1
Final Evaluation of 
Ghana Transition and Persistence 
(TAP) Project 
2010-2013 
Cooperative Agreement No.: 641-A-00-10-00026-00 
Plan International USA, Inc. 
January 2014 
USAID/Ghana 
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The evaluation was conducted by Associates for Change, a research and consulting firm based in 
Ghana, with expertise in education evaluation and social policy analysis. 
Associates for Change 
www.associatesforchange.org
Tel: (233) (21)245 612 /3 
Accra, Ghana 
Acknowledgements 
Associates for Change would like to thank the many children, parents, teachers, head teachers and 
district education officers who took their time to share their experiences and insights with the 
evaluation team. We would also like to thank all six district Directors of Education across the three 
selected regions for helping the evaluation team assess the USAID JHS education project, Transition 
and Persistence (TAP) project. Thanks also goes to our team of evaluators who dedicated their time, 
effort and resources to evaluating over 27 schools across some of Ghana’s most deprived areas for a 
two week period of field work. 
The team of evaluators included Dr. Leslie Casely-Hayford (Director/Resource Person), Dr. Seidu 
Alhassan (Senior Consultant), Kojo Oppong Gyabaah (Brong Ahafo Team Leader), Sheena Campbell 
(Greater Accra Team Leader), Rukayatu Adam (Eastern Team Leader), Thomas Quansah (Eastern 
Team Member), Imranah Adams Mahama (Greater Accra Team Member), Marian Owusu Afriyie 
Brong Ahafo (Team Member) and Aliu Mohammed Nurudeen (Greater Accra Team Member). Other 
team members included: Rhoda Mahamah (Brong Ahafo Team), Rosalind Ocran (Greater Accra 
Team), Bakari Jamal-deen Ibrahim (Eastern Region Team), Martin Boakye (Eastern Region Team), 
Alfred Atta Yeboah (Brong Ahafo Team) and Charity Bukari (Greater Accra Team). 
We would also like to give a special thanks to Raphael Bokumah, Dr. Ruby Avotri and Frederick Nobi 
at Plan Ghana for their insight and contributions throughout the evaluation. Finally, we would like to 
thank Plan USA and USAID for commissioning this evaluation and we pray that it makes some impact 
on improving the quality of education being offered to the millions of children in Ghana. 
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Table of Contents
List of Acronyms ......................................................................................................................................... 5 
Executive Summary ................................................................................................................................................ 6
Chapter 1: Introduction, Background and Methodology ............................................................................. 10
1.1 The objectives of the project were to:............................................................................................. 10 
1.2 Objectives of the evaluation ........................................................................................................... 11 
1.3 Methodology and field guide .......................................................................................................... 11 
1.4 District site selection ...................................................................................................................... 12 
1.5 Criteria for school/community site selection .................................................................................. 12 
 1.6 Limitations of the data…………………………………………………………………………....13 
Chapter 2: Results: Outputs and Outcomes of the TAP Project .................................................................... 13
2.1 Introduction and key findings ......................................................................................................... 13 
2.2 Component 1: Expanded and improved space available for JHS pupils ....................................... 14 
2.3 Increased enrollment in JHS schools across targeted districts ....................................................... 15 
2.4 Creating a child-friendly teaching learning environment ............................................................... 22 
2.5 Strengthening district level GES oversight, community involvement and monitoring support 
across the TAP intervention districts ......................................................................................................... 25 
2.6 Improving school quality and monitoring % change in the BECE results ...................................... 26 
2.7 Conclusions ..................................................................................................................................... 28 
Chapter 3: Relevance of the TAP interventions on JHS transition, persistence and completion in Ghana
 ................................................................................................................................................................................ 28
3.1 Assessing relevance ........................................................................................................................ 28 
3.2 Relevancy from the district and school/community perspective .................................................... 29 
3.3 Conclusions .................................................................................................................................... 31 
Chapter 4: Impact of the TAP Project on the School and Communities ....................................................... 32
4.1 Impact of TAP intervention on teachers and head teachers ............................................................ 32 
4.2 Impact of TAP on reducing socio-economic barriers to girls’ and boys’ and improving retention in 
JHS ........................................................................................................................................................ 33 
Chapter 5: Effectiveness and Efficiency of TAP ........................................................................................... 35
5.1 Cost effectiveness and unit costs of the key TAP interventions ........................................................ 36 
Chapter 6: Sustainability ................................................................................................................................. 37
6.1 Measuring sustainability in TAP ...................................................................................................... 38 
6.2 Sustainability at the district level...................................................................................................... 38 
6.3 Sustainability at the school community levels ................................................................................. 39 
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6.4 Sustainability of the TAP project interventions from a community perspective .............................. 39 
6.5 Sustainability from a sub-recipient perspective ............................................................................... 40 
Chapter 7: Challenges, Lessons Learned and Best Practices .......................................................................... 40
7.1 Lessons learned across the TAP districts ......................................................................................... 40 
7.2 Best practices ..................................................................................................................................... 41 
7.3 Key challenges .................................................................................................................................. 42 
Chapter 8: Key Findings and Recommendations ............................................................................................. 43
8.1 Introduction ...................................................................................................................................... 43 
8.2 Summary of key findings ................................................................................................................ 43 
8.3 Key recommendations ...................................................................................................................... 44 
List of Annexure1
 ...................................................................................................................................... 45 
                                                            
1
 Please note that a separate volume of Annexures is also available with the detailed data sets used in this evaluative report.
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List of Acronyms 
AfC Associates for Change 
AIDE Assistance International pour le Développement de l’ Education 
APEs Parent Student Associations 
BECE Basic Education Certificate Examination 
CDC Community Development Committee 
CRI Child Rights International 
CRT Criterion Referenced Test 
CSs Circuit Supervisors 
DA District Assembly 
DAC Development Assistance Committee 
DCEs District Chief Executives 
DEOCs District Education Oversight Committees 
DEOs District Education Office 
DOD Department of Defense 
EFA Education for All 
EMIS Education Management Information Systems 
EQUIP Education Quality Improvement Project 
F4D Football for Development 
FGD Focus Group Discussion 
GES Ghana Education Service 
GNAT Ghana National Association of Teachers 
GORD Government of the Republic of Djibouti 
ICT Information and Communication Technologies 
INSET In-Service Training 
JHS Junior High School 
KG Kindergarten 
LA Local Authority 
MA Municipal Assembly 
MENESUP Djibouti Ministry of Education 
METH Methodist 
MOE Ministry of Education 
MOU Memorandum of Understanding 
NGO Non-Governmental Organization 
PTAs Parent-Teachers Associations 
QUIPS Quality Improvement in Primary Schools 
RC Roman Catholic 
RROC Rights and Responsibility of the Child Club 
SDA Seventh Day Adventist 
SEA School Excellence Award 
SIP School Improvement Plan 
SMCs School Management Committees 
SPAM School Performance Appraisal Meetings 
SPIP School Performance Improvement Plan 
TAP Transition and Persistence 
TLMs Teaching and Learning Materials 
TOT Training of Trainers 
TRCs Teachers’ Resource Centers 
UNICEF United Nations Children Fund 
USAID United States Agency for International Development 
USG United States Government 
VRA Volta River Authority
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Executive Summary 
The Transition and Persistence Project (TAP) was a 3-year USAID-funded education project, implemented by 
Plan Ghana. The project aimed to increase junior high school (JHS) enrollment and completion rates in 156 JHSs 
across 13 districts in 4 regions (Brong Ahafo, Central, Eastern, and Greater Accra). TAP contributed to USAID’s 
Strategic Objective 8 (SO8): “Improved Quality of, and Access to, Basic Education”. Plan International USA 
together with Plan Ghana implemented the $11.6 million USAID JHS education project: Transitions and 
Persistence (TAP) project under the Cooperative Agreement No. 641-A-00-10-00026-00 with USAID/Ghana. 
Plan's vision is for a world in which all children realize their full potential in societies which respect people's 
rights and dignity. 
The overall goal of the TAP project was designed to help Ghana meet its Education for All (EFA) goals of 
universal primary completion. TAP focuses on improving the overall learning environment in districts that are at 
the tipping point2
, and supports educational initiatives which improve enrollment, transition and completion at 
junior high School level (JHSs). 
The objectives of the TAP project were to: 
 Increase the number of improved spaces available for JHS enrollment in targeted districts through 
building new facilities or rehabilitating existing facilities. 
 Increase JHS enrollment in targeted districts by improving teacher quality, strengthening district level 
Ghana Education Service oversight, providing more diverse and innovative educational opportunities for 
children, promoting community involvement and ownership of the SIP process; and creating incentives 
and rewards for teachers, children, and communities for improving performance. 
 Increase JHS completion rates by institutionalizing the processes and systems that will be used to 
increase enrollment. 
Key findings on outputs and outcomes 
The evaluation study found that the TAP project recorded enormous improvements in increasing the spaces, 
improving the physical infrastructure and in reducing socio–economic barriers to JHS enrollment and 
completion for pupils and their families across 156 TAP schools in 13 districts of Ghana. The evaluation 
revealed that the TAP project was a highly valued intervention by all stakeholder groups interviewed, 
particularly teachers, communities and children. Evidence from interviews revealed that TAP interventions met 
the immediate practical needs of households and schools. Key stakeholders at the district and school levels also 
suggest that the TAP project should continue, with at most minor modifications. Two key TAP interventions 
stand out in terms of the frequency with which they are mentioned by stakeholders and with regard to their 
impact on the beneficiary populations: Girls’ Camps and Football for Development (F4D). 
In terms of the targets for outputs for each of the indicators to measure the project’s objectives, all but a few 
were either met or exceeded the expected TAP objectives. Targets for Component 1, which includes the 
infrastructural development of schools to expand and improve spaces for JHS pupils, were reported to have been 
met based on the last available bi-annual report (April – September 2013). The report indicates that the majority 
of planned works had been completed by the end of September 2013 (see Annex 18). This included 12 new 
schools that had significant major repairs due to the extent of dilapidation at the time of repairs, major repairs 
which were carried out in 19 schools and a further 101 schools had either significant or minor repairs as well as 
the construction of 13 ICT labs and libraries as part of the School Excellence Award scheme. 
A key outcome of improving pupil spaces included the extent to which pupil enrollment in schools increased and 
that, once enrolled, students were able to persist to complete the JHS level. In the vast majority of TAP 
supported schools, pupil spaces were significantly increased and this helped to increase enrollment particularly 
with regard to girls’ enrollment. 
                                                            
2
 These are schools which show the potential of making a change in terms of improved enrollment and learning outcomes among children, 
but need support. 
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The evaluation study found that the TAP project has made significant progress toward increasing access and 
retention at the JHS level by narrowing the gender gap. TAP made particular impact on girls’ attitudes toward 
schooling and their ability to sustain participation at the JHS level, along with addressing the socio-economic 
barriers to their education. 
Percentage changes in both transition and enrollment rates across the 156 TAP schools show positive upward 
increases, with the higher increase in enrollment for girls compared to boys, thus further narrowing the gender 
gap. Total enrollment change of girls across all TAP districts examined shows that the percentage change of 
girls’ enrollment is higher than that of boys. In relation to the baseline, total enrollment went up by 10.7% in 
2013, with girls recording a significant increase of 14.2% over 7.8% for boys3
. This trend is reflected in the 
percentage change enrollment of girls in the TAP schools in every district except Dormaa Municipal, Brong 
Ahafo where there is a marginally smaller percentage change in enrollment for girls than boys. This was a 
significant achievement of TAP in attracting and retaining more girls than boys across their target schools. 
Findings relating to change in enrollment over the 3-year period in TAP schools shows cumulative growth of 
10.7% compared to the cumulative decline of negative (-31.2%) in non-TAP schools over the base year in the 13 
districts. The increase in transition and enrollment has, however, led to a number of emerging challenges, 
including over-enrollment and over-crowding in a few TAP classrooms; in some cases inward transfers from 
other schools in the vicinity could negatively affect the quality of teaching and learning. 
The transition and persistence element of TAP demonstrated that while there was increasing numbers of girls 
and boys transitioning through the JHS system, the incidence of repetition at JHS1 and JHS2 based on yearly 
performance examinations was also restricting their completion across all schools (TAP and non-TAP). The 
TAP evaluation revealed that promotion based on yearly examinations to assess children was widespread and 
that as many as 30-40% of children were being held back in JHS2 in preparation for JHS3 and BECE. 
Component 2 of the project aimed at providing an enabling environment for learners and inputs focused on the 
provision of training for teachers, managers and community members in order that infrastructural development 
and quality teaching and learning were improved across the 156 TAP schools. Targets for the numbers of 
personnel trained were met and in some cases exceeded the initial targets. Classroom observations in 13 
classrooms suggests that the some TAP teachers were using the training they had acquired, particularly in the 
ICT and math subject areas, but less so with English language. 
In-kind scholarships provided the largest set of visible incentives of motivating both parents and children in 
order to improve school attendance and regularity at JHS; these incentives also helped mitigate the social and 
economic barriers to retention and completion. The teacher training in child-friendly pedagogy and training of 
circuit supervisors in effective monitoring and supervision methods also addressed some of the causes of poor 
quality and poor performance among pupils. More work was needed to ensure that the School Performance 
Appraisal process was well embedded in the school/community accountability processes. A few TAP districts 
(2) had experienced slight improvements in their BECE results over the three year period along with at least 20 
TAP schools across the evaluative districts. Learning outcomes in schools that are provided with significant 
support for improvement take more time than three years to demonstrate change in learning outcomes; findings 
related to percentage change in the BECE pass rates is still too early to assess across TAP schools. 
The most promising approaches that TAP used in transforming the quality and participation of children at JHS 
level was the strong emphasis on community participation and the strengthening of community based institutions 
(e.g. SMCs/PTAs and CDCs). The formation and training of Community Development Committees (CDCs) 
facilitated participation in school development and built a sense of community ownership by ensuring that the 
supervision of construction works was a significant achievement. It will likely assist in the sustainability of 
some of the TAP interventions and infrastructure. In most cases the community entry approach allowed for 
                                                            
3
 Percentage change in enrollment figures provided by TAP M&E in April – September Bi-Annual Report 2013. 
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deeper consultation and collaboration with key stakeholders and brought together the community and school in 
partnership to improve education quality. 
Relevancy: The evaluation exercise assessed the extent to which TAP’s objectives met the needs and priorities 
of beneficiary districts, schools and communities; the evaluation also assessed the degree to which the TAP 
activities/interventions were consistent and in line with the government’s overall educational priorities. The 
majority of District Education Directors interviewed across the 6 evaluative districts confirmed that the TAP 
interventions were of high priority given the state of infrastructure and construction in their districts. They were 
also well aware that the TAP interventions were creating incentives to an often demotivated teacher and 
community population across their districts. Top priorities for the districts were finding ways to engage the 
teachers in improving their instructional practice, motivating them and improving quality and the performance 
results of pupils at JHS. The district and school focus on improving the quality of education and ensuring that 
performance results in BECE were improved was of high priority for communities, regional and district level 
education offices.
Impact: The TAP interventions led to an increase in enrollment through the provision of infrastructure including 
furniture, latrines and school renovations along with several other TAP interventions such as Girls’ Clubs and 
Girls’ Camps. The in-kind scholarships had improved equity within the school population and reduced the 
incidence of drop out among students from lower socio-economic backgrounds. The evaluative findings also 
reveal that the TAP project achieved this objective by strengthening the effectiveness of the community 
structures such as the CDCs and SMCs through training and increasing the community ownership and 
accountability measures through usage of SPAMs and School Performance Implementation Plans. The 
SMCs/PTAs held teachers accountable since the pupils could make direct complaints to the SMC when they felt 
something was wrong and parents were now able to ask pupils about developments in the school. The evaluation 
team found that SMCs/PTAs were highly sensitized to their roles and responsibilities in improving the quality of 
education at the school level. 
TAP interventions had significantly improved the community school relations and community ownership of the 
school. Evidence from the SMC/PTA/CDCs, head teachers, teachers, pupils and parents reveal that SMCs/PTAs 
now visit schools more often to check on teaching and learning and also to know the problems facing the schools 
in order to address them. The evaluation team also found that parents interviewed in rural communities were 
visiting their school more frequently and were concerned with the performance of their children in TAP. They 
were equally satisfied and encouraged about their teacher commitment, regularity and retention. 
Sustainability: Overall the findings from the TAP evaluation suggest that interventions which were less costly 
and self-governing, such as the Football for Development and the school clubs, are likely to continue long after 
the TAP project depending on the leadership, motivation and commitment of teachers. The more challenging 
issue will be the maintenance and upkeep of the structures which TAP assisted to repair or reconstruct. Very 
limited knowledge was demonstrated during interviews with the TAP staff and SMCs/CDCs about the need to 
work closely with the District Assemblies and the key institutions at the district level (e.g. District Education 
Oversight Committee and District Teacher Support Teams) in order to sustain the efforts and interventions of 
TAP. However, interviews with CDC/SMC/PTAs and head teachers revealed that these groups had been guided 
to create sustainability plans. 
The TAP project assisted communities, particularly through the CDCs and SMCs, to become technically 
equipped to mobilize and manage resources to support school projects. The TAP initiative also helped to 
enhance MOE/GES concepts of community participation and to strengthen community ownership of school 
improvement through their engagement in several of the TAP interventions. Interviews with communities 
revealed that they viewed the schools as “their own schools,” a situation not found in the non-TAP schools in the 
same area. Community SMCs/PTAs were also not fully aware of the need to use their SPIPs and SIPS in order to 
ensure that the capitation grant could be used to maintain the structure and on-going support for key TAP 
interventions, such as the Football for Development. 
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Key recommendations 
The recommendations made by respondents at the district, community and school levels mainly focused on: 
additional interventions and support, modifications to the project and improving quality of education in the 
community. 
Plan Ghana staff and implementation partner recommendations: 
 The application of the ‘TAP tipping point’ concept should reconsider the possibility of beneficiary 
schools exceeding their enrollment capacity as a result of TAP interventions, particularly given the 
increase in enrollment and demand this brings when schools are rehabilitated and/or replaced. There 
should be more rigor in selecting communities using the school mapping approach4
 in order to ensure 
that the feeder school populations are fully considered during the school selection process. Communities 
with clusters of both primary and junior high schools should therefore have been considered more 
holistically so that the challenge of the oversubscription of just one JHS could have been avoided. 
 The life span of TAP should be extended in order to achieve the full impact of project interventions, 
particularly in relation to improving the quality delivery of education. Three years was found to be too 
short and affected the timely delivery and completion of a number of interventions. The implementation 
of ICT centers could have benefited from at least one more year of project implementation in order to 
ensure that they were operational and sustained by the school community. Training events could have 
also benefited from one more year of intervention in order to consolidate teacher practices. 
District, school and child level - head teacher recommendations: 
 The child-friendly pedagogy training for teachers in ICT, English and mathematics should be extended 
to cover all subject areas at the JHS.
 The promotion policy of the Ministry of the Education should be made more transparent to parents and 
pupils at the JHS level and enforced by the DEO in order to ensure that no child is forced to repeat a 
level of JHS. 
 Construction of latrines and water facilities should ensure that a capitation grant is used to maintain and 
service these facilities, including the purchase of toiletries. 
 All schools supplied with TAP library books should be supplied with a library facility or at least 
adequate storage.
Community level recommendations: 
 Most of the school repairs were community managed and the leadership selected by the communities 
before they received training from the project. Even where the project was contractor-led a CDC was in 
place to monitor and supervise as well as deal with other issues related to water provision, electricity 
connection. However some direct beneficiaries (schools, communities, PTA/SMC), when interviewed, 
felt they should be more involved in school construction implementation in schools particularly those 
which were contractor led. 
 There should be more effective collaboration between all District stakeholders including District 
Assembly, District Education Oversight Committee, District Teacher Support Teams and TAP in the 
design, implementation and sustainability of interventions in future. 
Recommendations on modifications to TAP if given the opportunity: 
 The level of supervision should be strengthened in relation to monitoring schools, oversight to activities 
and the provision of inputs to facilitate the work of the GES supervisors and coordinators. 
 There is a need to increase the level of supervision and monitoring at the school level by the District 
Education Offices and other officials. Effective supervision by head teachers should also be 
strengthened. 
 Much more emphasis should be placed on ensuring that sustainability plans for the TAP interventions 
were in place at the school and community levels by the second year of the project. 
                                                            
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Chapter 1: Introduction, Background and Methodology 
The Transition and Persistence (TAP) Project is a 3-year USAID-funded education project, implemented by Plan 
Ghana. The project aimed to increase junior high school (JHS) enrollment and completion rates in 156 JHSs 
across 13 districts in 4 regions (Brong Ahafo, Central, Eastern and Greater Accra). TAP is a 3-year project 
which contributes to USAID’s Strategic Objective 8 (SO8): “Improved Quality of, and Access to, Basic 
Education”. Plan International USA together with Plan Ghana implemented the $11.6 million dollar USAID JHS 
education project: Transitions and Persistence (TAP) Project under the Cooperative Agreement No. 641-A-00-
10-00026-00 with USAID/Ghana. Plan Ghana (International) is a child-centered community development 
organization without religious, political or governmental affiliation. Plan's vision is of a world in which all 
children realize their full potential in societies which respect people's rights and dignity. 
The overall goal of the TAP project was designed to help Ghana as it strives to meet Education for All (EFA) 
goals on universal primary completion. TAP focuses on improving the overall learning environment in districts 
that are at the tipping point5
, and addressed some of the key challenges to transition between primary and junior 
high schools (JHSs). 
1.1 The objectives of the project were to: 
 Increase the number of improved spaces available for JHS enrollment in targeted districts through 
building new facilities or rehabilitating existing facilities. 
 Increase JHS enrollment in targeted districts by improving teacher quality, strengthening district level 
Ghana Education Service oversight, providing more diverse and innovative educational opportunities for 
children, promoting community involvement and ownership of the SIP process; and creating incentives 
and rewards for teachers, children, and communities for improving performance. 
 Increase JHS completion rates by institutionalizing the processes and systems that will be used to 
increase enrollment. 
TAP’s two main components for achieving these objectives were to: expand and improve available spaces for 
JHS pupils, and reduce barriers to JHS enrollment for pupils and their families. 
Activities under Component 1 were: 
To improve school infrastructure to meet specific standards (i.e. walling-in of classrooms; provision of girl￾friendly latrines and hand washing facilities; access for the handicapped and access to water and electricity). 
TAP initially aimed to completely replace 7 JHSs and carry out major repairs on 19 schools utilizing 
construction contractors. In the remaining 130 sites, TAP provided micro grants to the local community for 
the repair of the existing infrastructure to meet specific physical standards.
Activities under Component 2 included: 
To increase JHS enrollment and completion, strengthen quality and relevance of JHS education, address 
social and financial barriers to attending JHS and increase accountability and ownership of the schools in the 
communities. 
TAP aimed at creating a child-friendly teaching and learning environment by enhancing teaching quality; 
promoting use of child-friendly pedagogies; strengthening school supervision by headmasters and circuit 
supervisors; reducing socio-economic barriers that affect girls’ and boys’ retention in JHS through scholarships, 
creating new and innovative co-curricular activities, incentives that reward attendance and performance; and 
building community ownership and participation by supporting the annual school improvement plan (SIP) 
process led by well-trained school management committees (SMCs). 
                                                            
5
 These are school community sites that demonstrated a high potential for change. A school that was observed to demonstrate high 
average academic performance but whose enrollment rates are not in line with those of the feeder primary schools was seen as being at 
the tipping point. 
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TAP targeted improving the learning spaces and environment for approximately 18,720 students. With regard to 
physical space, TAP established minimum standards such as ensuring wall construction in classrooms, girl￾friendly latrines, hand washing stations and access to water and electricity. The project also offered in-kind 
scholarships to needy pupils, provided teacher training in child-friendly pedagogy in math, English and 
Information and Communication Technology (ICT) and promoted gender equity through targeted interventions 
addressing barriers unique to girls as well as boys. 
Through the collaboration with district education officers (DEOs), TAP developed a set of site selection criteria 
to choose junior high schools that had the greatest potential to increase enrollment and completion and to 
demonstrate community leadership (i.e. “the tipping point”). In order to achieve this aim, TAP districts were 
selected for intervention using the following criteria: 
 High Average Academic Performance 
 High Primary 6 Enrollment 
 High Primary Completion Rate 
 Low JHS Gross Enrollment Rate 
 Low JHS Completion Rate 
1.2 Objectives of the evaluation 
The rationale for the final evaluation was to supplement the routine data collection on indicators and objectives 
monitored throughout the life of the TAP project, and to explore extensively the five key aspects of the project: 
its relevance, efficiency, effectiveness, results and sustainability6
), drawing on existing data from TAP 
monitoring reports, interviews with staff, beneficiaries and collaborators. The evaluation also involved extensive 
field work stage (see Annex 2) in order to validate data and explore deeper some of the findings from the data 
collected. It also involved summarizing primary lessons learned and making key recommendations to improve 
the quality of on-going and future education programming by the MOE, Plan and USAID. 
This evaluation was therefore designed to explore the degree to which the desired changes were brought about 
due to the TAP interventions. The evaluation field work developed a sample based on disaggregating across the 
schools which exhibited the highest enrollment change and average and lowest enrollment change over the three 
year TAP intervention period (2010/11 to 2012/13); the evaluation also explored the degree to which 
interventions were effective and yielded the most promising results for replication. 
1.3 Methodology and field guide 
The evaluation used a mix of method approach including: interviews across key stakeholder groups, focus group 
discussions with key beneficiaries including children and an in-depth review of TAP-related project documents 
(see Annex 3). A total of 27 TAP schools were sampled across 6 districts in three regions of Ghana: Greater 
Accra, Brong Ahafo and Eastern region. These regions and districts were sampled based on several criteria 
(Annex 6). Approximately 27 head teachers were interviewed using an in-depth interview 
approach. In addition, approximately 120 teachers were interviewed in focal group discussions 
and in-depth interviews across the 27 sampled schools. Around 40 district education officers were 
also interviewed, including district directors of education and representatives from 27 SMCs and 
CDCs, across the sampled evaluative schools. Data analysis used both quantitative and qualitative 
methods. 
AfC spent over 3 weeks reviewing TAP bi-annual reports and monitoring and evaluation data, using the DAC 
criteria for assessing programs of this nature, to evaluate the project’s relevancy, efficiency, effectiveness and 
sustainability. This informed and influenced the development of instruments for conducting field work at 
national, regional, district, community and school levels. A detailed field guide was developed for the TAP 
evaluation based on previously tested instruments, which AfC had developed for the Quality of Education Study 
                                                            
6
 DAC Criteria. 
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conducted in Northern Ghana. These included teachers’ observation protocols and interview instrumentation 
along with the community scorecards that captured the objectives and expected outcomes of TAP. 
The key instruments used in the evaluation included: 
 District checklist for information related to TAP projects 
 Interview schedule with the district education director and circuit supervisors 
 Interview schedule with district chief executive and district planner/coordinating directors 
 Interview schedule for the head teacher and separately for the focal group interview with teachers 
 Focal group interview guide with pupils (girls separately from boys) 
 Focal group interview with SMC/PTA and scorecard 
 Classroom observation and school-based checklist 
 Three special instruments for rapid appraisal of one non-TAP school in each district selected 
1.4 District site selection 
The evaluation team selected two districts per region based on the following criteria (see Annex 5): 
 The number of TAP JHS schools in the district as a percentage of the public schools, such that the districts 
with the highest proportion of TAP were selected for the evaluative field work. 
 Districts with the presence of special interventions such as Aflatoun and School to School. 
 Districts with schools that had benefitted from a range of repair/replacement work as part of Component 1. 
 Districts with schools that formed part of the sample of schools used for the Limited Scope Study. 
Districts were also selected based on their ability to provide the evaluation team with a diverse understanding of 
TAP implementation across predominantly rural as well as more urban districts. 
The six districts selected for the evaluative field work were: 
 Ga West Municipal and Dangme West District (Greater Accra) 
 Dormaa Municipal and Tano South District (Brong Ahafo Region) 
 Asuogyaman District and New Juaben Municipal (Eastern region) 
The Greater Accra region had just two TAP districts; both were immediately included in the evaluation. In the 
Brong Ahafo Region, there were three TAP districts and two were selected on the basis that they had the highest 
proportion of intervention schools when compared to the number of public schools. The schools in Dormaa 
Municipal (in BA) also received the full range of available TAP interventions, including total replacement of 
schools, as well as major, significant and minor repairs. Tano South had no schools that required significant 
repair. Both districts had a school in which the School to School intervention was delivered and they were both 
included as part of the mid-term Limited Scope Study. 
The selection of districts in the Eastern Region was a little more complex as there was no district that fulfilled all 
the necessary criteria. However, New Juaben had the highest proportion of TAP program schools and these 
schools included a range of replacement or repair works. Asuogyaman District (Eastern region) also had one of 
the highest proportions of TAP schools compared to public schools, schools required a range of repair works but 
most importantly, the district was part of the Limited Scope Study. It also had a school that was part of the 
School to School intervention and all the TAP project schools were part of the Aflatoun project. 
1.5 Criteria for school/community site selection 
The evaluation team selected two schools per district at the community level based on their change in enrollment 
over the three year period using high, medium and low performing school criteria. The team categorized TAP 
schools using enrollment and achievement disaggregated data at the school/community level to identify schools 
which had positive and negative enrollment. District averages for enrollment were used to identify where the 
school ranked within the range of criteria before selection; for instance schools that demonstrated improvement 
in enrollment over the three to four year period were categorized as high performing (see Annexes 1 and 6). 
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Selection of medium and low performing schools was based on the same triangulation of percentage change in 
enrollment at the JHS level per school and percentage change in BECE results where the data was available. 
Data on the percentage change in enrollment, completion and BECE results were used so that school selection 
could take into account the range of impact according to these indicators. The Excellent School Award was used 
to further select the best performing schools in the “high” category and also draw on the pool of runner ups to 
also evaluate the high to medium category. Schools that did not apply or were not selected were then identified 
in the sample as part of the “low category.” 
Finally, school selection took into account the different interventions facilitated by sub-grantees under the TAP 
project. School selection ensured that the sample included schools that had benefited from the whole range of 
interventions. This ensured that the efficacy of each of the interventions could be explored and assessed, and 
comparisons made between them in terms of the relative impact on enrollment and retention. Further judgments 
were also made as to the extent to which these interventions could be replicated and sustained once material 
inputs and support from TAP were withdrawn. 
The key objective for the TAP project was to improve the rate at which students made the transition between 
different school levels to complete the JHS cycle. Key indicators for this improvement included a general 
increase in enrollment and consistency between the numbers of students enrolling at JHS1 and transitioning to 
JHS2 and JHS3 in subsequent years. Successful persistence was gauged by the number of students who sat for 
BECE as compared to those who enrolled in JHS1 in the preceding three years. Prior to fieldwork, analysis of 
enrollment data provided by EMIS was used to assess the relative performance of schools in terms of the 
percentage change in enrollment between the base year (2009/10) and the closing year of the project (2012/13)7
. 
1.6 Limitations of the data
There were several limitations experienced by the evaluation team during the study. The first was the fact that 
disaggregated data was not provided by Plan Ghana in order to fully explore the changes and improvements 
which had taken place over the course of the three year period on a school, district and regional basis. Another 
limitation was the fact that initial trend analysis could not be fully conclusive since, at the time of the field work 
stage of the evaluation, the final biannual report was not available. This report (April – September 2013) was 
provided one week after the evaluation draft was completed, at which point the trend analysis was revised. 
Finally, analysis of enrollment and learning outcome data is often carried out over a five year period. 
Unfortunately, there was only data provided for the life of the TAP project and the baseline year at best, which 
provided researchers with only a four year period to assess. 
 
Chapter 2: Results: Outputs and Outcomes of the TAP Project 
2.1 Introduction and key findings 
The following section focuses attention on the results: outputs (short term results based on inputs) and outcomes 
(longer term developmental results based on objectives of the project) in relation to the TAP project. It presents 
the key outputs achieved during the life of the project and then looks at the outcomes that are beginning to 
emerge as the project draws to a close. 
This chapter also reviews the bi-annual, quarterly and other monitoring and evaluation reports generated by 
M&E department of TAP and is structured using the key TAP indicators of performance results over the three 
year period. The chapter also presents the data from the field work which covered 27 TAP schools and 4 non￾TAP schools across six intervention TAP districts, as well as data which was collected from the national and 
district level EMIS sources to validate the trends that were identified in the monitoring reports by TAP. A 
detailed description outlining the main data sources and methodology for analysis and the data is available in 
Annex 12 to Annex 15 of this report. 
                                                            
7
 This followed the pattern of monitoring which TAP had used to assess performance over the three year period. 
14
Key findings 
In terms of the targets for outputs for each of the indicators outlined in the TAP project to measure the project’s 
objectives, all but a few were either met or exceeded. Targets for Component 1, which includes the 
infrastructural development of schools to expand and improve spaces for JHS pupils, indicate that all planned 
work had been completed by the end of the project period. This was further validated by the final bi-annual 
report made available in November, 2013 (see Annex 18). 
A key outcome of TAP was to improve pupil spaces to the extent to which pupil enrollment in schools increased 
and that once enrolled, students were able to persist to complete the JHS level. In the first instance, it is clear 
that enrollment increased, particularly with regard to girls. The persistence element was less successful and 
evidence indicates that there were generally fewer numbers of students sitting for their final exams (BECE) than 
had enrolled three years earlier. 
Component 2 of TAP outlined the provision of an enabling environment for learners, and inputs to achieve this 
were focused on the provision of training for teachers, managers and community members for the infrastructural 
development of and quality teaching and learning in the 156 TAP school sites. Targets for the numbers of 
personnel trained were all either met or exceeded. The extent to which training was used effectively by 
beneficiaries at the school and classroom levels was not well documented by the TAP monitoring system, which 
generally summarized responses from teachers and head teachers as to the extent they found trainings useful and 
the challenges they faced in implementing it. These reports suggest that the training was inconsistently applied. 
Field work suggests that ICT teachers were able to transfer the knowledge they gained in these programs directly 
to the classroom by introducing more child centered and participatory methods, compared to other teachers who 
were subject teachers for English and Math. These teachers tended to stay with their own teacher centered 
approaches in the classrooms observed and did not make many shifts in instructional practice. 
2.2 Component 1: Expanded and Improved Space Available for JHS Pupils 
The following section outlines the key achievements and results with respect to expanded and improved spaces. 
Indicator 1: Number of classrooms built or repaired with US Government Assistance 
Overall TAP was able to increase the number of improved spaces available for JHS enrollment across the 13 
TAP intervention districts. According to TAP’s bi-annual report (October 2012- March 2013), the Year 1 target 
of providing 840 individual student spaces was changed to 21 actual classrooms built, using the USAID 
indicator of discrete classrooms built or undergone major repairs with USG funds. Based on this revision, TAP 
exceeded the target for Year 1 by building or repairing 95 classrooms plus 49 auxiliary rooms (head teacher, 
staff rooms, store or library). In Year 2, TAP completed 55 classrooms (32 for minor repairs and 23 for major 
repairs) and 23 auxiliary rooms (17 for minor repairs and 6 for major repairs). The remaining 287 minor repairs 
were scheduled to be undertaken in Year 3. According to the bi-annual report (October 2012- March 2013), 
TAP completed 176 classrooms (173 for minor repairs and 3 for complete replacement) and 115 auxiliary rooms 
(112 for minor repairs and 3 for complete replacement) in the first half of Year 3. The remaining 111 repairs 
were completed in the latter part of 2013 (see Annex 18 for details). 
According to the TAP Construction Manager: 12 schools were completely replaced, major repairs were carried 
out in 19 schools and a further 101 schools had either significant or minor repairs. Outstanding issues across the 
13 districts mainly included the ICT centers built in schools that won the Excellent School Award. Many of 
these centers were completed and handed over during the school vacation and evidence from field work indicates 
that at the time of evaluation only one of the six centers visited had been used. In some cases the centers were 
not able to be used because the electricity meter had been removed (details provided in Annex 18). 
The evaluation results based on the field work reveal that the construction of classrooms met TAP minimum 
standards, which included: a classroom block of three classrooms, equipped with at least 20 dual or 40 mono 
desks, with access to girl-friendly latrines with a hand-washing station and clean drinking water. Nearly three￾quarters (70%) of the 27 schools evaluated across the 6 evaluative districts had three classrooms, 11% had four 
15
classrooms, 8% had five classrooms and 7% had six classrooms. The classrooms evaluated were all walled and 
roofed with good ventilation. 
Student spaces 
In order to further facilitate the provision of student spaces, TAP also provided furniture to the 156 TAP schools; 
the following table presents the data gathered by TAP M&E unit: 
Table 2.1: Number of Furniture provided by TAP 
Type of furniture Target Number supplied by September 2013 Number outstanding 
Mono desks 7286 7098 188 
Teachers’ tables and chairs 206 206 0 
By the end of September, 7,098 mono desks and 206 teachers table and chairs were supplied to beneficiary 
schools representing 97% and 100% of the targets set, respectively. The extent to which the provision of 
furniture met the needs of schools suggests that the vast majority of TAP schools met the needs of the JHS 
school population with only a few exceptions. Quality of furniture provided was inconsistent across the sampled 
schools sites. Findings from the school-based checklist carried out in 27 schools reveals that 21 TAP schools 
considered the state of the furniture as either excellent (10 schools) or good (11schools). Four schools saw the 
condition of the furniture as “poor” while the remaining 2 schools thought the furniture was “very poor”. See 
Annex 26 for details of the districts’ perception of the quality of furniture provided by TAP. 
Other infrastructural improvements: 
Other infrastructural improvements facilitated by the TAP project included the provision of sanitary facilities. 
Further information is given in reports with regard to efforts to ensure that schools have easy access to piped or 
other sources of water and electricity. Evidence from TAP staff indicates that although the construction of 66 
new KVIPs was planned, 69 had actually been completed with one being a six-seater KVIP instead of a standard 
five-seater. With regard to KVIP latrine improvement, 21 out the 36 planned were completed. During 
implementation, the number of latrines to be improved had been reviewed down to 21 based on actual need 
across the communities. Also, 24 schools who met the criteria were connected to the electricity out of the 
planned 87. Although the project had planned to harvest rain water as well as connect to existing pipe borne 
water, TAP connected to pipe borne only. Consequently, 45 schools were connected with pipe borne water. 
Evaluation field work conducted across 27 schools visited in the 6 TAP districts gathered data on the different 
facilities available in schools (see Annex 27). Ten out of the 27 schools have computer labs and libraries, 24 
schools have offices and 25 have store rooms. Ten of the schools evaluated also reported that they had no easy 
access to drinking water. Twenty three schools had hand washing stations, but these were not always in use in 
schools that did not have a water supply. 
2.3 Increased enrollment in JHS schools across targeted districts 
The following section will review the key findings in relation to increased enrollment of JHS pupils over the 
three year period (2010/11 to 2012/13) in TAP and non-TAP schools. The section reviews the key findings in 
relation to percentage change in enrollment in TAP schools across the three year period. It also assesses the 
performance of TAP in relation to percentage change in completion rates for TAP learners and the overall 
number of children enrolled compared to the targets set. 
Indicator 2: Percentage change in enrollment in TAP Schools 
Figures 2.1 and 2.2 below illustrate the percentage change in enrollment in TAP schools according to the data 
provided by TAP’s M&E unit. The baseline enrollment is from academic year 2009/10 for all TAP schools. The 
enrollment data for all three years was provided by the 13 district education offices (DEOs). These district 
offices provided reports on enrollment for 2010/2011, 2011/2012 and 2012/2013 for Years 1, 2 and 3 of the TAP 
project. The monitoring and evaluation data suggest that TAP schools experienced an increase of 3.6% (boys 
3.1, girls 4.1%) in enrollment for Year 1 compared to the baseline enrollment. In Year 2, enrollments increased 
across all 156 TAP schools by 5.8% (boys 4.6%, girls 7.2%). Compared with the baseline enrollment, Year 2 
16
showed a significant increase, with enrollment rising impressively to 9.0% (boys 7.4%, girls 10.9%). A marginal 
increase was reported in Year 3 enrollment: 9.7% (boys 7.3%, girls 12.5%) increase over the baseline enrollment 
and 0.7% (boys -0.2%, girls +1.8%) compared with Year 2 enrollments. 
The monitoring and evaluation reports suggest that the fall in enrollment in some schools is due to migrant 
workers relocating with their families to other regions. Evaluation field work also suggests that other reasons 
were due to repetition being experienced in the JHS1 and JHS2 years. The TAP monitoring reports also suggest 
that some parents withdrew their children from 'non-performing' schools that recorded poor BECE results. 
Figure 2.1 Figure 2.2 
 
While each of these indicators appears to have an overall increase in the sum enrollment of all TAP schools, the 
basis for targets set is not described. An assessment of regional and district trends for the regions and districts 
that TAP targeted indicates that there are some differences in the trends of enrollment between the 
districts/regions which may be influenced by various factors, for example, fluctuations in population or 
migration patterns. The Evaluation therefore disaggregated the data across the regions and districts in order to 
better understand the outcomes of the TAP project in relation to enrollment change, completion and transition 
rates; the following section presents the key findings. 
Summary findings of percentage change in enrollment across six districts 
The Evaluation involved six sampled districts; the results suggest that TAP schools demonstrated high rates of 
enrollment across all the districts, whereas non-TAP schools showed similar enrollment trends across only three 
districts (Dangme West, Ga West and Tano South). Annex 28 shows the enrollment growth pattern. 
Five of the TAP evaluative districts, for which enrollment data was analyzed, showed an overall increase in 
enrollment between 2009/10 and 2011/12. The only district where a negative change in enrollment was found 
was Asuogyaman District in the Eastern Region. As can be seen from the table in Annex 28, in most cases 
where the percentage change in enrollment is positive, the total enrollment for all TAP schools in each district is 
also positive; the exceptions to this trend are both found in Eastern Region selected districts – New Juaben and 
Asuogyaman, where the total district enrollment change between the two academic years in question (2009/10 
and 2012/13) is negative. In both these districts the overall enrollment has dropped slightly by 22 and 30 
enrolled students, respectively. However, in both these districts, the total enrollment for TAP schools increased. 
In every TAP evaluative district except Dangme West, the TAP school total percentage change in enrollment 
exceeded that of the district average and also those of the non-TAP schools. In Dangme West (in the Greater 
Accra Region), the total TAP school enrollment has increased over the period, but to a lesser degree than either 
the district average or the non-TAP school total (see Annex 28). Circuits in which TAP project were operating 
were often located in deprived rural areas, which could also account for the limited intake in the JHS in some 
areas (e.g. Dangme West District) (see Annex 19). 
17
Patterns of enrollment in this district are clearly context specific and there is clear evidence that schools situated 
in more rural or deprived parts of the district are serving small communities and enrollment is limited by the 
numbers of students within their catchment areas. Total enrollment change of girls across all TAP districts 
examined shows that the percentage change of girls’ enrollment is higher in each case than that of boys. This 
trend is reflected in percentage change enrollment of girls in the TAP schools in every district except Dormaa 
Municipal, Brong Ahafo where there is a marginally smaller percentage change in enrollment for girls than boys. 
This was a significant achievement of TAP in attracting and retaining more girls than boys across their target 
schools. 
Indicator 12: Change in transition from P6 to JHS1 
TAP used DEO data to report on this indicator. The baseline year had a 90.9% transition rate from P6 (2008-09 
enrollment) to JHS1 (in 2009-10) across the 13 TAP intervention districts. In Year 1 the rate was 90.2% for the 
TAP districts. Transition rate increased in Year 2. That is, 29.3% (boys 38.1%, girls 19.9%) more students 
transitioned to JHS1 in 2011/12 in relation to base year (2010/11). In 2012/13 (Year 3) the transition rate 
between P6 and JHS 1 declined by 8.4% from the previous year. However, the change in transition increased in 
Year 3 to 20.9% (boys 21.0%, girls 20.0%) in relation to the base year. The transition rate for girls was 
particularly strong in Year 2 of the TAP project and then was at par during the last year of the project (Year 3). 
Table 2.2 illustrates the transition rates from P6 to JHS1 for four of the districts selected for evaluation using 
data provided by EMIS, Ghana. The other two districts have not been included in this analysis because the 
districts were restructured within the reporting period (Ga West and Dormaa Municipal). Of the four districts, 
Tano South (in Brong Ahafo) shows a negative change in transition between 2009/10 and 2012/13, while the 
other three districts show an increase across the same period. However, in every case, the transition rates across 
the three years fluctuate. Other evidence gathered as part of the evaluation indicates that there is widespread use 
of end of year exams to determine whether students should make the transition between levels of JHS, 
particularly at the JHS2 and JHS3 but also between the first two years of JHS. Because these “repeaters” are 
then counted as being part of the JHS1 roll, this will have an impact on the perceived rate of transition between 
P6 and JHS1, which is a possible explanation for the greater than 100% rates indicated in this table. 
Furthermore, evidence from interviews with at least two head teachers during field work in Greater Accra 
indicated that they screened students applying for admission at JHS1, and where possible, advised those who did 
not achieve a passing grade in tests to repeat P6. 
Table 2.2: Change in Transition from P6 to JHS1 
District 
P6 to JHS1 
Transition 2009/10 
P6 to JHS1 
Transition 2010/11 
P6 to JHS1 
Transition 2011/12 
P6 to JHS1 
Transition 2012/13 
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total 
Tano South 102% 99% 101% 96% 102% 99% 94% 87% 91% 102% 84% 93% 
Asuogyaman 102% 95% 99% 113% 106% 110% 95% 93% 94% 108% 102% 105% 
New Juaben 112% 102% 107% 110% 109% 109% 104% 104% 104% 110% 108% 109% 
Dangme West 94% 91% 93% 97% 101% 99% 96% 97% 97% 112% 98% 105% 
(Source: EMIS Office, MOE) 
Indicator 3: Percentage change in completion rates among JHS3 students across 156 TAP schools 
Completion is defined as attendance at the BECE in TAP schools. To determine the percentage change in JHS 
completion, TAP measured the difference between the number of JHS1 students enrolled in one academic year 
and the number of JHS3 students who wrote their BECE exams three years later across all the TAP schools. 
Since English is the first exam written by all students at the BECE, TAP used attendance in English to calculate 
JHS completion rates. Year 1 of TAP revealed that for JHS3 students’ completion rates was 84.9% compared to 
the baseline rate of 70.3%; this was an increase of 14.6% (boys 16.9%, girls 12.1%). Year 2 completion rates for 
another cohort of JHS3 students revealed an increase within TAP schools which had a completion rate of 74.1% 
(boys 78.7%, girls 68.9%) compared with the baseline of 70.3%. In Year 3, a total of 73.8% completed JHS3 
with comparatively fewer girls (69.8%) than boys (77.2%) completing basic school. 
18
The TAP monitoring and evaluation data show a consistent decrease in total TAP school basic school 
completion rates from Year 1 to Year 3. This completion rate data revealed that boys were completing JHS3 at a 
higher rate than compared to girls over the three year period. See figures 3.1 and 3.2. 
Figure 3.1 Figure 3.2 
According to the TAP M&E unit, the reasons reported for the decreasing trends in completion rates were: 
“Many communities judge the standard of a school by students' performance at the BECE. Good 
performance tends to attract more students from 'non-performing' schools. As such, many schools conduct 
what is dubbed 'justify your inclusion' examinations in the first few weeks in JH3 and students who are 
unable to make the 'mark' are made to repeat JH2. This practice is usually mandated and sanctioned by 
communities at SPAM meetings in an effort to improve BECE academic performance in schools. Some of 
the repeating students are reluctant to do so, especially if the student believes he/she would not pass the 
BECE no matter how many times he/she is made to repeat a class. Other schools, often private schools, are 
willing to admit them into JHS3 to write the BECE.” 
Field work revealed that the practice of repetition at JHS1 and JHS2 was widespread across most TAP and non￾TAP schools in the six evaluative districts. 
Summary of completion rates across four evaluative districts 
An analysis of EMIS data indicates that there are differing trends when the regions/districts are compared. The 
following section is based on the data collected across four of the evaluative districts where data was available. 
The numbers of BECE candidates for the 2011/2012 academic year were made available in four of the 
evaluative districts. As can be seen from the table below, completion rates fall below 80% in every district. 
There is clearly a challenge in ensuring that all students who enroll at JHS1 persist through the junior high 
school level to write their BECEs three years later. Table 2.3 shows that the percentages of students writing 
BECE when compared to the enrollment at the baseline year in TAP schools is marginally higher than the 
district average in all but one district – Ga West (Greater Accra Region). The total Ga West completion rate is 
lower than that of the district average and the non-TAP average, this shortfall is due mainly to the fact that a 
much lower proportion of girls attended BECE in 2012 than enrolled in 2009. 
When these figures are compared to the percentage increase in enrollment, it appears that the TAP schools in this 
district made huge gains in increasing girls’ enrollment to near parity with the numbers of boys in the same 
schools. The fact that completion rates fall below 80% across districts and in particular, the relatively low 
percentage of girls who completed the cycle, could be in part due to the policy evident in schools of using end of 
year exams (in JHS1 and JHS2) to determine whether students are to repeat the year. 
19
Table 2.3: Completion rates across six TAP districts 
JHS1 Enrollment 
2009 
JHS3 BECE 
Candidates 2012 
JHS3 BECE Writers as a Percentage of JHS1 
Enrollment 
Dangme West, 
Greater Accra M F T M F T % Completion 
Rate Boys 
% Completion 
Rate Girls 
% Completion 
Rate Total 
District Total 1249 1067 2316 1000 824 1824 80% 77% 79% 
TAP Totals 388 318 706 324 265 589 84% 83% 83% 
Non TAP Totals 861 749 1610 676 559 1235 79% 75% 77% 
Ga West, Greater 
Accra M F T M F T % Completion 
Rate Boys 
% Completion 
Rate Girls 
% Completion 
Rate Total 
District Total 1165 1086 2251 948 802 1750 81% 74% 78% 
TAP Totals 182 157 339 157 92 249 86% 59% 73% 
Non TAP Totals 983 929 1912 791 710 1501 80% 76% 79% 
New Juaben, 
Eastern M F T M F T % Completion 
Rate Boys 
% Completion 
Rate Girls 
% Completion 
Rate Total 
District Total 1551 1508 3059 808 787 1595 52% 52% 52% 
TAP Totals 329 320 649 211 205 416 64% 64% 64% 
Non TAP Totals 1222 1188 2410 597 582 1179 49% 49% 49% 
Asuogyaman, 
Eastern M F T M F T % Completion 
Rate Boys 
% Completion 
Rate Girls 
% Completion 
Rate Total 
District Total 924 745 1669 702 573 1275 76% 77% 76% 
TAP Totals 246 204 450 202 150 352 82% 74% 78% 
Non-TAP Totals 678 541 1219 500 423 923 74% 78% 76% 
(Source: District education offices across four evaluative districts, 2013 field work) 
Indicator 13: % change in JHS completion across the 13 project districts 
The TAP project used EMIS data to report on this indicator. Although EMIS has enrollment data disaggregated 
by type of school (public and private), number of students sitting for the BECE are not disaggregated. Indicator 
13 was therefore computed using data for public and private schools for both enrollment and BECE across the 13 
TAP districts. This data was provided to the evaluation team from TAP M&E unit8
. Overall the completion 
rates across all the thirteen TAP districts experienced an improvement within the two year TAP intervention, 
although there was an overall decline in relation to the base year. This would conform to what was found during 
interviews with head teachers, which suggests repetition was increasing due to yearly assessment of students at 
JHS 1 and 2. 
The completion rate in the TAP districts decreased in Year 1 by 29.6% compared with the previous year. A total 
of 73% of students (boys 74.5%, girls 71.4%) completed in Year 2 compared with 69.9% in Year 1 of TAP. 
Percentage change in completion rates from Year 1 in relation to the base rate was 20.6%. In Year 2 of TAP, 
there was an increase of 10.4%, with boys experiencing relatively higher completion of 12.2% boys compared to 
8.4% for girls in relation to base year. The BECE results were still not available by the time of completion of 
TAP’s bi-annual report (November 2013). 
                                                            
8
 Inclusion of private schools is likely to have inflationary effects in terms of completion rates and cannot objectively be compared with 
Indicator 3. 
20
Figure 13.1 Figure 13.2
What this data generally indicates is similar to what was found during the analysis of district data taken from 
DEOs across the six evaluation districts; the finding suggest that across the schools, completion rates at JHS 
level rarely exceeded 80%. Of the 13 districts, Lower Manya & Upper Manya, New Juaben and Yilo Krobo 
demonstrate negative completion rate change over the three year period. However, a positive indicator is that it 
is only in the Gomoa District (Central Region) and Akuapem North (Eastern Region) that the percentage change 
for completion for girls is less than the overall total. Please see Annex 29 for details of the completion rates 
across the TAP districts. 
Indicator 16: % change in enrollment in TAP schools compared to non-TAP public schools9
TAP used DEO data for all public JHS schools in the 13 TAP districts to report on this indicator. Overall the 
TAP schools recorded an increase of 6.7%, while the non-TAP school recorded a significant decrease of (-
27.9%) in the Year 1. In Year 2, total enrollment in TAP schools increased by 16.4% in 2011/12 academic year 
over the base year while total enrollment in non-TAP schools decreased by (-27.3%). In Year 3, TAP enrollment 
in TAP schools decreased but still made an increase of 10.7% in relation to the base year. Non-TAP schools, for 
the third year recorded a decrease of 31.2% in enrollment (see Annex 20). 
The following table (table 2.4) is a summary of the calculations carried out by the evaluator. It shows that in 
each case the percentage change in enrollment is calculated from the baseline year. The table also includes 
percentage change from year to year for both sets of enrollment figures. The table below reveals that while the 
non-TAP schools showed an overall decline in enrollment over the three year period under consideration based 
on TAP’s own monitoring and evaluation data, the fall in enrollment in the final year was similar for both TAP 
and non-TAP schools. 
Table 2.4 Change in enrollment in TAP compared to non-TAP schools 
 Enrollment 2009 - BASELINE 2010/11 2011/12 2012/13 
 TAP 15650 16705 18210 17329 
 NON-TAP 75852 54706 55112 52224 
%AGE CHANGE FROM PREVIOUS YEAR 
TAP 6.7% 9.0% -4.8% 
NON-TAP -27.9% 0.7% -5.2% 
%AGE CHANGE FROM BASE YEAR 
TAP 6.7% 16.4% 10.7% 
NON-TAP -27.9% -27.3% -31.2% 
                                                            
9
 This was an additional indicator added later than the other indicators. 
21
Challenges to persistence 
Analysis of the numbers of repeaters across some schools sampled in the evaluation suggest that there were up to 
50% of students at JHS2 classes being repeated in some of the schools sampled (Annex 30). The tables in 
Annex 30 and 31 are summaries of enrollment information provided by sampled schools to the evaluation team. 
From the evidence of the four schools in the Eastern region, findings suggest that the repetition of students is 
higher for boys than it was for girls. The evidence suggests that students were consistently repeating JHS2 and 
in some cases JHS1. This finding is buttressed by evidence from interviews with TAP staff and head teachers 
across all 6 districts; interviews revealed that results from end of year JHS exams are used to identify those 
students whose attainment levels are not commensurate with either the demands of JHS2 or, more often, their 
ability to pass the BECE. These students are then repeated and held back from moving to the next JHS level. 
The pattern of student drop out does not appear to be gendered when using the evidence of the table in Annex 
31. But it would appear that the rate of drop out in these TAP schools has reduced during the three year period. 
With respect to male/female patterns of drop out, there are more boys dropping out during the first year of JHS 
and girls are more likely to drop out at the JHS2 level. 
Analysis of transition trends tends to qualify the evidence from the tables in Annex 30 and 31. This is illustrated 
in the graphs, which show the percentage change between enrollment at JHS1 and JHS2 for the same cohort of 
children the following year and enrollment at JHS2 and JHS3 for another cohort of children10. 
The graphs in Annex 16 are based on the enrollment data for New Juaben, Eastern Region. Similar data is 
available for all other evaluated districts in Annex 12 to 15. Generally the findings suggest that transition rates 
for students from JHS1 to JHS2 is much higher than for students in JHS2 to JHS3 as a result of repetition (in 
TAP and non-TAP schools). For the first two years, in New Juaben, there is a negative percentage change for 
TAP school and non-TAP schools, indicating that enrollment at JHS3 was lower than enrollment at JHS2 for the 
previous year. In the third year, non-TAP schools show a positive percentage change whereas TAP schools 
show a negative percentage change in relation to transition (see Annex 16). 
Indicator 4: Number of learners enrolled in TAP schools over the three year period 
According to monitoring and evaluation data gathered by TAP, there was a general increase in enrollment across 
the TAP Schools over the three years. The enrollment in TAP schools increased in Year 1 (506 more students), 
and significantly increased in Year 2 (1,554) with more students entering JHS over the baseline, that is, an 
increase of 9.9%. TAP used the DEO data to report on this indicator. The 2012/2013 academic year did not 
meet the expected enrollment target of 18,450. However, there was a marginal increase of 0.7% (17,329) in 
enrollment in Year 3 over 2011/2012 academic year’s enrollment of 17,204 (see figure 4.2). The gender trend 
reveals that the number of girls increased across all the TAP schools from Year 1 and Year 2 of the project and 
the enrollment for girls slightly increased in Year 3 over the 156 TAP schools (see figure 4.1 below). In relation 
to the baseline, total enrollment went up by 10.7%, with girls recording a significant increase of 14.2% over 
7.8% for boys. Interviews in the field suggest that the increase in girls' enrollment over the life of the TAP 
project could be attributed to the impact of the Girls’ Camps. The camps as well as the school based clubs built 
the confidence of girls, which in turn improved participation and retention rates, as well as had an impact on 
other children in the community. TAP’s yearly enrollment targets were missed except in Year 2. 
                                                            
10 These show the percentage change between different years for the same cohort. In order to calculate this, the number students enrolled 
in JHS1 in a particular year (for example 2010) is compared to the number enrolled in the following year in JHS2 (for example 2011). In 
this way a cohort of students can be tracked to discover if the numbers are similar and therefore if the promotion is efficient. 
22
Figure 4.1 Figure 4.2 
2.4 Creating a Child-Friendly Teaching Learning Environment 
This next section reviews the evidence in relation to the TAP objectives of creating a child-friendly teaching and 
learning environment within TAP schools. This section will review the TAP project in relation to the number of 
teachers completing in-service training, the number of TLMs for Reading Chains, mathematical sets and the 
number of club patrons who are trained in order to manage/facilitate the children’s clubs.
Indicator 5: Number of teachers/ educators who successfully completed in service training with USG 
support. 
TAP exceeded the Year 1 target for number of teachers trained in child-friendly pedagogy. In Year 1 of the 
project, 650 was the target and TAP trained 761 teachers across the 156 TAP schools. One reason that TAP 
exceeded the target in Year 2 was that TAP provided refresher training for 2,193 personnel, which included all 
the patrons for the various TAP supported clubs. Aflatoun and S2S patrons were also given refresher training to 
make them more effective. Refresher courses were given to 2,091 teachers in child-friendly pedagogy in math, 
English, ICT and Football for Development in Year 3. Findings from the monitoring reports indicate that after 
the first round of pedagogy training, some of the trained teachers were not at post; some had been transferred, 
some teachers moved to different subject areas while others were furthering their education. 
Approximately 120 teachers (in both in-depth interviews and FGDs) and 27 head teachers were interviewed 
during evaluation visits. Interviews with 27 head teachers indicate that the training had greatly enhanced their 
management capacity. Responses from teachers during the evaluation visits indicate that the majority of 
teachers found the training useful, and that it had caused an improvement in their confidence level. A much 
smaller proportion was observed using the child centered strategies successfully in class. Several teachers 
interviewed also said that they experienced various challenges including large class sizes, pupils’ resistance to 
participating in a mode of instruction they were unfamiliar with, and the lack of materials or resources to 
construct the TLMs necessary to fully use the methodologies; some of the teachers complained that these 
reasons had restricted their application of the training provided under TAP. A strong marker of success is that a 
number of teachers interviewed claimed that they were given the opportunity to disseminate what they learned 
from the training during in service trainings organized at the school level, yet this was not substantiated in 
interviews with the heads. TAP reports indicate that monitoring of teachers took place at the district level where 
lesson notes and absenteeism rates of teachers was the main focus of monitoring by Circuit Supervisors, not the 
follow up on training. 
23
The outcomes of the child-friendly pedagogy training were evaluated during the course of evaluation field work 
at school level11. Thirteen teachers were observed in TAP schools and rapid appraisals were made of four 
classrooms in non-TAP schools. Of the teachers observed in the TAP schools, two had not attended either of the 
trainings in child-centered methodology. Both of these teachers were observed teaching an English lesson. Of 
the TAP trained teachers, five taught English, four taught Math and two taught ICT. The following section 
outlines the main findings from these classroom observations. 
Conclusions: Methodology and participation & teachers’ response to questions about TAP training 
In addition to classroom observations, evaluation field work included interviews with teachers and pupils in 
order to collect evidence for the effectiveness and possible impact of the TAP training for teachers in child￾centered methodologies. Three key indicators were identified to establish whether teachers were creating a 
child-friendly (i.e. nurturing and enabling) and a child-centered (i.e. participatory and interactive) learning 
environment. These indicators included a description of teacher demeanor and the use of disciplinary procedures 
during the course of the lesson and in general; methodology used in the classroom and whether this encouraged 
participation on the part of all pupils regardless of sex or ability; and finally, use of teaching and learning 
materials and classroom management that facilitates pupils’ interaction (i.e. paired or group work). Generally 
speaking the teachers observed in TAP schools performed well with respect to the first two of these indicators: 
teacher demeanor and methodology in the classroom. Of the 13 teachers observed in TAP schools (11 of whom 
had participated in TAP training), 10 were described as nurturing to some degree, either by being warm and 
friendly with pupils, using humor or generally making themselves approachable to pupils. Evidence from 
discussions with pupils in TAP schools supports this; when asked about disciplinary practices by teachers, 
students in the majority of cases responded that, while caning was used, it was used minimally. Furthermore, 
students reported that their teachers were “hard working” and helped them to learn. 
The trend identified regarding teachers’ encouragement of participation was similar, 11 out of 13 observed 
teachers used strategies that included asking a range of questions (closed and open requiring comprehension and 
adaptation), which were directed to both individuals and the whole class, but were less responsive in using 
participatory child centered approaches. As a result of this, observers reported that both boys and girls were 
included in lessons and that pupils’ understanding was advanced in the majority of classrooms. However, the 
use of TLMs and more learner centered classroom management techniques were only observed in a few 
classrooms. Significantly, two of these lessons were ICT, a subject that requires the most financial investment in 
terms of provision of TLMs. In these lessons, students were invited to carry out short practical activities and in 
order to facilitate this; teachers put students into groups so that they could work together on the limited numbers 
of laptops available. Further evidence related to teachers’ use of child-centered methodologies emerged from 
interviews with teachers and head teachers. In response to questions about training and training needs, the 
majority of teachers said that they had found the TAP training “helpful”, but of those sampled, only a few were 
able to describe how it was helpful and how they had put it to use. There was general agreement among teachers 
and head teachers interviewed that the issue of using TLMs in lessons was inhibited by schools’ general lack of 
resources, yet clearly TAP and GES was providing resources to these schools in the form of capitation grants. 
The findings from the lesson observations conducted by the evaluation team suggests that there was limited 
usage of group work for students to peer teach and the use of activity-based learning where students were able to 
handle or have access to learning materials to promote practical application or exploration. The general strategy 
used for encouraging student participation in the learning process was the ‘chalk and talk’ method of teaching, 
whereby teachers asked questions at each phase of the lesson to lead students to an understanding or check if 
they were able to apply learning and repeat the answer. In four of the English lessons delivered by TAP trained 
teachers, students were invited to answer and ask questions but in each case observers felt that the feedback 
given by the teachers was not adequate to consolidate students’ learning. 
                                                            
11Report based on classroom observations and teacher interviews – instrument 11 
24
The best practice was seen in one math lesson delivered by a TAP trained teacher and the three ICT lessons 
observed (two in TAP schools and one in a non-TAP school). The math teacher, while he did not use TLMs, 
did use the students’ ages as the basis for the data handling activity and invited students to work in pairs at their 
tables and at the board to carry out the various activities. It is worthy of note that the two ICT TAP trained 
teachers were able to give clear answers as to their assessment of the TAP training and the impact it had on their 
teaching:
It was fantastic but really loaded. We had to do a lot from morning to evening. But it really improved 
my knowledge so I would say the biggest effect was on my personal development. The way I have put it 
to use is that it (TAP training) has really improved my confidence as an ICT teacher. (source: Teacher 
Interviews Evaluation Field Work) 
The evaluative field work also revealed a similarity in responses by both TAP and non-TAP school ICT teachers. 
From the evidence of these three teachers, it could be concluded that the combination of improving teachers’ 
subject knowledge and the provision of hardware and relevant software (in other words, TLMs), matched to the 
learning objectives in the curriculum, bolstered their personal confidence. This also meant that learners get a 
much more positive experience in the classroom as teachers feel confident to take them through practical 
activities, even when they are constrained by the number of laptops available. 
Indicator 6: Number of TLMs for Reading Chain books and mathematical sets 
TAP exceeded the Year 2 target for providing TLMS to the Reading Chain and TAP schools across the districts. 
The target was based on a set number of reading books per school. Originally the number of book titles was 
five, but this was increased to nine per school. TAP also distributed additional reading books and other materials 
to needy students, which included 3,120 math sets. In addition, TAP gave needy children 31,200 exercise books. 
Further information can be found in Annex 22 which also includes a summary of the books provided to schools 
in the final months of the TAP project, as reported in the April – September 2013 bi-annual report. These 
include the books provided to schools as part of the School Excellence Award. Indicating that each school that 
achieved first place received an additional 940 books, 2nd place schools each received 300 books and 200 books 
were given to third place schools. All other schools were given 25 reading books each. 
The supply of reading books and other TLMs far exceeded the targets set out by the project, which is a marker of 
the successful outputs for this indicator. Evidence of the outcomes and impact of supplying these TLMs is 
reported in a number of the monitoring reports. The reading books supplied to schools were to be used for a 
specific activity referred to as “Reading Chains.” This activity appears to require that a log is kept, for which 
books are being read, including a written review that indicates whether the student can show evidence of 
comprehension. However, there are some indications that the principles of the Reading Chain were not being 
adhered to by the schools 27 visited during the evaluation schools. 
Reading Chains 
Findings from field work conducted by the evaluation team buttressed reports from the TAP M&E unit that all 
the schools had received their full complement of books (see Annex 23 for a breakdown of numbers of books 
received). These books were supplied to schools to supplement library facilities so that students would have 
access to a broad range of literature to encourage and improve reading habits, and therefore pupils’ reading 
ability. Evidence from interviews with head teachers, teachers and pupils across the evaluative TAP schools 
indicates that where these library books were available, students were able to take advantage of the access to 
books and, that as a result, reading ability as well as spoken English improvement. In some of the schools the 
evaluation team was unable to gauge the effect of the supplementary reading materials as schools had only 
received them during the vacation, a few weeks before the field work, and had not yet had the opportunity to 
unpack them. A key objective for the provision of the reading materials was to encourage schools to adopt a 
strategy called Reading Chains. Through the Reading Chains, pupils were expected to read and give summaries 
of story books. These activities were expected to be recorded by the English teacher in a journal to show what 
pupils had read over a period of time. Findings from the evaluation team reveal that the concept of the Reading 
Chains was not well understood by teachers. This misunderstanding was detected during monitoring visits to 
schools and some remediation was attempted. However, in the majority of evaluative schools, there was no 
25
evidence that teachers and pupils were using the Reading Chain strategy. But that notwithstanding, it is 
impacting positively on pupils’ reading habits across the TAP schools and improving literacy skills among 
pupils. The sustainability of this intervention is however questionable as the majority of schools did not have 
proper storage for these reading materials, therefore preserving the books for future years will be a challenge. 
2.5 Strengthening District Level GES oversight, community involvement and monitoring support across 
the TAP intervention districts 
This section reviews key evidence related to TAP’s ability to strengthen and support the district education 
oversight and to promote community involvement across the 156 TAP schools in the 13 TAP districts. Support 
for stakeholders at the district and school community level was in two forms: training and continuous liaising 
with community facilitators. Evidence from interviews with community facilitators indicates that with a just a 
few exceptions, the trainings of Community Development Committees and SMC/PTAs had a positive impact on 
the implementation of construction projects in the schools. Circuit Supervisors were generally positive about the 
training they received and oversight of TAP schools improved across some districts. 
Indicator 7: Number of administrators and officials trained at district level 
TAP modified the definition of this indicator during the inception phase of the project to include the number of 
School Management Committee members, Community Development Committee members and community 
members trained as RROC/Aflatoun patrons. The Year 2 target has been redefined to include those who were not 
trained in Year 1. SMC members were given refresher training and were assisted to review their SIPs. 
Figure 7.1: Number of administrators and officials trained 
Outcomes of the training with circuit supervisors and teachers 
In all the sampled districts of study, the Circuit Supervisors were given the mandate to supervise and monitor 
TAP projects, and in Ga West, the Girls’ Education Unit Officer was also mandated to do the same from a 
gender perspective. The Coordinators were all trained to sharpen their supervisory and monitoring skills. It was 
also reported that as a result of intensive training of DEO officers/TAP coordinators, there was a radical 
improvement and transformation in project monitoring and supervision. For instance, in Ga West, the Circuit 
Supervisors had adopted a more participatory approach to their work in the field due to the TAP training. In 
Asuogyaman (Eastern Region), it was reported that the usual brief visits and follow-ups for monitoring schools 
had changed to longer visits by Circuit Supervisors. During the TAP project, CSs were now sitting in class to 
observe lesson deliveries. Teachers were assessed and their challenges immediately addressed. Evaluation field 
visits also revealed that TAP teachers had more supervision sessions than their counterparts in non-TAP schools. 
Outcomes of training workshops received by SMCs/PTAs/CDCs 
Under the TAP project, SMCs/PTAs and CDCs received training on a number of strategies to enable them to 
perform their roles and responsibilities efficiently and effectively. SMCs and CDCs reported that they were 
taken through their roles and responsibilities as SMC members. Some of the SMCs interviewed also said they 
were trained on financial management, expenditure control, record keeping and accountability. CDCs were also 
trained on how to manage the school improvement project. SMC/PTAs received training on management and 
26
resource mobilization. Focus group discussions with the SMCs and CDCs revealed that the trainings had enabled 
them to mobilize funds locally to construct urinals for the school. The majority of the SMCs also reiterated that 
they now felt empowered because they know their roles and responsibilities as community members in relation 
to the school. Some of the SMCs interviewed also talked of being trained on how to monitor the school. This had 
enabled them to supervise the activities in the schools, especially with regard to teaching and learning outcomes 
of children and other quality indicators at the school. Interviews with community members during the evaluation 
revealed that the TAP training workshops had increased their understanding of school ownership and oversight 
and made them more committed to ensuring the success and improvements in the school. 
Indicator 8: Number of people trained in monitoring and evaluation by TAP 
Monitoring and evaluation reports by TAP revealed that the target for this indicator was met. Over 26 Circuit 
Supervisors were trained in monitoring across the 13 TAP intervention districts. An additional 12 community 
facilitators (CF) and five Construction Technicians were trained, and have been included under this indicator. In 
Year 2 of the project, six new CFs and four Educational Technical Coordinators (ETC) were trained in project 
monitoring procedures and tools. One new ETC was recruited and trained at the beginning of 2013. There was 
some evidence that the community facilitators were particularly mindful of their role and of the support needed 
to capacitate and pass on their skills to the CDCs and SMCs, along with the district education officers. 
2.6 Improving School Quality and Monitoring % Change in the BECE Results 
One key indicator on the quality of education was added to the TAP Performance Monitoring Plan at the later 
stages of the project (Year 2). BECE results were used to gauge if the quality of education provided was 
improving. The following section reviews the evidence on the performance of TAP in relation to percentage 
change in BECE results for pupils across the TAP schools in the 13 TAP intervention districts. 
Indicator 14: % change in the Basic Education Certificate Examination pass rate among the pupils of the 
156 project schools in the 13 districts12. 
Findings from the TAP monitoring and Evaluation data suggest that there was a negative growth rate in relation 
to BECE results across the 156 TAP schools. For instance, 56.1% of students passed in the base year compared 
with 49.7% in 2010/11, which was a 6.4% decrease in pass rate in Year 1 across the TAP districts. In Year 2 the 
pass rate further decreased to 43.3% (boys 43.7%, girls 42.9%) reflecting a decrease of 19% (boys -21.7%, girls 
-16.0%) in relation to the base Year 1 (2010/11). In Year 2, the pass rate further decreased to 43.3% (boys 
43.7%, girls 42.9%) reflecting a decrease of 12.8% (boys 13.0%, girls 12.5%) in relation to the base year. No 
targets were set for this indicator. 
Figure 14.1 Figure 14.2
                                                            
12 TAP used Performance of Pupils in English Language to determine the BECE pass rates across the districts. 
27
Indicator 15: % change in BECE pass rates in TAP districts13
TAP used EMIS data from the district education offices to report on this indicator. There was a 70.2% BECE 
pass rate in 2009/10 (base year), compared with 54.9% in 2010/11, Year 1. This implies a 15.3% decrease in 
BECE pass rates for English in 2010/11. In Year 2, 70.9% passed, which reflects a 0.8% increase in the pass rate 
in relation to the base year with boys performing better than girls (boys 2.2%, girls -0.9%). 
Figure 15.1 Figure 15.2 
Summary of BECE pass rates across four districts 
An analysis of the BECE results suggests that the overall average BECE pass rate is lower for students in TAP 
schools than those in non-TAP schools from the base year to 2011/12. For instance, in Dangme West, the pass 
rate for TAP students is 41% achieving a passing grade as opposed to 55% in the non-TAP schools. In New 
Juaben, 64% of students in TAP schools achieved a pass compared to 73% in non-TAP schools. In 
Asuogyaman, 43% of students in TAP schools achieved BECE passes in comparison with 52% in non-TAP 
schools. With respect to improvement in BECE results, it was not possible to judge this in Ga West as the DEO 
was only able to provide BECE results for 2 years (2010/11 and 2011/12). However with regard to the other 
three districts, Dangme West’s overall district average pass rate fell from 55% in 2008/9 to 51% in 2011/12. In 
the Eastern Region, however, both districts evaluated demonstrated an increase in the overall pass rate. In 
Asuogyaman, the 2008/9 pass rate was 39%, which increased to 49% in 2011/12. In New Juaben, the pass rates 
increased from 68% to 70% over the same time period. See Annex 33 for details. 
From a gender perspective, girls in general showed improvement against boys, whose performance over the 
three years seems to have stagnated. Close scrutiny of a comparison between the percentage of girls and boys 
who achieved a passing grade in the 2011/12 BECE in TAP schools in Ga West, New Juaben and Asuogyaman 
highlights a moderate gain by girls in the two districts in the Eastern Region. In New Juaben, this percentage 
rate has increased to the extent where a marginally higher percentage of the girls who sat the exam achieved a 
passing grade (65%) than the boys (64%). In Asuogyaman, there is also a slight increase, which brings the 
percentage of girls who passed to parity with the boys. As can be seen from the table in Annex 33, girls in TAP 
schools improved the pass rate from 41% (2008/9) to 43% (2011/12) and the boys improved from 42% (2008/9) 
to 43% (2011/12). Overall in non-TAP schools, performance of girls showed a comparatively higher 
improvement than boys. 
 
The relatively poor performance of TAP schools when compared to non-TAP schools could be attributed to the 
context of the schools. Annex 34 shows the BECE results for schools in one circuit in Dangme West (Greater 
Accra Region). Apart from the last school on the list (Kordiabe RC), each school has suffered a dip in the 
percentage of students achieving a passing aggregate for BECE. The BECE results recorded for 2011/12 TAP 
schools are much lower than the district average of 51%. This circuit is typical of those from which TAP 
                                                            
13 As English language is the first exam taken by all students at the BECE, TAP used its pass rates to track changes in the percentage of 
pass rates over the years.
28
schools were selected in this district, not just in terms of pass rates for BECE, but in terms of the relative 
distance from an urban center. The schools are, in most cases, serving small rural communities and evidence 
from field work indicates that JHS head teachers and teachers feel that students generally find it difficult to 
improve their achievement levels because many are “fending for themselves.” That is to say, parents have either 
died or moved out of the community to get work and children are living with foster parents (usually 
grandparents) who do not have the means to provide adequate support for their wards. Another factor is that the 
students entering these JHSs are from feeder schools that are of relatively poor quality compared to other 
primary schools in the district. 
2.7 Conclusions 
The main focus of this chapter is to capture the extent to which the TAP project met targets with regard to the 
outputs. With respect to Component 1 of the project, the improvement of spaces for JHS students was generally 
successful. Building and rehabilitation works were carried out and there is also significant evidence that this was 
done in collaboration and with the cooperation of schools’ communities. A major aim of the TAP project was to 
increase enrollment by ensuring transition from the primary school level to JHS and promote persistence among 
students so that those enrolled make the required transition through the JHS system, culminating in sitting for the 
BECE. Analysis of enrollment and BECE data for the districts sampled for this evaluation gives some indication 
of the extent to which the stated objectives of the project have been met. In most districts there was increasing 
enrollment during the three years the project was in force and the total gains made by TAP schools outstrip those 
of the rest of the district. Completion and transition rates (between the different levels of JHS) are also generally 
higher than those of the schools who did not benefit from the TAP interventions. There is, though, significant 
evidence that the potential success of this aim was inhibited by a common practice in schools of using students’ 
performance in end of year exams to determine whether they would be promoted to the next JHS level. 
Transition between JHS2 and JHS3 is particularly affected by this practice. 
There are few examples of TAP schools making gains in terms of learning outcomes as measured by BECE 
results. Possible reasons for this are the fact that there was a deliberate attempt on the part of the Plan Ghana 
along with GES to select schools for the project that experienced higher levels of deprivation as compared to 
other schools in the district. Another factor is that the BECE results used for this analysis are those of pupils 
who (if they were moving through the school system efficiently) would have been in JHS2 at the onset of the 
project and therefore were in receipt of interventions for less than 2 years. 
Another key aim of the project was to provide an enabling environment for learners. Training of teachers, 
managers and club patrons was a key strategy used to promote this, and on the basis of reports of the numbers of 
personnel trained, TAP met its targets for ensuring that the requisite numbers of teachers and others were 
trained. TAP even exceeded these targets when it was apparent that further “refresher” training was needed 
where performance needed to be enhanced. The effectiveness of these trainings with regard to their utility by 
those trained is inconsistent as a result of various challenges. In the first instance a significant number of 
teachers trained in child-friendly methodologies were moved from their schools or subject areas shortly after the 
training event. Monitoring reports by TAP also found that a number of teachers admitted not using the strategies 
due to lack of resources, opposition by pupils or school management, or simply finding that the additional 
preparation was too cumbersome. These findings were buttressed by evidence from classroom observations 
undertaken by the evaluation team where the majority of lessons showed no evidence of some of the key aspects 
of “child friendliness.” 
Learning materials provided to schools by TAP, including reading books, math sets and exercise books, 
exceeded targets and evidence from interviews indicate that reading levels improved among students with access 
to these books. However, the “Reading Chain” project was found to have had limited success and poor storage 
facilities in some schools is likely to have a negative effect on schools’ abilities to maintain the materials (see 
Annex 22). 
29
Chapter 3: Relevance of the TAP Interventions on JHS Transition, Persistence 
and Completion in Ghana 
Introduction 
This evaluation assessed the extent to which TAP’s objectives meet the needs and priorities of beneficiary 
schools. The evaluation team also carefully and systematically assessed the validity of the TAP intervention in 
respect to the Government of Ghana’s educational priorities and the beneficiary districts’ own priorities to 
achieving quality education. 
3.1 Assessing relevance 
The DAC Principles for Evaluation of Development Assistance suggest that, when assessing relevance during an 
evaluation, focus on “the extent to which the aid activity is suited to the priorities and policies of the target 
group, recipient and donor.” Current education development priorities in Ghana are provided by the 
government’s Education Strategic Plan (2010-2020) and the Ghana Shared Growth and Development Agenda, 
with the latter giving the most detailed directions for the country. The TAP project is very closely aligned with 
Ghana’s education priorities, as stated in the Ghana Shared Growth and Development Agenda: “At the level of 
primary and junior high school education, key policy-related issues to be addressed include the low perception of 
quality of teaching and learning outcomes; the removal of geographical disparities to support the reduction of 
overcrowding/providing enough schools for the growing school-age population; addressing the inadequate 
provision of workshops, laboratories and library facilities in all schools; the poor quality of teachers; low teacher 
motivation and supervision; and inadequate supply of teachers in classrooms especially in deprived districts” 
(GSGDA 2010). While significant efforts have been made by government and other agencies over the years to 
improve access, financing and the provision of infrastructure and facilities at all levels, education quality issues 
remain a matter of national concern. The TAP interventions addressed many priority areas of JHS Education, 
which are the focus of the GSGDA, and therefore help to fulfill the needs at the government/policy level. The 
main focus of attention at the community level was in regard to improved spaces (Component 1) to increase 
enrollment at JHS. 
3.2 Relevancy from the district and school/community perspective 
The TAP interventions have led to an increase in enrollment through the creation of an enabling school 
environment for effective teaching and learning. Interviews with the District Directors of education and district 
assemblies revealed that the majority of the sampled schools were located in rural areas where school buildings 
were in a state of disrepair and had not received any form of refurbishment since their construction. Provision of 
school infrastructure was therefore a priority in all the evaluative districts. The project responded to the 
government’s priorities for the communities/districts to retain children, particularly those disadvantaged to enroll 
and remain in school. The provision of school projects was deemed essential by the Directorate to ensure quality 
delivery of education and to address enrollment challenges across the TAP districts. 
In the interviews with the district directors of education and district chief executives, the study found that most 
TAP project schools were located in rural areas where school buildings were in state of disrepair; meanwhile the 
district assemblies had no funds to provide new school facilities or to rehabilitate existing ones. TAP’s 
provisions and rehabilitation of school infrastructure was timely and a relief to the DAs. 
Table 3.1: TAP project impact on enrollment, retention and achievement rates 
District 3. Name 
of School 
Type 
of 
School 
Locality Respondents How did the TAP project impact the enrollment, retention and 
achievement rates of students at the JHS level? 
Ga West St Joseph's 
RC 
RC Urban Head teachers Because of the supply of in-kind scholarships to needy children, they are 
less likely to be identified as coming from poor households and this has 
built their confidence. 
Ga West St Joseph's 
RC 
RC Urban Teachers Increase in school enrollment and retention of the children. The 
construction of the KVIP has also increased retention rates because children 
can now have place of convenience and also to change, unlike before when 
they used that as an excuse to leave or be absent from school. No record of 
pregnancy. 
30
District 3. Name 
of School 
Type 
of 
School 
Locality Respondents How did the TAP project impact the enrollment, retention and 
achievement rates of students at the JHS level? 
New 
Juaben 
Adweso 
Mile 50 MA 
MA Peri￾Urban 
Head teachers Enrollment has increased among boys and girls in the school due to the in￾kind scholarships that TAP brought. The RROC clubs, F4D and Girls’ 
Clubs have brought about retention and punctuality as pupils enjoy them 
most. The story books and conducive environment for studies that TAP has 
brought has helped improve performance. 
New 
Juaben 
Adweso 
Mile 50 MA 
MA Peri￾Urban 
Teachers Enrollment has gone up significantly; attendance is far better than before 
and children are now punctual. 
Tano 
South 
Ankaase 
Community 
 Rural Head teachers Three communities feed into the JHS, and when results increased, it 
attracted more students to enroll. Needy people were provided with in-kind 
scholarships (exercise books and math sets). The camp helped enlighten 
girls on issues and exposed them to a better life, so this has addressed 
teenage pregnancy. 
Tano 
South 
Ankaase 
Community 
 Rural Teachers Provision of uniform and TLMs for girls. Girls’ peer education through 
field trips. 
School authorities also rated all TAP supported structures as meeting GES/Plan Ghana school construction 
standards. This meant the structures had shuttered windows, new doors, hanging ceilings, full wiring and 
connection to the electricity grid, access ramps, a renovated roof (leaks fixed) that extended over the veranda. In 
all regions and districts, head teachers reported that the objectives met their key priorities; see Annex 35 for a 
selection of responses from teachers and head teachers regarding the relevancy of the project. 
Responses during focal group discussions with teachers to the first question: Which TAP objectives fit 
most with priorities of the school? Rural teachers’ responses during field work suggest that expanded and 
improved spaces for JHS students were more relevant in rural areas than in peri-urban and urban schools. In all 
six districts, more rural schools reported that expanded and improved spaces for JHS students fit into their 
school’s priorities. Replacement or refurbishment of schools took place in 85% of the TAP schools (133 out of 
156). Sixty-seven percent of sampled schools reported that Component 1 of the intervention was not only 
relevant, but also claimed that it was achieved. This result is expected as most urban and peri-urban centers 
already have adequate school infrastructure in place and will therefore not have it as a priority. 
Reduction in socio-economic barriers 
Similarly strategies to attract and retain children in school through the establishment of social clubs, in-kind 
scholarships and training of teachers and school management committees were deemed relevant to increasing 
persistence and completion of JHS. In-kind scholarships have assisted many needy students easily access JHS 
education. The TAP intervention was relevant for reducing school dropouts, as most needy pupils, due to their 
inability to get the basic materials for their education, were dropping out of schools. The provision of school 
bags, uniforms, books and the payment of BECE registration fees for these students has served as motivation for 
their retention and completion in school. 
The Ghana Shared Growth and Development Agenda further states that there is “inadequate curricula emphasis 
on issues of population, environment, life-long learning, gender, health, HIV and AIDS/STI, conflict 
management and peace, fire safety, road safety, civic responsibility, human trafficking, and human rights to 
inculcate values and bring about the necessary attitudinal change.” The club activities in TAP schools 
particularly address issues around health education and human rights. Interviews with pupils and education 
managers during evaluative field work revealed that the Girls’ Camps in all sampled TAP schools played a 
significant role in increasing enrollment, retention and performance among girls. In Year 3 of the TAP project, 
the camps became regionally based. The camps enhanced assertiveness among girls, reduced truancy and drop 
out and improved girls’ awareness on issues of sexual reproductive rights, personal hygiene and the importance 
of pursuing higher levels of education. The formation of clubs and societies, such as Football for Development, 
Rights and Responsibility of the Child Club and Aflatoun, contributed to improved retention of students in 
schools. The F4D has especially motivated pupils to enroll in TAP schools and has improved retention of 
students in school. 
31
The life skills learned by children in the clubs cannot be underestimated as it re-oriented children’s outlooks on 
their capabilities. Moreover, career insights have been gained as children have higher aspirations through 
confidence built through Football for Development. The life skills on sexual and reproductive health made them 
more girls more conscious of themselves, prevented them from engaging in premarital sex and reduced the cases 
of teenage pregnancy. The evaluation found that the TAP intervention in schools and communities met the 
relevance criterion. Respondents reported that TAP objectives fit their school and community priorities for 
improving enrollment and retention at JHS. The respondents unanimously agreed that the TAP intervention 
suited their priorities for promoting JHS transition, persistence and completion. 
Training and capacity building by TAP 
The child-friendly pedagogy training for teachers has to some extent addressed the Government of Ghana’s 
priority of improving quality of teaching and learning outcomes. According to interviews with teachers, the TAP 
training has improved the instructional and teaching methodologies of beneficiary teachers in the sampled 
schools. Some of the teachers now use child-centered teaching approaches, such as group teaching and use of 
games in teaching and demonstrations. This was particularly true for the ICT teachers. FGDs with pupils 
revealed they had an increased interest in the subjects that teachers were trained in: mathematics, English and 
ICT. The training of head teachers influenced their management and leadership style to become more 
participatory and child-friendly. The head teacher at Ayetepa DA JHS Block ‘B’ recalled that he used to make 
most of the decisions for the school without consulting others. But having received the TAP training, he now 
consults the SMC/PTA, the teachers and the students on issues of concern to the school. He said this has made 
the management of the school easier for him. 
The training of the SMC/PTA/CDC members has improved the community-school relationship in TAP schools. 
The community sees education as a right and the management of the school as their duty; the SMCs interviewed 
suggest that they have a high sense of ownership over the school, which strengthened the achievement of school 
accountability and transparency. Community demand for participation in SIP, SPAM and SPIP has increased due 
to TAP interventions and training of SMCs. Dwomo Methodist head teachers in Tano South, Brong Ahafo 
Region revealed that “Parents’ participation in PTA meetings has improved. Some parents paid regular visits to 
the school to find out how their children are performing. Some community members provided water during 
construction works. The CDC also monitored and supervised the construction process. The CDC, SMC and PTA 
are actively involved in the process. The CDC opened a special account in the name of the school when the 
project money was released to the school.” This was largely attributed to the fact that the community was 
empowered as a result of the training received from TAP. 
3.3 Conclusions 
The TAP project has contributed significantly toward the achievement of the overall Government of Ghana’s 
goal of Education for All (EFA) as part of the universal compulsory basic education policy. Though the coverage 
of the project is not nationwide, its scope of 156 schools across four regions made a significant contribution 
toward the achievement of the broader national policy of universal access to basic education. The project also 
served a useful purpose in all the districts, as priorities were focused on providing quality education amidst 
limited resources. The interventions were also in line with the MOE’s policy of community participation in 
educational delivery to enhance accountability at the school level. The evaluation revealed that the TAP project 
was relevant to the district and beneficiary communities as community involvement in school management has 
improved, leading to increased ownership and demand for quality education. 
32
Chapter 4: Impact of the TAP project on the School and Communities 
Introduction 
This chapter identifies the actual changes the 25 various TAP interventions made in relation to the two main 
TAP components of expanding and improving spaces available for JHS pupils, and reducing barriers to JHS 
enrollment for pupils and their families. This section addresses the issues regarding changes the project brought 
about and whether there were any unplanned or unintended changes. The social, economic and environmental 
impacts of TAP interventions are all assessed. 
The evidence from PTA/SMCs and community scorecard field instruments show that the TAP project 
strengthened the effectiveness of the SMCs and improved community ownership of schools, while the formation 
of Community Development Committees (CDCs) brought about school and community accountability in project 
implementation. The SMCs/PTAs held teachers accountable as pupils could make complaints to SMCs when 
they felt something was wrong, and parents are now able to ask questions about developments in the school. The 
evaluation team found that SMCs/PTAs were now able to understand their roles and responsibilities and what is 
expected of them as community members in regard to the schools. The SMCs/PTAs/CDCs promoted community 
involvement and ownership of the SIP process. The evaluation team found rural communities more satisfied 
about the improved BECE performance of their children through the TAP intervention. They were equally 
encouraged concerning higher levels of teacher commitment, regularity at school and retention. The findings 
show that parents and other education stakeholders visited schools more often to check on teaching and learning 
practices and also to find out the challenges the schools face in order to help address them. Table 4.1 summarizes 
the changes that stakeholders in various schools and districts attributed to TAP interventions. 
4.1 Impact of TAP intervention on teachers and head teachers 
Table 4.1: Impact TAP made on schools by District and locality 
District 3. Name 
of School 
Type 
of 
School 
Locality Respondents How have you changed your approach to managing the school or your 
teaching as a result of the training by TAP? 
Ga West St Joseph's 
RC 
RC Urban Head teachers Improved record keeping. Teachers give their best because the head teacher 
listens to teachers' issues and problems. 
Ga West St Joseph's 
RC 
RC Urban Teachers Yes, the introduction of games, in the teaching of math especially, has 
increased student interest in the subject. Also, students are given group 
assignments so they can explain issues among themselves. 
New 
Juaben 
Adweso 
Mile 50 MA 
MA Peri￾Urban 
Head teachers As a head teacher, I now involve all teachers in planning and implementation 
of school activities instead doing it all single handed. 
New 
Juaben 
Adweso 
Mile 50 MA 
MA Peri￾Urban 
Teachers Yes. There is more tolerance and accommodation of pupil perspectives- there 
is more participation by the pupils in the lesson delivery and more assignments 
are given. This approach enhanced the understanding of the pupils of the 
lessons taught. 
Tano 
South 
Ankaase 
Community 
 Rural Head teachers Now, the head teacher relates better with his teachers, providing feedback on 
lesson notes and encouraging teachers to perform well. 
Tano 
South 
Ankaase 
Community 
 Rural Teachers Yes, we use games and skills acquired at the TAP workshop 
The evaluation found more rural school teachers consistently claiming that the expanded and improved spaces 
for JHS were relevant and that it was the most important TAP intervention in their schools. Teachers reported 
that TAP interventions improved BECE results, enhanced teacher quality and lesson delivery14 and improved 
pupil participation in lessons and pupils’ reading skills. Teachers also reported that TAP interventions had 
increased enrollment and retention and improved pupils’ English language speaking and writing skills. Similarly, 
head teachers across the sampled schools acknowledged that TAP’s objective of reducing barriers to JHS 
enrollment for schools, pupils and families was achieved. Teachers had received sponsorship to upgrade 
themselves through distance education. Heads also reported that the learning environment had been improved 
                                                            
14 TAP teachers received training in child-friendly pedagogy in English, mathematics and ICT, and some teachers received Teacher 
Excellence Awards.
33
through the provision of green blackboards, furniture to boost numbers of sitting places in class and honey-comb 
window replacement with burglar proofed windows to improve ventilation and lighting in classrooms. Annex 36 
presents the responses of some head teachers and teachers in relation to the impact that the TAP project had on 
enrollment and retention rates at the JHS level. 
4.2 Impact of TAP on reducing socio-economic barriers to girls and boys and improving retention in 
JHS 
This section looks at how clubs and sports activities served to attract children to TAP schools, and to improve 
access, retention and completion of pupils across TAP schools. Evidence is drawn from FGDs with pupils 
(instrument 8).
Infrastructure development including complete replacement, major and minor repairs, latrines and ICT 
centers – Evidence from M&E data supplied by TAP and evaluation fieldwork generally indicates that 
refurbishment of schools had a positive impact on improving enrollment rates. In addition to this evidence, 
interviews at the school level also indicate that improvements to the quality of student spaces had an equally 
positive impact on teaching and learning. Teachers and pupils felt that classrooms were more comfortable 
places, cooler, better ventilated, well lit and better protected from the elements. Where sanitary facilities had 
been provided and were being used, pupils (especially girls) felt these contributed to enabling them to stay in 
school for the whole day, especially during their menstrual cycle. Evaluation of schools who had received these 
School Excellence Awards found that the buildings had only recently been commissioned. By the end of the 
project period, all ICT centers were connected, 12 to electricity and one to solar (Akumersu). At the DEO and 
school level, respondents felt that they had relevant plans in place to ensure the sustainability of these ICT 
centers. 
Football for Development was identified as very effective based on the evidence of M&E reports and 
evaluation field work. Many patrons, pupils and others attributed improved pupils attendance and 
attraction/retention of JHS pupils to this intervention. The evaluation found that the Football for Development 
clubs contributed to increased enrollment and retention and the return of some dropouts to school. However, one 
major challenge the F4D program faced was the transfer of some previously trained coaches and personnel to 
non-TAP schools. In the majority of cases, there was strong evidence the activities established as part of this 
intervention will continue. 
RROC, Aflatoun and School to School had mixed success across the 156 TAP schools. The least successful of 
which, School to School, faced challenges from its inception. The study found the School to School cultural 
exchange program was less effective as it was not fully engaging the participation of key stakeholders. A patron 
at Adweso Mile 50 MA JHS in the New Juaben District remarked: “The S2S program is not working because 
whenever we post our activities to the linking schools, they do not reply to our posts….so we have stopped all 
activities of the School to School program.” The main challenge to the sustainability of the Aflatoun clubs was 
the high teacher turnover in the respective schools. However, the study found students’ interest and participation 
was very high where the clubs were active. The impact of the club was positive as the students used the 
knowledge to acquire skills in simple trades, generating income to support their schooling and running of small 
businesses. 
Focal group interviews with the club members suggest that Rights and Responsibility of the Child Clubs had 
had a very positive impact on the students. Most clubs were actively functioning and had organized clean-ups at 
schools and public places, along with tree planting exercises. Additionally, the RROCs had built pupils’ 
confidence to report child abuse cases to teachers, patrons and SMCs. The RROCs changed the orientation of 
most pupils as children could now dialogue with their parents about how to schedule their household chores and 
studies. Interviews with girls in the clubs suggest that he RROC had made them conscious and aware of their 
sexual and reproductive health, and they were refraining from negative practices such as engaging in sexual 
relationships that could lead to pregnancy. The success of RROC and Aflatoun was dependent on the 
enthusiasm of the patron, and so sustaining these activities will also be dependent on whether the patron remains 
in the school or can adequately pass the baton. The strategy adopted by TAP staff to sustain these clubs was to 
34
combine them with the Football for Development activity, which is also a clear indicator that this intervention 
enjoyed greater success. 
In-kind scholarships were very successful in terms of effectiveness and efficiency. Interviews conducted 
during evaluation field work, particularly with beneficiary pupils, indicated that this intervention was effective in 
attracting students to the school, ensuring retention and consistent attendance as well as improving confidence 
and self-esteem for the recipients, some of whom remarked that they “felt equal to their colleagues.” 
Sustainability of this intervention is dependent on schools or Education Offices providing funds. Interviews with 
some community groups indicated that a fund could be set up to provide such support for other pupils. The 
challenge was whether this activity was not already duplicating efforts being made through the government’s 
needy child scholarship, or similar support through the capitation grant. 
Pedagogy training for teachers also enjoyed mixed success. Initial monitoring reports by TAP indicated that a 
significant number of the trained teachers were no longer at post and a number of teachers when interviewed also 
indicated that they faced challenges when attempting to put training into practice. Evaluation field work found 
that the majority of teachers observed were using only a few participatory strategies to make their class child￾friendly with just a few engaging their students in practical activities or group work. 
Teacher Excellence Awards, in field work classroom observations of teachers, showed little evidence of 
excellent practice by those who had received them. Two teachers were selected each year across each TAP 
district and provided with a laptop computer. The criteria for selection were punctuality, attendance, pupils’ 
performance at the BECE, participation in extracurricular duties, educational professional background and 
experience in working in deprived areas. Several teachers interviewed across all six evaluative districts felt that 
the criteria was not effectively administered by the DEO and that teachers selected were often those who had 
been serving in the school for a long time.
Library books were provided to schools in order to improve learning, particularly reading, among pupils. The 
strategy schools were asked to use, in order to fulfill this aim, was a program called “Reading Chains.” The 
implementation of this activity was inconsistent across schools. Field work evaluation interviews found that 
where library books were being used, there was a general improvement in reading levels among students. 
However, field workers also discovered that in a significant number of schools, storage facilities were 
inadequate. 
SMC trainings, which encapsulate trainings delivered to SMCs, PTAs and CDCs, focused on the ownership, 
management the refurbishment of schools, and the much stronger role of their management of schools in the 
future. Field work evaluations found that the extent to which these bodies were working effectively was 
inconsistent and dependent on the enthusiasm of individuals and strong management on the part of head 
teachers. However, members said they found the trainings useful and many reiterated that they would like to 
receive more of such training. 
Bicycles to School was generally thought to be successful, but only in schools had put in place some strategy for 
strengthening and maintaining the bicycles provided. However, in the majority of cases these were found to be 
stored in the school because they were not robust enough to be used by pupils. 
Girls’ Camps had a huge impact on those girls who benefited from this activity. Field work also found that 
schools made provisions for beneficiaries to disseminate what they had learned to their peers and in some cases 
schools were running clubs or activities that promoted the same objectives as the Girls’ Camps. The 
decentralization of the clubs in Year 3 was a strategy used by TAP to capacitate regional and district GEUs to 
organize similar events in the future. The evaluation also found the Girls’ Camps to be one of the TAP 
interventions that had widened the world view of girls and increased their confidence levels. The Girls’ Camps 
also had positive impact on girls’ performance, transition and achievement levels. FGDs with girls and teachers 
across the sampled schools suggest that the Girls’ Camps had an impact on other girls at the school level, as the 
general school population saw positive behavior changes among the girls who attended the camps. The 
35
following is a selected response from a pupil who benefited from the Girls’ Camps: “I didn't like learning before. 
When I close from school, I used to watch TV but now I study seriously after school. At the Girls' Camp we 
were educated to be serious and not waste our time watching TV. As a result of this, I have improved my 
academic performance and I get better reports from school” (Papase RC JHS, Ga West). 
 
Conclusions 
Overall, it can be concluded that the TAP project’s impact was felt most at the school level, as based upon the 
provision of infrastructure facilities and rehabilitation of existing structures. The impact could be seen in the 
expansion of school infrastructure, auxiliary facilities, ICT centers and other school level interventions that 
focused on getting more children into schools and retaining them through completion of JHS. Some of the 
interventions with the greatest impact on school enrollment and retention, particularly of girls, were the: Girls’ 
Camps, Football for Development, RROCs and the scholarships in-kind. Still at the school level, it was observed 
that the school management training received by the head teachers and the pedagogy training received by 
teachers also impacted positively on children’s performance and achievement rates in TAP schools. 
At the community level, the key impact observed was an improvement in SMC/PTA participation in school 
management, as well as parents’ increased awareness of the need to support their children’s education and 
understanding of their role and responsibilities in education delivery. According to the stakeholders at the 
community level, the impact was achieved partly because of the transparent processes TAP employed in 
executing the interventions. At the district level, training given to education officers boosted monitoring 
performance on the quality teaching and learning and achievement rates positively. 
Chapter 5: Effectiveness and Efficiency of TAP 
The evaluation found TAP interventions in most cases were effective and to some degree efficient in meeting 
their objectives and targets; although more work was needed to engage the appropriate stakeholders in the 
implementation of the project in order to attain higher levels of efficiency. Intervention effectiveness is measured 
by the extent to which the intervention achieved its set objectives (Schmidt, 2009). To assess the effectiveness of 
TAP interventions, district education directors and officers, head teachers, teachers and community members 
were asked about three major issues relating to TAP’s achievement of its objectives, which included: 
improvements attributed to TAP interventions, support TAP provided schools and changes respondents observed 
in the last three years. The majority of respondents felt that TAP achieved its main objectives. TAP interventions 
were able to increase available spaces in JHS as well as reduce socio-economic barriers to increase enrollment, 
retention and completion at the JHS level. 
Interviews with district directors and head teachers in some districts pointed to improved BECE results, 
enhanced teacher lesson delivery and pupil participation across a number of schools sampled. Head teacher 
interviews suggest that increases in retention in some TAP schools were attributed to decreases in teenage 
pregnancy and improved attendance through the provision in-kind scholarships to girls. The most effective 
activities for improving girls’ attendance, retention and completion were cited by key stakeholders as: Girls’ 
Camps, RROC and Football for Development. The Aflatoun or financial management training ensured that 
students were mobilized, trained and taught their basic rights. This changed their orientation and most pupils 
were now consulting with their parents on how to schedule their household chores along with their studies. The 
evaluation also found that JHS pupils had been empowered on the basis of a number of interventions working in 
synergy (i.e. advocacy and rights clubs, Football for Development and a transformation in teaching and 
community support at the school level). 
Teachers and head teachers’ interviews with regard to efficiency suggest that prudent financial management was 
responsible for the efficiency of the TAP intervention. SMCs and CDCs interviewed argued that cautious and 
wise decisions led to under spending in most communities and the procurement of required resources was done 
with care. People were first sent to survey the market and produce three alternative invoices on each item. The 
36
final choice was made after careful deliberations by the CDC, in consultation with TAP officials. Interviews 
with SMC/PTAs and CDCs generally supported the findings that a high level of efficiency was achieved within 
the project cycle. 
Management of a project of this scale across four regions requires that project implementers have a good 
infrastructure and a qualified and capable support staff. Furthermore, strong partnerships with local management 
structures (DA, DEO, schools and community groups) were essential to ensuring that activities were supported 
and that gains made are sustained in the future. Evidence from interviews with TAP staff generally indicated 
that there was a high degree of competence across all staff levels. However, some indicated that the potential 
gains of the project had been lost or diluted due to the number of interventions and activities being carried out at 
the same time. Community facilitators, who were charged with facilitating many of the activities, monitoring 
outcomes and liaising between the various management structures (DEO, Plan and communities) felt that more 
could have been gained through improving the “depth” of the project through building capacity and stronger 
linkages to existing district/community structures, rather than putting resources into so many different activities 
at the same time. 
Responses to interviews with TAP staff, head teachers, SMC/PTAs, DAs and DEO staff also described 
difficulties with some aspects of communication and the timely disbursement of funds from TAP. Interviews 
with TAP officials indicated this was done to ensure that there was full compliance with Plan’s financial rules 
and USAID regulations as reports from some beneficiaries were not submitted on time. With regard to 
communication, community facilitators and a number of SMC members cited examples of refurbishment work 
completed recently but already deteriorating due to poor materials. Both sets of respondents felt this could have 
been avoided had community bodies been more involved in closer oversight of the construction work in the 
contractor led projects. 
The efficacy of the project was also to some extent limited due to the lack of information related to the school 
selection for TAP. Evidence from various interviews (DEO, TAP staff and school staff) indicates criteria for site 
selection across the different districts was reviewed according to the local context. Occasionally key criteria 
were not applied and there was limited transparency among key stakeholders. The evaluation also suggests that 
more information related to rigorous school mapping for the district was needed to identify schools with high 
levels of potential enrollment. The outcome of this was that schools that served a relatively low population were 
chosen in place of deprived schools situated in areas of high population. This challenge could be ameliorated by 
ensuring that DEO school mapping data is used in order to determine the level of deprivation and enrollment 
potential for each community. 
Collaboration between sub-grantees and other management structures varied for each activity because there were 
different levels of engagement needed in the project. The relationship between the district education office and 
implementers of F4D was seen as “cordial”; an MOU was signed between TAP and the DEO detailing out the 
roles of district sports officers to support and monitor all football patrons and submit reports. Furthermore, the 
district office of the GES supplied teachers for F4D training, which enhanced the capacity building of the 
schools and districts to sustain the program. On the part of RROC, it was revealed that collaboration between 
Child Rights International and the Ghana Education Service (GES) at the regional and national levels was 
limited, but more effective at the community level. The TAP INSET programs on child-friendly pedagogy for 
teachers had generated some school based training of trainers and sharing of approaches among teachers and 
head teachers at the district levels. 
5.1 Cost effectiveness and unit costs of the key TAP interventions 
Cost effectiveness judgments were made from two perspectives. In the first instance, whether money disbursed 
on material inputs was cost efficient in terms of the relative market value in the local context, and in the second 
whether the activity or intervention was effective with regard to fulfilling the overall objectives of the project. 
With regard to the first aspect (cost efficiency), evaluative interviews with TAP staff indicate that purchasing 
was undertaken after a thorough review of the market value or expenditure on similar projects (for example, the 
construction of a 3-classroom block). The unit costs for several activities and items in the TAP unit cost analysis 
37
also suggest that the costs were also competitive compared to costs for similar work under the GES. In terms of 
the latter aspect (effectiveness), reference needs to be made to the extent to which the elements contributed to the 
overall achievement of objectives and the extent to which these can be attributed to the different interventions. 
Furthermore, the level of effectiveness also refers to the extent to which any improvement or change will be 
sustained in the future. 
Annex 37 outlines the relative unit cost for many of the interventions implemented as part of the TAP project. 
This data was supplied to the evaluation team by the Finance Officer for TAP. A short explanation of the costs 
included for each unit cost calculation is provided and, in a few instances, this includes the fact that the 
calculation does not include “overhead.” 
The breakdown of costs in Annex 37 shows the number of units and cost per unit for the different elements of 
Component 1 and the interventions that formed part of Component 2. It should be noted here that the financial 
report, on which these figures are based, was provided to the evaluation team by the TAP finance unit in June 
2013, five months before the final closure of the project in November 2013. The total spending on all 
interventions listed in the table below comes to $5,370,186.76 and according to the TAP Financial Report dated 
June 2013, the total spending on TAP totaled $8,353,970.54. According to the breakdown in spending, this 
includes the cost of the two main monitoring activities - the baseline assessment ($24,572.39) and the mid-term 
Limited Scope Study ($13,657.68)- totaled $38,230.07. Spending on salaries, advertising, travel and other 
overhead therefore comes to around $3million ($2,945,553.71). According to this breakdown, the total 
spending on the infrastructural component of the project came to $3,698,472.10. This includes the building and 
equipping of 13 ICT centers as part of the School Excellence Awards. The cost of all other interventions listed 
in the table total $1,671,714.66. 
 
Spending on the infrastructure component of the project constituted 44% of the total expenditure 
($8,353,970.54) as of June 2013. Scrutiny of the narrative of the calculations for the unit costs reveals that 
expenditure, other than payments to contractors and spending on materials, are not included. However, given 
that the infrastructure element constitutes 69% of all the interventions listed in the unit cost breakdown in the 
table (Annex 37), it is plausible to conclude that outlay on this component, when salaries, travel and other 
overhead costs are included, constituted as much as, if not more than half of the total expenditure during the 
three years of the TAP project. This evaluation found that indicators of success, such as increased enrollment 
and persistence, teacher motivation and community ownership of schools, can to a large degree be attributed to 
this aspect of the project. It can be concluded therefore, that expenditure in this area was generally effective. 
With regard to the effectiveness of the different activities outlined in the summary of unit costs, the construction 
component, provision of in-kind scholarships (US $20 per child), training for SMCs/PTAs/CDCs (USD $87 per 
participant), Girls’ Clubs (USD $139 per girl), Football for Development (USD $1,960 per school) and library 
books (USD $1,040 per school) have shown indications of effectiveness and to some extent the possibility of 
sustainability. There is however, some doubt as to whether some of the other activities/interventions listed in the 
unit cost breakdown, such as the Aflatoun, can be judged as completely cost-effective given the degree of 
success in promoting the objectives of the project. Other interventions were more effective in meeting the 
project objectives but a question mark hangs over the extent to which they will be sustained; these include: 
in-kind scholarships (USD $20 per child) and teacher training (USD $129 per teacher) (see Annex 37 for 
details). 
Chapter 6: Sustainability 
Overall the findings from the TAP evaluation suggest that the objectives and activities planned to meet the 
objectives were deemed relevant at all levels by stakeholders and beneficiaries. However, very few systems and 
resources were available at the district or school levels in order to achieve these objectives prior to the TAP 
project. Therefore the key challenge identified during the evaluation suggest that those interventions requiring 
38
financial support will least likely be sustained (e.g. scholarship for girls, Aflatoun etc.) by district and 
school/community stakeholders. Interventions which were less costly and self-governing, such as the Football 
for Development and the clubs, are likely to continue where there are motivated and committed teachers (see 
Annex 10 for head teachers’ perceptions on how interventions will be sustained). The more challenging issue 
will be the maintenance and upkeep of the structures that TAP assisted to repair or reconstruct. 
6.1 Measuring sustainability in TAP 
The following questions related to project sustainability15 were explored as part of the evaluation based on the 
TOR: 
 What results of the project will last after the TAP project ends? 
 How will the withdrawal of inputs affect the functioning of the activities in the schools and 
communities? 
 What has Plan/TAP done to ensure sustainability of the improvements realized by the project? 
 What could Plan/TAP have done differently to ensure sustainability of the improvements 
realized by the project? 
Overall findings from the TAP evaluation suggest that there were very limited signs of sustainability of the TAP 
project based on interviews and evaluative field work. According to interviews with stakeholders (district 
directors, head teachers and teachers), interventions that require immediate financial resources such as in-kind 
scholarships, Girls’ Camps and Aflatoun are less likely to be sustained. However social interventions, such as 
RROC and Football for Development, were more likely to be sustained with support from committed and 
motivated patrons and head teachers. 
Evidence from the evaluation suggests that the collaboration between TAP staff and key institutions at the 
district level was not extensive (District Education Oversight Committee and district teacher support teams) 
regarding the construction and training component of the project. Hence the sustainability of infrastructure at the 
district level is questionable. Interviews with the community members reveal that communities were not always 
fully involved in the contractor led projects and could create some challenges with regard to the maintenance of 
the structures. This was particularly the case in communities where the construction was contractor managed and 
school head teachers were unable to provide substantial responses related to the maintenance of the school 
infrastructure and ICT centers. The evaluation further revealed that community SMC/PTAs were not fully aware 
of the possibility of incorporating their needs into the SPIPs and SIPs in order to ensure that existing funding 
sources, such as that of the capitation grant, could be use used to maintain these structures and support on-going 
interventions such as the Football for Development, Girls’ Camps or other school based clubs. 
6.2 Sustainability at the district level 
According to TAP officials sustainability plans were laid out, discussed at the GES Directors Roundtable 
workshop in Koforidua and subsequently all Directors of Education signed on to the sustainability plans. The 
trends, as observed across the six TAP districts through interviews with the district assembly staff and district 
education offices, indicate that DAs recognize their oversight responsibility to ensure delivery of quality 
education in their districts. Interviews with Directors and district planning officers suggest that there were no 
concrete strategies laid out for implementation of sustainability strategies as agreed in the MoU. District 
Education Oversight Committees (DEOCs)16 chaired by DCEs were not well informed about the TAP 
interventions and its objectives of addressing issues of enrollment, retention, completion, teacher classroom 
delivery and community school ownership. Although most of the Directors of Education, when asked what their 
sustainability plans were, responded with the following sustainability plans: 
 Sensitization of communities as partners in education and to rehabilitate schools every three to five years 
                                                            
15 According to The DAC Principles for Evaluating Development Assistance, sustainability is concerned with measuring whether the 
benefits of an activity are likely to continue after donor funding has been withdrawn. Projects need to be environmentally as well as 
financially sustainable. 16 DEOCs are the highest decision-making body on education in the Districts.
39
 Use part of the DA’s composite budget to sustain TAP interventions (Eastern Region) 
 Use the existing Education Fund to support and sustain TAP activities (Brong Ahafo) 
 Fundraise and seek support to sustain some TAP interventions 
 Encourage the use of PTA dues to sustain TAP interventions 
 Provide ongoing in-service training to sustain child-friendly pedagogy at the school level and factor this 
into the district school improvement plans. 
More detailed sustainability plans, as described by district education directors in the evaluative sample, are 
outlined in Annex 38. 
6.3 Sustainability at the school community levels 
School heads and SMCs interviewed as part of the evaluative sample were much more positive about their 
ability to sustain some of the TAP interventions. Head teachers interviewed suggested a range of approaches for 
sustaining TAP interventions, including plans to levy SMC/PTAs and community contributions. In the Eastern 
Region, the common approach was to establish a community education fund, while in the Greater Accra Region, 
the head teachers planned to sustain the TAP interventions through sharing the ICT facilities with the community 
for a fee. Interviews with head teachers suggest that establishing the use of contributions and/or levies as a 
source of funding for sustaining the TAP interventions in a community was only possible in 
schools/communities where community participation and involvement by parents in school decision making was 
high. In a few cases, head teachers indicated that through the training they received from TAP, they will be able 
to write proposals to apply for funding to enable them to sustain these interventions. 
Key interventions that appear to be sustainable according to head teachers include maintenance work on the 
infrastructure, including maintaining/replacing computers and payment of electricity bills. Head teachers 
reported that with regard to the social clubs, RROC, Aflatoun and F4D, these activities could be sustained only if 
they were formally integrating these into school extra-curricular activities, which were dependent on the head 
teachers’ and patrons’ commitment and dedication. Further evidence suggests that head teachers across all three 
regions established to sustain TAP training interventions through the organization of school and cluster based 
INSETS. 
 
Teachers and head teachers interviewed could verbally state how they intended to sustain the TAP interventions, 
however there was no laid down procedure as to how they were going to achieve that. For example, in Brong 
Ahafo, the consensus was that stakeholders will meet to agree on the financial contribution from parents and 
philanthropists, as well as generate internal income through soap and bead making to sustain interventions. In the 
Eastern and Greater Accra Regions, head teachers indicated that they will establish an education fund and levy 
parents in communities in order to repair faulty computers and acquire new computers when the need arises. 
The table presented in Annex 22 presents the selected responses from head teachers on how they intend to 
sustain the interventions by the TAP project. 
6.4 Sustainability of the TAP project interventions from a community perspective 
Community members’ (SMC/PTA) views on sustaining the TAP project was largely related to 
sustaining/maintaining infrastructure and ICT centers. Interviews with SMC/PTAs revealed that they have set 
up committees to ensure the sustainability of the TAP interventions in schools. The majority of the SMCs 
interviewed spoke about instituting special levies to be paid by parents for the maintenance of the school 
infrastructure. SMCs interviewed revealed that they were engaged in developing sustainability plans, which 
outlined how they were going to maintain the TAP project interventions in their communities. 
Evidence from SMC/PTA interviews suggest that there are varied levels of commitment in sustaining TAP 
interventions; and that the main avenue for organizing resources in order to sustain the TAP project, especially 
the infrastructure improvements, was through PTA dues and special levies instituted by the SMCs and the 
communities as a whole. PTAs and SMCs interviewed did not mention how they were going to sustain the social 
component of the TAP project, such as the in-kind scholarships, Football for Development, Reading Chains and 
RROCs. Although activities of F4D were especially commended by communities for increasing enrollment and 
40
retention at JHS, there were no concrete ways planned to sustain them. Below are selected responses by 
SMC/PTAs regarding their sustainability plans for the TAP project: 
“Members conceded that sustaining all the interventions was something they see as a headache since 
most of them will involve a lot of money, such as organizing excursions for the clubs. However, members 
agreed that with maintenance of the structure they can take money from the PTA dues to support.” FGD 
with SMC/PTA at Bonya Presby JHS, New Juaben, Eastern Region. 
“Training by TAP on how to maintain the facilities would be brought to use. PTA levy would be used to 
sustain the improvement in the school. Internally the school classes have been leased to churches and 
funds are generated to sustain the improvement.” FGD with SMC/PTA at Ayatepa DA JHS, Dangme 
West, Greater Accra Region. 
6.5 Sustainability from a sub-recipient perspective 
Sub-recipients interviewed revealed that the sustainable results, as far as their respective TAP intervention is 
concerned, were the knowledge acquired by beneficiary communities/schools through training programs. Thus 
the capacity building on coaching principles for teachers trained as coaches for F4D, and patrons trained by CRI, 
will remain and be used by the schools. This is concrete on the basis that trained coaches and patrons are now 
equipped with skills they can transfer to other teachers to enable replication in other non-TAP schools. Also, 
sub-recipients felt that a positive sustainable outcome was the development of training manuals that documented 
approaches to the club formation and can be used to continue the running the F4D or CRI activities. The training 
of community members meant they were able to undertake developmental activities such as resource 
mobilization and project management. This, according to sub-recipients, will contribute to empowering and 
enabling community members and school authorities, to write sponsorship proposals to seek external assistance 
and raise funds in order to be able to sustain sport and club activities. 
Chapter 7: Challenges, Lessons Learned and Best Practices 
This section of the report presents key findings on the lessons learned, best practices and key challenges faced in 
the design and implementation of the TAP project. The evaluation study found that the TAP project recorded 
enormous improvements in the physical infrastructure and in reducing socio–economic barriers to JHS 
enrollment and completion for pupils and their families across 156 TAP schools in 13 districts of Ghana. The 
TAP project also experienced some challenges in its design and implementation. 
The evaluation revealed that the TAP project was a highly valued intervention by all stakeholder groups 
interviewed. Evidence from interviews revealed that TAP interventions met the immediate practical needs of 
households and schools. Key stakeholders at the district and school levels also suggest that the TAP project, if 
possible, should continue, with at most minor modifications. Two components stand out in terms of the 
frequency with which they are mentioned by stakeholders and with regard to the impact they had on the 
beneficiary population: Girls’ Camps and Football for Development. 
7.1 Lessons learned across the TAP districts 
Measuring educational change and testing approaches to improving transition and completion 
The numerous interventions implemented at the school level made it difficult to attribute any one intervention to 
change at the school level. A smaller number of interventions that were piloted in comparison to non￾intervention schools could have provided more certainty in evaluating and measuring impact. School targeting 
modalities used for selecting the TAP schools should also have taken into account the potential JHS populations, 
which were in particular catchment areas and avoided possibly attracting children from other JHSs in the area. 
The concept of the “tipping point” was not very well understood in the context of feeder primary schools. There 
41
were schools (JHSs) that had low numbers of pupils graduating from primary 6 and therefore could not 
experience any significant increase in enrollment at JHS. 
Measuring and ensuring transition within JHS 
Transition and the policy of automatic promotion at JHS are being challenged given the growing public focus on 
school performance using a BECE results across the country. JHS head teachers were visibly under scrutiny by 
both their DEOs and SMCs to perform and they were found adopting strategies that will improve their 
comparative performance in the BECE. One strategy adopted by Directors and head teachers is to put measures 
in place in order to identify potential JHS3 candidates who demonstrate the basic aptitude to pass the exams. 
TAP was operating in an environment affected by this deepened scrutiny, which resulted in high levels of 
repetition at the JHS2 levels across several districts; the rates of transition and completion were thereby limited 
and improving persistence and transition was even more challenging. Data available from the Evaluation 
findings reveal that the tendency for pupils to drop out of JHS was highest among repeaters. 
The provision of in-kind scholarships appears to make a difference in terms of equity at the school level, as 
reflected in improved school persistence rates. The in-kind scholarships were meant for students who were at 
risk of dropping out of school if the scholarship support was not provided. This could be just one person or 
overall 1% of all the students. There were criteria for the selection based on this; the selection was administered 
by a team composed of staff from GES and SMC/CDCs. Plan management then conducted field visits to validate 
the selection. 
Strong head teacher leadership 
Consultations with stakeholders during the evaluation process reported that strong head teacher leadership is 
vital for the sustainability of any intervention introduced in schools. Therefore, there is a need to commit some 
level of resources into training head teachers to improve their leadership and management skills and to provide 
incentives for those who perform. Furthermore, the demonstrated role of effective head teachers on development 
and maintenance of supervision points to this group as ideal targets for continued intervention for improvement 
in enrollment and completion. However, interventions that enhance the head teachers’ capacity to deliver and 
support on-going teacher training must also ensure that adequate provision is made to support such an activity. 
Accountability, efficiency and effectiveness measures 
The SIP process is useful for school development. In schools/communities where the concept was well 
understood, it has helped clarify school development objectives and increased the participation of parents and 
children. The SIP can also be helpful in mobilizing funds. This is important for improving school-community 
relationships. It can enhance accountability of service delivery, promote school responsiveness to the particular 
circumstances of families and children and strengthen social capital. 
7.2 Best practices 
The infrastructure component (Component 1) of the TAP project was generally seen by all respondents as 
being highly successful. Evidence from interviews, particularly with teachers and pupils, reveal that they found 
the rehabilitated classrooms a far more comfortable learning environment and felt that this served to enhance the 
quality of teaching and learning. There was also, on the part of pupils, teachers and community members, an 
increased sense of “pride” in the school. 
Girls’ Camps: The Girls’ Camps initiative was identified by stakeholders across the six evaluated districts as 
one of the most important interventions by TAP over the last three years. Girl’s Camp activities have been 
designed to expose girls from marginalized communities to growth and development, to enhance their 
knowledge base and to guide them in their career development. The Girls’ Camps were particularly relevant as 
they broadened girls’ horizons and provided girls the necessary opportunity and skills for leadership. The Girls’ 
Camps helped to empower girls to become assertive and confident, and had a very significant impact on 
behavior change among girls in TAP schools. It has encouraged them to at least complete their basic education 
and better still to aspire to the highest levels of education. 
42
Football for Development: Football for Development (F4D) as a strategy to attract girls and boys to enroll and 
complete JHS has reportedly worked well across the evaluated TAP schools. Apart from promoting team 
building, sportsmanship and fitness, the football clubs provide a variety of opportunities for learning and 
development. Members are introduced to life skills as well as vocational skills and career counseling to help 
them benefit in the future. About 90% of the schools visited had their football clubs in place and were actively 
engaged in football activities. Enthusiasm for membership in the football clubs was reported to be very high and 
attracted a lot of pupils to enroll in JHS. The students were reported to be inspired by the sports kits TAP had 
provided for them. 
ICT Training for Teachers: ICT child-friendly pedagogy training for teachers and the provision of ICT centers 
were very important strategies to motivate pupils’ interest in ICT education. ICT skills are recognized as key to 
future employment prospects; schools with adequate facilities are a greater attraction to students. 
School Excellence Awards: School Excellence Awards promoted a lot of competition among schools and 
communities vying for these awards. It strongly motivated communities to support TAP activities and it 
promoted participation and ownership of interventions. 
7.3 Key challenges 
According to district directors of education and TAP community facilitators, there were several challenges 
encountered in the course of the implementation of the TAP project. A number of these challenges, according to 
Directors, were to some extent addressed by TAP over the three year period. The major challenge was in 
ensuring that the school ownership was taken up by all community groups associated with TAP schools, 
particularly in the peri urban areas where it was difficult to galvanize their full support. Another key challenge 
experienced over the life of the TAP project, particularly in relation to increasing the capacity of the teachers, 
was the issue of teachers being posted to other schools or subjects after TAP had trained them. 
Further investigation into the effectiveness of the infrastructure development indicates that the quality of 
construction was not always consistent across all the TAP school sites. The key challenge in construction, for 
some schools, was in regard to the provision of potable water and electricity. In some TAP schools visited 
where sanitation facilities were constructed, there was sometimes no potable water supply or sustainable 
approach to assist children to properly clean themselves (e.g. provision of toilet paper and soap). ICT centers 
had been connected to an electricity supply, but in at least two cases, the meter had been removed, so the ICT 
centers were not functional at the time of the field work. 
Results of the evaluation suggest that in a few cases, the selection of the schools for repairs was a source of 
contention between some communities who did not benefit; furthermore some of the beneficiary communities 
believed the quality of work was shoddy compared to costs. Such aggrieved communities however felt powerless 
to act due to prevailing arrangements, which were outside their remit. 
Further challenges at the district level relate to monitoring and supervision. Interviews across the Directors and 
Circuit Supervisors reveal that TAP was seen as not always supporting district supervisors with adequate 
transport to enable them to conduct effective monitoring and supervision across the TAP schools. However, 
interviews with TAP senior management also suggest that some of the DEO officers and communities were 
unable to account for funds through support from verifiable outputs, and as a result, funding was withheld or 
delayed until appropriate evidence could be provided. 
43
Chapter 8: Key Findings and Recommendations 
8.1 Introduction 
This chapter outlines the key findings from the evaluation and summarizes the key recommendations across the 
different stakeholder groups interviewed.
8.2 Summary of key findings 
The TAP interventions complemented efforts of 13 beneficiary districts relating to infrastructure repairs, 
furniture, training of teachers and TLMs supplies across the 156 schools. The results suggest that TAP was able 
to significantly expand the numbers of seats and places for children in some of the most deprived areas of the 
country. The selection of the areas was often in the rural areas, but there was evidence in a few cases where 
better targeting of school infrastructure could have maximized larger populations of children waiting to access 
JHS. This would have demanded more involvement by TAP in assisting the districts use school mapping data to 
support the process. 
The most promising approaches that TAP used in transforming the quality and participation of children at JHS 
level were the strong emphasis on community participation and the strengthening of community based 
institutions (e.g. SMCs/PTAs and CDCs). The formation and training of Community Development Committees 
(CDCs), which facilitated participation in school development and built a sense of community ownership by 
ensuring that the supervision of construction work, were significant achievements and will likely assist in the 
sustainability of some of the TAP interventions and infrastructure. In most cases the community entry approach 
allowed for deeper consultation and collaboration with key stakeholders and brought together the community 
and school in partnerships to improve education quality. 
The evaluation study found that the TAP project has made significant progress toward increasing access and 
retention at the JHS level by narrowing the gender gap. TAP made particular impact on girls’ attitudes toward 
schooling and their ability to sustain participation at the JHS level, along with addressing the socio-economic 
barriers to their education. Percentage changes in both transition and enrollment rates across the 156 TAP 
schools show positive upward increases with the higher increase in enrollment for girls compared to boys, thus 
further narrowing the gender gap. Findings relating to change in enrollment over the 3-year period in TAP 
schools shows cumulative growth of 10.7% compared to the cumulative decline of negative (-31.2%) in non￾TAP schools over the base year in the 13 districts. The increase in transition and enrollment has, however, led to 
a number of emerging challenges, including over-enrollment and over-crowding in a few TAP classrooms; in 
some cases inward transfers from other schools in the vicinity could have a negatively effect on the quality of 
teaching and learning 
In-kind scholarships provided the largest set of visible incentives of motivating both parents and children in 
order to improve school attendance and regularity at JHS; these incentives also helped mitigate the social and 
economic barriers to retention and completion. The teachers’ training in child-friendly pedagogy and training of 
Circuit Supervisors in effective monitoring and supervision methods also addressed some of the causes of poor 
quality and poor performance among pupils. More work was needed to ensure that the School Performance 
Appraisal process was well embedded in the school/community accountability processes. A few TAP districts 
(2) had experienced slight improvements in their BECE results over the three year period, along with at least 20 
TAP schools that experienced improvements in BECE pass rates (see Annexes 12-16). Learning outcomes in 
schools that are provided with significant support for improvement take more time than three years to 
demonstrate change in learning outcomes; findings related to percentage change in the BECE pass rates is still 
too early to assess across TAP schools. 
The evaluation was designed to determine the effect of TAP interventions on pupils’ responsiveness to schooling 
and education in general. A strong relationship between social skills interventions, value change and pupil 
perspectives were observed, particularly among girls in the TAP schools. The Girls’ Camps and Girls’ Clubs had 
very positive impacts on the girls’ self-concept and their vision of their future by making them more assertive 
and self-confident, and it exposed them to a variety of different experiences and role models that motivated them 
44
to stay in school and strive to attain new personal goals. This had a ripple effect, not only on the direct 
beneficiaries in the TAP project, but on other girls who were influenced both in and out of the schooling 
environment. 
8.3 Key recommendations 
The recommendations made by respondents were at three different levels; additional interventions and support, 
modifications and improving quality of education in the community. 
Plan Ghana staff and implementation partner recommendations: 
 The beneficiary school selection should consider that some schools might exceed their enrollment 
capacity as a result of TAP interventions, particularly given the increase in enrollment and demand 
generated when schools are rehabilitated and/or replaced. There should be more effort made to assist the 
DEOs select communities using a school mapping approach17 in order to ensure that the feeder school 
populations are fully considered during the school selection process. 
 The life span of the TAP project should be extended for two years in order to ensure the full realization 
of learning outcomes and to consolidate the most effective interventions (e.g. training of teachers and 
enhancing SPIPs/SPAMs in order to increase quality delivery of education). Three years was found to be 
too short and affected the potential sustainability, timely delivery and completion of interventions. 
District, school and child level - head teacher recommendations: 
 The child-friendly pedagogy training for teachers in ICT, English and mathematics should be extended 
to cover all subject areas at the JHS. Interventions by TAP, especially teacher training, proved to be very 
useful; hence it should be extended and expanded by the GES/MOE to all schools for others to benefit. 
 More collaboration is needed with providers currently pursuing in-service training at the cluster level 
through the JICA supported program. 
 The promotion policy of the Ministry of the Education should be enforced and monitored in order not to 
disadvantage pupils and to reduce tendency for repetition. 
 The construction of latrines and water facilities should ensure that capitation grants are used to maintain 
and service these facilities, including the purchase of toiletries. 
Community level recommendations: 
 The TAP project should be extended to primary schools to achieve the same objectives as the JHS. 
 To ensure transparency and accountability, all key stakeholders (GES, MMDAs) should be involved in 
all aspects of the procurement process. 
 There should be more effective collaboration between all education stakeholders including the District 
Education Oversight Committee and TAP in the design, implementation and sustainability of 
interventions. 
Recommendations on modifications to the TAP project if given the opportunity: 
 The level of supervision should be strengthened by way of closer monitoring of school visit activities by 
the Ghana Education Service supervisors and coordinators. There is a need to increase the level of 
supervision and monitoring in school by the district education offices and other officials. 
 Much more emphasis should be placed on sustainability plans for the TAP project, especially at school 
and community levels in Year 2 of any future project in order to build capacity for handover. 
                                                            
18 The full Annexure is available as a separate document to this report. 
45
List of Annexure18
Annex 1: Selected Schools for TAP Final Evaluation 
Annex 2: Evaluation Research Roll Out 
Annex 3: Interviewee List for TAP Final Evaluation 
Annex 4: Full List of Researchers/Evaluators 
Annex 5: District Selection for TAP Final Evaluation 
Annex 6: The Sampling of Selected Schools for the Final TAP Evaluation 
Annex 7: School listing with site selection highlighted by district 
Annex 8: Effectiveness of TAP Interventions from a head teacher perspective 
Annex 9: Impact of TAP interventions from a head teacher perspective 
Annex 10: Sustainability of TAP Interventions. 
Annex 12: Enrollment, Transition, BECE and Completion Data Dangme West District Greater Accra 
Annex 13: Enrollment, Transition, BECE and Completion Data Ga West District Greater Accra
Annex 14: Enrollment, Transition, BECE and Completion Data Dormaa Municipal Brong Ahafo
Annex 15: Enrollment, Transition, BECE and Completion Data Tano South District Brong Ahafo
Annex 16: Enrollment, Transition, BECE and Completion Data New Juaben District Eastern
Annex 17: Enrollment, Transition, BECE and Completion Data Asuogyaman District Eastern
Annex 18: Number of Classrooms Build or Repaired (TAP M/E data, April 2013)
Annex 19: TAP and Non-TAP enrollment in Dangme West District Greater Accra
Annex 20: Percentage change in Enrollment in TAP schools compared to non TAP public Schools
Annex 21: Number of Teachers who successfully completed in service training with USG support 
Annex 22: Number of TLMs distributed 
Annex 23: Head teacher views and plans for sustaining TAP interventions 
Annex 24: Data source explanation for Chapter 2. 
Annex 25: TAP Components and Activities 
Annex 26: District’s Perception on the Quality of furniture provided by TAP 
Annex 27: Available facilities across 27 sampled TAP schools 
Annex 28: Percentage Change in Enrollment across six TAP districts 
Annex 29: Completion Rates at the District Level 
Annex 30: Summary of Repeaters across selected schools in the Eastern Region 
Annex 31: Summary of Drop outs across selected schools in the Eastern Region 
Annex 32: Percentage Change in Transition from JHS1 to JHS2 and JHS2 to JHS3 New Juaben
Annex 33: Summary of BECE pass Rates across Four TAP districts 
Annex 34: BECE Pass Rates in Doryumu Circuit – Dangme West District 
Annex 35: A selection of the teacher and head teacher responses from the Eastern region.
Annex 36: TAP project impact on enrollment and retention at the JHS level 
Annex 37: Breakdown of spending on different intervention activities according to Unit Cost
                                                            
18 The full Annexure is available as a separate document to this report. 
An
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Table of Contents 
Annex 1: Selected Schools for TAP Final Evaluation ....................................................................................... 4
Annex 2: Evaluation Research Roll Out ............................................................................................................. 5
Annex 3:   Interviewee List for TAP Final Evaluation ........................................................................................ 6
Annex 4:    Full List of Researchers/Evaluators ................................................................................................... 7
Annex 5: District Selection for TAP Final Evaluation ...................................................................................... 8
Annex 6: The Sampling of Selected Schools for the Final TAP Evaluation .................................................... 9
Annex 7: School Listing with site selection highlighted by district ................................................................ 13
Annex 8: Effectiveness of TAP Interventions from a Head teacher perspective .......................................... 18
Annex 9: Impact of TAP interventions from a Head teacher perspective .................................................... 20
Annex 10: Sustainability of TAP Interventions ................................................................................................ 22 
Annex 11: Bibliography …………………………………………………………….………………………….24 
Annex 12: Enrolment, Transition, BECE and Completion Data Dangme West District Greater Accra .... 26
Annex 13: Enrolment, Transition, BECE and Completion Data Ga West District Greater Accra ............. 30
Annex 14: Enrolment, Transition, BECE and Completion Data Dormaa Municipal Brong Ahafo ........... 34
Annex 15: Enrolment, Transition, BECE and Completion Data Tano South District Brong Ahafo .......... 36
Annex 16: Enrolment, Transition, BECE and Completion Data New Juaben District Eastern .................. 38
Annex 17: Enrolment, Transition, BECE and Completion Data Asuogyaman District Eastern ................. 42
Annex 18: Number of Classrooms Build or Repaired (TAP M/E data, April 2013) ..................................... 46
Annex 19: TAP and Non-TAP enrolment in Dangme West District Greater Accra ..................................... 48
Annex 20: Percentage change in Enrolment in TAP schools compared to non TAP public Schools .......... 49
Annex 21: Number of Teachers who successfully completed in service training with USG support .......... 49
Annex 22: Number of TLMs distributed .......................................................................................................... 50
Annex 23: Head teacher views and plans for sustaining TAP interventions ................................................. 50
Annex 24: Data source explanation for Chapter 2 ........................................................................................... 52
Annex 25: TAP Components and Activities ...................................................................................................... 53
Annex 26: District’s Perception on the Quality of furniture provided by TAP ............................................. 54
Annex 27: Available facilities across 27 sampled TAP schools ....................................................................... 55
Annex 28: Percentage Change in Enrolment across six TAP districts ........................................................... 56
Annex 29: Completion Rates at the District Level ........................................................................................... 57
Annex 30: Summary of Repeaters across selected schools in the Eastern Region ........................................ 58
Annex 31: Summary of Dropouts across selected schools in the Eastern Region .......................................... 59
Annex 32: Percentage Change in Transition from JHS1 to JHS2 and JHS2 to JHS3 New Juaben ............ 60
3
Annex 33: Summary of BECE pass Rates across Four TAP districts ............................................................ 61
Annex 34: BECE Pass Rates in Doryumu Circuit – Dangme West District .................................................. 62
Annex 35: A selection of the teacher and head teacher responses from the Eastern region. ....................... 63
Annex 36: TAP project impact on enrolment and retention at the JHS level ............................................... 64
Annex 37: Breakdown of spending on different intervention activities according to Unit Cost ................. 65
4
Annex 1: Selected Schools for TAP Final Evaluation 
District Selected School Performance/Rank 
Dormaa 
 Aboabo No. 4 Presby High - #2 
Aboabo No. 4 Methodist JHS High - #9 
Dormaa Ahenkro S.D.A JHS Medium - #13 
Aboabo No. 2 M/A JHS Low - #15 
Dormaa Non-TAP Kofiasua M/A JHS 
Tano South 
Ankaase Community JHS High - #1 
 Derma Methodist JHS High - #3 
Dwomo Methodist JHS Medium -#4 
Samuel Otu JHS Low -#7 
Girls Model JHS, Bechem Low -#10 
Tano South Non-TAP Derma Community JHS 
New Juaben 
Suhyen S.D.A JHS High - #1 
Trom M/A JHS High - #4 
Adweso Mile 50 M/A JHS Medium-#6 
BonyaPresby JHS Low -#10 
Asikasu M/A JHS Low -#12 
NJ Non-TAP - 
Asuogyaman 
 South Senchi L/A JHS High - #1 
Akwamu-West Presby JHS High - #3 
Frankadua L/A JHS High -#4 
Anyansu L/A Medium -#8 
AD Non-TAP None 
Ga West 
KpobiKope D/A JHS High - #1 
St. Joseph’s R/C JHS Medium- #5 
Odumase Amanfro JHS Medium -#6 
Papase R/C JHS Low -#11 
Samsam Odumase M/A JHS Low -#12 
GW Non-TAP Odumase Amanfro JHS #2 
Dangme West 
 Mobole D/A JHS High - #3 
Ayatepa DA :A: JHS High - #6 
Doryumu Methodist JHS Medium – #8 
Prampram DA “B” JHS Medium - #10 
Agomeda DA Basic JHS Low - #16 
DW Non - TAP Doryumu DA JHS 
 
5
Annex 2: Evaluation Research Roll Out 
 Region Week Team 1 (Accra) Team 2 (E/R) Team 3 (BA) 
Region Week 1 ( week one will be in 
Accra) 
 
Friday, Sept 6 Day 1 In-house Orientation 
for team 
In-house Orientation 
for team 
In-house Orientation 
for team 
Saturday, Sept 7 Day 2 
Monday, Sept 9 Day 3 Preparation for field 
work 
Preparation for field 
work 
Preparation for field 
work 
Tuesday, Sept 10 Day 4 Interviews with 
District Education 
Directorate (Greater 
Accra—
Dodowa/Dangbe 
west) 
Interviews with 
District Education 
Directorate (New 
Juaben) 
Wednesday, Sept 
11 
Day 5 Interviews with key 
PLAN /TAP staff in 
Accra (COP, M/E 
Manager, Grants 
manager Finance 
officer etc) 
Interviews with key 
PLAN /TAP staff in 
Accra (COP, M/E 
Manager, Grants 
manager Finance 
officer etc) 
Thursday Sept 
12 
Day 6 Interviews with Sub 
recipients of the 
grant 
 
Friday Sept 13 Day 7 
Saturday Sept 14 Day 8 Training of field 
researchers 
Training of field 
researchers 
Training of field 
researchers 
Week 2 (Field work) 
 Sunday Sept 22 Travel to District/ 
Community 
Travel to District 
/Community 
Travel to District/ 
Community 
Monday, Sept 23 Day 1 DEO/DA (1) DEO/DA DEO/DA
Tuesday, Sept 24 Day 2 School 1 School 1 School 1 
 Wednesday, 
Sept 25 
Day 3 School 2 School 2 School 2 
 Thursday, Sept 
26 
Day 4 School 3 School 3 School 3 
 Friday, Sept 20 Day 5 School 4 School 4 School 4 
Saturday, Sept 
21 
Day 6 Write up/Reflection Write up/ Reflection Write up/ Reflection 
Sunday, Sept 22 Day 7 Write up Write up Write up 
 Week 3 
Monday, Sept 23 Day 8 School 5 School 5 School 5
Tuesday, Sept 24 Day 9 School 6 School 6 School 6
Wednesday, Sept 
25 
Day 10 School 7 School 7 School 7 
Thursday, Sept 
26 
Day 11 School 8 School 8 School 8
Friday, Sept 27 Day 12 School 9 School 9 School 9
6
 Region Week Team 1 (Accra) Team 2 (E/R) Team 3 (BA) 
Saturday, Sept 
28 
Day 13 Final field write up 
and reflection 
meeting 
Final field write up 
and reflection 
meeting 
Final field write up 
and reflection 
meeting 
Sunday, Sept 29 Day 14 Travel Back to Accra Travel Back to Accra Travel Back to Accra 
Annex 3: Interviewee List for TAP Final Evaluation 
Interviews at National, regional and district levels along with community school level were conducted 
with the following people over the course of the evaluation. 
Level Interviewee List Remarks/Comments 
National  Head Office Interviews - Country Director, COP, 
M&E, Finance Manager, Grants Manager 
 TAP Field Coordinators 
 Ex TAP Team Leaders and key staff 
 TAP National Trainers 
 Collaborators – GEU (Literacy House) 
 Sub-Grantee - CRI (RROC) 
 Sub-Recipients - WADEP (AFLATOUN, F4D, and 
Girls Clubs) 
 Limited Scope Survey – Susan Sarbah 
Wed 11th September 2013 
Thurs. 12th September 2013 
Regional /District  Regional/District Education Directors 
 Collaborators – E/R Girls Coordinator, B/A Girls 
Coordinator 
 Regional Staff – (Joe Assan of E/R TAP Office, Kofi 
Debrah E/R Programme Unit Manager, Solomon 
Asante Debrah – E/R, Moses Kombat – BA CS/ETC, 
& Nelson Odoom – GAR/CR ETC. 
 Core staff 4 ADs 
 District Assembly Reps (DCE or DCD) 
 Circuit Supervisors and Statistics Officers 
 District Checklist 
District level interviews; 
Tues 10th September 2013
 Community  Focal Group Discussions with Chief and Elders 
including Assembly men and community leaders. 
 Focal Group Discussions with SMC’s and PTA 
members 
 Community Scorecard with members 
 Home Visits to parents of selected beneficiaries 
(direct beneficiaries of special interventions) 
(Observation of home setting, parental involvement, 
concern and support for education)
School  School based Observation 
 Checklist for Overall School Environment and 
Learning Checklist (Construction spaces child/ gender 
friendly facilities, Cleanliness, etc) 
 Classroom Observation Instrument 
 Interviews with TAP trained teachers 
 Interviews with Teachers (untrained by TAP) 
 Interviews with Head teachers 
 FGD with Children (Boys and Girls)
7
Annex 4 Full List of Researchers/Evaluators 
Name Position/Team 
1. Dr Leslie Casely - Hayford Resource Person 
2. Dr Alhassan Seidu Senior Consultant 
3. Kojo Gyabbah Brong Ahafo Team Leader 
4. Mr Thomas Quansah Eastern Region Team 
5. Rukayatu Adam Eastern Region Team 
6. Sheena Campbell Greater Accra Team 
7. Imranah Adams Mahama Greater Accra Team
8. Rhoda Mahama Brong Ahafo Team 
9. Marian Owusu Afriyie Brong Ahafo Team 
10. Rosalind Ocran Greater Accra Team
11. Bakari Jamal-deen Eastern Region Team 
12. Martin Boakye Eastern Region Team 
13. Alfred Attah Brong Ahafo Team 
14. Nurudeen Mohammed Greater Accra Team
15. Charity Bukari Greater Accra Team
8
Annex 5: District Selection for TAP Final Evaluation 
Region Districts NO. of 
Public 
JHS 
NO. of 
TAP 
JHS 
% of 
TAP JHS 
compared 
to Public 
JHS 
Districts 
ranked 
according 
to highest 
proportion 
of TAP 
schools 
Complete 
Replacement
Major 
Repairs 
Significant 
Repairs 
Minor 
Repairs
Limited 
Scope 
Study 
Aflatoun 
Clubs 
S2S 
Brong 
Ahafo 
Dormaa East 20 5 25% 8 1 2 0 2 No 0 1 
Brong 
Ahafo 
Dormaa 
Mun. 
58 15 26% 4 1 1 2 11 Yes 0 1 
Brong 
Ahafo 
Tano South 32 9 28% 2 1 2 0 6 Yes 0 1 
Eastern Akuapem 
North 
77 19 25% 9 0 0 0 19 No 0 0 
Eastern Asuogyaman 35 9 26% 6 0 1 1 7 Yes 9 1 
Eastern Lower 
Manya 
31 8 26% 5 0 2 0 6 Yes 8 1 
Eastern New Juaben 59 21 36% 1 1 0 1 19 No 0 1 
Eastern Upper 
Manya 
32 9 28% 2 0 2 0 7 No 2 0 
Eastern Yilo Krobo 43 11 26% 7 0 1 3 7 No 11 1 
Greater 
Accra 
Dangme 
West 
73 18 25% 10 1 4 1 12 Yes 0 0 
Greater 
Accra 
Ga West 50 12 24% 11 1 0 0 11 Yes 0 1 
9
Annex 6: The Sampling of Selected Schools for the Final TAP Evaluation 
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA 
Dormaa Mun. District, Brong Ahafo Region % CHANGE FROM
2009 (OR BASE
YEAR) TO 2012
RANK
Circuits Schools Complete
Replaceme
nt
Major
Repair
s
Significa
nt
Repairs
Minor
Repair
s
Limite
d
Scope
sampl
e
school
s
Aflatou
n
Scho
ol to
Scho
ol
Bike
to
Scho
ol
Right
s of
the
Child
Clubs
Girls'
Cam
p
SE
A
RURAL
/
URBA
N
BOYS GIRLS TOTA
L
2 Aboabo
No. 4
Presby
x x x x 2 R 94.4
%
23.1% 52.3
%
2
9 Aboabo HIGH
No. 4
Methodist
JHS
x HIGH x x x R 20.5
%
8.1% 14.8
%
9
13 Dormaa
Ahenkro
S.D.A JHS
x x x x x 1 U 8.3% ‐5.3% 1.7% 13 MEDIU
M
15 Aboabo
No. 2 M/A
JHS
x x x x R 21.4
%
‐
18.6%
‐2.8% 15
LOW
Tano South District, Brong Ahafo Region % CHANGE FROM 2009 (OR BASE YEAR) TO
2012
RANK   
Circuits Schools Complete
Replaceme
nt
Major
Repair
s
Significa
nt
Repairs
Minor
Repair
s
Limite
d
Scope
sampl
e
school
s
Aflatou
n
Scho
ol to
Scho
ol
Bike
to
Scho
ol
Right
s of
the
Child
Clubs
Girls'
Cam
p
SE
A
RURAL
/
URBA
N
BOYS GIRLS TOTA
L
Dermaa 100% Ankaase
Communit
y JHS
x HIGH x x x 1 R 50% 123% 78%
100%
HIGH Dermaa 300% Derma
Methodist
JHS
x x x x 2 U 42% 32% 38%
300%
Techimanti
a
400% Dwomo
Methodist
JHS
x x x x R 14% 33% 22%
400% MEDIU M
Techimanti 700% Samuel x x x x 3 U ‐8% 9% ‐1% 700% LOW
10
a Otu JHS
Bechem 1000
%
Girls
Model
JHS,
Bechem
x MOD x x x x U ‐61% ‐61%
1000
%
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA 
Asuogyaman District, Eastern Region % CHANGE FROM
2009 (OR BASE YEAR)
TO 2012
RA
NK
Circuits Scho
ols
Comple
te
Replac
ement
Major
Repai
rs
Signifi
cant
Repair
s
Mino
r
Repai
rs
Limit
ed
Scope
sampl
e
schoo
ls
Aflato
un
School
to
School
Bike
to
Scho
ol
Right
s of
the
Child
Clubs
Girls'
Cam
p
SEA RURA
L/
URBA
N
BOYS GIRLS TOTAL
Senchi 100% Sout
h
Senc
hi
L/A
JHS
x HIGH x x x x x 1 R 10% 27% 19%
100
%
H
I
G
H
Akoso
mbo
300% Akw
amu‐
West
Pres
by
JHS
x x x x x 2 R 29% ‐9% 9%
300
%
Franka
dua
400% Fran
kadu
a L/A
JHS
x x x x x R 0% 17% 7%
400
%
5 DIST
RICT
TOT
AL
0.1% 7.4% 3.5% 5
Apegus
u
8 Anye
nsu
x x x x x R ‐10.2% 14.7% 0.0% 8
11
L/A
JHS
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA 
New Juaben District, Eastern Region % CHANGE FROM
2009 (OR BASE YEAR)
TO 2012
RANK
Cir
cu
its
Schools Comple
te
Replac
ement
Major
Repai
rs
Signifi
cant
Repair
s
Minor
Repai
rs
Limit
ed
Scope
sampl
e
schoo
ls
Aflato
un
Scho
ol to
Scho
ol
Bike
to
Scho
ol
Right
s of
the
Child
Clubs
Girls'
Cam
p
SEA RURA
L/
URBA
N
BOYS GIRLS TOTAL
Ju
m
ap
o
1 Suhyen
S.D.A
JHS
x x x x R 300.0
%
225.0
%
253%
1 H
I
G
4 Trom H
M/A
JHS
x x x x 1 R 25.8% 35.3% 30.8% 4
Ad
w
es
o
6 Adwes
o Mile
50 M/A
JHS
x x x x x 2 R 22.9% 16.7% 19.4% 6
9 DISTRIC
T
TOTAL
‐3.5% 3.0% ‐0.3% 9
10 BonyaP
resby
JHS
x x x x R 2.7% ‐6.1% ‐1.4% 10
L
O
W
Ju
m
ap
o
12 Asikasu
M/A
JHS
x x x x R ‐30.8% 8.3% ‐15.9% 12
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA 
Dangme West District, Greater Accra Region % CHANGE FROM
2009 (OR BASE YEAR)
TO 2012
RANK
12
Circu
its
Schools Comple
te
Replac
ement
Majo
r
Repai
rs
Signifi
cant
Repair
s
Mino
r
Repai
rs
Limit
ed
Scope
samp
le
schoo
ls
Aflato
un
Sch
ool
to
Sch
ool
Bike
to
Scho
ol
Right
s of
the
Child
Clubs
Girls'
Cam
p
SE
A
RURA
L/
URBA
N
BOYS GIRLS TOTAL
Afien
ya
3 Mobole
D/A JHS
x HIGH x x x 1 R 80.8% 70.0% 76.1% 3
Ning
o
6 Ayatepa
D/A 'A' JHS
x x x x 2 R 23.4% 48.5% 33.8% 6
7 DISTRICT
TOTAL
20.3% 29.2% 24.4% 7
Dory
umu
8 Doryumu
Methodist
JHS
x x x x R 16.4% 16.9% 16.7% 8
MED
IUM
Pram
pram
11 Prampram
D/A 'B' JHS
x x x x U 20.5% ‐4.8% 7.0% 10
Dory
umu
16 Agomeda
D/A Basic
x HIGH x x x 3 R ‐17.3% ‐44.2% ‐31.2% 16
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA 
Ga West District, Greater Accra Region % CHANGE FROM
2009 (OR BASE YEAR)
TO 2012
RANK
Circu
its
Schools Comple
te
Replac
ement
Majo
r
Repai
rs
Signifi
cant
Repair
s
Mino
r
Repai
rs
Limit
ed
Scope
samp
le
schoo
ls
Aflato
un
Sch
ool
to
Sch
ool
Bike
to
Scho
ol
Right
s of
the
Child
Clubs
Girls'
Cam
p
RURA
L/
URBA
N
BOYS GIRLS TOTAL
Medi
e
1 KpobiKope
D/A JHS
x x x x x R 208.7
%
145.5
%
177.8
%
1
HIGH
4 DISTRICT
TOTAL
37.3% 54.6% 45.7% 4
Amas
aman
5 St.
Joseph's
R/C JHS
x x x x 2 U 25.8% 39.7% 32.5% 5
MED
IUM
Maya 6 Odumase x x x x 3 R 6.0% 42.3% 22.6% 6
13
ra Amanfro
JHS
Medi
e
12 Samsam
Odumase
M/A JHS
x HIGH x x x 1 R ‐22.0% 6.5% ‐11.1% 12
Annex 7: School Listing with site selection highlighted by district 
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA
Dormaa Mun. District, Brong Ahafo Region % CHANGE FROM 2009 (OR
BASE YEAR) TO 2012
RANK
Circuits Schools Complete
Replacemen
t
Major
Repair
s
Significan
t Repairs
Minor
Repair
s
Limite
d
Scope
sample
school
s
Aflatou
n
Schoo
l to
Schoo
l
Bike
to
Schoo
l
Right
s of
the
Child
Clubs
Girls'
Cam
p
SE
A
RURAL
/
URBAN
BOYS GIRLS TOTAL
1 Kuren M/A JHS x x x x R 163.6
%
29.0% 84.9% 1
HIGH
2 Aboabo No. 4
Presby
x x x x 2 R 94.4% 23.1% 52.3% 2
3 Kosane M/A JHS x NON x x x R 71.4% 26.7% 50.8% 3
4 Twumkrom M/A
JHS
x x x x R 28.6% 30.8% 29.5% 4
5 Nsuhia R/C JHS x x x x R 8.6% 50.0% 27.0% 5
6 Duasidan Presby
JHS
x NON x x x R ‐9.5% 125.0
%
20.4% 6
7 Amasu M/A 'A'
JHS
x x x x 3 U 23.4% 12.5% 18.8% 7
8 Sromani/Kofiasu
a M/A JHS
x x x x U 18.5% 18.8% 18.6% 8
9 Aboabo No. 4
Methodist JHS
x HIGH x x x R 20.5% 8.1% 14.8% 9
10 DISTRICT TOTAL 9.1% 12.9% 10.8% 10
11 Antwifo Presby
JHS
x x x x R 15.6% 2.7% 9.8% 11
MEDIU
M
12 Aboabo No. 1
R/C
x x x x R 18.6% ‐5.4% 7.5% 12
13 Dormaa Ahenkro
S.D.A JHS
x x x x x 1 U 8.3% ‐5.3% 1.7% 13
14 Tweapeasie M/A
JHS
x x x x R 7.8% ‐11.9% ‐1.1% 14
LOW 15 Aboabo No. 2 M/A JHS x x x x R 21.4% ‐18.6% ‐2.8% 15
16 Abonsrakrom
M/A JHS
x x x x R ‐21.5% ‐38.5% ‐30.0% 16
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA   
Tano South District, Brong Ahafo Region % CHANGE FROM 2009 (OR
BASE YEAR) TO 2012
RANK   
14
Circuits Schools Complete
Replacemen
t
Major
Repair
s
Significan
t Repairs
Minor
Repair
s
Limite
d
Scope
sample
school
s
Aflatou
n
Schoo
l to
Schoo
l
Bike
to
Schoo
l
Right
s of
the
Child
Clubs
Girls'
Cam
p
SE
A
RURAL
/
URBAN
BOYS GIRLS TOTAL
Dermaa 100% Ankaase
Community JHS
x HIGH x x x 1 R 50% 123% 78% 100%
HIGH Techimantia 2 Akobro Community JHS x x x x R 42.3% 39.3% 40.7% 2
Dermaa 300% Derma
Methodist JHS
x x x x 2 U 42% 32% 38% 300%
Techimantia 400% Dwomo
Methodist JHS
x x x x R 14% 33% 22% 400% MEDIU
Dermaa 5 Dermaa Islamic M
JHS
x x x x U 23.5% 2.9% 14.4% 5
6 DISTRICT TOTAL 4.8% 6.3% 5.5% 6
Techimantia 700% Samuel Otu JHS x x x x 3 U ‐8% 9% ‐1% 700%
LOW
Techimantia 8 Dwomo
Community JHS
x x x x R ‐32.9% 17.3% ‐12.5% 8
Techimantia 9 Techimantia
Presby JHS
x x x x U ‐12.5% ‐22.7% ‐18.4% 9
Bechem 1000
%
Girls Model JHS,
Bechem
x MOD x x x x U ‐61% ‐61% 1000
%
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA
Asuogyaman District, Eastern Region % CHANGE FROM 2009 (OR
BASE YEAR) TO 2012
RANK
Circuits Schools Complete
Replacemen
t
Major
Repair
s
Significan
t Repairs
Minor
Repair
s
Limite
d
Scope
sample
school
s
Aflatou
n
Schoo
l to
Schoo
l
Bike
to
Schoo
l
Right
s of
the
Child
Clubs
Girls'
Cam
p
SE
A
RURAL
/
URBAN
BOYS GIRLS TOTAL
Senchi 100% South Senchi L/A
JHS
x HIGH X x x x x 1 R 10% 27% 19% 100%
HIGH
Anum‐Boso 2 AnumPresby JHS x X x x x U 2.9% 19.4% 10.9% 2
Akosombo 300% Akwamu‐West
Presby JHS
x X x x x 2 R 29% ‐9% 9% 300%
Frankadua 400% Frankadua L/A
JHS
x X x x x R 0% 17% 7% 400%
5 DISTRICT TOTAL 0.1% 7.4% 3.5% 5
Frankadua 6 Asikuma L/A JHS x X x x x R 6.3% ‐4.7% 1.1% 6
MEDIU
M
Frankadua 700% Osiabura L/A
JHS
x X x x x R ‐12% 16% 1% 700%
Apegusu 8 Anyensu L/A JHS x X x x x R ‐10.2% 14.7% 0.0% 8
Anum‐Boso 900% Boso L/A JHS x X x x x 3 R 6% ‐15% ‐5% 900%
Apegusu 10 Mpakadan LOW
Presby JHS
x X x x x R ‐7.0% ‐21.4% ‐14.2% 10
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA
New Juaben District, Eastern Region % CHANGE FROM 2009 (OR
BASE YEAR) TO 2012
RANK
15
Circuits Schools Complete
Replacemen
t
Major
Repair
s
Significan
t Repairs
Minor
Repair
s
Limite
d
Scope
sample
school
s
Aflatou
n
Schoo
l to
Schoo
l
Bike
to
Schoo
l
Right
s of
the
Child
Clubs
Girls'
Cam
p
SE
A
RURAL
/
URBAN
BOYS GIRLS TOTAL
Jumapo 1 Suhyen S.D.A
JHS
x x x x R 300.0
%
225.0
%
253% 1
HIGH
2 Nyerede
Agavenya R/C
JHS
x x x x R 111.1
%
114.3
%
112.5
%
2
Nsukwao 3 Nana
OwareAgyepong
JHS
x x x x R 54.2% 13.8% 32%
3
4 Trom M/A JHS x x x x 1 R 25.8% 35.3% 30.8% 4
Asokore 5 Asokore SDA
Demonstration
JHS 'A'
x x x x U 43.3% 4.3% 21.3% 5
MEDIU
M
Oyoko 5 Asokore SDA
Demonstration
JHS 'B'
x x x x U
Oyoko 5 Asokore SDA
Demonstration
JHS 'C'
x x x x U
Adweso 6 Adweso Mile 50
M/A JHS
x x x x x 2 R 22.9% 16.7% 19.4% 6
Asokore 7 Asokore
Methodist JHS
'A'
x x x x 3 U 9.9% 16.7% 13.4% 7
Asokore 7 Asokore
Methodist JHS 'B'
x x x x U
8 Korle Anglican
JHS
x x x x R 26.5% 1.3% 11.1% 8
9 DISTRICT TOTAL ‐3.5% 3.0% ‐0.3% 9
10 BonyaPresby JHS x x x x R 2.7% ‐6.1% ‐1.4% 10
LOW
Asokore 11 Akwadum M/A
JHS 'A'
x x x x U ‐17.4% 10.6% ‐6.0% 11
Jumapo 12 Asikasu M/A JHS x x x x R ‐30.8% 8.3% ‐15.9% 12
13 Mahddeen JHS
'A'
x NON x x x U ‐26.9% ‐21.2% ‐24.1% 13
13 Mahddeen JHS
'B'
x NON x x x U
Asokore 14 Asokore R/C JHS
'A'
x x x x U ‐42.2% ‐15.4% ‐29.8% 14
Asokore 14 Asokore R/C JHS
'B'
x x x x U
Asokore 15 Akwadum M/A
JHS 'B'
x x x x u ‐53.2% 16.1% ‐30.1% 15
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA
Dangme West District, Greater Accra Region % CHANGE FROM 2009 (OR
BASE YEAR) TO 2012
RANK
16
Circuits Schools Complete
Replacemen
t
Major
Repair
s
Significan
t Repairs
Minor
Repair
s
Limite
d
Scope
sample
school
s
Aflatou
n
Schoo
l to
Schoo
l
Bike
to
Schoo
l
Right
s of
the
Child
Clubs
Girls'
Cam
p
SE
A
RURAL
/
URBAN
BOYS GIRLS TOTAL
Doryumu 1 Dedenya D/A JHS x MOD x x x R 84.6% 218.2
%
124.3
%
1
HIGH
Prampram 2 Prampram S.D.A
JHS
x x x x U 64.3% 160.0
%
104.2
%
2
Afienya 3 Mobole D/A JHS x HIGH x x x 1 R 80.8% 70.0% 76.1% 3
Doryumu 4 Ahwaiam D/A 'B'
JHS
x x x x R 87.9% 57.7% 74.6% 4
Ningo 5 Ayatepa D/A 'B'
JHS
x x x x R 18.6% 67.6% 37.5% 5
Ningo 6 Ayatepa D/A 'A'
JHS
x x x x 2 R 23.4% 48.5% 33.8% 6
7 DISTRICT TOTAL 20.3% 29.2% 24.4% 7
Doryumu 8 Doryumu
Methodist JHS
x x x x R 16.4% 16.9% 16.7% 8
MEDIU
M
Ningo 9 Dodowa New
Town 'B' JHS
x x x x U ‐8.2% 46.2% 13.0% 9
Prampram 11 Prampram D/A
'B' JHS
x x x x U 20.5% ‐4.8% 7.0% 10
Dodowa 11 Dodowa
Methodist 'B' JHS
x x x x U ‐11.5% 31.1% 6.6% 11
Prampram 12 Prampram
Wesley
Methodist JHS
x x x x U 6.8% ‐2.2% 2.2% 12
Nyigbenya 13 Dawa D/A JHS x x x x R ‐15.5% 11.9% ‐6.3% 13
LOW
Prampram 14 Prampram
Anglican JHS
x x x x U ‐20.0% ‐5.9% ‐12.1% 14
Dodowa 15 Dodowa
Methodist 'A'
JHS
x x x x U ‐7.7% ‐25.0% ‐16.0% 15
Doryumu 16 Agomeda D/A
Basic
x HIGH x x x 3 R ‐17.3% ‐44.2% ‐31.2% 16
Nyigbenya 17 Nyigbenya D/A
JHS
x x x x R ‐35.9% ‐38.3% ‐36.9% 17
Ningo 18 Lekpongunor
D/A JHS
x x x x R ‐40.9% ‐47.4% ‐43.5% 18
Dodowa 19 Ayikuma R/C D/A
JHS
x x x x R ‐43.6% ‐46.2% ‐44.9% 19
SCHOOLS FOR THE GHANA TAP PROJECT WITH INTERVENTIONS AND SAMPLING DATA
Ga West District, Greater Accra Region % CHANGE FROM 2009 (OR
BASE YEAR) TO 2012
RANK
Circuits Schools Complete
Replacemen
t
Major
Repair
s
Significan
t Repairs
Minor
Repair
s
Limite
d
Scope
sample
school
s
Aflatou
n
Schoo
l to
Schoo
l
Bike
to
Schoo
l
Right
s of
the
Child
Clubs
Girls'
Cam
p
RURAL
/
URBAN
BOYS GIRLS TOTAL
Medie 1 KpobiKope D/A
JHS
x x x x x R 208.7
%
145.5
%
177.8
%
1
HIGH Medie 2 Manchie M/A
JHS
x x x x R 163.6
%
190.9
%
177.3
%
2
17
Mayara 3 Katapor M/A JHS x x x x R 39.0% 227.8
%
96.6% 3
4 DISTRICT TOTAL 37.3% 54.6% 45.7% 4
Amasaman 5 St. Joseph's R/C
JHS
x x x x 2 U 25.8% 39.7% 32.5% 5
MEDIU
M
Mayara 6 Odumase
Amanfro JHS
x x x x 3 R 6.0% 42.3% 22.6% 6
Kwashiekum
a
7 Okushebiade
Methodist JHS
x x x x R 13.8% 21.1% 16.7% 7
Kwashiekum
a
8 Kwashiekuma
Methodist JHS
x x x x R ‐21.4% 100.0
%
9.3% 8
Amamorley 9 Nsakina M/A JHS x x x x R ‐14.9% 35.4% 6.1% 9
Kwashiekum
a
10 Ayikai Doblo JHS x x x x R 0.0% ‐8.0% ‐4.1% 10
LOW
Kwashiekum
a
11 Papase R/C JHS x x x x R 5.4% ‐15.0% ‐5.2% 11
Medie 12 Samsam
Odumase M/A
JHS
x HIGH x x x 1 R ‐22.0% 6.5% ‐11.1% 12
Kwashiekum
a
13 Kojo Ashong
Methodist JHS
x NON x x x R ‐38.8% ‐23.1% ‐31.8% 13
18
Annex 8: Effectiveness of TAP Interventions from a Head teacher perspective 
District Name of School Locality Type of 
School 
What improvements has TAP brought to 
your school over the last 3 years? 
What support is given to teachers to 
improve on their teaching and lesson 
delivery? 
What major changes have you observed at 
your school over the last three years? How did 
they come about?
Ga West Odumase Amanfro Rural DA Enrolment has increased over 100%. BECE 
Performance has improved from 64% in 
25009/2010 to 96.5% in 2011/2012 
academic year. The is improved ventilation 
in class rooms 
Training of Maths, English and ICT 
teachers on child pedagogy, by TAP. 
Organization of best teacher excellence 
award by TAP. In-service training of 
teachers by GES. 
Complete renovation of the school building. 
Provision of furniture. Increased in enrolment 
with average class population of 80 students. 
Formation of clubs and societies like the football 
for development, Rights and Responsibility club 
and girls club. 
Dangme 
West 
Doryumu 
Methodist 
Rural METH Improved enrolment. The provision of 
bicycles brought people from the hills. 
School roof no longer leaks. The rooms are 
cooler. F4D has meant more students come 
to school on a Friday because they want to 
participate in the football on a Friday 
morning. Electricity in the school means 
we can organize evening classes. Needy 
students had books for exercises. 
TAP pedagogy training. 
Teachers lead SBI twice per term. The 
HT observes every teacher twice per 
term. 
The renovations to the school block. These came 
about because of the TAP project. 
New Juaben Suhyen SDA Rural SDA The improvements include. School 
infrastructure. Provision of toilet and urinal 
facilities. Provision of mono desks. 
Training of teachers. The headmistress said 
that pupil now attend school regularly and 
are punctual. The headmistress claimed that 
a 26 years old girl enrolled herself at the 
school because of the transformed nature of 
the school. 
Teachers are provided with school 
based INSET. Teachers are taught how 
to organize school based assessments. 
The headmistress assesses teachers 
work output for necessary support. 
The school has witness tremendous changes over 
the last 3 years. The school now has a new 3 unit 
classroom block with head teacher’s office, store 
and a staff common room. The school has new 
urinals and latrines separately for teachers, boys 
and girls. Each class is furnished with mono 
desks; each child has a mono desk. The SMC is 
now more vibrant than before, they meet twice a 
term. The attitude of teachers to their profession 
has also change after receiving training. Teachers 
have been trained in English, Maths and ICT. As a 
result of those improvement in the school, the 
school BECE past rate improved from 39.8% in 
2010 to 88% in 2012. 
Asuogyaman South Senchi LA Rural LA The TAP intervention has had desirable 
impact on the lives of the girls and the 
boys. Teenage pregnancies have drastically 
reduced. Introduction of clubs in the school 
such as Girls clubs and Girl camps have 
enlighten the girls to appreciate the value of 
education, deepening interest in schooling. 
They are aware of career opportunity 
available for them after school. Their 
world view has changed. Participant of Girl 
camps return to school well trained and 
better informed. It was reported that the 
school has enrolled five teenage mothers 
The head teacher provides teachers 
working materials and manila cards for 
development of teaching aids. The 
head teacher also organizes school 
based INSET to resolved difficulties 
uncounted by teachers in lesson notes 
preparation and classroom delivery. 
The Head teacher reported that the school does 
experience changes over the last three year in term 
of infrastructure and extra activities and in service 
training of teacher school. Infrastructure has 
improved. Renovation works have been carried 
with roof ceiling, floors have been renewed, and 
cracks in walls have been mended. School 
building has been wired and provided with 
electrical fitting and connected to the national 
grid. Ramps provide ease accessibility to 
classroom for the physically challenges. Eighty 
mono desks have been provided to improved 
seating place of pupils. Teacher in the school have 
19
District Name of School Locality Type of 
School 
What improvements has TAP brought to 
your school over the last 3 years? 
What support is given to teachers to 
improve on their teaching and lesson 
delivery? 
What major changes have you observed at 
your school over the last three years? How did 
they come about?
who were determined to completed their 
education. In the case of the boys, they are 
very active and eager to report to school 
regularly, football for Development made 
the boys cultivate the habit of coming to 
school. They are exposed to life skills, 
planning principles, importance of team 
work and tolerance. Many of them have 
acquired the habit of saving money and 
spending prudently because these principles 
were taught at AFLATION club. Their 
social responsibilities have improved. They 
actively get involved in communal labor. 
Many of the boys who have acquired the 
life skills, such as soap making have been 
able to engage in economic activities. 
been given training to update their pedagogical 
skills. They have been exposed to child-friendly, 
pedagogy and new methods of teaching that 
supply and ICT. Teacher's approach to classroom 
teaching with respect to English, math and ICT 
have been transformed. One teacher was teacher 
received EXCELLENCE AWARD. Social clubs 
in the school such as Girl clubs, girl camps, Extra 
cumialur achieve have been heightened. After 
school children actively participate in club 
meetings. 
Tano South Ankaase 
Community 
Rural Improvement in reading skills because of 
the library books provided. Children would 
read books and summarize them for teacher 
to mark. 
We used to give best teachers award to 
our teachers. But since 3 years, we 
haven’t been able to do so. 
Enrolment is increased from 224 to 360 or so (all 
school). Hard work of the teachers' Exam released 
has been improved. 
Dormaa 
Municipal 
Aboabo No. 2 MA Rural MA a. TAP has reduced drop out at JHS 2 when 
8 pupils left in 2009. There 5boys, 3girls 
mostly living with relatives. It has also, 
improved the problem of pupils absent 
easier. 
INSET. Counsel those with problems. 
Caution those who submit lesson notes 
late. 
Academic performance jumped from 33% to 87% 
between 2009 and 2012. 20. Pupils get in-kind 
scholarship annually to cushion them. The school 
came first in the last inter-schools sports 
competition. Infrastructure received a booster with 
major repairs affecting enrolment outcomes. 
20
Annex 9: Impact of TAP interventions from a Head teacher perspective 
District 3. Name of 
School 
Type of 
School 
Locality How did the TAP project impact on 
the enrolment, retention and 
achievement rates of students at the 
JHS level? 
How did the TAP project impact on 
the community and parents? 
How have you changed your approach 
to managing the school as a result of 
the training by TAP? 
Ga West St Joseph's RC RC Urban Because of the supply of in-kind 
scholarships to needy children, they are 
less likely to be identified as coming 
from poor households and this has built 
their confidence. 
The project relieved parents of financial 
burdens. If the school had to undertake 
the renovations themselves, parents 
would have faced paying high levies. 
Improved record keeping. 
Teachers give out their best because the 
Head teacher listens to teachers' issues 
and problems. 
Dangme West Mobole DA DA Rural The library has sharpened the reading 
skills of the children. Teachers acquired 
the pedagogy training and this has 
changed their approach to teaching and 
has improved children's performance. 
Girls camps have helped reduced 
teenage pregnancy rate and the girls are 
role models to their peers to be of good 
behavior. 
The CDC was trained to sensitize the 
community to contribute to the 
development of the school. Community 
now see themselves as partners to their 
children’s education. Parents were 
relieved of their burden due to the in￾kind scholarships and the payment of 
BECE registrations fees for some of the 
children. 
Help teachers or give teachers the 
platform to discuss their challenges. So 
that we find the war forward. Currently, 
I have adopted the clinical approach to 
managing and supervising the work of 
the teachers and children. 
New Juaben Adweso Mile 50 
MA 
MA Peri-Urban Enrolment has increased among boys 
and girls in the school due to the in-kind 
scholarship that TAP brought. The 
RROC clubs, F4D and Girls Clubs have 
brought about retention and punctuality 
as pupil enjoy them most. The story 
book and conducive environment for 
studies that TAP has brought has help 
improved performance. 
The sensitization that was carried out has 
brought about attitude change in 
community. TAPs intervention has now 
led to vibrant SMC / PTA activities and 
parents’ keen interest in SPAM. The 
school also has a CDC in place. Parents 
and community members now feel that 
they own the school. 
As a head teacher, I now involve all 
teachers in planning and implementation 
of school activities instead doing all 
single handed. 
Asuogyaman Ankaase 
Community 
PRESBY Rural Due to the girls clubs cases of teenage 
pregnancy has reduced. In-kind 
scholarships have provided needy pupils 
who could not afford uniforms and 
books .It has increased regularity to 
school. About 80% of the pupils in 
school are from poor homes. 
The community and parents have been 
active in schools activities but this has 
increased during TAP's period. SMC has 
also been vibrant due to the training they 
received from TAP. The community also 
provide the school with communal labor 
to support school projects. 
The head teacher keeps track of teacher 
performance by designing a form to 
asses performance, discuss with teacher 
and place copies on their files. Designed 
attendance monitoring sheet to monitor 
teacher school attendance. The head 
teacher has also designed a teachers’ 
movement book to monitor teachers’ 
movement. Creating friendly chat with 
children to identify their needs. 
Tano South Ankaase 
Community 
 Rural 3 communities feed into the JHS, when 
result increased, it attracted more 
students to enroll. Needy people were 
provided with in-kind scholarships 
(exercise books and maths sets). The 
vacation camp helped enlighten girls on 
issues and exposed them to better life so 
this has address teenage pregnancy. 
The community are very active and 
attend meetings in their numbers. The 
KVIP was constructed with labor from 
the community. 
Now, the head teacher relates better with 
his teachers providing feedback on 
lesson notes and encourages teacher to 
perform. 
21
District 3. Name of 
School 
Type of 
School 
Locality How did the TAP project impact on 
the enrolment, retention and 
achievement rates of students at the 
JHS level? 
How did the TAP project impact on 
the community and parents? 
How have you changed your approach 
to managing the school as a result of 
the training by TAP? 
Dormaa Municipal Samuel Otu PRESBY Rural Yes, TAP intervention curbed teenage 
pregnancies each year among girls as 
they learnt to focus on their studies. 
At first, PTA meetings were hardly held 
as parents feared to contribute monies 
for renovating school. But now most 
members are females they are very 
active in school activities. 
Now I am able to delegate some work to 
all teachers and so because everyone is 
taking part in decision making, it has 
made my work easier and helped 
teachers be more involved. 
22
Annex 10: Sustainability of TAP Interventions 
To assess the sustainability criterion, head teacher views were sought on how TAP project impact on the community and parents and the support community gave to the 
school, which helped to improve teaching and learning 
District Name of 
School 
Type 
of 
School 
 Locality What support does the 
Community give to the School, 
which helps to improve teaching 
and learning in the School? 
How do you think these 
interventions can be sustained 
when TAP leaves? 
What support is given to 
teachers to improve on their 
teaching and lesson delivery? 
Ga West Odumase 
Amanfro 
DA Rural SMC/PTA helped in generating 
income for the provision of 
furniture: Dual desk. The 
community also provides security 
to the school properties. 
SME/PTA executive have planned 
an annual PTA levy from each 
parent towards the sustainability of 
the TAP support. School would be 
hired to churches on Sunday 
services as a means of generating 
income to sustain the intervention. 
Head teacher training of Maths, 
English and ICT teachers on child 
pedagogy. In-service training of 
teachers by GES. 
Dangme 
West 
Doryumu 
Methodist 
METH Rural The community provides assistants 
for the KG whom they pay 200 
cedis a month 
SMC/PTA has the resources 
(building materials) and will 
further develop the school. The 
SMC work with the school on 
SPIP. But the capitation grant 
comes late and when it does the 
school only receives a percentage 
of it. 
TAP pedagogy training. 
Teachers lead SBI twice per term. 
The HT observes every teacher 
twice per term. 
New Juaben Adweso Mile 
50 MA 
MA Peri￾Urban PTA dues are sometimes used for school projects. PTA/SMC 
executives also carry out 
sensitizations in the community. 
The Assembly man donated 
jerseys and football to the school. 
Continuous implementation of 
clubs activities. TAP trained 
teachers should be encourage to act 
as trainers to Non-TAP trained 
teachers. Continuous sensitization 
of the community to enroll their 
children. 
Containers INSET at school level. 
The head teacher also said she 
gone teacher TLM's She said she 
also ensure participatory planning 
in all academic activities. 
Asuogyaman South Senchi 
LA 
LA Rural The community has supplied the 
school with plastic chairs to be 
used by teacher in the staff 
common room. Community 
members who own houses have 
also given free accommodation to 
the newly trained teachers. 
PTA has agreed to pay money for 
the maintenance of school 
facilities. Club meetings and 
activities will be incorporated into 
the school extra curriculum. All 
activities will be factored into the 
SPIP to be funded will the 
capitation grant. Old student 
association of the school has 
agreed to provide funds to support 
The head teacher provides teachers 
with working materials and manila 
cards for development of teaching 
aids. The head teacher also 
organizes school based INSET to 
resolve difficulties encountered by 
teachers in lesson notes 
preparation and classroom 
delivery. 
23
District Name of 
School 
Type 
of 
School 
 Locality What support does the 
Community give to the School, 
which helps to improve teaching 
and learning in the School? 
How do you think these 
interventions can be sustained 
when TAP leaves? 
What support is given to 
teachers to improve on their 
teaching and lesson delivery? 
school activities. 
Tano South Dwomo 
Methodist 
METH Rural The community members and 
parents contribute towards enrich 
teaching and learning went on well 
at the beginning of TAP project 
but need to be pushed now. 
He was going to write to parents, 
district Assembly and the chief of 
the community to brainstorm on 
how to sustain the interventions 
going forward. 
On attendance, he give no support 
but he was not happy about 
lateness. He however said the 
teachers do not absent themselves 
from school. 
Dormaa 
Municipal 
Dormaa 
Ahenkro SDA 
SDA Urban Parents have come together to 
contribute financially towards the 
development of the school. Parents 
put up a two classroom block with 
an office and a store for the 
kindergarten. They are also 
planning to renovate and paint the 
primary block. Last year they also 
bought fabrics for teachers to use 
as a Friday wear. 
School has met with the District 
Director, SMC/PTA and 
community facilitators and sign a 
MOU to pay a token/levy to 
maintain such facilities 
constructed. Also community 
members are paying for security 
person for the safety of facilities. 
Sister schools will also pay a token 
when they want to use ICT lab. 
I sometimes give teachers a token 
to show my appreciation for their 
contribution and to motivate them 
as well. 
24
Annex 11: Bibliography 
International Literature reviewed 
Abadzi, H. (2006) Efficient Learning for the Poor: Insights from the Frontier of Cognitive 
Neuroscience. World Bank Report. 
Beck, T. (2006).Evaluating Humanitarian Action using the OECD-DAC criteria: An ALNAP guide for 
humanitarian agencies. London, UK: Overseas Development Institute. 
Akyeampong, K. (2003) Teacher Training in Ghana: Does it count? (MUSTER), DFID. 
Casely-Hayford., Tamsin W., Michael J. (2010) Evaluation of WFP Country Programme Ghana (2006-
2010) 
Francine A. A. (2002) Retrospective Study on Girls’ Education in Mali and the Use of the Simulation 
Model for Education Management. A report to USAID. 
Frank M. et al (2010). Impact Assessment of USAID’S Education Program in Ethiopia 1994-2009.A 
report to USAID. 
GES, (2012) District Education Operational Planning and Performance Review Manual
Hallam, A. (1998), Evaluating Humanitarian Assistance Programmes in Complex Emergencies. 
London, UK: ODI. Good Practice Review 7. 
Kraft, R. J. (2003) Primary Education in Ghana: A Report to USAID. USAID 
Mourshed, M., Chijioke, C., Barber, M. (2010) How the world’s systems keeping getting better: How 
does a school system with poor performance become good? And how does one with good performance 
become excellent? http://mckinseysociety.com/how-the-worlds-most-improved-school-systems-keep￾getting-better\sthash.Wi2WTOsb.dupf 
OECD/DAC (1999), Guidance for Evaluating Humanitarian Assistance in Complex Emergencies. 
Paris. Retrieved from Http://www.reliefweb.int/rw/lib.nfs/db900SID/LGEL-5G8KHG/$FILE/oecd
evaluating:1999.pdf?OpenElement 
OECD/DAC, (1991), The DAC Principles for the Evaluation of Development Assistance, Glossary of 
Terms Used in Evaluation, in 'Methods and Procedures in Aid Evaluation', OECD (1986), and the 
Glossary of Evaluation and Results Based Management (RBM) Terms, OECD (2000). Retrieved from 
Http://www.reliefweb.int/rw/lib.nfs/db900SID/LGEL-5G8KHG/$FILE/oecd
evaluating:1999.pdf?OpenElement 
Terry Schmidt (2009) Strategic Project Management Made Simple: Practical Tools for Leaders and 
Teams, John Wiley and sons, New Jersey. 
USAID (2005). QUIPS Final Evaluation Report. 
25
USAID (2006). Djibouti Assistance to Education Evaluation 
World Bank (2011).Getting to Equal: Promoting Gender Equality through Human Development. The 
International Bank for Reconstruction and Development/The World Bank. 
World Bank (2012).Scaling up School Feeding: Keeping Children in School While Improving Their 
Learning and Health.
 
USAID, (2011) Working with the Logical Framework Explanations of how the Logical Framework 
works. Retrieved from: http://en.wikipedia.org/w/index.php? 13/01/2012. 
Reference Documents Provided by TAP/Plan Ghana 
Child Rights International (2011) Monitoring Report of TAP in 20 Communities (ROC Activities) 
CRRECENT (2010) USAID/Ghana JHS Education Project Limited Scope Study 
Plan Ghana (2011) Ghana TAP Baseline Study 
Plan Ghana (2011) Ghana TAP FY11 Second Semi- Annual Narrative Report 
Plan Ghana (2011) Report on Child Friendly Pedagogy Training in Maths and English for Education 
Personnel 
Plan Ghana (2011) Report on CMP Training for TAP project staff 
Plan Ghana (2011) Report on the Status of Bicycles in TAP schools 
Plan Ghana (2011) Report on use of Child Friendly Pedagogy Teaching JHS Mathematics 
Plan Ghana (2011) Workshop Report on Use of Child Friendly Pedagogy in Teaching JHS English 
Plan Ghana (2012) Ghana TAP FY11 Second Semi-Annual Narrative Report 
Plan Ghana (2012) Ghana TAP FY12 Third Semi- Annual Narrative Report 
Plan Ghana (2012) USAID/Ghana TAP Annual Report 
Plan Ghana (2013) Draft Report on Integration of Football for Development into Club Activities of 
TAP schools in 13 Selected Districts of Ghana 
Plan Ghana (2013) Ghana TAP FY11 Second Semi-Annual Narrative Report 
Plan International (2010) First Semi – Annual Progress Report July-Sept 2010 
WADEP (2011) Aflatoun “Child Social and Financial Education” Training workshop Report 
26
Annex 12: Enrolment, Transition, BECE and Completion Data Dangme West 
District Greater Accra
Number Of TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 Dangme West 
Boys Girls Total 
9 9 10 
Number Of TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 Dangme West 
Boys Girls Total 
8 8 7 
Number Of Non-TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 Dangme West 
Boys Girls Total 
28 33 32 
Number Of Non-TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 Dangme West 
Boys Girls Total 
16 11 12 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM
2009/10 TO 2010/11
% CHANGE FROM
2010/11 TO 2011/12
% CHANGE FROM
2011/12 TO 2012/13
% CHANGE FROM
2009/10 TO 2012/13
DISTRICT TOTAL 14% 18% 16% 4% 7% 5% 3% 4% 4% 23% 31% 26%
TAP SCHOOL TOTALS 9% 7% 8% -4% 0% -2% 3% 3% 3% 8% 11% 9%
NON TAP SCHOOL TOTALS 17% 22% 19% 7% 10% 8% 3% 5% 4% 29% 40% 34%
-10%
-5%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
% Change in
Enrolment between
2009 and 2012 
Dangme West
27
Number Of TAP Schools With Increase % JHS1 To JHS2 2012/13 Dangme West 
Boys Girls Total 
8 10 8 
Number Of TAP Schools With Decrease % JHS1 To JHS2 2012/13 Dangme West 
Boys Girls Total 
10 8 10 
Number Of Non-TAP Schools With Increase % JHS1 To JHS2 2012/13 Dangme West 
Boys Girls Total 
17 22 12 
Number Of Non-TAP Schools With Decrease % JHS1 To JHS2 2012/13 Dangme West 
Boys Girls Total 
36 31 41 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS1
TO JHS2 2010/11
% CHANGE FROM JHS1
TO JHS2 2011/12
% CHANGE FROM JHS1
TO JHS2 2012/13
DISTRICT TOTAL 4% 4% 4% -3% -4% -3% -8% -8% -8%
TAP SCHOOL TOTALS -2% -3% -3% -6% -13% -9% 1% 4% 2%
NON TAP SCHOOL TOTALS 7% 8% 7% -2% 0% -1% -11% -12% -11%
-15%
-10%
-5%
0%
5%
10%
% Change from 
JHS1 to JHS2
between 2009 and 2012
Dangme West District
28
Number Of TAP Schools With Increase % JHS2 To JHS3 2012/13 Dangme West 
Boys Girls Total 
8 5 5 
Number Of TAP Schools With Decrease % JHS2 To JHS3 2012/13 Dangme West 
Boys Girls Total 
9 12 12 
Number Of Non-TAP Schools With Increase % JHS2 To JHS3 2012/13 Dangme West 
Boys Girls Total 
10 9 7 
Number Of Non-TAP Schools With Decrease % JHS2 To JHS3 2012/13 Dangme West 
Boys Girls Total 
42 43 45 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS2
TO JHS3 2010/11
% CHANGE FROM JHS2
TO JHS3 2011/12
% CHANGE FROM JHS2
TO JHS3 2012/13
DISTRICT TOTAL -2% -6% -4% -18% -21% -19% -18% -24% -21%
TAP SCHOOL TOTALS 9% -13% -1% -10% -15% -12% -5% -14% -9%
NON TAP SCHOOL TOTALS -7% -3% -5% -21% -24% -22% -23% -27% -25%
-30%
-20%
-10%
0%
10%
20%
% Change from 
JHS2 to JHS3
between 
2009 and 2012 
Dangme West 
District
BGTBGTBGTBGTBGT
2008 2009 2010 2011 2012
DISTRICT AVERAGE % PASS 60% 54% 58% 60% 48% 55% 55% 47% 52% 48% 43% 47% 55% 47% 51%
AVERAGE % PASS TAP SCHOOLS 61% 56% 59% 57% 47% 52% 54% 45% 49% 43% 34% 39% 44% 37% 41%
AVERAGE % PASS NON TAP SCHOOLS 60% 53% 58% 61% 48% 56% 56% 47% 53% 50% 47% 50% 59% 51% 55%
0%
20%
40%
60%
80%
Trend of
Average 
% Pass
Dangme
West
2007/8 to
2011/12
29
Number Of TAP Schools With % Increase In BECE Pass Rate Between 2008 And 2012 Dangme West 
Boys Girls Total 
4 4 3 
Number Of TAP Schools With % Decrease In BECE Pass Rate 2008 And 2012 Dangme West 
Boys Girls Total 
13 13 14 
Number Of Non-TAP Schools With % Increase In BECE Pass Rate 2008 And 2012 Dangme West 
Boys Girls Total 
20 21 19 
Number Of Non-TAP Schools With % Decrease In BECE Pass Rate 2008 And 2012 Dangme West 
Boys Girls Total 
24 23 25 
Number Of TAP Schools With 100% Or Greater Completion Rate Dangme West 
Boys Girls Total 
5 6 5 
Number Of TAP Schools With Less Than 100% Completion Rate Dangme West 
Boys Girls Total 
12 11 12 
Number Of Non-TAP Schools With 100% Or Greater Completion Rate Dangme West 
% COMPL RATE BOYS % COMPL RATE GIRLS % COMPL RATE TOTAL
JHS3 BECE witers as a percentage of JHS 1 enrolment
DISTRICT TOTAL 80% 77% 79%
TAP SCHOOL TOTALS 84% 83% 83%
NON TAP SCHOOL TOTALS 79% 75% 77%
70%
72%
74%
76%
78%
80%
82%
84%
86%
Completion rate
of students
enrolled 2009
Dangme West
30
Boys Girls Total 
14 10 10 
Number Of Non-TAP Schools With Less Than 100% Completion Rate Dangme West 
Boys Girls Total 
30 34 34 
Annex 13: Enrolment, Transition, BECE and Completion Data Ga West District 
Greater Accra 
Number Of TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 Ga West 
District 
Boys Girls Total 
6 7 7 
Number Of TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 Ga West 
District 
Boys Girls Total 
3 2 2 
Number Of Non-TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 Ga 
West District 
Boys Girls Total 
19 22 21 
Number Of Non-TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 Ga 
West District 
Boys Girls Total 
10 7 8 
BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L
% CHANGE FROM
2009/10 TO 2010/11
% CHANGE FROM
2010/11 TO 2011/12
% CHANGE FROM
2011/12 TO 2012/13
% CHANGE FROM
2009/10 TO 2012/13
DISTRICT TOTAL 11% 13% 12% 11% 13% 12% 14% 23% 19% 41% 58% 49%
TAP SCHOOL TOTALS 16% 14% 15% 18% 43% 29% 4% 18% 11% 43% 91% 63%
NON TAP SCHOOL TOTALS 10% 13% 11% 10% 9% 9% 16% 24% 20% 40% 53% 47%
0%
20%
40%
60%
80%
100%
% Change in
Enrolment
between 
2009 and 2012
Ga West District,
Greater Accra
31
Number Of TAP Schools With Increase % JHS1 To JHS2 2012/13 Ga West District 
Boys Girls Total 
6 7 7 
Number Of TAP Schools With Decrease % JHS1 To JHS2 2012/13 Ga West District 
Boys Girls Total 
6 5 5 
Number Of Non-TAP Schools With Increase % JHS1 To JHS2 2012/13 Ga West District 
Boys Girls Total 
21 24 22 
Number Of Non-TAP Schools With Decrease % JHS1 To JHS2 2012/13 Ga West District 
Boys Girls Total 
21 18 20 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS1
TO JHS2 2010/11
% CHANGE FROM JHS1
TO JHS2 2011/12
% CHANGE FROM JHS1
TO JHS2 2012/13
DISTRICT TOTAL 8% 3% 6% 3% 2% 2% 3% 6% 4%
TAP SCHOOL TOTALS 17% -14% 3% 7% 27% 16% -3% 2% -1%
NON TAP SCHOOL TOTALS 7% 6% 6% 3% -2% 0% 5% 6% 5%
-20%
-15%
-10%
-5%
0%
5%
10%
15%
20%
25%
30%
% Change from
JHS1 to JHS2 
between 
2009 and 2012 
Ga West District
32
Number Of TAP Schools With Increase % JHS2 To JHS3 2012/13 Ga West District 
Boys Girls Total 
2 3 2 
Number Of TAP Schools With Decrease % JHS2 To JHS3 2012/13 Ga West District 
Boys Girls Total 
10 9 10 
Number Of Non-TAP Schools With Increase % JHS2 To JHS3 2012/13 Ga West District 
Boys Girls Total 
7 3 6 
Number Of Non-TAP Schools With Decrease % JHS2 To JHS3 2012/13 Ga West District 
Boys Girls Total 
32 35 33 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS2
TO JHS3 2010/11
% CHANGE FROM JHS2
TO JHS3 2011/12
% CHANGE FROM JHS2
TO JHS3 2012/13
DISTRICT TOTAL -19% -17% -18% -21% -25% -23% -15% -16% -16%
TAP SCHOOL TOTALS -13% -20% -16% -16% -17% -16% -15% -22% -19%
NON TAP SCHOOL TOTALS -20% -17% -18% -22% -26% -24% -15% -15% -15%
-30%
-25%
-20%
-15%
-10%
-5%
0%
% Change from 
JHS2 to JHS3 
between 
2009 and 2012 
Ga West District
% Pass
Boys % Pass Girls % Pass
Total
% Pass
Boys % Pass Girls % Pass
Total
2010/11 2011/12
DISTRICT AVERAGE % PASS 80% 76% 78% 80% 76% 78%
AVERAGE % PASS TAP SCHOOLS 77% 67% 72% 67% 67% 67%
AVERAGE % PASS NON TAP SCHOOLS 81% 79% 80% 84% 78% 82%
0%
20%
40%
60%
80%
100%
Trend of
Average 
% Pass
Ga West
2010/11 to
2011/12
33
Number Of TAP Schools With % Increase In BECE Pass Rate Between 2010 And 2011 Ga West District 
Boys Girls Total 
6 7 7 
Number Of TAP Schools With % Decrease In BECE Pass Rate Between 2010 And 2011 Ga West District 
Boys Girls Total 
4 3 3 
Number Of Non-TAP Schools With % Increase In BECE Pass Rate Between 2010 And 2011 Ga West 
District 
Boys Girls Total 
21 19 19 
Number Of Non-TAP Schools With % Decrease In BECE Pass Rate Between 2010 And 2011 Ga West 
District 
Boys Girls Total 
10 12 12 
Number Of TAP Schools With 100% Or Greater Completion Rate - 2009 To 2012 Ga West District 
Boys Girls Total 
3 1 2 
Number Of TAP Schools With Less Than 100% Completion Rate - 2009 To 2012 Ga West District 
Boys Girls Total 
6 8 7 
Number Of Non-TAP Schools With 100% Or Greater Completion Rate - 2009 To 2012 Ga West District 
Boys Girls Total 
4 3 4 
Number Of Non-TAP Schools With Less Than 100% Completion Rate - 2009 To 2012 Ga West District 
Boys Girls Total 
25 26 25 
BOYS GIRLS TOTAL
COMPLETION RATE
DISTRICT TOTAL 81% 74% 78%
TAP SCHOOL TOTALS 86% 59% 73%
NON TAP SCHOOL TOTALS 80% 76% 79%
0%
20%
40%
60%
80%
100%
Completion rate 
of students
enrolled 2009
Ga West
34
Annex 14: Enrolment, Transition, BECE and Completion Data Dormaa Municipal 
Brong Ahafo
Number Of TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 Dormaa 
Municipal 
Boys Girls Total 
13 10 14 
Number Of TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 Dormaa 
Municipal 
Boys Girls Total 
2 5 1 
Number Of Non-TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 
Dormaa Municipal 
Boys Girls Total 
28 36 30 
Number Of Non-TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 
Dormaa Municipal 
Boys Girls Total 
18 10 16 
BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L
% CHANGE FROM
2009/10 TO 2010/11
% CHANGE FROM
2010/11 TO 2011/12
% CHANGE FROM
2011/12 TO 2012/13
% CHANGE FROM
2009/10 TO 2012/13
DISTRICT TOTAL 4% 9% 6% 6% 8% 7% 3% 3% 3% 13% 21% 17%
TAP SCHOOL TOTALS 7% 4% 6% 10% 13% 11% 8% 4% 7% 27% 23% 25%
NON TAP SCHOOL TOTALS 3% 10% 6% 5% 7% 6% 1% 3% 2% 10% 21% 15%
0%
5%
10%
15%
20%
25%
30%
% Change in
Enrolment
Between
2009 and 2012
Dormaa Municipal
35
Number Of TAP Schools With Increase % JHS1 To JHS2 2012/13 Dormaa Municipal 
Boys Girls Total 
7 6 6 
Number Of TAP Schools With Decrease % JHS1 To JHS2 2012/13 Dormaa Municipal 
Boys Girls Total 
8 9 9 
Number Of Non-TAP Schools With Increase % JHS1 To JHS2 2012/13 Dormaa Municipal 
Boys Girls Total 
19 19 18 
Number Of Non-TAP Schools With Decrease % JHS1 To JHS2 2012/13 Dormaa Municipal 
Boys Girls Total 
28 28 29 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS1
TO JHS2 2010/11
% CHANGE FROM JHS1
TO JHS2 2011/12
% CHANGE FROM JHS1
TO JHS2 2012/13
DISTRICT TOTAL -6% -8% -5% -2% -11% -6% -7% -11% -9%
TAP SCHOOL TOTALS 2% 11% 7% 1% -6% -2% 0% -6% -3%
NON TAP SCHOOL TOTALS -7% -12% -8% -2% -12% -7% -9% -12% -10%
-15%
-10%
-5%
0%
5%
10%
15%
% Change 
JHS1 to JHS2 
between 
2009 and 2012 
Dormaa Municipal
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS2
TO JHS3 2010/11
% CHANGE FROM JHS2
TO JHS3 2011/12
% CHANGE FROM JHS2
TO JHS3 2012/13
DISTRICT TOTAL -14% -20% -15% -14% -15% -15% -16% -21% -18%
TAP SCHOOL TOTALS -12% -18% -12% -11% -1% -7% -3% 1% -1%
NON TAP SCHOOL TOTALS -14% -20% -15% -15% -19% -17% -19% -26% -22%
-30%
-25%
-20%
-15%
-10%
-5%
0%
5%
% Change from
JHS2 to JHS3
between 
2009 and 2012
Dormaa Municipal
36
Number Of TAP Schools With Increase % JHS2 To JHS3 2012/13 Dormaa Municipal 
Boys Girls Total 
7 6 7 
Number Of TAP Schools With Decrease % JHS2 To JHS3 2012/13 Dormaa Municipal 
Boys Girls Total 
8 9 8 
Number Of Non-TAP Schools With Increase % JHS2 To JHS3 2012/13 Dormaa Municipal 
Boys Girls Total 
13 10 8 
Number Of Non-TAP Schools With Decrease % JHS2 To JHS3 2012/13 Dormaa Municipal 
Boys Girls Total 
34 37 39 
Annex 15: Enrolment, Transition, BECE and Completion Data Tano South District 
Brong Ahafo
Number Of TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 Tano South 
Boys Girls Total 
6 7 6 
Number Of TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 Tano South 
Boys Girls Total 
2 2 3 
BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L
% CHANGE FROM
2009/10 TO 2010/11
% CHANGE FROM
2010/11 TO 2011/12
% CHANGE FROM
2011/12 TO 2012/13
% CHANGE FROM
2009/10 TO 2012/13
DISTRICT TOTAL 3% 2% 3% 0% 2% 1% -4% 0% -2% -1% 4% 1%
TAP SCHOOL TOTALS 3% -6% -1% 7% 9% 8% -1% 8% 4% 10% 12% 11%
NON TAP SCHOOL TOTALS 3% 5% 4% -2% -1% -2% -5% -3% -4% -4% 1% -2%
-10%
-5%
0%
5%
10%
15%
% Change in 
Enrolment
between
2009 and 2012 
Tano South
37
Number Of Non-TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 Tano 
South 
Boys Girls Total 
8 12 8 
Number Of Non-TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 Tano 
South 
Boys Girls Total 
15 11 15 
Number Of TAP Schools With Increase % JHS1 To JHS2 2012/13 Tano South 
Boys Girls Total 
0 4 3 
Number Of TAP Schools With Decrease % JHS1 To JHS2 2012/13 Tano South 
Boys Girls Total 
8 5 6 
Number Of Non-TAP Schools With Increase % JHS1 To JHS2 2012/13 Tano South 
Boys Girls Total 
8 7 6 
Number Of Non-TAP Schools With Decrease % JHS1 To JHS2 2012/13 Tano South 
Boys Girls Total 
16 17 18 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS1
TO JHS2 2010/11
% CHANGE FROM JHS1
TO JHS2 2011/12
% CHANGE FROM JHS1
TO JHS2 2012/13
DISTRICT TOTAL 2% -8% -2% -4% 1% -2% -12% -11% -12%
TAP SCHOOL TOTALS -4% -13% -8% 0% 13% 6% -12% -5% -8%
NON TAP SCHOOL TOTALS 4% -5% 0% -5% -4% -5% -12% -14% -13%
-15%
-10%
-5%
0%
5%
10%
15%
% Change from
JHS1 to JHS2
between
2009 and 2012 
Tano South
38
Number Of TAP Schools With Increase % JHS2 To JHS3 2012/13 Tano South 
Boys Girls Total 
2 1 0 
Number Of TAP Schools With Decrease % JHS2 To JHS3 2012/13 Tano South 
Boys Girls Total 
6 8 9 
Number Of Non-TAP Schools With Increase % JHS2 To JHS3 2012/13 Tano South 
Boys Girls Total 
4 3 2 
Number Of Non-TAP Schools With Decrease % JHS2 To JHS3 2012/13 Tano South 
Boys Girls Total 
19 20 21 
Annex 16: Enrolment, Transition, BECE and Completion Data New Juaben 
District Eastern
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS2
TO JHS3 2010/11
% CHANGE FROM JHS2
TO JHS3 2011/12
% CHANGE FROM JHS2
TO JHS3 2012/13
DISTRICT TOTAL -30% -40% -32% -27% -41% -34% -28% -33% -30%
TAP SCHOOL TOTALS -36% -41% -29% -26% -36% -31% -32% -36% -34%
NON TAP SCHOOL TOTALS -28% -40% -34% -28% -43% -35% -26% -32% -29%
-50%
-40%
-30%
-20%
-10%
0%
% Change from 
JHS2 to JHS3
between 
2009 and 2012 
Tano South
BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L
% CHANGE FROM
2009/10 TO 2010/11
% CHANGE FROM
2010/11 TO 2011/12
% CHANGE FROM
2011/12 TO 2012/13
% CHANGE FROM
2009/10 TO 2012/13
DISTRICT TOTAL -4% -3% -3% -2% -2% -2% 2% 8% 5% -4% 3% 0%
TAP SCHOOL TOTALS 1% 3% 2% 4% 9% 7% -4% -5% -5% 0% 8% 4%
NON TAP SCHOOL TOTALS -5% -5% -5% -4% -5% -4% 4% 13% 8% -5% 2% -1%
-10%
-5%
0%
5%
10%
15%
% Change in
Enrolment 
between 
2009 and 2012 
New Juaben
39
Number Of TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 New Juaben 
Boys Girls Total 
9 11 8 
Number Of TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 New Juaben
Boys Girls Total 
6 4 7 
Number Of Non-TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 New 
Juaben 
Boys Girls Total 
14 18 17 
Number Of Non-TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 New 
Juaben 
Boys Girls Total 
27 22 23 
Number Of TAP Schools With Increase % JHS1 To JHS2 2012/13 New Juaben 
Boys Girls Total 
8 9 7 
Number Of TAP Schools With Decrease % JHS1 To JHS2 2012/13 New Juaben 
Boys Girls Total 
7 6 8 
Number Of Non-TAP Schools With Increase % JHS1 To JHS2 2012/13 New Juaben 
Boys Girls Total 
21 22 23 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS1
TO JHS2 2010/11
% CHANGE FROM JHS1
TO JHS2 2011/12
% CHANGE FROM JHS1
TO JHS2 2012/13
DISTRICT TOTAL -3% 1% -1% -3% -4% -3% 2% 9% 6%
TAP SCHOOL TOTALS -2% 8% 3% 9% 5% 7% -2% 4% 1%
NON TAP SCHOOL TOTALS -4% -1% -2% -6% -6% -6% 3% 11% 7%
-10%
-5%
0%
5%
10%
15%
% Change from
JHS1 to JHS2
between 
2009 and 2012
New Juaben
40
Number Of Non-TAP Schools With Decrease % JHS1 To JHS2 2012/13 New Juaben 
Boys Girls Total 
21 19 19 
Number Of TAP Schools With Increase % JHS2 To JHS3 2012/13 New Juaben 
Boys Girls Total 
8 7 7 
Number Of TAP Schools With Decrease % JHS2 To JHS3 2012/13 New Juaben 
Boys Girls Total 
7 8 8 
Number Of Non-TAP Schools With Increase % JHS2 To JHS3 2012/13 New Juaben 
Boys Girls Total 
23 22 24 
Number Of Non-TAP Schools With Decrease % JHS2 To JHS3 2012/13 New Juaben 
Boys Girls Total 
17 18 16 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS2
TO JHS3 2010/11
% CHANGE FROM JHS2
TO JHS3 2011/12
% CHANGE FROM JHS2
TO JHS3 2012/13
DISTRICT TOTAL -30% -37% -33% -34% -36% -35% 7% 5% 6%
TAP SCHOOL TOTALS -25% -34% -29% -23% -21% -22% -4% -2% -3%
NON TAP SCHOOL TOTALS -31% -38% -34% -37% -41% -39% 10% 8% 9%
-50%
-40%
-30%
-20%
-10%
0%
10%
20%
% Change 
from 
JHS2 to JHS3 
between 
2009 and 2012 
New Juaben
41
Number Of TAP Schools With % Increase In BECE Pass Rate Between 2008 And 2011 New Juaben 
District 
Boys Girls Total 
6 7 5 
Number Of TAP Schools With % Decrease In BECE Pass Rate Between 2008 And 2011 New Juaben 
District 
Boys Girls Total 
7 6 9 
Number Of Non-TAP Schools With % Increase In BECE Pass Rate Between 2008 And 2011 New Juaben 
District 
Boys Girls Total 
20 25 21 
Number Of Non-TAP Schools With % Decrease In BECE Pass Rate Between 2008 And 2011 New Juaben 
District 
Boys Girls Total 
14 10 14 
%
Pass
Boys
%
Pass
Girls
%
Pass
Total
%
Pass
Boys
%
Pass
Girls
%
Pass
Total
%
Pass
Boys
%
Pass
Girls
%
Pass
Total
%
Pass
Boys
%
Pass
Girls
%
Pass
Total
2008/9 2009/10 2010/11 2011/12
DISTRICT AVERAGE % PASS 70% 65% 68% 30% 25% 27% 69% 63% 66% 71% 70% 70%
AVERAGE % PASS TAP SCHOOLS 64% 58% 62% 28% 30% 28% 50% 44% 47% 64% 65% 64%
AVERAGE % PASS NON TAP SCHOOLS 72% 68% 70% 31% 23% 27% 76% 70% 73% 74% 72% 73%
0%
20%
40%
60%
80%
Trend of
Average 
% Pass 
New Juaben
2007/8 to
2011/12
BOYS GIRLS TOTAL
COMPLETION RATE
DISTRICT TOTAL 52% 52% 52%
TAP SCHOOL TOTALS 64% 64% 64%
NON TAP SCHOOL TOTALS 49% 49% 49%
0%
10%
20%
30%
40%
50%
60%
70%
Completion rate 
of students 
enrolled 2009
New Juaben
42
Number Of TAP Schools With 100% Or Greater Completion Rate - 2009 To 2012 New Juaben District 
Boys Girls Total 
4 4 2 
Number Of TAP Schools With Less Than 100% Completion Rate - 2009 To 2012 New Juaben District 
Boys Girls Total 
11 11 13 
Number Of Non-TAP Schools With 100% Or Greater Completion Rate - 2009 To 2012 New Juaben 
District 
Boys Girls Total 
1 4 0 
Number Of Non-TAP Schools With Less Than 100% Completion Rate - 2009 To 2012 New Juaben 
District 
Boys Girls Total 
39 35 40 
Annex 17: Enrolment, Transition, BECE and Completion Data Asuogyaman 
District Eastern
Number Of TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 
Asuogyaman 
Boys Girls Total 
6 7 7 
Number Of TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 
Asuogyaman 
Boys Girls Total 
3 2 2 
BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L BOYS GIRLS TOTA
L
% CHANGE FROM
2009/10 TO 2010/11
% CHANGE FROM
2010/11 TO 2011/12
% CHANGE FROM
2011/12 TO 2012/13
% CHANGE FROM
2009/10 TO 2012/13
DISTRICT TOTAL -1% 6% 2% -1% 0% 0% -3% -1% -2% -5% 4% -1%
TAP SCHOOL TOTALS 4% 6% 5% 0% 4% 2% -4% -1% -2% 1% 10% 5%
NON TAP SCHOOL TOTALS -3% 5% 1% -1% -2% -1% -3% -1% -2% -7% 2% -3%
-10%
-5%
0%
5%
10%
15%
% Change in
Enrolment between
2009 and 2012 
Asuogyaman
43
Number Of Non-TAP Schools With Increase % Change Enrolment Between 2009/10 And 2012/13 
Asuogyaman 
Boys Girls Total 
11 13 13 
Number Of Non-TAP Schools With Decrease % Change Enrolment Between 2009/10 And 2012/13 
Asuogyaman 
Boys Girls Total 
13 11 11 
Number Of TAP Schools With Increase % JHS1 To JHS2 2012/13 Asuogyaman 
Boys Girls Total 
3 6 4 
Number Of TAP Schools With Decrease % JHS1 To JHS2 2012/13 Asuogyaman 
Boys Girls Total 
6 3 5 
Number Of Non-TAP Schools With Increase % JHS1 To JHS2 2012/13 Asuogyaman 
Boys Girls Total 
10 12 6 
Number Of Non-TAP Schools With Decrease % JHS1 To JHS2 2012/13 Asuogyaman 
Boys Girls Total 
16 14 20 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS1
TO JHS2 2010/11
% CHANGE FROM JHS1
TO JHS2 2011/12
% CHANGE FROM JHS1
TO JHS2 2012/13
DISTRICT TOTAL 0% 13% 6% -7% -8% -8% -4% -5% -5%
TAP SCHOOL TOTALS 9% 25% 16% -1% -2% -1% -8% 3% -3%
NON TAP SCHOOL TOTALS -3% 8% 2% -10% -10% -10% -3% -9% -6%
-15%
-10%
-5%
0%
5%
10%
15%
20%
25%
30%
% Change from
JHS1 to JHS2
between
2009 and 2012 
Asuogyaman
44
Number Of TAP Schools With Increase % JHS2 To JHS3 2012/13 Asuogyaman 
Boys Girls Total 
3 2 3 
Number Of TAP Schools With Decrease % JHS2 To JHS3 2012/13 Asuogyaman 
Boys Girls Total 
6 7 6 
Number Of Non-TAP Schools With Increase % JHS2 To JHS3 2012/13 Asuogyaman 
Boys Girls Total 
4 6 6 
Number Of Non-TAP Schools With Decrease % JHS2 To JHS3 2012/13 Asuogyaman 
Boys Girls Total 
20 18 18 
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS2
TO JHS3 2010/11
% CHANGE FROM JHS2
TO JHS3 2011/12
% CHANGE FROM JHS2
TO JHS3 2012/13
DISTRICT TOTAL -34% -34% -34% -22% -25% -23% -24% -22% -23%
TAP SCHOOL TOTALS -34% -36% -35% -29% -25% -27% -12% -18% -15%
NON TAP SCHOOL TOTALS -34% -34% -34% -19% -24% -21% -29% -24% -26%
-40%
-35%
-30%
-25%
-20%
-15%
-10%
-5%
0%
% Change from
JHS2 to JHS3 
between 
2009 and 2012 
Asuogyaman
%
Pass
Boys
%
Pass
Girls
Overa
ll Pass
Rate
%
Pass
Boys
%
Pass
Girls
Overa
ll Pass
Rate
%
Pass
Boys
%
Pass
Girls
Overa
ll Pass
Rate
%
Pass
Boys
%
Pass
Girls
Overa
ll Pass
Rate
2009 2010 2011 2012
DISTRICT AVERAGE % PASS 42% 37% 39% 50% 41% 45% 43% 39% 41% 50% 49% 49%
AVERAGE % PASS TAP SCHOOLS 42% 41% 41% 50% 39% 45% 46% 43% 45% 43% 43% 43%
AVERAGE % PASS NON TAP SCHOOLS 42% 35% 39% 49% 42% 45% 42% 37% 40% 53% 51% 52%
0%
10%
20%
30%
40%
50%
60%
Trend of
Average 
% Pass
Asuogyaman
2008/9 to
2011/12
45
Number Of TAP Schools With % Increase In BECE Pass Rate Between 2009 And 2012 Asuogyaman 
Boys Girls Total 
4 5 7 
Number Of TAP Schools With % Decrease In BECE Pass Rate Between 2009 And 2012 Asuogyaman 
Boys Girls Total 
5 3 2 
Number Of Non-TAP Schools With % Increase In BECE Pass Rate Between 2009 And 2012 
Asuogyaman 
Boys Girls Total 
14 17 15 
Number Of Non-TAP Schools With % Decrease In BECE Pass Rate Between 2009 And 2012 
Asuogyaman 
Boys Girls Total 
8 6 7 
Number Of TAP Schools With 100% Or Greater Completion Rate Between 2009 And 2012 Asuogyaman 
Boys Girls Total 
1 1 1 
Number Of TAP Schools With Less Than 100% Completion Rate Between 2009 And 2012 Asuogyaman 
Boys Girls Total 
8 8 8 
Number Of Non-TAP Schools With 100% Or Greater Completion Rate Between 2009 And 2012 
Asuogyaman 
Boys Girls Total 
4 6 4 
% COMPL RATE BOYS % COMPL RATE GIRLS % COMPL RATE TOTAL
JS3 BECE witers as a percentage of JHS 1 enrolment
DISTRICT TOTAL 76% 77% 76%
TAP SCHOOL TOTALS 82% 74% 78%
NON TAP SCHOOL TOTALS 74% 78% 76%
68%
70%
72%
74%
76%
78%
80%
82%
84%
Completion rate
of students 
enrolled 2009
Asuogyaman
46
Baseline Year 1 Year 2 Year 3
Target 0 21 342 287
Actual 0 95 55 176
0
100
200
300
400 Indicator 1: Number of classrooms built or repaired from 
Number Of Non-TAP Schools With Less Than 100% Completion Rate Between 2009 And 2012 
Asuogyaman 
Boys Girls Total 
20 18 20 
Annex 18: Number of Classrooms Build or Repaired (TAP M/E data, April 
2013) 
 
Table 1: Status of the key interventions carried out during the period
# Intervention # Planned # Actual # Remaining Comments
1.1 Complete
Replacements  
7 12 2 All have now been completed.
Painting was ongoing at
Dawatrim as of my last visit in
week 1 of Oct
1.2 Major
Rehabilitations
19 18 0 All completed.  One of the
majors changed to a complete
replacement
1.3 Minor
Rehabilitations
100 101   No outstanding minor repairs
1.4 KVIP Latrines
Block  
(5 cubicles +
wash room)  
66 69 0 1 of which is a 6‐seater WC  
1.5 KVIP Latrine
Improvement
36 20 0 All completed
1.6 Connection to
existing source
of electricity –
2 spans
87 25 2 2 schools have yet to receive
their micro‐grants
All schools/SMCs were given a
timeframe to work out the
details with their respective
service providers and submit
budgets for approval and
works. Those who met the
requirements were supported.
In some cases the
47
Source: TAP final Bi-Annual Report April – September 2013. 
 
communities and or their
district assemblies supported
them directly
1.7 Water system:
rain
catchment
system or
connection to
piped water
system if
available
140 46 1 Project provided for pipe‐
borne water connection only;
1 school has yet to receive its
micro‐grant
1.8 ICT/Library
construction–
including
furniture &
equipment
13 13 1 All centers have been
completed. There is a
challenge with Akumersu
where solar panels must be
provided before the centre
can be in full use. Fred is
following on the
procurement/installation
process which was initiated
within the project period to
ensure cost eligibility. This
would be done before project
ended deadline
48
Annex 19: TAP and Non-TAP enrolment in Dangme West District Greater 
Accra 
The following table is a detailed breakdown of the 2012/13 enrolment for Dodowa Circuit in the Dangme West 
District. 
Circuit School 
TAP/Non￾TAP (NT) 
School Enrolment for 2012/13 
Boys Girls Total 
Dodowa Ayikuma R/C D/A Basic School TAP 44 42 86 
Dodowa Dodowa Methodist Basic 'B' School TAP 54 59 113 
Dodowa Dodowa Methodist Basic School 'A' TAP 36 27 63 
Dodowa Ayikuma Methodist Basic School NT 36 32 68 
Dodowa Dodowa Newtown D/A Basic School 'A' NT 80 63 143 
Dodowa Dodowa Presby Basic School 'A' NT 52 57 109 
Dodowa Dodowa Presby Basic 'B' School NT 51 66 117 
Dodowa Dodowa Shai D/A J.H.S NT 70 81 151 
Dodowa Dodowa St. Agnes Catholic J.H.S NT 62 58 120 
Dodowa Fiakonya DA Basic School NT 37 24 61 
Dodowa Odumse D/A Basic School NT 38 34 72 
Dodowa Sota D/A Basic School NT 21 14 35 
Dodowa Circuit Total 581 557 1138 
Asutsuare Circuit, Dangme District 
Circuit School 
TAP/Non￾TAP 
School Enrolment for 2012/13 
Boys Girls Total 
Asutsuare Asutsuare Estate D/A J.H.S NT 96 86 182 
Asutsuare Asutsuare Junction D/A Basic School NT 97 61 158 
Asutsuare Asutusare D/A R/C J.H.S NT 136 104 240 
Asutsuare Kadjanya-Dorm D/A J.H.S NT 49 56 105 
Asutsuare Kasunya D/A J.H.S NT 66 78 144 
Asutsuare Natriku DA J.H.S NT 64 60 124 
Asutsuare Osuwem DA J.H.S NT 80 75 155 
Asutsuare Circuit Total 588 520 1108 
 
49
Year 1 Year 2 Year 3
Target 650 20 2091
Actual 761 2193 3530
0
1000
2000
3000
4000
Indicator 5: Number of teachers/educators who
successfully completed in‐service training  with USG
support against Targets
Year 1 Year 2 Year 3
M 587 1045
F 174 1045
0
500
1000
1500
Indicator 5: Number of teachers/educators who
successfully completed in‐service training  with USG
support  by gender
Annex 20: Percentage change in Enrolment in TAP schools compared to non 
TAP public Schools 
Annex 21: Number of Teachers who successfully completed in service 
training with USG support 
Figure 5.1 Figure 5.2 
2010/11 2011/12 2012/13
TAP 6.7% 16.4% 10.7%
NON-TAP -27.9% -27.3% -31.2%
-40.0%
-30.0%
-20.0%
-10.0%
0.0%
10.0%
20.0%
Indicator 16: % Change in Enrolment from Base Year for TAP and Non￾TAP Schools
50
Annex 22: Number of TLMs distributed 
Table 4: Distribution of Books
Books Distributed during the Period
Category # Schools
# Books per
school Total Books
1st Position  of SEA 13 940 12220
2nd Position of SEA 13 300 3900
3rd Position of SEA 13 200 2600
Non‐award Winning Schools 117 25 2925
Total 156 21,645
Source: TAP final Bi-Annual Report April – September 2013 
Annex 23: Head teacher views and plans for sustaining TAP interventions 
The following table is a sample of responses to 2 questions from the Head Teacher Interview instrument used during the 
field work. There are 3 head teachers’ responses included here. A total of 27 head teachers were interviewed during the 
field work. Thirteen teachers were observed teaching and around 4 teachers were interviewed in each school as part of the 
focal group discussions. Therefore, approximately 120 teachers were interviewed. 
Region 
and 
District 
Name of 
School 
Type 
of 
School 
 Locality How do you think these interventions can be 
sustained when TAP leaves? 
What support is given to teachers to improve 
on their teaching and lesson delivery? 
Greater 
Accra 
Ga West 
Samsam 
Odumase 
MA Rural The Head felt that the ICT lab will enable 
them to sustain many of the initiatives. If it is 
well managed, it should be shared with the 
community with some contribution made by 
community members for its use. This will 
ensure that the lab itself and the computers 
can be maintained and any extra income can 
Pedagogy training from TAP. SBIs. The 
Head also keeps a record of lesson notes 
vetting and feeds back to teachers on what 
they need to improve regularly. The HT was 
given a grid by GES which describes model 
lesson planning and delivery, the HT copied 
this and supplied it to all teachers. 
Target Actual Target Actual Target Actual
Year 1 Year 2 Year 3
Series1 4,560 8,829 6,900 28,329 12,480 66,354
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
Indicator 6: Number of TLM - Reading Chain books, maths sets 
provided with USG Assistance Against Targets
51
be used to sustain other initiatives. 
Eastern 
Region 
New 
Juaben 
Trom MA MA Peri￾Urban 
The SMC/PTA has established Education 
Fund to maintain new facilities provided by 
TAP: ICT centre, library facility and 
classroom block and staff common room. 
The Head teacher claimed that she scrutinized 
all lesson notes for comments and approval 
before delivery. Head often go round to check 
lesson delivery. School based INSET was 
occasionally organized to update teachers’ 
skills. 
Brong 
Ahafo 
Dormaa 
Municipal 
Dormaa 
Ahenkro 
SDA 
SDA Urban School has met with the District Director, 
SMC/PTA and community facilitators and 
sign a MOU to pay a token/levy to maintain 
such facilities constructed. Also community 
members are paying for security person for 
the safety of facilities. Sister schools will also 
pay a token when they want to use ICT lab. 
I sometimes give teachers a token to show my 
appreciation for their contribution and to 
motivate them as well. 
(Source: Head Teacher Interviews, TAP Field Work 2013) 
52
Annex 24: Data source explanation for Chapter 2 
Enrolment data and BECE pass rates for English for the year before the TAP project began (baseline) and for the 
years over which the project spanned was provided to the evaluation team by the TAP project M&E officer. 
However, the enrolment figures were disaggregated by TAP and Non-TAP schools across all13 districts in the 4 
regions in which the interventions were put in place. A brief analysis of the enrolment trends and BECE pass 
rates reported by EMIS for the years in question indicated that trends across the 4 regions differed, in some cases 
(particularly between the Greater Accra Region and others) so it was therefore challenging to accurately evaluate 
the outcomes of the TAP project in terms of enrolment change or quality of BECE results using the aggregated 
results because it could not be determined the extent to which gains had been made in the different districts 
according to their specific context. 
Although disaggregated data was requested from TAP, this has, as yet, it has not been forthcoming. It was 
therefore necessary to find alternative sources. The table below indicates the sources of the various data sets 
used for the analysis. It should be noted that the source is not consistent across the 6 districts under scrutiny for 
this evaluation. This is due to the lack of availability of the data at the District Education Offices. So, while 
every effort was made by the evaluation team to gather the relevant data sets, where it was not possible, data 
provided by the EMIS Office in Accra has been used. It should be noted that these data sets draw on the figures 
supplied to GES by schools as part of the annual census conducted in November of each year and that these were 
supplied in the form of enrolment of students school by school for boys and girls at each level of JHS for every 
school in the 6 districts. Where the data is supplied by District Education Offices, the same disaggregation of 
the data applies. Gathering data on BECE results for students in these districts posed a greater challenge and 
therefore there are only 4 districts represented here. This data is not held in a disaggregated form by GES EMIS 
and it was not possible to obtain these figures from the Examinations Council. 
Table: Details of data provided and source 
Region District BECE Results – 
Years provided 
Source Enrolment – 
Years provided 
Source 
Greater Accra Dangme West 2008/9 – 
2011/12 
Dangme West 
DEO 
2009/10 – 
2012/13 
Dangme West 
DEO 
Greater Accra Ga West 2010/11 – 
2011/12 
Ga West DEO 2009/10 – 
2012/13 
EMIS – Accra 
GES 
Eastern New Juaben 2008/9 – 
2011/12 
Head Teacher 
New Juaben 
2009/10 – 
2012/13 
EMIS – Accra 
GES 
Eastern Asuogyaman 2008/9 – 
2011/12 
Asuogyaman 
DEO 
2009/10 – 
2012/13 
Asuogyaman 
DEO 
Brong Ahafo Dormaa Municipal Results were not 
aggregated 
school by school 
Dormaa MEO 2009/10 – 
2012/13 
Dormaa MEO 
Brong Ahafo Tano South Not available 2009/10 – 
2012/13 
Tano South DEO 
53
Annex 25: TAP Components and Activities 
Component 1: Expanded and Improved Space Available for JHS Pupils 
1. Construction and rehabilitation of classrooms (complete replacement, Major repairs, significant repairs 
and minor repairs) 
2. Construction of child friendly latrines 
3. Provision of furniture 
4. Provision of drinking water and hand washing 
Component 2: Reduced Barriers to JHS Enrolment for Pupils and their families
Section I: Create a Child-friendly Teaching and Learning Environment at TAP Schools 
1. Teacher Training: TAP’s sponsorship of schoolteachers’ Distance education: certification upgrades 
through a two-year distance-learning program. 
2. Teacher Training: in Child-friendly pedagogy in math, ICT and English. 
3. Teacher excellence award for well performing teachers 
4. Improve learning environment and retention rates in schools 
Section II: Reduce Socio-Economic Barriers to Girls’ and Boys’ Retention in JHS 
1. In-kind Scholarships for needy children: (the package included 2 sets of uniform per child, 
supplementary books, mathematical sets, stationary, and school bags. 
2. Bike to School for pupils commuting long distances to school 
3. National Girls’ Camp: Inspiring girls and rewarding academic excellence. 
4. School to School cross-cultural learning Program (S2S): 
5. Aflatoun- Child Social and Financial Education program 
6. Child rights promotion Clubs (Rights and Responsibilities Clubs of the Child (RROCC). 
7. Girls’ and Boys’ Football Clubs for Development: Each school had a football for development Club for 
either boys or girls. 
8. Payment of BECE registration fees for needy students 
Section III: Community Ownership, Participation, and Accountability in the Teaching & Learning Process 
1. TAP strengthening of SMCs/CDC (Community Development Committee), management and 
leadership skills 
2. Support to SMC/PTA towards the development of school improvement plans (SIP) 
3. School Accountability- School Excellence Awards: (ICT laboratory awards for best performing 
schools. 
 
54
 
Annex 26: District’s Perception on the Quality of furniture provided by TAP 
District’s Perception on the Quality of furniture provided by TAP 
DISTRICT Excellent Good Poor Very poor 
Ga West 60% 20% 20% 
Dangme West 50% 25% 25% 
New Juaben 80% 20% 
Asuogyaman 25% 75% 
Dormaa 50% 25% 25% 
Tano South 20% 60% 20% 
Total schools 10 11 4 2 
(School based Checklist with Head teachers and teachers, TAP Final Evaluation, 2013) 
  
55
Annex 27: Available facilities across 27 sampled TAP schools 
Available facilities across 27 sampled TAP schools 
District Facility 
Present 
Toilets 
Urinals 
Library 
Water 
Drinking 
Furniture 
boards 
Black 
/Chair 
Table 
Teacher 
Field 
Playing 
Office 
Store room 
station 
washing 
Hand 
Laboratory 
Computer 
Dormaa 
Municipal 
Present 4 4 2 4 4 4 4 4 4 2 4 1 
Non￾existent 0 0 2 0 0 0 0 0 0 2 0 3 
Total 4 4 4 4 4 4 4 4 4 4 4 4 
Tano South 
Present 5 5 1 2 5 5 5 4 5 4 5 1 
Non￾existent 0 0 4 3 0 0 0 1 0 1 0 4 
Total 5 5 5 5 5 5 5 5 5 5 5 5 
New Juaben 
Present 5 5 2 3 5 5 5 4 5 5 3 2 
Non￾existent 0 0 3 2 0 0 0 1 0 0 2 3 
Total 5 5 5 5 5 5 5 5 5 5 5 5 
Asuogyaman 
Present 4 4 1 2 4 4 4 4 4 4 3 3 
Non￾existent 0 0 3 2 0 0 0 0 0 0 1 1 
Total 4 4 4 4 4 4 4 4 4 4 4 4 
Ga West 
Present 5 5 2 2 5 5 4 4 5 5 5 1 
Non￾existent 0 0 3 3 0 0 1 1 0 0 0 4 
Total 5 5 5 5 5 5 5 5 5 5 5 5 
Dangme West 
Present 4 3 2 2 4 4 4 4 2 4 3 2 
Non￾existent 0 1 2 2 0 0 0 0 2 0 1 2 
Total 4 4 4 4 4 4 4 4 4 4 4 4 
Overall Totals 
Present 27 26 10 15 27 27 26 24 25 24 23 10 
Non￾existent 0 1 17 12 0 0 1 3 2 3 4 17 
Total 27 27 27 27 27 27 27 27 27 27 27 27 
  
56
Annex 28: Percentage Change in Enrolment across six TAP districts 
Percentage Change in Enrolment across six TAP districts 
Dangme West, 
Greater Accra
% Change From 2009/10 To 2012/13 Total Enrolment 2009/10 Total Enrolment 2012/13 
Boys Girls Total Boys Girls Total Boys Girls Total 
District Total 23% 31% 26% 3306 2810 6116 4050 3682 7732 
Tap School Totals 8% 11% 9% 1017 851 1868 1094 941 2035 
Non Tap School Totals 29% 40% 34% 2289 1959 4248 2956 2741 5697 
Ga West, 
Greater Accra Boys Girls Total Boys Girls Total Boys Girls Total 
District Total 41% 58% 49% 3014 2851 5865 4238 4491 8729 
Tap School Totals 43% 91% 63% 474 348 822 676 665 1341 
Non Tap School Totals 40% 53% 47% 2540 2503 5043 3562 3826 7388 
Dormaa Municipal, 
BrongAhafo Boys Girls Total Boys Girls Total Boys Girls Total 
District Total 13% 21% 17% 3056 2464 5520 3457 2993 6448 
Tap School Totals 27% 23% 25% 575 474 1049 733 582 1315 
Non Tap School Totals 10% 21% 15% 2481 1990 4471 2724 2411 5133 
Tano South, 
BrongAhafo Boys Girls Total Boys Girls Total Boys Girls Total 
District Total -1% 4% 1% 2360 1981 4342 2338 2067 4405 
Tap School Totals 10% 12% 11% 587 563 1150 643 628 1271 
Non Tap School Totals -4% 1% -2% 1773 1418 3192 1695 1439 3134 
New Juaben, 
Eastern Boys Girls Total Boys Girls Total Boys Girls Total 
District Total -4% 3% 0% 4227 4222 8449 4077 4349 8426 
Tap School Totals 0% 8% 4% 874 891 1765 876 963 1839 
Non Tap School Totals -5% 2% -1% 3353 3331 6684 3201 3386 6587 
Asuogyaman, 
Eastern Boys Girls Total Boys Girls Total Boys Girls Total 
District Total -5% 4% -1% 2478 2157 4635 2354 2251 4605 
Tap School Totals 1% 10% 5% 652 582 1234 656 639 1295 
Non Tap School Totals -7% 2% -3% 1826 1575 3401 1698 1612 3310 
(Source: District Data collected During TAP evaluation) 
  
57
Annex 29: Completion Rates at the District Level    
Completion Rates at the District Level 
Completion Rate at district level 
Year 2010/11 2011/12 2012/13 Percentage Change 
2010/11 to 2012/13 
Districts 
Boys 
Girls 
Total 
Boys 
Girls 
Total 
Boys 
Girls 
Total 
Boys 
Girls 
Total 
Dormaa East 
&DormaaMun. 76.5% 70.0% 73.4% 73.6% 66.3% 70.2% na Na na Na na na 
Tano South 72.6% 60.3% 66.9% 74.2% 61.5% 68.3% 71.9% 61.6% 67.2% -1% 2% 1% 
Gomoa West 
&Gomoa East 83.3% 76.0% 79.7% 98.1% 92.0% 95.2% 94.9% 84.1% 89.6% 14% 11% 12% 
Akuapem 
North 73.8% 69.8% 72.0% 78.3% 70.4% 74.7% 85.4% 78.3% 82.1% 16% 12% 14% 
Asuogyaman 75.5% 70.3% 73.0% 68.9% 67.3% 68.1% 80.3% 76.5% 78.6% 6% 9% 8% 
Lower Manya 
& Upper 
Manya 
78.2% 68.3% 73.7% 73.5% 67.4% 70.6% 76.1% 68.6% 72.6% -3% 0% -2% 
New Juaben 70.8% 69.1% 69.9% 69.0% 69.9% 69.4% 67.4% 67.0% 67.2% -5% -3% -4% 
YiloKrobo 72.3% 68.7% 70.6% 76.1% 61.7% 69.4% 70.5% 67.0% 68.8% -2% -3% -3% 
Dangme West 79.0% 71.6% 75.5% 84.2% 80.2% 82.3% 80.3% 83.5% 81.8% 2% 17% 8% 
Ga West 43.6% 41.0% 42.3% 46.8% 45.2% 46.0% 46.1% 44.9% 45.5% 6% 9% 8% 
 (Source: EMIS, MOE, 2013) 
  
58
Annex 30: Summary of Repeaters across selected schools in the Eastern 
Region 
Summary of Repeaters across selected schools in the Eastern Region 
Name of 
School 
Rural/Peri￾urban/Urban 
TAP/Non￾TAP 
Repeaters 
JHS1 
Boys 
JHS1 
Girls 
JHS2 
Boys 
JHS2 
Girls 
JHS3 
Boys 
JHS3 
Girls 
Asikasu MA Rural TAP 
2010 5 8 1 1 0 0 
2011 5 4 11 0 0 0 
2012 3 2 4 1 0 0 
Adweso 
Mile 50 MA Peri-Urban TAP 
2010 4 3 2 5 0 0 
2011 0 0 0 0 0 0 
2012 10 6 3 8 0 0 
BonyaPresby Rural TAP 
2010 2 3 2 1 1 2 
2011 0 0 1 2 1 2 
2012 0 0 1 2 0 0 
Suhyen SDA Rural TAP 
2010 0 2 3 2 0 0 
2011 1 0 0 0 0 0 
2012 1 3 2 1 0 0 
Trom MA Peri-Urban TAP 
2010 4 2 5 3 0 0 
2011 2 3 7 4 0 0 
2012 6 3 10 20 0 0 
TOTALS 43 39 52 50 2 4 
(Source: Field Data Collected at the TAP and Non TAP school Level, 2013) 
  
59
Annex 31: Summary of Dropouts across selected schools in the Eastern 
Region 
Summary of Dropouts across selected schools in the Eastern Region 
Name of 
School 
Rural/Peri￾urban/Urban 
TAP/Non￾TAP 
Drop Outs 
JHS1 
Boys 
JHS1 
Girls 
JHS2 
Boys 
JHS2 
Girls 
JHS3 
Boys 
JHS3 
Girls 
Asikasu MA Rural TAP 
2010 1 1 0 4 2 0 
2011 0 0 0 1 0 0 
2012 0 0 0 0 0 0 
Adweso 
Mile 50 MA Peri-Urban TAP 
2010 0 0 0 0 0 0 
2011 0 0 0 0 0 0 
2012 0 0 0 0 0 0 
BonyaPresby Rural TAP 
2010 8 2 1 2 1 1 
2011 0 0 0 0 0 0 
2012 0 0 2 1 1 1 
Suhyen SDA Rural TAP 
2010 0 0 0 0 0 0 
2011 1 2 2 2 0 0 
2012 2 1 0 0 0 0 
Trom MA Peri-Urban TAP 
2010 0 0 1 2 0 0 
2011 0 0 0 0 0 0 
2012 0 0 0 0 0 0 
TOTALS 12 6 6 12 4 2 
(Source: Field adata Collected at the TAP school Level, 2013) 
60
Annex 32: Percentage Change in Transition from JHS1 to JHS2 and JHS2 to 
JHS3 New Juaben 
Figure 13.3: Percentage Change in Transition from JHS1 to JHS2 
(Source: District Education Office Data during Evaluative field work, 2013 
Figure 13.4: Percentage Change in Transition from JHS2 to JHS3 
(Source: District Education Office Data during Evaluative field work, 2013 
  
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS1
TO JHS2 2010/11
% CHANGE FROM JHS1
TO JHS2 2011/12
% CHANGE FROM JHS1
TO JHS2 2012/13
DISTRICT TOTAL -3% 1% -1% -3% -4% -3% 2% 9% 6%
TAP SCHOOL TOTALS -2% 8% 3% 9% 5% 7% -2% 4% 1%
NON TAP SCHOOL TOTALS -4% -1% -2% -6% -6% -6% 3% 11% 7%
-10%
-5%
0%
5%
10%
15%
% Change from
JHS1 to JHS2
between 
2009 and 2012
New Juaben
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL
% CHANGE FROM JHS2
TO JHS3 2010/11
% CHANGE FROM JHS2
TO JHS3 2011/12
% CHANGE FROM JHS2
TO JHS3 2012/13
DISTRICT TOTAL -30% -37% -33% -34% -36% -35% 7% 5% 6%
TAP SCHOOL TOTALS -25% -34% -29% -23% -21% -22% -4% -2% -3%
NON TAP SCHOOL TOTALS -31% -38% -34% -37% -41% -39% 10% 8% 9%
-50%
-40%
-30%
-20%
-10%
0%
10%
20%
% Change 
from 
JHS2 to JHS3 
between 
2009 and 2012 
New Juaben
61
Annex 33: Summary of BECE pass Rates across Four TAP districts 
Summary of BECE pass Rates across Four TAP districts 
2008/9 2011/12 
Dangme West, Greater Accra % Pass Boys % Pass Girls % Pass Total % Pass Boys % Pass Girls % Pass Total 
District Average % Pass 60% 48% 55% 55% 47% 51% 
Average % Pass TAP Schools 57% 47% 52% 44% 37% 41% 
Average % Pass Non TAP 
Schools 61% 48% 56% 59% 51% 55% 
Ga West, Greater Accra % Pass Boys % Pass Girls % Pass Total % Pass Boys % Pass Girls % Pass Total 
District Average % Pass 80% 76% 78% 
Average % Pass TAP Schools 67% 67% 67% 
Average % Pass Non TAP 
Schools 84% 78% 82% 
New 
Juaben, Eastern % Pass Boys % Pass Girls % Pass Total % Pass Boys % Pass Girls % Pass Total 
District Average % Pass 70% 65% 68% 71% 70% 70% 
Average % Pass TAP Schools 64% 58% 62% 64% 65% 64% 
Average % Pass Non TAP 
Schools 72% 68% 70% 74% 72% 73% 
Asuogyaman, Eastern % Pass Boys % Pass Girls % Pass Total % Pass Boys % Pass Girls % Pass Total 
District Average % Pass 42% 37% 39% 50% 49% 49% 
Average % Pass TAP Schools 42% 41% 41% 43% 43% 43% 
Average % Pass Non TAP 
Schools 42% 35% 39% 53% 51% 52% 
  
62
Annex 34: BECE Pass Rates in Doryumu Circuit – Dangme West District 
 BECE Pass Rates in Doryumu Circuit – Dangme West District 
Dangme West, Greater Accra 2008/9 2011/12 
Circuit School B G T B G T 
Doryumu Agomeda D/A Basic TAP 23% 13% 17% 5% 13% 8% 
Doryumu Ahwiam D/A Basic 'B' TAP 20% 25% 22% 
Doryumu Dedenya D/A TAP 0% 22% 10% 
Doryumu Doryumu Methodist Basic TAP 47% 56% 52% 36% 25% 32% 
Doryumu Asutuare Junction D/A Basic NT 53% 82% 64% 47% 11% 35% 
Doryumu Doryumu D/A Basic NT 32% 13% 27% 22% 20% 21% 
Doryumu Kongo D/A Basic NT 0% 50% 40% 27% 17% 24% 
Doryumu Kordiabe R/C Basic NT 35% 33% 34% 88% 50% 71% 
  
63
Annex 35: A selection of the teacher and head teacher responses from the 
Eastern region. 
1. Asuogyman District, Asikasu MA rural JHS reported: 
a) Teachers: “Initially the performance in the school was very poor during the BECE. In 2009/10 academic year 
pupil scored 0% but improved to 12.5% in 2010/2011 academic year. Initially boys were performing better than 
girls but this has changed over the years. Girls are now catching up with the boys. 
b) Head teacher: TAP's objectives are to improve school enrolment retention and quality performance of pupils to 
complete basic education. The school's priorities fall in line with TAP's objectives. The school's objectives are to 
improve enrolment and retention which are estimated to below and increase pass rate in BECE exams (Field data 
2013) 
2. New Juaben District Trom MA Urban JHS reported 
a) Head teacher: “TAP aims at improving access, retention and completion. The key priorities of this school are 
to improve infrastructure, increase provision of TLMS including facilities for games and sports in line with
the objective of TAP project.” (Field data 2013) 
b) Teachers: “Increase in enrolment at the school and to retain the pupils who enroll till completion. This fit 
most with the priorities of the school. There is a direct match between the school priorities and the objective”. 
  
64
Annex 36: TAP project impact on enrolment and retention at the JHS level 
 How TAP interventions impacted on enrolment and retention from a teacher perspective 
District Locality 
Q15. How did the TAP project impact on the enrolment and retention at the 
JHS level?
Ga West Rural 
Enrolment is high and they stay. Cases of teenage pregnancies have reduced but mostly after
delivery, they return. School is disability friendly.
New Juaben Peri-urban 
Enrolment has gone up significantly, attendance is far better than before and children are now
punctual.
New Juaben Urban 
The painting of the school and ceiling has help improve enrolment. The free school uniforms. The
girls club has helped improve enrolment and retention rate at the school  
Asuogyaman Rural 
Enrolment and retention through the interventions particularly the change in the image of the
school and the club activities and scholarship has enticed a lot of people to the school and kept
them in school.
The incidence of teenage pregnancy has reduced.
The girls camp, RROC and Aflatoun have contributed to this reduction.
Tano South Urban 
Provision of uniform has increased enrolment for the 2012/2013 academic year.
The vacation girls’ camp, football for development helped girls to stay in school.
Dormaa 
Municipal Urban 
he rate of dropout has reduced because children now want to be in school. Girls Camp has alerted
students not to be pregnancy.
Tano South Rural 
Before TAP, the school regards the case of teenage pregnancy. This year (2013), there has not been
a case of teenage pregnancy recorded in the school. The vacation girls’ camp exposes the girls to so
many issues.  
The in‐kind scholarship has also helped since poverty is a contributory factor.
  
65
Annex 37: Breakdown of spending on different intervention activities 
according to Unit Cost 
UNIT COST PER TAP INTERVENTIONS 
Activity Unit of 
Measurement 
No of 
units 
Unit Cost 
US$ Remarks 
Complete replacement 
of a school Per school 12 49,224.40 This was actual cost for the construction. It 
was a direct payment to the Contractors. 
Minor repairs of a 
school Per school 101 9,789.23 
These are material and labor cost for the 
repairs. This amount was paid directly into the 
community account. It excludes monitoring 
cost. 
Major repair of a 
school Per school 18 28,249.94 This was actual cost for the repairs. Direct 
payments to the Contractors. 
Latrines Construction Per school 69 8,750.00 This was direct cost. It excludes overheads. 
Football for 
Development Per school 156 1,960.51 
This included training of the coaches, forming 
of teams, cost of Jerseys and sports 
equipments, development of manual 
Rights and 
Responsibility of a 
Child Club 
Per school 156 2,136.77 
Direct payment to a sub grantee for the 
formation and monitoring of the RROC clubs 
in 156 schools. It includes payment for T 
shirts and manual for the club members 
AFLATOUN Per school 26 1,499.43 
This is direct payment to the LGNO who 
forms, trains and monitors the Aflatuon clubs. 
It excludes monitoring cost by TAP staff. 
In-kind scholarship Per child 11,700 20.11 School uniforms, Mathematical sets 
Training of teachers - 
Pedagogy training for 
teachers 
Per Teacher 1,243 129.80 Cost of resource person, accommodation, 
transport, feeding and training materials 
ICT centers of 
excellence Per school 13 77,447.55 
This includes the cost of construction of the 
centers, procurement and installation of the 
equipments and furniture 
Teacher excellence 
awards Per Teacher 78 400.00 The cost of the award given to the teachers. It 
includes cost of selection process. 
Scholarship for 
teachers Per Teacher 73 833.33 Direct payment to the teachers. 
Library books for a 
school Per Library 47,456 1,040.00 
Cost of library books and reading chains. It 
excluded cost of transportation because TAP 
vehicles were used to transport the items 
School Management 
Committee training Per school 1,525 87.73 
These were trainings held at the community 
level. It included cost of food, transportation 
and training materials 
Bicycles Per Child 945 63.00 Cost of Bicycles bought. 
Interventions not 
generated by TAP 
Finance Officer 
 Unit cost Cost as reported in financial report 
School to School 
Program Per School 10 866.49 8,664.89 
Girls Clubs Per Child 1,868 * 139.61 260,789.22 
(source: TAP Finance Officer, Plan Ghana) * approximate number of girls