EEQAP has five specific aims: 1) to identify learning processes and existing mechanism of social accountabilities in rural primary schools of Afghanistan and Pakistan. 2) to strengthen community participation in the accountability process using community group model building. 3) to design and implement interventions to strengthen social accountability based on the community group model building sessions 4) to assess the impact of intervention on the psychosocial and academic outcomes of children and 5) to build engagement of national partners in innovative thinking pertaining to education equality and quality to further achieve sustainable development goals.
To date, we have conducted three waves of approximately 400 Community Based Group Model Building workshops in respectively 40 and 62 schools of Afghanistan and Pakistan with children aged 6-12, teachers, parents and members of school management committees. Participants elaborated causal loop diagrams describing the challenges of school inclusion and identifying interactions between factors that impact inclusive education. Following each GMB workshop, school stakeholders identified jointly action plans to improve inclusion in their school. Three Non-Governmental Organizations, Norwegian Afghanistan Committee and Swedish Committee for Afghanistan in Afghanistan and National Rural Support Program in Pakistan supported school communities implement three rounds of action plans in 102 schools.
In this symposium, we will present three studies as part of the EEQAP project. The first study investigates the perception of children on what inclusion entails. The second study explores teachers understanding of accountability. The third study reports children cognitive and non-cognitive outcomes of the intervention using regression models. The three studies contribute to understanding of mechanisms that improve inclusive education, show the importance of engaging school stakeholders in the school decision-making process and identify which learning outcomes, where and for which children. Overall, the bottom-up participatory approach promoting community engagement appears to be key to children academic performance and cognitive development. Community group model building workshops have been found to be effective in engaging community in defining locally relevant action plans.