Primary School Readiness (Tayari)Primary School Readiness (Tayari)

“If you've told a child a thousand times and s/he still does not understand, then it is notthe child who is the slow learner ……” (Walter Barbee)

Moses NgwareMoses Ngware

Overall goal• Enhance school readiness

Outcome •Children who are cognitively and emotionally ready

Overview of Tayari …. (1)Overview of Tayari …. (1)

1. Implementation

1. Implementation

Overview of Tayari …… (2) Overview of Tayari …… (2)

2. Evaluation2. Evaluation

How the change (cognitive & emotional) will occur

Improved studentskills:

Literacy Numeracy

Psychosocial

Student learning materials

Teacher guides

Teacher training

DICECE support

Student learning materials

Teacher guides

DICECE support

Basic health knowledge

Basic nutrition knowledge

Classroom Instructional (CI) Model

CI + Health and Nutrition Model

Improvedschool

readiness for all

children in Kenya

ACTIVITY OUTCOME IMPACT

Improved student

knowledge:

Health Nutrition

Teacher training

Implementation design

Evaluation considerations …. Assumptions value

Expected change (mean effect size) 0.20 s.d.

Ability of our analysis to show the effect, if at all

there is one (Power)

80%

Probability that the observed result/effect is not by

chance (significance level)

0.05

Intra-class correlation (within group homogeneity) 0.25

Proportion of variance explained by Centre-level

covariance

0.22

Number of students sampled at random from each

Preschool

15 students

Minimum number of Centres required (sample) 194

Minimum number of Centres for each group (T, C) 97

Evaluation Design ….

Three Counties: Laikipia, Nairobi & Uasin Gishu

Laikipia

Control(Public )

Treatment 1(Public)

Treatment 2(Public)

Nairobi

Control(Public & LCPC)

Treatment 1(Public & LCPC)

Treatment 2(Public)

Uasin Gishu

Control(Public)

Treatment 1(Public)

Treatment 2(Public)

Control(97 in 2016 &2017)

Treatment 1(97 in 2016 + 20%

of 2017)

Treatment 2(45 in 2016 + 52 in

2017)

Final Evaluation Sample

Notes:Treatment 1 = Classroom instructionTreatment 2 = Classroom instruction + health & nutrition

From selected zones within each county, we randomly sample preschools.

Analysis• Difference in difference (DD)

• Multiple regression analytical techniques:

• Do not adjust for phasing, no covariates (T)

• Do not adjust for phasing (T + covariates )

• Adjust for phasing (T + covariates + time-changing)

• Structural equation techniques to examine the causal paths

• Qualitative techniques to understand ‘the why’

• What else ?

Limitations• Possible attrition bias – to be mitigated by cross-

sectional sample, with a 50% follow-up

• Possible contamination due to closeness of selected Centers

• Low risk as Tayari intervention involve specific activities

• Different implementation uptake levels

• Un-intended change of behavior

Acknowledgements

• CIFF for funding this initiative• RTI our implementation partners

@mngware