Copy the page URI to the clipboard
Okada, Ale; Ebubedike, Margaret; Hedges, Claire and Zwier, Janelle (2024). Catch Up Programme: Addressing Foundational Literacy, Numeracy, and Social Emotional Skills in Conflict Affected Areas of Ethiopia – Research Report. The Open University, Milton Keynes, UK.
DOI: https://doi.org/10.21954/ou.ro.00099184
Abstract
Introduction
World Vision launched the Catch-Up Programme (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 programme 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 Programme 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 programme 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.
Viewing alternatives
Metrics
Public Attention
Altmetrics from AltmetricNumber of Citations
Citations from Dimensions- Request a copy from the author This file is not available for public download