The SAGE programme is a comprehensive initiative to ensure that over 20,000 highly marginalized out-of-school adolescent girls aged 10-19 have improved learning outcomes and can transition to education, training or employment. Working across 11 districts of Zimbabwe, a consortium of diverse partners will focus on providing high-quality, accelerated, non-formal education in accessible, girl-friendly community-based learning hubs.
STS served as the baseline external evaluator for the SAGE programme and conducted a mixed-method, gender-sensitive baseline evaluation that was inclusive of persons with disabilities. Prior to the baseline evaluation, STS conducted a Gender Analysis to assess gender norms and dynamics in communities where SAGE works. For the baseline, STS designed a sampling approach as well as adapted and piloted EGRA and EGMA tools and household surveys. STS collected operational data from treatment and comparison beneficiaries and beneficiary households across seven districts of Zimbabwe as well as benchmark data in formal schools. STS gathered qualitative data through key informant interviews and participatory focus group discussions with adolescent girls and boys, parents and caregivers, and other education and governmental stakeholders.
Data from all sources was analyzed and triangulated. Findings are presented in written reports and dissemination events with the purpose of helping SAGE better serve its beneficiary population.