2025 EduSpots' Model Evaluation By Expectation State

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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 eectivenessandimpactacrossvariouslocationsinGhana Theprimary aimofthisevaluationwastodeterminetheimpactandecacyofthe 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

TheEduSpotsModelisacollaborativeeortthatempowerslearnersandcommunitiesinunderserved 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,oeringapromisingoutlookfortheprogramme'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-ecacyscoresbetweenpre-andpost-academysurveys.Itisworth notingthatacrossthewholeCatalyseLeadershipProgramme,thesenseofcommunityindexroseby 4.4%acrossallparticipants. Acatalystshared,"LookingatwhereI'mcomingfrom,likeagirl,it'snoteasy foraladytocomeoutandtalk Fornow,IwillspeakandsaywhatIwant "Theprogrammehasmade significantstridesinincludingdiverseactors,witheortstoaccommodatelearnerswithdisabilitiesand 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 hasbeendevelopedtosupporteectiveprogrammedeliveryandSpotsreceivingdigitaltoolsandwifi 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,enhancetheeectivenessofdigitallearning initiatives,andensuremoreequitableaccessacrossallSpots.

● RefineSafeguardingPractices:Continuetostrengthensafeguardingmeasuresthroughregular trainingsessionsandprecisereportingmechanisms Developstrategiestoincreasecommunity awarenessandunderstandingofthesecrucialprinciples

● EnhanceDataCollectionandAnalysis:EduSpotshouldimplementamorecomprehensivedata collectionsystemtotrackbetterlong-termoutcomesandtheimpactofspecificprogramme elements Thissystemwillaidcontinuousimprovementandprovidevaluableinsightsforpotential modeladopters.

● TailorSpotModels:EduSpotsshoulddevelopflexibleguidelinesforadaptingtheSpotmodelto dierentcontexts(school-basedvs community-based)whilemaintainingcoreprinciples These guidelineswillensurethemodel'seectivenessacrossdiversesettings

● 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'seectiveness,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 correctionstoaddressdicultiesencountered

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 thecommunityputinmucheorttomaximisethemodel'spotential Thiswasdiscoveredthroughthe variousactivitiesimplementedbythecommunitiestowardstheprogramme,assharedbymost communityleaders

TheETcollectedandanalyseddataontheinnovativepedagogyemployed,inclusivelearningpractices, activecommunityinvolvement,andmodeladaptabilityindierentcontextsduringfieldactivitiesto 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 aectedlearners'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

Theseconsistentlyhighratingsacrossdierentstrandssuggesttheprogrammesuccessfullyfosters learners'interestineducation.Thishighlevelofengagementindicatesthattheprogrammeeectively 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".Thesehighratingsacrossdierentstrandsindicatethattheprogramme 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. Analysisofresponsesfromdierentrespondentshighlightedthefollowingimprovements:

● 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-Ecacy

Quantitativedatarevealedan8.2%improvementinteamworkskillsamongparticipantsfromMayto December2023 Thisimprovementsuggeststhattheprogrammeeectivelyfosterscollaboration amonglearners Surveyresultsshowedthehighestincreaseof8 5percentagepointsinteamworkscores betweenpre-andpost-academies ACatalystfromTechimanAmeyawSpotobserved"tolerance,unity,

passion,play,andempathyorcareforothersinvolunteersenrolledonIgnite,"notingthat"thecombined actionofthevolunteerspromotedeectiveandecientrunningoftheSpot'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-ecacyscoresbetweenpreandpost-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 Theprogrammeeectivelynurturedteamworkandleadershipskills,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:"Thecommunityadvanceslearningatthedierentspots 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

Whileheadteacherswereexcitedabouttheeortstosustaintheproject,onehighlightedabarrierthat canhinderachievinga100%long-termsustainabilityoutcome.Thiswasregardinglimitedlogisticsfor practicalteachingontheSpot Oneheadteacherexpressedoneofhisencounters:“Someteachersdo notwanttoattendthepracticalexperiments,especiallywiththeEcoSTEM,duetothelackoflogistics. Someteachersalsostruggletoexplainsomebasicprinciplestothestudents”(Aheadteacherinthe NorthernRegion)

Highlight

AheadteacherintheNorthernregionnoted:“SomeofthechangesIhaveobservedinstudentsisthatthey werefindingitdiculttoapproachteacherswhentheyhadissues 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,"Dierent 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 andwasabigeortfromtheteachers IamsayingthisbecauseIwasalsoafacilitator'strainer,andwe noticedsomediculties,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 indicatesaconsciouseorttotransitionfromtraditional,teacher-centeredmethodstomoreinteractive, student-centeredapproaches.

TheEduSpotsprogrammehascatalysedsignificantchangesinpedagogicalpractices,movingtowards morepractical,inclusive,andcommunity-connectedapproachesinseveralways,i e ,

PromotionofInclusiveandPracticalApproaches:Theinterventionhasledtosignificantchangesin classroompractices,promotingmoreinclusiveandpracticalapproaches Acatalystreported,"Dierent approacheslikechild-centerednessapproacheslikeicebreakersareemployedtogetallchildrento focusonthesession" Anothercatalyst'sobservationshowsthisshifttowardsmoreengagingteaching methods:"Mostclubsarechildren-centred.Teachersusedtocometolectureandleave.However,after establishingtheSpot,withover50%ofteachersbeingCatalysts,theynowapplyskillslearnedfrom EduSpotstrainingintheclassroom.Learnerscannowexpressthemselvesandsharetheirideasinsteadof justlisteningtolectures "

IntegratedEduSpotsActivitiesinSchoolCurricula:

IntegratingEduSpotsactivitiesintoschoolcurricula hassignificantlyimprovedpedagogicalpractices.Acatalystnoted,"Yes,thenewcurriculumthatGhana EducationServiceisusingnowstretchesonthepointandwasabigeortfromtheteachers Iamsaying thisbecauseIwasalsoafacilitator'strainer,andwenoticedsomediculties,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.Astarespondent 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)catertodierentlearning 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, eectivelyreachingmarginalisedpopulationsthatpreviouslylackedaccesstoqualityeducational

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-ecacyscaleoverthesameperiod.

TheseimprovementsshowthattheprogrammeeectivelydevelopsCatalysts'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 notreceivingdirecteectsfromcommunitymembers,butonlywhenweinviteorcallforPTAmeetingswhere weengagetheminsomeEduSpotsactivities "

Analysisofself-assessmentsurveysandinterviewswithCatalystsrevealedsignificantgrowthinkey areas:

● IncreasedConfidenceandEnhancedOptimism:Theevaluationdatarevealedthat29%of CatalystscitedincreasedconfidenceasacriticalchangeafterparticipatingintheIgnite Programme Quantitativedatashoweda3 9percentagepointincreaseinself-ecacyscores betweenpre-andpost-academysurveys ACatalystfromZangbalunSpotexemplifiedthis growth:"Throughgivingbacktothesocietythatmademe,myleadershipskillshaveexponentially increased,andI'mreadytodomoretoensurethattheSpotsucceedseveninmyabsence "While theevaluationdidnotprovidespecificquantitativedataonoptimism,qualitativeanalysis suggestsanincreaseinCatalysts'positiveoutlook Catalystsdemonstratedthisincreased optimismthroughtheirwillingnesstotakeonchallengesandtheirbeliefintheirabilitytocreate changeintheircommunities

● ImprovedTeamworkSkills:Throughitscollaborativeactivities,EduSpotshaseectively fosteredteamworkskillsamonglearners Theprogramme'semphasisongroupprojectsandpeer learninghascreatedanenvironmentwherestudentslearntoworktogethereectively Isaac's observationaboutthechildren'senthusiasmtowardslearningalsosuggestsanimprovementin theirabilitytoengagecollaborativelyineducationalactivities Thehighestincreaseinsurvey resultswasan8.5percentagepointincreaseinteamworkscoresbetweenpre-and post-academies ACatalystfromTechimanAmeyawSpotobserved“tolerance,unity,passion, play,andempathyorcareforothersinvolunteersenrolledonIgnite.Thecombinedactionofthe volunteerspromotedtheeectiveandecientrunningoftheSpot'sactivities "

● InclusionofDiverseActors:Analysisofparticipationdataandstakeholderinterviewsrevealeda strongcommitmenttoinclusivitywithintheprogramme TheEduSpotsprogrammeis passionatelycommittedtoincludingandprotectingdiverseactorsinitsinitiatives Theevaluation datashowedthattransitioningfromtheIgniteGirlsprogrammetoIgniteEquitydemonstratesa commitmenttoinclusivity,involvingbothgendersinaddressingcommunitychallenges The programme'svariouseducationalstrands(DigiLitclub,EcoSTEMclub,andEduKidzprogramme) catertodierentagegroupsandinterests,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,andstudentsfromdierentbackgrounds 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 dierenceinmycommunity.TheteamworkskillsI've developedareinvaluable"

TheEduSpotsprogrammedemonstratespositive short-termoutcomesinlearners'improvementand Catalysts'skillsdevelopment Learnersshow increasedengagementineducation,improved metacognitiveskills,andpositivepersonalchanges acrossvariousstrands.

Catalystsexhibitgrowthintheirsenseofcommunity,self-ecacy,andleadershipskills,contributingto theprogramme'soverallsuccess

CaseHighlight

Catalystsreportsignificantpersonalgrowthinconfidence,optimism,andteamworkskills Onecatalyst shared,"Verymuchworkingwithothercatalystshasmademeconfidentaboutmyabilities" Anothercatalyst elaboratedontheirimprovedconfidence:

"Confidencehasincreasedbecauseovertheyearshehadtodealwithadiversenumberofpeople,community leaders,teammembers,anothercatalyst,andstudentsfromdierentbackgrounds 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,"suggestingabroadercommitmenttoinclusivityacrossdierent 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 beyondourdierencesandseewhatwe haveincommon "

Theprogrammeengagesdiversegroups,includinglearners,Catalysts,andcommunitymembersacross dierentregionsinGhana Catalystsvalueconnectingwithcolleaguesnationwide,suggestingadiverse network

Theemphasisoncommunity-ledchangeanddrawingfromlocalassetsindicatesaninclusiveapproachthat respectsandincorporatesdiverselocalperspectives

2.1.5.AreasforImprovement

Theevaluationdatasuggestssomeareasforimprovementintheprogramme'sinclusioneorts Young peoplenotemployed,educated,ortrained(NEET)remainslightlyunderrepresented,indicatinganeed fortargetedstrategiestoengagethisgroupbetter Theprogrammeshouldfurtherpromotecommunity ownershipandlocalleadershiptobenefitmarginalisedgroups

CaseHighlight

Acatalystreflected:"Whenchallengesarise,Iexperiencemanychanges Welearnedtocreatenew,unfamiliar poemsorsongs Thispracticehashelpedmedevelopmyideasasacatalyst Ithasalsoboostedmy confidenceinassistingchildren "Anothercatalystnotedthedevelopmentofteamworkskills:"Thedierent strandshavedierentcatalystsorstrandleads.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'seectivenessand 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,eortstonurturelearnerstobeglobal citizensandthecollaborativewaysofthecommunitytoadvanceeducationaloutcomeswereassessed

Fromthediscussions,allrespondentsemphasisedthattheEduSpotsmodelhasequippedlearnerswith skillsandvaluesforthefuturethroughthecollaborativeeortsofCatalysts,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

Youngpeoplelikemecanmakeasignificantdierencein Ghana

Caringaboutwhathappenstopeopleinothercountriesis alsoessential.

Source:ExpectationState(2024)

NurturingLearners:TheEduSpotsprogrammehasnurturedlearnerstobecomeactivecitizens,as evidentintheirincreasedenvironmentalconsciousnessandcommunityengagement Learnerstakethe initiativetoaddresslocalenvironmentalissues,demonstratingkeyattributesofbeinganactivecitizen, suchasawarenessofnationalproblemsandactingataregionallevel

Theprogrammeisfosteringleadershipskillsamonglearners. EcoSTEMSpecialistwithEduSpotsnoted anunexpectedoutcome:"Thestudentsinthedierentclubsalwayshavemuchconfidence Theyhave muchself-confidencebecausetheydo.Wehavemanydiscussions,andtheystandupandpresentwhat they'vedone "Thisincreasedconfidenceandpublicspeakingabilityarecrucialforactiveglobalcitizens, enablinglearnerstocommunicateeectivelyandadvocateforcriticalissues

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,"Dierentapproacheslikechild-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:"WorkingwithEduSpotshasopenedmyeyestothechallengesdierent 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 eectiveimplementationofthemodel'scoreprinciplesacrossvarioussettings,fromurbancentresto remoteruralareas Themodel'sdemonstratedimpactonlearneroutcomeshaspowerfullydrivenits adoption Stakeholdershaveobservedtangibleimprovementsinstudents'academicperformance, criticalthinkingskills,andeducationalengagement Thisevidence-basedsuccessprovidesastrong rationaleforotherorganisationsandinstitutionstoembracetheEduSpotsapproach

FocusGroupDiscussionwithCommunityMembersinAgbladome,Ghana

Themodel's cost-eectiveness andsustainability havealsobeen crucialinits adoption Inanera ofconstrained educational budgets,the EduSpotsModel oersawayto achievesignificant educational improvements

withoutrequiringextensivefinancialresources Byleveragingcommunityassetsandfosteringlocal leadership,themodelcreatessustainableeducationalecosystemsthatcanthriveevenin resource-limitedenvironments AstheEduSpotsModelcontinuestogaintraction,itssuccessstoryisa testamenttothepowerofcommunity-driven,globally-minded,andadaptableeducationalapproaches.

Thematicanalysisofstakeholderinterviewsidentifiedseveralfactorsinfluencingmodeladoption: Demonstratedimpactonlearneroutcomes,community-drivenapproach,cost-eectivenessand sustainabilityandflexibilitytoadapttodierentcontexts.Aneducationocialfromaneighbouring 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

AnEduSpotsStaalso 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)catertodierentlearningneedsandinterests,indicatingthatteachershaveadopteda morevariedandinclusiveapproachtoeducation Teachersnowdemonstrateimproved confidenceandskills TheEduSpotsDreamSpotModelhasshownsignificantlong-termimpacts acrossallevaluatedareas.Collaborativeteachingpractices,suchasteamteachingandpeer observations,haveincreasedby55% Thisincreasehascreatedmanyschoolswithmore supportiveandinnovativeteachingenvironments.

TheseoutcomessuggestthattheEduSpotsapproacheectivelyfosterssustainable,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'seectivenessandimpact:

2.3.1.Community-DrivenChange

TheEduSpotsmodelhasfosteredcommunityownershipandagencyindrivingeducationalinitiatives Increasedparticipationratesandemerginglocalleadershipdemonstratethissuccess.Themodel's fundamentalassumptionthat"Communitiespossessinherentassetstoaddresstheirchallenges"has beenvalidated Communitieshaveleveragedtheirlocalresourcesandpartnershipstosustainprogress Forexample,somecommunitieshavesecuredcontributionsfromentitieslikeENI,TullowOil,orGhana Gastosupporttheireducationalinitiatives

Theprogrammehaseectivelybuiltanetworkofyoungpeopleandcommunitymembersempoweredto initiatechange Theevaluationframeworkstates,"Theorganisation'sroleistobuildanetworkoflocal changemakers youngpeopleandcommunitymembers whohaveapositivevisionfortheir communitiesbutdon'tknowhowtostart "Thisapproachhasledtoanewgenerationofleaderswhocan continuethisworksustainably.

2.3.2.EmpowermentofLocalChangemakers

Theprogrammehasbeeneectiveinbuildinganetworkofyoungpeopleandcommunitymemberswho 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.AnEduSpotsstamembershared:"Beforejoining EduSpots,Ionlythoughtaboutmyvillage NowIunderstandhowouractionsherecanaectpeople 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 eectivenessinvaryingsocioeconomicandsocioculturalcontexts.

● Inclusivity:Themodelaimstoincludeallcommunitymembers,butimplementersmustensure theydonotinadvertentlysidelinecertaingroups

● Ethicalimplications:Implementingthemodelindierentcommunitiesnecessitatescareful 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,stainterviews, Catalystcareertrajectories,communitysurveys,sustainabilityindicators,casestudies,and learnerfeedback,severalkeyfindingsemergeregardingthesustainabilityandimpactofthe EduSpotsmodel:

2.4.1.

SafeguardingPrinciplesImplementation

SafeguardingprinciplesareessentialmeasuresimplementedbyEduSpotstoensurethesafetyand well-beingofallstakeholders.Continuoustrainingandeducationhavehelpedstakeholders,particularly learners,understandandreportviolationsoftheirrightsasreportedbycommunityleaders Enumerators wereinformedthateortshavealsobeenmadetocommunicatetheseprinciplestoparents,ensuringa collaborativeandpracticalapproachtosafeguarding Withmostcommunityleadersconfirmingthe eectiveimplementationofthesafeguardingprinciples,oneleaderexpressedthat:“Wecommunicate thesafeguardingprincipleseventoparents

Forinstance,whenchildrenaredelayedinschoolforextrahours,wecalltheparentstoinformthemwhy theirwardsaredelayed Thisassuresparentsoftheirchildren’ssafety Communityinvolvementensures thatparentssupportCatalystsintheireorts”(AcommunityleaderintheMiddleRegion) Thisassertionis evidentinmostspots.Whilenocasesofabusewerereported,furtherawarenessshouldberaisedamong learners Onecatalystnotedthatsomelearnersdonotrecognisespecificactionsasabuse,underscoring theneedforpracticalknowledgeandcontinuouseducation.

EduSpotshasimplementedacomprehensivesafeguardingpolicy,demonstratingastrongcommitment toprotectinglearnersandvulnerableadults.EduSpotshasmadeconsiderableprogressinimplementing robustsafeguardingpractices Theanalysisofcompliancedataandstainterviewsrevealsthat EduSpotshasmadesignificantstrides,assafeguardingtraininghasbecomemuchmorecomprehensive

overthepastyear TheEduSpotsteamnowhasregularrefreshercoursesandprecisereporting mechanisms

InterviewwithCatalystinAtanve,Ghana

Aheadteachersharedhisexperienceonthepractical implementationofthesafeguardingprinciples:“The stakeholdersareallcommunicatedtoaboutthese safeguardingprinciples Wespentabout45minutes discussingthemwithparentsatourlastPTAmeeting. Catalystsandlearnersarealsoremindedregularlythrough meetingsandphonecalls”(AheadteacherintheMiddle Region)

Theevaluationdatarevealsareasforimprovementin safeguardingpractices.Specifically,theprogrammehas madeeortstoimplementandcommunicatesafeguarding 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'srippleeect,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,withdierentneedsandpriorities,andemphasisestheimportanceof community-drivenchange.

Communitiesmustagreeonachievablechangesandleadtheseeorts,aligningwithasharedvisionfor thefuture "Thisemphasisoncommunity-drivenchangehasledtocollaborationsonvarious non-educationalprojects,demonstratingthemodel'spotentialforbroadercommunitydevelopment.

ImprovedDigitalLiteracyAmongOlderCommunityMembers:Anotherunexpectedoutcomehasbeen improveddigitalliteracyamongoldercommunitymemberswhoengagewithSpotresources Whilethe primaryfocusoftheEduSpotsmodelisonyoutheducation,theavailabilityofdigitalresourceshas attractedoldercommunitymembers,leadingtounexpectedlearningoutcomes.AnEduSpotssta explains:"Thedigitalmodelaimstoempowercommunitiestotakechargeofthechangestheywishto seebyfosteringinternalmotivationandcollectiveleadership."Thisempowermenthasextendedbeyond theinitialtargetgroup,benefitingawiderdemographicandcontributingtobridgingthedigitaldividein thesecommunities.

EnhancedEnvironmentalAwarenessandLocalConservationEorts:TheEduSpotsmodelhasalso unexpectedlycontributedtoincreasedenvironmentalawarenessandlocalconservationeorts This outcomealignswiththemodel'semphasisoncommunity-driveninitiativesandproblem-solvingthrough education TheFounderandCEOhighlightthepotentialforsuchunexpectedoutcomes:"Whiletheir currenttheoryofchangeemphasisescommunitiesunitingtoshapetheirfuturesthrougheducation,it lacksspecificityregardingtheultimateobjectives "Thislackofspecificityhasallowedcommunitiesto expandtheirfocusbeyondtraditionaleducationaloutcomes,incorporatingenvironmentalconcernsinto theircommunity-driveninitiatives

FocusGroupDiscussionwithCommunityMembersinAtanve,Ghana

MeetingEducationalGoals: TheEduSpotsinterventions eectivelymeeteducational 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 conservationeorts 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 Alocalgovernmentocialcommented,"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 neededtoreplicatethemodelindierentcontexts,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 Stawhonotes:"We'veseenthemostsustainableimpactincommunitieswherelocalleaders andparentsareactivelyinvolvedinshapingtheSpot'sactivitiesandgoals "

● FlexibleAdaptationtoLocalCulturalContexts:Adaptingthemodeltodiverseculturalcontexts iscrucialforsuccessfulreplication.AnotherEduSpotssta,highlightsthis:"Eachcommunitywe workwithhasuniqueneedsandculturalnuances Ourmodel'sflexibilityallowsustotailorour approachwhilemaintainingcoreprinciples.Thisadaptabilityisessentialforreplicationacross dierentregions "

● RobustVolunteerTrainingandSupportSystems:Theimportanceofcomprehensivetrainingand ongoingsupportforvolunteers,particularlyCatalysts,isconsistentlyemphasised Gertrude states:”OurCatalystsarethebackboneoftheprogramme Investingintheirtrainingand providingcontinuoussupporthasbeencriticaltomaintainingqualityacrossallourSpots."

● PartnershipswithLocalEducationalInstitutions:Collaborationwithlocalschoolsand educationalbodiesiskeytosuccessfulreplication.Arespondentobserves:“Formingstrong partnershipswithlocalschoolshasallowedustointegrateourprogrammesmoreeectivelyinto theexistingeducationalecosystem Thisalignmentenhancesourimpactandmakesreplication smoother "

● IntegrationofTechnologyandTraditionalLearningMethods:Thebalancedintegrationof technologywithtraditionallearningapproachesiscrucialforthemodel'seectivenessand replicability Asampledstaalsoexplains:"We'vefoundthatcombiningdigitalresourceswith hands-on,culturallyrelevantlearningactivitiescreatesapowerfuleducationalexperience.This blendisessentialforpreparingstudentsforthefuturewhilerespectinglocaltraditions "

ThesefivecriticalelementsarecrucialforsuccessfullyreplicatingtheEduSpotsmodel Themodel's strengthliesinitscommunity-drivenapproach,adaptabilitytolocalcontexts,robustsupportfor volunteers,strategicpartnerships,andtheexcitingandinnovativeblendingoflearningmethods As EduSpotscontinuestoexpand,focusingontheseelementswillensurethemodel'seectivenessand sustainabilityinnewcontexts

Aneducationexpertnoted: "TheEduSpotsmodel'ssuccessliesinitsabilitytobalance community-driveninitiativeswithstructuredsupportandresources Thisdelicatebalanceiskeyfor replication."Inconclusion,successfullyreplicatingtheEduSpotsmodelhingesonthesefivecritical elements Themodel'sstrengthliesinitscommunity-drivenapproach,adaptabilitytodiverselocal

contexts,robustvolunteersupport,strategicpartnerships,andinnovativeblendingoflearningmethods AsEduSpotscontinuestoexpand,focusingontheseelementswillensurethemodel'seectivenessand sustainabilityinnewanddiversecontexts

2.4.5.CatalystInvolvementinModelDevelopment

Amixed-methodsanalysisofCatalystparticipationdataandfeedbacksurveysrevealshighlevelsof involvement.72%ofCatalystsreportedcontributingideasimplementedinmodelimprovements,and Catalyst-ledinitiativeshaveincreasedby35%inthepastyear Again,60%oftheGhana-basedsta teamin2025aredrawnfromtheEduSpotsCatalystnetwork,withtheInspireMonitoringProgramme bringing8Catalystsfromthenetworkintosemi-staPeerMentorroles,aimingtofurtherembedCatalyst voicewithinorganisationaldecision-making. ACatalystfromTechimanAmeyawSpotshared:"We'renot justimplementingapre-setmodel OurideasandexperiencesareactivelyshapinghowEduSpots evolves.It'strulyacollaborativeeort."

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.

Theanalysisofstainterviewtranscriptsreveals 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

TheEduSpotsinterventionmodeldemonstratesstrongsustainabilitypotentialandoersahopefulvision forthefuture.IthaspositivelyimpactedCatalysts'careersandprovidedunexpectedcommunity benefits Themodelalsoshowsastrongpotentialforreplicationindiversecontexts However,challenges

persistinconsistentlyimplementingsafeguardingpracticesandensuringuniformcommunity engagementacrossalllocations

Themodel'ssuccessinmeetingeducationalgoalsandadaptingtolocalneedssupportsitssustainability andreplicationpotentialindiversecontexts.Thesestrengthscontributetoapromisingoutlookforthe futureoftheEduSpotsprogramme

2.5.ProcessandSystems

Basedonthecomprehensiveanalysisofevaluationdata,stainterviews,andstakeholderfeedback, severalkeyfindingsemergeregardingtheeciency,valueformoney,andeectivenessoftheEduSpots model:

2 5 1 EciencyofActivityDelivery

TheEduSpotsprogrammedemonstratesastructuredapproachtoactivitydelivery,particularlyinthe EcoSTEMstrand,whichfocusesonenvironmentalandSTEM(Science,Technology,Engineering,and Mathematics)education TheintegrationofEduSpotsactivitiesintoschoolcurriculahasenhancedthe eciencyofprogrammedelivery.Acatalystnoted,"AlltheactivitiesthatEduSpotspresentsareinour schoolcurriculums,somostofthethingsweteachattheSpotarethesameasthoseweteachinthe classroom,sothereisadirectlink".

Table8.SpotProgrammeParticipationandAcademicPerformance

HowhasparticipatingintheSpotprogrammeaectedyouroverallacademic performance?

Source:ExpectationState(2024)

Catalystsalsoreportedadaptingtochallengestoensureecientactivitydelivery. Onecatalystshared: “Conflictorclasheswithdierentactivitiesatourmeetingpoint Isqueezemytimetoletthekidsknow whattheymustdo,whichmadeusovercomemostchallenges "

CaseHighlight

Sarahobserved:"Sometimeswelookandthink,'That'sfunny Whyhasn'tthisspotsubmittedanything?'We thenfindoutthatthepersoninchargehasbeentransferredorhastakenonmoreworkresponsibilities "

Thisobservationindicatesthatcatalystturnoverorincreasedworkloadsometimeshamperstheprogramme's eciency,suggestinganeedformorerobustbackupsystemsandprecisecommunicationchannels

Analysisofprogrammedataandstainterviewsrevealsbothstrengthsandareasforimprovementin deliveryactivity:

StrengthenedCommunications:WhatsApp'sreal-timecommunicationhassignificantlyenhanced coordinationandrapiddecision-making,whichiscrucialinremoteareas TheEduSpotsapphas streamlinedactivitytrackingandresourcemanagement,enablingmoreecientoperations

Stainterviewsindicatethatthelimitednumberofdigitaldevices(currently2perSpot)constrainsthefull potentialofdigitallearninginitiatives Amoreequitabledistributionofhigh-qualitydevicesisneededto trulysupportstudentsandCatalystsacrossallSpots.

ValueforMoney:TheEduSpotsmodeloerssignificantvalueformoney(VfM),particularlyinitsvolunteer engagementandcapacity-buildingapproach However,theprogrammefaceschallengesinensuring consistentengagementacrossallspots In2024,wecalculatedthatitcost £15/yearperlearnerto accessaSpot(dividingourtotalorganisationalincomeby10,000learners)Cost-eectivenessanalysis 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-eectivemethodfordelivering educationalservices However,tofurtherenhancevalueformoney,EduSpotsshouldconsiderinvesting inadditionaldigitaldevices,asthecurrentlimitationof2perSpotmayhinderoverallprogramme eectivenessbyconstrainingthefullpotentialofdigitallearninginitiatives

Itisalsonecessarytoexplorepartnershipswithlocaltechcompaniesordonorstosupportthedigital infrastructureneedsmorecost-eectivelythroughthemoreequitabledistributionofhigh-quality devices,whichisrequiredtohelpstudentsandCatalystsacrossallSpots.

2 5 2 SpotModelComparison

EduSpotsoperatestwomodeltypesinthecommunitiesinwhichtheywork.Itiseithera community-basedspotoraschool-basedspot,orinsomeinstances,itcanbeboth Withthedierent spotshavingtheirpeculiarities,theyallseektoaddressthemissionandvisionofEduSpots Fromthe evaluationquestion,therewasaneedtoevaluatethedierentspotsemployedbyEduSpotsinachieving theirgoal Respondentsfacedchallengesindirectlycomparingschool-basedandcommunity-based spotmodelssincemostwereonlyfamiliarwiththespottypeinwhichtheywereinvolved

Theanalysisrevealsdistinctdierencesbetweenschool-basedandcommunity-basedsportsmodels Theeectivenessofeachmodeldependsonlocalcontextandcommunityengagementlevels.A comparativestudyofschool-basedandcommunity-basedSpotmodelsrevealedthatSchool-based Spotsbenefitfromexistinginfrastructureandeasierintegrationwithformaleducationsystems.

EvenasCommunity-basedSpotsshowstrongerengagementfromdiversecommunitymembers,they maybemoreeectiveinreachingout-of-schoolchildren However,bothmodelshavestrengths, suggestingthataflexibleapproachtolocalcontextsmaybemosteective.

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,attimesitisdicult 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,itisdiculttogetthepeopletodosome activities,especiallyduringholidaysorvacations ButIthinkstudentsorpupilsarealwaysaroundonschool days "

CorrelationBetweenStrandsandEducationalOutcomes

EduSpotsimplementseveralstrandsintheirspotsbasedontheneedsandstrengthsofthecommunity. ThestrandsimplementedareDigiLit,EduKids,IgniteEquity,EcoSTEM,CatalyseLeadershipProgramme andtheInspirePeerMentorProgramme.Whileallthesestrandsareessential,notallSpotsimplementall thestrands Fromtheinterviews,headteacherssharedvariedperspectivesonhowthenumberofstrands impactseducationaloutcomes.

Communitymembersperceiveapositivecorrelationbetweenthenumberofstrandsadoptedand educationaloutcomes

Regardingthediversificationoflearningopportunities,arespondentnoted,"Themorethestrands,thebetter asthelearnergetsexposedtodierentrelevantskillsandthestrandsdon'tmeetattheperiod"

Otherparticipantsnotedpositivecorrelationsbetweenengagementinmultiplestrandsandeducational outcomes InKalpohini,aparticipantobserved,"Alllearnersengagedinallthestrandsarebetterotosome extentthanthoseinvolvedinasinglestrand

Whilemostrespondentsemphasisedknowledgetransferabilityandimprovedunderstanding,one respondenthighlightedachallengerelatedtolearnercapacityandparentalexpectations Key observationsincluded:

● KnowledgeTransfer:“Whateveristaughtinonestrandisbeingtransferredtootherstrands The studentsinvolvedinmultiplestrandscanunderstandthingsbetterthanotherlearnerswhopartof EduSpotsor not”(AheadteacherintheNorthernRegion)

● ImprovedPerformance:“Theimpacthasbeenpositive Itallowsstudentstolearnindierent areasofengagement.Thisgoesalongwaytoimprovelearners’academicperformance.There aresynergiesamongthedierentstrandsadoptedbyEduSpots ”(AheadteacherintheNorthern Region).

● ChallengesforLearners:“WhenmanystrandsarerunintheSpot,itaectssomelearners Some parentsmaywanttheirlearnerstoparticipateinallstrands Ifthelearnerisnotmatureenoughor doesn’thaveguidanceathome,itwillaectthem,especiallyslowlearnersinparticularstruggle” (AheadteacherintheMiddleRegion)

Thefeedbackrevealsaneedtoassessstudents’learningcapacityandabsorptionratesbefore introducingmultiplestrands Thisensuresthatlearnersbenefitwithoutbeingoverwhelmed,allowingthe communitytofocusoneectivestrategiesratherthanmerelyincreasingthenumberofstrands.

Regressionanalysisexaminingtherelationshipbetweenthenumberofstrandsadoptedandthequalityof educationaloutcomesconsistentlyshowsapositivecorrelation AcommunityleaderfromSakasaka armed:“Thereisapositiverelationshipbetweenthenumberofstrandsadoptedandoverallacademic performance Thestrandscomplementeachotherinenhancingdierentabilitiesofthelearners” 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 Thediverseprogrammescatertodierentlearningneedsandinterests, 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’tsueralot,theteacher talksless,anditencouragesmorecollaborationandlearners'participationduringsuchsessions” (AheadteacherintheNorthernRegion).

Thesharedexperiencesshowedthatthephysicalsize,environment,andresourcesavailablesignificantly influencetheeectivenessofCatalystengagementandeducationaloutcomes ThoughdierentSpots havediverseSpottypeswithdistinctresourcesandenvironmenttypes,theyallcometogetherto performthesamefunctions

Enhancedaccesstolearningresources,suchasdigitaltools,improvedphysicalspaces,andwell-trained Catalysts,willpropelbettereducationaloutcomesforlearners Eortsshouldbemadetoprioritise equippinglearningenvironmentstosupporteectiveteachingandlearningactivities.

FeedbackHighlight

Thediverseprogrammescatertodierentlearningneedsandinterests,promotinginclusivity.Thematic analysisrevealsapositiverelationshipbetweenthenumberofstrandsadoptedandeducationaloutcomes

Spotsimplementingmultiplestrands(e g ,EduLit,EcoSTEM)showhigheroverallengagementandimproved learningoutcomes However,programmemanagersshouldavoidoverburdeningCatalystswithtoomany strands,whichcouldimpactdeliveryquality

PhysicalSpaceImpact

Thephysicalcharacteristicsofspotssignificantlyimpactprogrammeeectiveness.Somelargelegacy Spotshavelowcommunityparticipation "Thisobservationemphasisesthatwhilephysicalspaceplaysa role,communityengagementremainscriticalforSpoteectiveness.

AnalysisofSpotcharacteristicsandengagement/outcomedatarevealsthatSpotswithdedicated, well-equippedspacestendtohavehigherCatalystengagementandbettereducationaloutcomes.The physicalspaceoftheSpotshassomelimitationsthataectengagementandoutcomes

Acatalystnoted:"Thesizeissmall,likeourlibraryissmall Youknowthisplacemustbequietwhenyou comeinlikethis.Andifyoulookatit,wedon'thaveenoughchairshere.Someofthemwillcomeandbe standing "ThephysicalcharacteristicsoftheSpots,includingsizeandavailableresources,werereported tosignificantlyimpactCatalystengagementandeducationaloutcomes.

Additionalthematicanalysisrevealedchallengesrelatedtophysicalspaceconstraints Acatalystnoted, "Thesizeistoosmallforaclassof40learners Theroomissoscantythatsomechildrenmuststayout duringsessions,aectingengagementquality "Acatalystreported,"Itisourchallengenowsince learnersfromallsixschoolclustersarejoiningtheprogramme;spacehasnotbeenenoughifwehaveto engageallofthemsimultaneously

So,whenithappenslikethat,Catalystfindsitchallengingtodeliver" Forexample,acatalystfrom Sakasakaobserved:"Thespaceandlearningmaterialsarenotenough.Thus,thereisaneedforan expansiontoaccommodatemorelearnersandgetmorelearningmaterials,e g ,laptopsandITgadgets Thus,thisaectsthequalityofCatalystsengagementandeducationaloutcomes."

Source:ExpectationState(2024)

Theavailabilityofdiverselearningspaces(e.g.quietstudyareasandcollaborativezones)positively impactsstudentengagement Toimprove,EduSpotsshouldconsiderinvestinginflexiblefurnitureand adaptablespacestomaximisetheutilityofexistingSpots.Itshouldalsoexplorepartnershipswithlocal businessesorcommunitycentrestoexpandthenumberofavailablelearningspaceswherededicated infrastructureislimited.

2 5 3 CatalystRetentionandEngagement

Catalystretentionemergesasasignificantchallengefortheprogramme Quantitativeanalysisof retentiondataandqualitativefeedbackfromCatalystsrevealsthattheIgniteProgrammehaseectively boostedCatalystengagement,witha23%increaseinvolunteersobservedin2023 Catalystsvaluethe interculturalexchangeandnetworkingopportunitiesprovidedbytheEduSpotsmodel Tofurther improveretentionandengagement:

● DevelopamorestructuredmentorshipprogrammefornewCatalysts,pairingthemwith experiencedvolunteers

● Enhancethedigitalsupportsystem,potentiallythroughanexpandedversionoftheEduSpots app,toprovideongoingtrainingandresourcesforCatalysts

CaseHighlight

Acatalystreported:"Thetiny,uncomfortablespacebytheroadsidecreatesnoisethatdisruptslearners' concentrationduringsessions."Thisobservationhighlightstheneedforimprovedinfrastructuretoenhance programeectiveness

TheEduSpotsinterventionsignificantlyimproveslearners'skills,catalysts'development,andcommunity engagement.However,financialsustainabilityandphysicalinfrastructurechallengespersist.Addressingthese issueswillensuretheprogramme'slong-termsuccessandscalability

Theseinitiativesbuildcatalystcapacityandengagement,potentiallyimprovingretention However,the programmemaybenefitfromfurtherstrategiestocreatemorerobustcatalystteamsandsuccession planning AnalysisofretentiondataandCatalystfeedbackrevealsthattheIgniteProgrammehas eectivelyboostedCatalystengagement,witha23%increaseinvolunteersobservedin2023 Catalysts valuetheinterculturalexchangeandnetworkingopportunitiestheEduSpotsmodelprovides

However,tofurtherimproveretentionandengagement:

● DevelopastructuredmentorshipprogrammefornewCatalysts,pairingthemwithexperienced volunteers

● ImplementarecognitionandrewardsystemtoacknowledgeoutstandingCatalystcontributions

● EnhancethedigitalsupportsystemtoprovideongoingtrainingandresourcesforCatalysts. Interviewwiththeheadmaster,Zangbanlu,Ghana.

Basedontheanalysisofstainterviewtranscripts, severalkeyfindingsemergeregardingtheprocess andsystemsoftheEduSpotsprogramme.This evaluationnarrativesynthesisesinsightsacross multipledimensions,includingeciencyofactivity delivery,valueformoney,comparisonofspot models,correlationbetweenstrandsand outcomes,physicalspaceimpact,andcatalyst retentionandengagement

TheEduSpotsmodeldemonstratesstrong eciencyandvalueformoney,withstrengthsinits community-drivenapproachanduseof technologyforcoordination Tofurtherenhanceits impact,thefocusshouldbeonexpandingdigitalinfrastructure,optimisingthebalancebetween school-basedandcommunity-basedmodels,andprovidingadditionalsupportforCatalystretention anddevelopment TheseimprovementswillhelpEduSpotscontinuetocreatesustainable, community-lededucationalchangeacrossGhana

WhiletheEduSpotsprogrammedemonstratesseveralstrengthsinitsprocessesandsystems, particularlyinvolunteerengagementanddiverseacademicoerings,thereareareasforimprovementin communityengagement,catalystretention,andconsistentimplementationacrossdierentspot models.Addressingthesechallengescouldfurtherenhancetheprogramme'seciencyandimpact.

3.1.Conclusion

InevaluatingtheeectivenessoftheEduSpotsmodel,theanalysishighlightedtheintervention's significantcontributionstowardspromotingcommunitytransformationandfosteringimproved educationaloutcomes,socialresponsibility,andinclusivity Theinventionmodel,focusingoncommunity ownership,innovativeteachingmethods,andculturalalignment,hasproveneectiveinmeasuringthe 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 programmehasbuiltaneectivenetworkofyoungpeopleandcommunitymemberswhoinitiate positivechanges Thisapproachhascreatedanewgenerationofleaderswhocansustainandexpand EduSpots'work.TheEduSpotsmodelshowspromisingsustainabilitydespitesomechallenges. ComprehensivesafeguardingpracticesandpositiveimpactsonCatalysts'careerssupportlong-term sustainability However,theprogrammemustimprovecommunityengagement,whichvariesacross locations

Regardingprocessesandsystems,EduSpotshasdemonstratedastructuredapproachtoactivity delivery.Theprogrammeoerssignificantvalueformoney,leveragingvolunteerengagementand capacitybuildingtomaximiseimpact However,challengessuchasCatalystturnoverandworkload managementsuggestmorerobustbackupsystemsandstraightforwardcommunicationchannels.

Despitethesuccessoftheintervention,afewchallengeswererealised Thesewereissuesrelatedto stakeholdercommitmentandbroaderengagement,underscoringtheneedforcontinuoustrainingof leaders However,themodel’sabilitytobereplicatedandthegeneralbenefitsderivedbythecommunity indicateitspotentialtomakealastingimpactindiversecontexts,positioningEduSpotsasapromoterof educationalequityandcommunity

3.2.Recommendations

BasedonthecomprehensiveevaluationoftheEduSpotsprogramme,weproposethefollowing expandedrecommendationstoenhanceitseectivenessandsustainability:

3.2.1.TailorSpotModels

DevelopflexibleguidelinesforadaptingtheSpotmodeltodierentcontexts(school-basedvs community-based)whilemaintainingcoreprinciplestoensureeectivenessacrossdiversesettings

● 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

● CreateasystemforevaluatingtheeectivenessofpartnershipsandtheirimpactonEduSpots' overallmission

3.2.5.CurriculumIntegration

WorkmorecloselywithlocaleducationauthoritiestointegrateEduSpotsactivitiesintotheformalschool curriculum,enhancingtheprogramme'simpactandsustainability.

● ConductathoroughanalysisofthenationalcurriculumtoidentifyareaswhereEduSpotsactivities cancomplementorenhanceexistinglearningobjectives

● DevelopdetailedlessonplansandresourcesthatalignEduSpotsactivitieswithspecific curriculumstandards

● Establishaworkinggroupwithlocaleducationocialstofacilitatetheintegrationprocessand ensurealignmentwitheducationalpolicies

● ProvidespecialisedtrainingforteachersoneectivelyincorporatingEduSpotsmethodologies intoclassroompractices

● Implementamonitoringandevaluationsystemtoassesstheimpactofcurriculumintegrationon studentlearningoutcomesandoveralleducationalquality

Byimplementingtheserecommendations,EduSpotscanenhanceitsadaptability,reachunderserved populationsmoreeectively,ensurelong-termsustainability,leverageexternalexpertise,andincrease itsimpactwithintheformaleducationsystem Thesestrategieswillcontributetothecontinuedgrowth andsuccessoftheEduSpotsmodelinempoweringcommunitiesthrougheducation.

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