Let's Put a Puzzle Together: Evaluating Learning Outcomes in Fragile Contexts

When assessing education programming, understanding ‘pockets of resistance’ and hidden issues is the first step in making informed investments to address inequities. More often than not, however, evaluation processes tend... [ view full abstract ]

When assessing education programming, understanding ‘pockets of resistance’ and hidden issues is the first step in making informed investments to address inequities. More often than not, however, evaluation processes tend to use narrow approaches, restricting analysis of results to learning scores and single-method research and analysis methodologies, instead of investing in complex, multi-layered triangulation to explore and interpret data, understanding how multiple barriers intersect to affect learning. This paper will reflect on CARE’s experience in analyzing complex datasets emerging from adolescent-focused education programming in eight countries, including fragile and conflict-affected contexts. The use of extensive triangulation processes in girls’ education programming led to the identification of ‘pockets of resistance’, or sub-groups of students who lag behind in performance, but also face a conjunction of other factors that affect their capacity to fully engage in learning processes. Multi-layered analysis of different data sources allows for the identification of ‘hidden issues’– issues that affect performance and retention, but are generally ‘hidden’, such as gender-based violence, patterns of irregular attendance and migration, practices that limit engagement in class, and gendered behaviour. Multi-dimensional triangulated analysis is also applied to learning assessments, with tests tailored to (a) identify specific areas of weak performance that may indicate the need for reinforcement of teaching skills, as well as (b) identify skill levels in multiple languages, particularly when the language of instruction is not the mother tongue and (c) track the acquisition of life skills. As we research the contextual barriers and opportunities for education programming in marginalized contexts, identifying and unpacking these nuanced ‘pockets’ allows ministries and international organizations to design more responsive curricula and programming activities. This approach allows programs to engage in iterative processes of tailoring and refining implementation strategies to address specific areas of inequity, increasing the impact of education programming among marginalised sub-groups.