Assessment Of Child-to-child Educational Project .implementation In Eastern Tigray Challenges And Prospects

The main purpase af this study Ivas to assess the implemenlation of child-la-child project inrnTigray region. The studyjocused on challenges and prospects of Ihe project with Ihe aim tornsuggest possible soilitions 10 the idenlified problems. The research methodology employed in thisrnstudy was descriptive survey. Accordingly, survey questionnaire items lIIere prepared Thernqueslionnaires pilot tested and administered to a sample of 210 suhjects composed o[ 125rn./acilitators. -12 leachers and -13 PTA members. A lotal of 200(95.2%) olthe qllestionnaires werernproperly/Wed in and returned. In addilionlo this. interview and documel1l analysis lI'ere made torncoileci Ihe necess(fl), injiJrmaliol1. The reSt/lis obtailled Ivere analy::ed by using descriplivernslalislicaltools such asji-eqllency counts. percenlages, weighted II/eans. und chi-squire lesl. 711ernjinding of Ihe study revealed thai the status of bene/iciaries· participation in ctc projectrnimplemenlalion of Ihe project area is high. It also revealed that beneficiaries believed that thernimpaci of the projeci on Ihe education of children is '-high " it is also revealed that thernmonitoring and evailialion aclivities were low. Regarding Ihe in/luenc ingfaclors. Ihe ctc projeclrnimplemenlationwasfound to be lack (jfresollrces: lack ofsufficiel1ltraining and lack O[slll'l)ortrnji-OIl7 other departments. have been identified as a major/c/cton allecting the etc projeel sllccessrnin Eastern zone of Tigray. Lack of availability (jf long term ./imd: parents dependency on childrnlabor: insulficienl leaching and learning malerials: lack af incentives ./01' teachers undrnfacilitators: lack ofaclive communicalion: poor planning and lI1anagement; were ./illlnd to be thernlI1()/or challenges thai encollntered Ihe ctc projeci. From this/inding it was concilided that thernimplemenlulion process of Ihe etc projeci 1'as going ' I'ell in Easlern Tigray. monitoring andrnevaluation activities were no/well planed. most of/he challenges were economic constraints andrnthat these problem.,· might aifect the effectiveness and slIstainability of Ihe etc project. Farnalleviate the above problems, the researcher recoll1mended fhar promoting cOlJl1J11ll1ily (fll'arCI1CSSrnabout the importonce o/Ihe projec/: porlieipalOl), monitoring and evaluation: incentive schell/ CI·rnfor young fae ililators: slIstainability strategy should be developed: mobili:in)!, comllllll1ityrnIowaI'd,· financing Ihe projeci and should Ivark effectively with stakeholders in provision rnsufficienl leaching and learning malerials. Finally, Ihe practices of etc approach should berninlrociuced to curriculum of teacher Iraining inslitutions in order to enhance this innovalil'erneducalional idea and practice

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