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CEI approaches in actionDeliveryLearning through PlayEnvironmentHealth/NutritionLocal language/Mother tongue languageEntrepreneurship skillsArt & Music
Model details2009Not-for-profit21st century skills (soft skills)SportsOtherLeadership SkillsEnvironmentHealth/NutritionLocal language/Mother tongue languageEntrepreneurship skillsArt & MusicActiveLong-term projectFree service or product1,83050%50%
BeneficiariesIndividuals with disabilitiesEthnic minoritiesOut-of-school childrenOrphans and vulnerable children
ScaleAround 1830 students have participated to the program (including both registered students at the facility and an additional 1000 through street-based outreach activities).25The program employs 20 full-time staff who teach either part of or all the time, and 5 part-time teachers.21 school in Kabul (2 classrooms) and 1 in Mazar-e-Sharif (4 classrooms). Both include: staff office, library, wood indoor skatepark, indoor sports floor, indoor climbing wall. Mazar-e-Sharif’s school also includes a concrete outdoor skateboarding plaza. To ensure sustainability, distribution of products is not a focus of the program. Each project site uses skateboards, shoes and safety equipment that have been donated to the organization for the skateboarding lessons. January, 2015
Skateistan has expanded its programs to South Africa where it will be opening at the end of 2015 its recently built facility to serve and engage with the youth of Johanesburg. Skateistan has learned that skateboarding is desirable and relevant to youth in a variety of contexts and will continue to adjust programs to address local contexts and expand impact sustainably.
Monitoring & EvaluationYes
Database: A student database at each project site tracks student demographics and length of time attending programs. The Student Support Officer collects student background information using an intake questionnaire upon registration and the Student Administrator keeps the database current.
Global Report: An Excel spreadsheet for each project site monitoring weekly attendance across all programs, and compiling impact numbers by month, quarter and year. Input data is taken from the Weekly Reports.
Usage: Use is mainly internal, by programs to monitor student participation hours, program attendance and community reach; by media and development for annual report, donor meetings etc.; HR, Operations, Finance can refer to it as well for planning.
Weekly reports and meetings: Weekly activities, program attendance, new developments, challenges and stand-out stories from the week are recorded by the local Programs staff in a weekly report which is then shared with the Skateistan Global staff team. Global staff follow up on the report with locally-based Programs Officers during a weekly meeting.
Usage: Skateistan uses the Weekly Reports & Meetings to check on program consistency and identify challenges quickly. Weekly Meetings are also a useful time to record remarkable student success stories, individual testimonials, and learning experiences that occurred during the week. Stories are shared in Skateistan media and donor reporting.
Baseline Survey: A set of 2 surveys used to monitor changes in a student’s confidence, behaviours and attitudes at the beginning and end of a 6-month period of consistent program participation.
Usage: Reporting to donors on student change indicators.
Focus group discussion and student experience survey: these tools are implemented with small groups of students from each program to help with evaluating the student experience. Skateistan implements these ad-hoc and by request of specific donors.
Usage: donor reporting; internal evaluation.
Media: Skateistan's social media, student blog, website, and local and international media coverage provide a visual and narrative testimonial of the impact of its programs. Its media database tracks its media reach globally as well.
Usage: Skateistan refers to its internally produced photographic media and student blog to monitor activities at the local level. All Skateistan media, both internal and produced by external sources can be shared with donors to assess the impact of Skateistan’s programs.
User satisfactionAbility to reach the poorGraduation or promotion ratesTeacher attendanceStudent attendanceStudent retentionAnnuallyQuarterlyMonthlyWeeklyDailyNo
As of June 2014:
- 22% working youth
- 69% low income youth
- 15% displaced youth
- 6% disabled youth
- Over 50% ethnic minority groups
- 100% students report having more people they can talk to or trust since joining the program
- Students who report feeling more confident since joining the program disaggregated according to gender: Female: 95% - Male: 96.9% (based on an average from five confidence-related questions).
- Students who report that they have increased their skills or knowledge since joining the program disagreggated according to gender: Female: 88% - Male: 97%
- 97.3% of all respondents said they learned a new skill other than skateboarding.
- 88% Female students and 97% Male students agreed with "I feel like the things I learn at Skateistan will help me in the future"
- 96% of registered participants report that they feel safe at Skateistan
For September - December 2014, average student attendance is approximately 80%. It fluctuates heavily due to security issues affecting student transportation in Afghanistan.
For September - December 2014, teacher attendance is 97%.
Between January and December 2014, enrollment increased by 17% in Kabul and 27% in Mazar-e-Sharif.