Ten-Year Impacts of Burkina Faso’s BRIGHT Program

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I. INTRODUCTION MATHEMATICA POLICY RESEARCH interventions provided during the first three years of the program. 11 The complementary interventions included: • School canteens (daily meals for all). Daily meals were offered to all boys and girls who attended school. • Take-home rations. Girls who had a 90 percent attendance rate received 5 kilograms of dry cereal each month to take home. • School kits and textbooks. Textbooks and school supplies were to be provided to all students. • Mobilization campaign. The purpose of the mobilization campaign was to bring together communities and those with a stake in the education system to discuss the issues involved in girls’ education and barriers to it. The campaign included informational meetings; door-todoor canvassing; providing gender-sensitivity training to ministry officials, pedagogical inspectors, teachers, and community members; sponsoring a girls’ education day; radio broadcasts; posters; and providing awards for female teachers. • Literacy. The literacy program had two components: adult literacy training and mentoring for girls. For all project years, Tin Tua organized adult literacy training and training for students’ mothers/female role models. • Local partner capacity building. Training included local officials in the MEBA, monitors for bisongos (child care facilities), and teachers. Specific training included completing school registers. The overarching goal of BRIGHT was to increase primary school completion rates for girls, as the government of Burkina Faso identified girls’ education as one of the key avenues through which poverty could be reduced while stimulating economic growth. The combination of classroom construction and complementary interventions was meant to yield short-, medium-, and long-term outcomes on girls, parents (mothers, in particular), community members, and teachers. The logic model in Figure I.3 illustrates how the BRIGHT interventions may lead to different short-, medium-, and long-term outcomes, and affect population subgroups of interest. The interventions are listed in the left column, followed by columns showing the group targeted by the intervention and outcomes potentially improved. The primary intervention (listed in the first row of the table) is the construction of girl-friendly schools. These schools can directly affect enrollment and attendance of girls, which in turn could improve their academic skills and, in the long term, their employment and incomes. The other “add-on” interventions are likely to contribute to improving girls’ enrollment and academic skills, but may also improve other outcomes. 11 The classroom construction during this extension was in addition to the three classrooms constructed during the first three years of the BRIGHT program. 6
I. INTRODUCTION MATHEMATICA POLICY RESEARCH Figure I.3. Interventions and outcomes of BRIGHT Intervention New, girl-friendly schools School canteens and take-home rations Social mobilization campaign Training in gender sensitivity Group directly affected Children of primary school age, especially girls Parents and teachers Parents, teachers, community members, and MEBA managers Outcomes Short term Medium term Long term • New classrooms for grades 1–6 constructed and equipped • New latrines and water systems constructed or rehabbed • Low-cost solar panels piloted as an award for school performance • New teacher housing constructed • Education kits provided • Gardens cultivated • Fields built and sports equipment provided • Students provided a daily meal (lunch) • Eligible students (based on high attendance rates) given supplemental rations • Social mobilization campaigns carried out in BRIGHT communities through voucher fairs, girls education days, general assemblies, debates, and listening sessions • Literacy training using targeted messages on gender, education, health, and school maintenance to reinforce campaigns • Training on maintenance and care of facilities carried out • Training on gender sensitivity carried out with BRIGHT teachers, parents, community members, and MEBA managers • Maintain high levels of primary school enrollment, attendance, and retention rates • Schools have necessary supplies • Teacher contact time improved because of less student time spent hauling water from long distances • Improved student health • Better daily attendance • Communities and teachers active in education planning and support, particularly for girls • Increase in community ownership of schools and value placed on education and lifelong learning • Higher employment, increased income • Maintain school enrollment rates for girls; increase girls’ primary school completion rates • Higher employment level, increased income • Maintain school enrollment rates for girls; increase girls’ primary school completion rate • Anchor principles relating to educating girls within communities 7
Page 1 and 2: Ten-Year Impacts of Burkina Faso’
Page 3 and 4: ACKNOWLEDGEMENTS This report is the
Page 5 and 6: CONTENTS ACRONYMS .................
Page 7 and 8: TABLES ES.1 ES.2 ES.3 ES.4 ES.5 ES.
Page 9 and 10: FIGURES I.1 Gross enrollment ratios
Page 11 and 12: ACRONYMS AMEs - Association de Mèr
Page 13 and 14: EXECUTIVE SUMMARY The BRIGHT progra
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Page 23 and 24: I. INTRODUCTION From 2005 through 2
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Page 39 and 40: II. EVALUATION DESIGN AND DATA COLL
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Page 55 and 56: IV. FINDINGS In this chapter, we pr
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V. COST-EFFECTIVENESS AND COST-BENE
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VI. SUMMARY OF FINDINGS AND DISCUSS
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REFERENCES Abeberese, Ama Baafra, T
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REFERENCES MATHEMATICA POLICY RESEA
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APPENDIX A STATISTICAL MODEL FOR IM
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APPENDIX A MATHEMATICA POLICY RESEA
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APPENDIX B VALIDATION OF REGRESSION
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APPENDIX B MATHEMATICA POLICY RESEA
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APPENDIX B MATHEMATICA POLICY RESEA
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APPENDIX C ROBUSTNESS OF IMPACT EST
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APPENDIX C MATHEMATICA POLICY RESEA
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APPENDIX D DETAILS ON COST-BENEFIT
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APPENDIX D MATHEMATICA POLICY RESEA
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APPENDIX E SURVEY FORMS
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APPENDIX E MATHEMATICA POLICY RESEA
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APPENDIX E BURKINA FASO MATHEMATICA
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APPENDIX E MATHEMATICA POLICY RESEA
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HOUSEHOLD LISTING FORM Village ID:
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ENROLLMENT MODULE VILLAGE ID: ___ _
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CHILD LABOR MODULE VILLAGE ID: ___
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YOUNG ADULT MODULE VILLAGE ID: ___
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ASSESSMENT CONSENT LANGUAGE: PLEASE
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MATH ASSESSMENT VILLAGE ID: ___ ___
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MATH ASSESSMENT VILLAGE ID: ___ ___
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FRENCH ASSESSMENT VILLAGE ID: ___ _
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FRENCH ASSESSMENT VILLAGE ID: ___ _
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BURKINA FASO SCHOOL INFORMATION PAN
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A: SCHOOL CHARACTERISTICS SC SC9. D
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C: SCHOOL PHYSICAL STRUCTURE SS SS5
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APPENDIX F MATHEMATICA POLICY RESEA
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Ten-Year Impacts of Burkina Faso’s BRIGHT Program

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