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Okada, Alexandra; Ebubedike, Margaret; Hedges, Claire and Zwier, Janelle (2025). Catch Up Education in Ethiopia: Addressing Foundational Literacy, Numeracy, and Social Emotional Learning Skills in Conflict Affected Areas – Research Report. . The Open University.
DOI: https://doi.org/10.21954/ou.ro.00102391
Abstract
Introduction
World Vision launched the Catch Up Program (CUP) in response to the educational disruptions caused by Covid-19. CUP focuses on helping children in vulnerable communities acquire early grade literacy and numeracy skills. The Program provides safe, play-based, and inclusive instruction that is carefully sequenced to meet children at their current learning levels, while also addressing their social and emotional needs.
The Catch Up Program in Ethiopia
CUP in Ethiopia is a community-based intervention aimed at helping children recover from learning losses caused by education disruptions due to conflict in North Gondar Zone. This is the first time that CUP has been implemented in Ethiopia and is therefore at the ‘try and learn’ stage. The Program specifically targets children with gaps in literacy, numeracy, and social-emotional learning, which are essential skills for effective (re-)engagement in school and its broader curriculum. For children aged 6-9, CUP provides structured support through community based Catch Up clubs. These clubs offer 32 sessions, held twice a week, with additional remediation sessions as needed, led by trained community-based facilitators. It was implemented in Ardiakay and Debark (Town and Zuria) Woreda (districts) in 10 centres. In Cycle 2 (January to June 2024), in Ardiakay Woreda, 162 children (72 girls and 90 boys) enrolled to CUP. In Debark (Town and Zuria) Woreda, 177 learners (94 girls and 83 boys) enrolled, with 57 children (22 girls) out of school and 162 (83 girls) in school.
Methodology Overview
This mixed methods research seeks to understand learners’ progress and achievements, and the challenges, adaptations, and opportunities in implementing CUP in Ethiopia. The quantitative study draws on data from Diagnostic and Proficiency Assessments (DAPA) in literacy (Amharic) and numeracy, and Social Emotional Learning (SEL) instruments. It uses descriptive analysis (univariate and bivariate) and logistic regression modelling. The qualitative study draws on focus group discussions (FGD) with parents / caregivers, facilitators, and community members, SEL interviews and FGD with learners, World Vision Ethiopia team reflections, and Centre observations. It uses a six-phase thematic analysis.
Quantitative Findings
A dataset of the 312 (out of 314) children, who completed Cycle 2, was analysed. Key findings include:
• 72.4% of children show an improved literacy DAPA score during the learning cycle.
• 81.4% of children show an improved numeracy DAPA score during the learning cycle.
• Girls are significantly more likely to improve in literacy than boys, with no gender differences in numeracy.
• Older children are more likely to improve across all measures compared to younger children.
• Children in three centres - Didley, Rasdjen and Zabzaba - showed better outcomes, particularly in numeracy, compared to other centres.
Qualitative Findings
The thematic analysis identified five key features contributing to CUP achievements, in particular in relation to learning progression, in Ethiopia.
• Adapting to the needs of children, families, and communities.
• Fidelity of the CUP approach on learner engagement, outcomes, and completion.
• Changing children’s lives through social and emotional development.
• Creating safe and conducive learning environment for CUP learners.
• A multi-sectoral leadership and community approach to CUP implementation.
Social Emotional Learning
Mixed methods research findings, using the DAPA and SEL instruments for CUP, revealed key results with 30 participants in total, integrating subgroups of 5 children from 6 centres. The quantitative analysis showed that most of these children demonstrated progress in literacy, over half in numeracy, and many in developing SEL. This highlights the importance of fostering SEL development alongside academic skills. This was complemented by qualitative analysis, looking at the children’s largely positive experiences in respect of five aspects: Engagement in Activities: with enjoyment, Self-Confidence in CUP: with appropriate support, Sense of Belonging: in a safe environment, Independent Learning Skills: beyond CUP, Growth Mindset: overcoming learning obstacles.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
