyEduSpots ”(AheadteacherintheNorthern Region).
● ChallengesforLearners:“WhenmanystrandsarerunintheSpot,ita ectssomelearners Some parentsmaywanttheirlearnerstoparticipateinallstrands Ifthelearnerisnotmatureenoughor doesn’thaveguidanceathome,itwilla ectthem,especiallyslowlearnersinparticularstruggle” (AheadteacherintheMiddleRegion)
Thefeedbackrevealsaneedtoassessstudents’learningcapacityandabsorptionratesbefore introducingmultiplestrands Thisensuresthatlearnersbenefitwithoutbeingoverwhelmed,allowingthe communitytofocusone ectivestrategiesratherthanmerelyincreasingthenumberofstrands.
Regressionanalysisexaminingtherelationshipbetweenthenumberofstrandsadoptedandthequalityof educationaloutcomesconsistentlyshowsapositivecorrelation AcommunityleaderfromSakasaka a rmed:“Thereisapositiverelationshipbetweenthenumberofstrandsadoptedandoverallacademic performance Thestrandscomplementeachotherinenhancingdi erentabilitiesofthelearners” This findingsupportstheEduSpotsmodel'scomprehensivenatureanditsmulti-facetedapproach'svalue.


Table9.LearningExperienceintheSpotProgramme
Theevaluationdatarevealedthat70%oflearnersengageinactivitiesintheschool-basedorcommunity Spot 48%oflearnersreportedexposuretomultiplestrandsoftheEduSpotsintervention,which improvedtheirlearningexperience 38%oflearnersreportedexposuretoonlyonestrandofthe EduSpotsintervention.TheevaluationanalysisdemonstratesthattheEduSpotsprogrammehas achievedsignificantpositiveoutcomesacrossmultipledimensions
TheEduSpotsprogrammepositivelyimpactslearners,Catalysts,andcommunitiesacrossvarious dimensions Whilefacingsomechallenges,particularlyregardingphysicalspaceandresources,the programshowsstrongpotentialforsustainabilityandreplication,withhighlevelsofcommunity engagementandownership Thediverseprogrammescatertodi erentlearningneedsandinterests, promotinginclusivity
Thematicanalysisrevealsapositiverelationshipbetweenthenumberofstrandsadoptedand educationaloutcomes Spotsimplementingmultiplestrands(e g ,EduLit,EcoSTEM)showhigheroverall engagementandimprovedlearningoutcomes.However,programmemanagersshouldavoid overburdeningCatalystswithtoomanystrands,whichcouldimpactdeliveryquality
Table11.LearningExperienceintheSpotProgramme

Source:ExpectationState(2024)
TheEduSpotsprogrammedemonstratessignificantpositiveimpactsonlearners,Catalysts,and communitiesacrossvariousdimensions Whilefacingsomechallenges,particularlyregardingphysical spaceandresources,theprogrammeshowsstrongpotentialforsustainabilityandreplication,withhigh levelsofcommunityengagementandownershipinmostlocations
CorrelationBetweenSizeandEnvironment
Thesizeandenvironmentofphysicalspacesandtheavailabilityofresourceswereseenascriticaltothe successoftheEduSpotsInterventionModel.Respondentsprovidedinsightsonbothchallengesand successes:
● SpaceLimitations:“Physicalspaceandresourcescorrelatealotwitheducationaloutcomes,but thisiswherewedonothaveenoughspacetoengagethelearnersinactivities Whenthereis physicalspace,wecangroupthelearnersandgivethemtaskstousetheresourcesaroundthem fortheirfindings”(AheadteacherintheMiddleRegion)
● ResourceImpact:Aheadteachersharedasuccessstory:“Indeed,theavailabilityofresources helpsgreatlyinachievingourdesiredgoalsandobjectives.In2020,becauseofEduSpots,we recordedthebeststudentinthewholecircuit,andnowheisacatalyst Thisattractspositively,as hehelpsprioritiseteachingmaterialsbasedontheobjectivesofGES”(Aheadteacherinthe NorthernRegion)
● DigitalTools:“EduSpotshasprovidedsomeSpotswithtabletstoaidlearnersintheirstudies The studentsenjoyusingthetabletsbecausetheyareengagingandfun Withouttheseresources,

learnerswouldnotbeabletounderstandmostlessonseasily”(AheadteacherintheNorthern Region)
● TeachingEnhancement:“Resourcesencourageteachingmethods Itmakesteachingeasierand fasterforboththeteacher,thecatalyst,andthelearners.Achilddoesn’tsu eralot,theteacher talksless,anditencouragesmorecollaborationandlearners'participationduringsuchsessions” (AheadteacherintheNorthernRegion).
Thesharedexperiencesshowedthatthephysicalsize,environment,andresourcesavailablesignificantly influencethee ectivenessofCatalystengagementandeducationaloutcomes Thoughdi erentSpots havediverseSpottypeswithdistinctresourcesandenvironmenttypes,theyallcometogetherto performthesamefunctions
Enhancedaccesstolearningresources,suchasdigitaltools,improvedphysicalspaces,andwell-trained Catalysts,willpropelbettereducationaloutcomesforlearners E ortsshouldbemadetoprioritise equippinglearningenvironmentstosupporte ectiveteachingandlearningactivities.
FeedbackHighlight
Thediverseprogrammescatertodi erentlearningneedsandinterests,promotinginclusivity.Thematic analysisrevealsapositiverelationshipbetweenthenumberofstrandsadoptedandeducationaloutcomes
Spotsimplementingmultiplestrands(e g ,EduLit,EcoSTEM)showhigheroverallengagementandimproved learningoutcomes However,programmemanagersshouldavoidoverburdeningCatalystswithtoomany strands,whichcouldimpactdeliveryquality
PhysicalSpaceImpact
Thephysicalcharacteristicsofspotssignificantlyimpactprogrammee ectiveness.Somelargelegacy Spotshavelowcommunityparticipation "Thisobservationemphasisesthatwhilephysicalspaceplaysa role,communityengagementremainscriticalforSpote ectiveness.
AnalysisofSpotcharacteristicsandengagement/outcomedatarevealsthatSpotswithdedicated, well-equippedspacestendtohavehigherCatalystengagementandbettereducationaloutcomes.The physicalspaceoftheSpotshassomelimitationsthata ectengagementandoutcomes
Acatalystnoted:"Thesizeissmall,likeourlibraryissmall Youknowthisplacemustbequietwhenyou comeinlikethis.Andifyoulookatit,wedon'thaveenoughchairshere.Someofthemwillcomeandbe standing "ThephysicalcharacteristicsoftheSpots,includingsizeandavailableresources,werereported tosignificantlyimpactCatalystengagementandeducationaloutcomes.
Additionalthematicanalysisrevealedchallengesrelatedtophysicalspaceconstraints Acatalystnoted, "Thesizeistoosmallforaclassof40learners Theroomissoscantythatsomechildrenmuststayout duringsessions,a ectingengagementquality "Acatalystreported,"Itisourchallengenowsince learnersfromallsixschoolclustersarejoiningtheprogramme;spacehasnotbeenenoughifwehaveto engageallofthemsimultaneously
So,whenithappenslikethat,Catalystfindsitchallengingtodeliver" Forexample,acatalystfrom Sakasakaobserved:"Thespaceandlearningmaterialsarenotenough.Thus,thereisaneedforan expansiontoaccommodatemorelearnersandgetmorelearningmaterials,e g ,laptopsandITgadgets Thus,thisa ectsthequalityofCatalystsengagementandeducationaloutcomes."


Source:ExpectationState(2024)
Theavailabilityofdiverselearningspaces(e.g.quietstudyareasandcollaborativezones)positively impactsstudentengagement Toimprove,EduSpotsshouldconsiderinvestinginflexiblefurnitureand adaptablespacestomaximisetheutilityofexistingSpots.Itshouldalsoexplorepartnershipswithlocal businessesorcommunitycentrestoexpandthenumberofavailablelearningspaceswherededicated infrastructureislimited.
2 5 3 CatalystRetentionandEngagement
Catalystretentionemergesasasignificantchallengefortheprogramme Quantitativeanalysisof retentiondataandqualitativefeedbackfromCatalystsrevealsthattheIgniteProgrammehase ectively boostedCatalystengagement,witha23%increaseinvolunteersobservedin2023 Catalystsvaluethe interculturalexchangeandnetworkingopportunitiesprovidedbytheEduSpotsmodel Tofurther improveretentionandengagement:
● DevelopamorestructuredmentorshipprogrammefornewCatalysts,pairingthemwith experiencedvolunteers
● Enhancethedigitalsupportsystem,potentiallythroughanexpandedversionoftheEduSpots app,toprovideongoingtrainingandresourcesforCatalysts
CaseHighlight
Acatalystreported:"Thetiny,uncomfortablespacebytheroadsidecreatesnoisethatdisruptslearners' concentrationduringsessions."Thisobservationhighlightstheneedforimprovedinfrastructuretoenhance programe ectiveness
TheEduSpotsinterventionsignificantlyimproveslearners'skills,catalysts'development,andcommunity engagement.However,financialsustainabilityandphysicalinfrastructurechallengespersist.Addressingthese issueswillensuretheprogramme'slong-termsuccessandscalability
Theseinitiativesbuildcatalystcapacityandengagement,potentiallyimprovingretention However,the programmemaybenefitfromfurtherstrategiestocreatemorerobustcatalystteamsandsuccession planning AnalysisofretentiondataandCatalystfeedbackrevealsthattheIgniteProgrammehas e ectivelyboostedCatalystengagement,witha23%increaseinvolunteersobservedin2023 Catalysts valuetheinterculturalexchangeandnetworkingopportunitiestheEduSpotsmodelprovides
However,tofurtherimproveretentionandengagement:


● DevelopastructuredmentorshipprogrammefornewCatalysts,pairingthemwithexperienced volunteers
● ImplementarecognitionandrewardsystemtoacknowledgeoutstandingCatalystcontributions
● EnhancethedigitalsupportsystemtoprovideongoingtrainingandresourcesforCatalysts. Interviewwiththeheadmaster,Zangbanlu,Ghana.

Basedontheanalysisofsta interviewtranscripts, severalkeyfindingsemergeregardingtheprocess andsystemsoftheEduSpotsprogramme.This evaluationnarrativesynthesisesinsightsacross multipledimensions,includinge ciencyofactivity delivery,valueformoney,comparisonofspot models,correlationbetweenstrandsand outcomes,physicalspaceimpact,andcatalyst retentionandengagement
TheEduSpotsmodeldemonstratesstrong e ciencyandvalueformoney,withstrengthsinits community-drivenapproachanduseof technologyforcoordination Tofurtherenhanceits impact,thefocusshouldbeonexpandingdigitalinfrastructure,optimisingthebalancebetween school-basedandcommunity-basedmodels,andprovidingadditionalsupportforCatalystretention anddevelopment TheseimprovementswillhelpEduSpotscontinuetocreatesustainable, community-lededucationalchangeacrossGhana
WhiletheEduSpotsprogrammedemonstratesseveralstrengthsinitsprocessesandsystems, particularlyinvolunteerengagementanddiverseacademico erings,thereareareasforimprovementin communityengagement,catalystretention,andconsistentimplementationacrossdi erentspot models.Addressingthesechallengescouldfurtherenhancetheprogramme'se ciencyandimpact.


3.1.Conclusion
Inevaluatingthee ectivenessoftheEduSpotsmodel,theanalysishighlightedtheintervention's significantcontributionstowardspromotingcommunitytransformationandfosteringimproved educationaloutcomes,socialresponsibility,andinclusivity Theinventionmodel,focusingoncommunity ownership,innovativeteachingmethods,andculturalalignment,hasprovene ectiveinmeasuringthe model’simpactanditspotentialtobereplicatedinothercontexts
TheEduSpotsprogrammehassuccessfullytransformededucationallandscapesacrossGhana,fostering anewgenerationofactive,empatheticcitizensandcatalysingcommunity-drivenchange.Throughits innovativeDreamSpotModel,EduSpotshasachievedsignificantshort-termandlong-termoutcomes, makingsubstantialprogresstowardsitsultimatevisionofcommunitiesworkingtogethertocreatethe futuretheywanttoseethrougheducation
Theprogrammehasalsoboostedlearners'interestineducationandskillsdevelopmentintheshortterm Thehands-on,practicalapproachhasignitedenthusiasmforlearning,withnotableimprovementsin literacy,teamwork,andleadershipskills Forinstance,90%ofDigiLitclubparticipantsreportedpositive changesintheirlivesandliteracyskills,while71.25%ofEduKidzparticipantsshowedimprovedliteracy scores Theshifttowardsmorelearner-centred,inclusive,andpracticalteachingmethodshas transformedschool-basedpedagogy,makingeducationmorerelevantandengagingforstudents.
Thelong-termoutcomesareequallyimpressive EduSpotshassuccessfullynurturedlearnersand Catalyststobecomeactive,empatheticcitizens.Bytheendoftheprogramme,65%ofparticipantshad takenonleadershiprolesintheircommunitiesorschools,demonstratingaremarkableincreaseincivic engagementandleadershipskills Theprogramme'simpactextendsbeyondindividualgrowth,fostering strongercommunitycollaborationandimprovededucationalresources Theestablishmentof50'Spots' acrossunderservedcommunitiesledbyover400localvolunteershascreatedvibranteducational activitiesandcommunityengagementhubs(402wentthroughrecentIgnitetraining)
EduSpotshasrealiseditsvisionofcommunity-drivenchangebyempoweringlocalchangemakers The programmehasbuiltane ectivenetworkofyoungpeopleandcommunitymemberswhoinitiate positivechanges Thisapproachhascreatedanewgenerationofleaderswhocansustainandexpand EduSpots'work.TheEduSpotsmodelshowspromisingsustainabilitydespitesomechallenges. ComprehensivesafeguardingpracticesandpositiveimpactsonCatalysts'careerssupportlong-term sustainability However,theprogrammemustimprovecommunityengagement,whichvariesacross locations
Regardingprocessesandsystems,EduSpotshasdemonstratedastructuredapproachtoactivity delivery.Theprogrammeo erssignificantvalueformoney,leveragingvolunteerengagementand capacitybuildingtomaximiseimpact However,challengessuchasCatalystturnoverandworkload managementsuggestmorerobustbackupsystemsandstraightforwardcommunicationchannels.
Despitethesuccessoftheintervention,afewchallengeswererealised Thesewereissuesrelatedto stakeholdercommitmentandbroaderengagement,underscoringtheneedforcontinuoustrainingof leaders However,themodel’sabilitytobereplicatedandthegeneralbenefitsderivedbythecommunity indicateitspotentialtomakealastingimpactindiversecontexts,positioningEduSpotsasapromoterof educationalequityandcommunity



3.2.Recommendations
BasedonthecomprehensiveevaluationoftheEduSpotsprogramme,weproposethefollowing expandedrecommendationstoenhanceitse ectivenessandsustainability:
3.2.1.TailorSpotModels
DevelopflexibleguidelinesforadaptingtheSpotmodeltodi erentcontexts(school-basedvs community-based)whilemaintainingcoreprinciplestoensuree ectivenessacrossdiversesettings
● Createadetailedframeworkoutliningthecoreprinciplesandessentialcomponentsofthe EduSpotsmodelthatmustbemaintainedacrossallimplementations.
● Developseparateguidelinesforschool-basedandcommunity-basedSpots,addressingthe uniquechallengesandopportunitiesofeachsetting.
● ImplementasystemforregularlyassessingandadaptingSpotmodelsbasedonlocalfeedback andperformancemetrics.
● ProvidetrainingforCatalystsonadaptingthemodeltotheirspecificcontextwhileadheringto coreprinciples
3.2.2.FocusonNEETYouth
Developtargetedstrategiestoengageyoungpeoplenotinemployment,education,ortraining These couldincludespecialisedprogrammesorpartnershipswithvocationaltraininginstitutions
● ConductacomprehensiveneedsassessmentofNEETyouthinEduSpotscommunitiesto understandtheirspecificchallengesandaspirations.
● Designtailoredprogrammesthatcombinebasiceducationwithpracticalskillstrainingrelevantto localjobmarkets.
● Establishpartnershipswithvocationaltraininginstitutionstoprovidecertifiedcoursesthrough EduSpots.
● ImplementamentorshipprogrammepairingNEETyouthwithsuccessfulprofessionalsor entrepreneursintheircommunities
● DevelopatrackingsystemtomonitortheprogressandoutcomesofNEETyouthengagedin EduSpotsprogrammes
3.2.3.
SustainabilityPlanning
WorkwitheachSpottodeveloplong-termsustainabilityplanswiththegoalofmakingEduSpots’asa driverofeducationalequityandwidercommunity-ledchange.
● iCreateasustainabilityplanningtoolkitthatSpotscanusetoassesstheircurrentresources, identifypotentialpartners,andsetlong-termfinancialgoals.
● ProvidetrainingforCatalystsandcommunityleadersonresourcemobilisationtechniquesand financialmanagement
● EstablishasystemforregularsustainabilityauditsandplanningsessionsateachSpot
● Developadatabaseofpotentiallocalandnationalpartners,includingbusinesses,NGOs,and governmentagencies,thatSpotscanapproachforsupport
3.2.4.ExpandPartnerships
Seekcollaborationswithothereducationalorganisationslocallyandinternationallytosharebest practicesandscaletheEduSpotsmodel
● Identifyandreachouttoorganisationswithcomplementarymissionsorexpertisethatcould enhanceEduSpots'impact

● Establishformalpartnershipagreementsoutliningroles,responsibilities,andsharedobjectives
● Organiseregularknowledge-sharingeventsorconferenceswithpartnerorganisationsto exchangeideasandbestpractices
● Developjointinitiativesorpilotprojectswithpartnerstotestnewapproachesorexpandthereach ofEduSpotsprogrammes
● Createasystemforevaluatingthee ectivenessofpartnershipsandtheirimpactonEduSpots' overallmission
3.2.5.CurriculumIntegration
WorkmorecloselywithlocaleducationauthoritiestointegrateEduSpotsactivitiesintotheformalschool curriculum,enhancingtheprogramme'simpactandsustainability.
● ConductathoroughanalysisofthenationalcurriculumtoidentifyareaswhereEduSpotsactivities cancomplementorenhanceexistinglearningobjectives
● DevelopdetailedlessonplansandresourcesthatalignEduSpotsactivitieswithspecific curriculumstandards
● Establishaworkinggroupwithlocaleducationo cialstofacilitatetheintegrationprocessand ensurealignmentwitheducationalpolicies
● Providespecialisedtrainingforteachersone ectivelyincorporatingEduSpotsmethodologies intoclassroompractices
● Implementamonitoringandevaluationsystemtoassesstheimpactofcurriculumintegrationon studentlearningoutcomesandoveralleducationalquality
Byimplementingtheserecommendations,EduSpotscanenhanceitsadaptability,reachunderserved populationsmoree ectively,ensurelong-termsustainability,leverageexternalexpertise,andincrease itsimpactwithintheformaleducationsystem Thesestrategieswillcontributetothecontinuedgrowth andsuccessoftheEduSpotsmodelinempoweringcommunitiesthrougheducation.

