What is the project doing?
- Improving the quality of education through media in the classroom and teacher training and professional development, and reaching over 15,000 teachers and almost 1.5 million students in nearly 2000 primary and junior secondary schools across Kenya, Ghana and Nigeria.
- Training and supporting communities in developing and implementing action plans to address gender marginalization, including formation of clubs and other activities to connect out-of-school girls with educational opportunities and support girls to succeed in school.
- Producing new life skills video programming created in collaboration with Camfed and their My Better World curriculum, to develop a range of practical knowledge and real-world skills for clubs, schools, and communities.
- Producing national television programs that changed knowledge, attitudes and practices around education, especially for girls and women. *Programs aired 2015-2016 and reached over 10mm people through national broadcasts in Ghana, Kenya and Nigeria.
By overcoming multiple barriers to quality education, Phase I and II of the Discovery Project empower marginalized girls and boys, their families and their communities to prioritize access to quality education. This approach combines teacher professional development, sustainable technology and compelling educational video programming to increase motivation and improve learning outcomes so marginalized children, especially girls, are more likely to come to school, stay in school and be more engaged in the classroom. The project also encourages parents, teachers and community members to develop action plans to support girls and boys in reaching their education goals. These locally driven community action plans may include encouraging girls to utilize existing “safe spaces” and/or supporting self-formed clubs for girls both in and out of school.
In Phase I, the project delivered hands-on teacher training and 21st century, gender-responsive teaching skills in existing primary and junior secondary schools. A library of relevant educational videos, coupled with training on how to use media to improve teaching and learning, provides a dynamic tool for teachers. The results of this effective teaching and learning experience include: increased teacher effectiveness, increased student learning, enrolment and attendance; and greater parent involvement in schools. DLA also produced television programs designed to break down barriers to girls’ and boys’ access to and success in school. These nationally broadcast programs introduced positive role models and helped establish open dialogue demonstrating the power of education, reaching millions of people across Kenya, Ghana and Nigeria.
Phase II will expand sustainable technology, educational content and teacher professional development to improve the quality and gender-inclusiveness of education for girls in more than 450 junior secondary schools. Partnerships with Camfed, Cell-Ed, Avanti, and the iMlango Consortium also bring a new digital life skills curriculum, literacy and numeracy media resources, internet connectivity, and teacher support.National television programs designed to change mindsets, attitudes and behaviors around girls’ education supported with intense in-school activities and outreach.
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CEI approaches in actionSchool supportTeacher trainingTeaching materials (teaching guides, lesson plans, etc.)Student supportGirls' EducationComprehensive curriculumEntrepreneurship skillsInformation and Communications Technology (ICT)
Model details2014Not-for-profitMath/numeracyLiteracy21st century skills (soft skills)Comprehensive curriculumEntrepreneurship skillsInformation and Communications Technology (ICT)ActiveDiscovery Learning Alliance2,163,665
BeneficiariesOut-of-school childrenOtherAt risk academic performers
DLA works proactively with community and school leadership to identify those most at risk for dropping out due to poor academic performance and barriers to access, and mobilize action to improve the likelihood of educational success. Community mobilization activities often work to improve access to resources that enable greater educational gains, while also addressing the need for improved quality learning.
TechnologyMobile phoneTelevisionClassroom lesson deliveryLearning materials for studentsTeacher trainingTeaching materialsTracking student performanceAvantiCell-EdiMlango ConsortiumsQuidDiscovery Communications
Scale30,00030,000 teachers completing DLA’s core teacher training on 21st Century Skills & Using Media in the Classroom 1,941DLA has worked with 1,941 school communities and established dynamic media resource centers, trained teachers, and facilitated community mobilization efforts that included establishing girls’ associations/clubs1,125,234 Approximately 1,125,234 educational video segments
DLA has engaged community members in community mobilization workshops, trainings and action planning efforts and supported the establishment of 1,190 girls clubs in Kenya, Ghana and Nigeria.April, 2017
Beginning in 1997 and prior to the Discovery Project, DLA had worked in 13 countries and with almost 500 schools, which included training 18 thousand teachers, establishing nearly 500 dynamic media resource centers, supporting community mobilization, and reaching almost 1.3 million students.
From 2014-2016, and as part of the Girls Education Challenge supported Discovery Project, DLA successfully scaled to reach an additional 1420 primary schools, representing a 300% increase in reach in just three years. In this initial phase of the project, DLA trained more than 12,000 teachers, helped establish nearly 1200 girls’ associations in local school communities, and reached approximately 900 thousand more children. As part of this scaling process, community mobilization efforts expanded to include establishing girls’ associations and youth clubs; the DLA media library expanded and added 83 new educational video segments; teacher training workshop topics expanded, with DLA’s work concentrating in Nigeria, Kenya and Ghana.
In this next phase of the Discovery Project, spanning from 2017 -2020, DLA will expand into approximately 460 junior secondary schools, train an additional 3,000 teachers, and reach more than 490 thousand girls and 510 thousand boys. This next phase will also include developing new media tools for improved literacy and numeracy, expanding internet connectivity in some schools, and offering Camfed’s My Better World girls’ leadership curriculum to girls and girls’ associations.
Monitoring & EvaluationYes
Monitoring of the project takes place continuously over the course of implementation with the majority of output indicators collected quarterly. Monitoring activities are carried out by DLA staff and MOE officials working with the project. All information collected informs the overall implementation of the project as monitoring data is used by each country team to ensure that activities and outputs are on track. DLA will continue to implement an internal data management system for purposes of this project that will collect, store, manage, and produce the data needed. It will use monthly reporting templates to collect data from the field, and simple common tools, such as a dedicated shared electronic file and Excel spreadsheets, to manage and use it. Moving forward, DLA will continue to collect monthly monitoring reports from project schools, and will devote time and resources to ensuring the quality of this data with standardized forms and processes and higher-level support to field staff.Standardized assessment performanceGraduation or promotion ratesStudent attendanceStudent retentionOtherCommunity Action PlansQuarterlyMonthlyWeeklyDownloadNoDownloadYes
An independent impact evaluation of the project showed that as a result of Phase I of the project, (i) access to quality teaching materials and trained teachers has increased, (ii) use of technology in class rooms, and student centered and gender responsive teaching practices have increased, (iii) student engagement in classes and interests in school, as well as motivation and confidence among teachers have improved, and (iv) engagement of Ministry of Education in schools have improved. The higher-level impacts in increased girls’ enrollment, attendance and learning scores in reading and math, are, however, yet to occur. Nonetheless, the project appears to be more effective in causing positive and notable impacts in girls’ enrollment and attendance in rural than in urban areas.
A qualitative study was also conducted on the effects of the Discovery + programs, indicating that messages from credible sources helped viewers readily internalize messages on the value of education and spurred the adoption of positive attitudes and practices toward girls’ education. After watching just four episodes, Discovery + viewers no longer questioned the importance of girls’ education and had new understandings around the connection between education and a passion for learning and success in life. Focus group participants also shared specific examples of behavior change, such as fathers spending more time with their daughters and talking with them about their future job prospects, as well as supporting their wives in their own educational pursuits.