Tigray Development Association (TDA)

Vision 

TDA Envisions to see a productive, self-reliant and prosperous society.

Mission 

Strives to improve the well-being of the society through mobilizing resources, designing and implementing impactful programs that contribute to crucial human resource development thereby bring about productivity and sustainable development. 

Core Values 

TDA’s core values are the guiding principles for which the organization stands; the ideals it refuses to compromise as it conducts its mission in pursuit of its vision. They are the highest values that guide TDA’s thinking & actions, shape culture and create a self-defined standard for people in the organization to hold everyone accountable, unite its employees, and define its brand. TDA is well aware of that without clearly defined core values, an organization lingers in a constant state of an identity crisis. Having this in mind, during strategy preparation TDA’s core values were reviewed and has been re-articulated the following values that should be strictly exercised and inherited in day-to-day activities and all undertakings by all its employees, chapters and stakeholders. 

• Transparency- We are open and honest in our dealings with others.
• Accountability-we operate legally and determined to ensure accountability
• Integrity- We act ethically and responsibly in all situations.
• Responsiveness- We are responsive to the needs of our stakeholders.
• Partnership & Collaboration- we work together with others to achieve common goals.
• Learning Organization- We determined for continuous learning and improving.
• Productiveness- We use our resources efficiently and effectively. Excellence - We strive for the highest quality in everything we do.

As the Education and Training Director of TDA and the lead of the Solve Team, Tirffneh is entrusted with the responsibility of spearheading educational and skill-building initiatives aimed at empowering individuals and communities within the Tigray region. His role involves developing comprehensive strategies to address the educational needs of diverse populations, including students, professionals, and marginalized groups. He oversees the design and implementation of training programs, workshops, and capacity-building activities tailored to the specific requirements of Tigray's socio-economic context.

Collaborating with local stakeholders, government, and educational institutions, he identifies priority areas for intervention and develop partnerships to enhance access to quality education and training. His leadership will be instrumental in promoting lifelong learning, entrepreneurship, and sustainable development practices, aligning with the TDA's mission of fostering socio-economic progress in Tigray. His duties also entail monitoring and evaluating the effectiveness of educational and training initiatives, ensuring they are responsive to the evolving needs of Tigray. By advocating for inclusive and equitable education, he contributes to building a skilled workforce and fostering social cohesion and resilience in Tigray. His passion for education, coupled with strategic vision and collaboration skills, will drive positive change and empower residents to thrive in a rapidly changing world.

Our team, led by a seasoned Team Lead, is well-equipped to effectively support the LEAP Project and gain much experience despite other priorities within our organization. Here’s why:

Experience and Expertise: Our Team Lead and supporting team members boast extensive experience and expertise in research-intensive projects. They have a proven track record of delivering high-quality work under tight deadlines, making them well-suited for the demands of the LEAP Project. Moreover, we also expect to learn too much from you how the world works regarding similar initiatives.

Effective Time Management: While our organization has other priorities, our Team Lead and senior-level staff are adept at managing their time efficiently. By dedicating 3-4 hours per week to the LEAP Project, we can allocate sufficient time and resources to ensure its success without neglecting other commitments.

Clear Communication Channels: We maintain open and transparent communication channels within our team and across the organization. This enables us to coordinate effectively, share updates, and address any challenges that may arise during the course of the LEAP Project. Clear communication fosters synergy and ensures alignment with organizational goals.

Collaborative Approach: Our team operates collaboratively, leveraging the diverse skills and perspectives of each member. This collaborative approach enhances creativity, problem-solving, and innovation, enabling us to tackle complex research tasks with agility and efficiency.

Adaptability and Flexibility: We understand that priorities within our organization may shift over time. However, our Team Lead and team members are adaptable and flexible, capable of adjusting their schedules and workloads as needed to accommodate evolving needs while maintaining a steadfast commitment to the LEAP Project.

Resource Allocation: Our organization recognizes the importance of allocating resources effectively to support strategic initiatives like the LEAP Project. By providing the necessary support, including access to research tools, databases, and professional development opportunities, we ensure that our team has the resources they need to excel.

Accountability and Ownership: Each team member takes ownership of their role in the LEAP Project, holding themselves accountable for delivering results. This sense of accountability drives motivation and fosters a culture of excellence, ensuring that deadlines are met and objectives are achieved.

Impact of Home Grown School Feeding (HGSF) in Early Grade Education

Tigray, a region grappling with high food insecurities, is facing significant challenges. This situation is particularly concerning as it affects school attendance, enrollment, and learning outcomes. The Tigray war and drought in the region have a devastating impact. Approximately 7.2 million people in the region have been affected, resulting in mass displacements, loss of lives, destruction of social infrastructure, and disruption of livelihoods. As a result, the majority of the population in Tigray now relies on food aid for survival. Moreover, over 2.6 million people have been displaced from their homes, exacerbating the crisis. The food and nutrition insecurity in Tigray has been worsened by the drought situation.

The Interim Regional Administration (IRA) of Tigray, along with various government and non-government organizations, has reopened schools since May 2023 after a closure of three and a half academic years. However, the Meher (Kewei) Multi-sectoral Regional Assessment Report of Tigray Region reveals that only 40.1% of the expected 2.5 million school aged children have enrolled in the reopened schools as of December 2023. Several factors contribute to these daunting figures, including school damage, migration, loss of lives, drought, hopelessness, and severe psychological trauma. (TREB, 2023)

Zone

# weredas

#weredas out of IRA

# school

# closed schools

# schools occupied by IDPs

1-8

9-12

Total

Central

22

0

594

70

664

12

15

Eastern

18

1

401

52

453

46

8

Mekelle

7

0

81

28

109

0

24

North Western

15

3

358

39

397

90

38

South Eastern

8

0

257

23

280

0

15

Southern

14

5

331

36

367

188

5

Western

9

9

199

23

222

222

 

Total

93

18

2221

271

2492

552

105

Malnutrition also plays a role in low student enrolment rates, as nearly 90% of the children returning to school lack adequate nutrition. Some children face additional challenges due to displacement, loss of caregivers, and destruction of their homes. Similar study shows the enrolment status of the school aged children of the region and the results are summarized below.

Zone

School Age population

Enrollment

Out of school stu.

M

F

T

M

F

T

M

F

T

Central

316,887

314,937

631,824

176,165

172,565

348,730

140,722

142,372

283,094

Eastern

216,713

227,609

44,322

94,146

94,828

188,974

122,567

132,781

255,348

Mekelle

117,388

109,823

227,211

66,040

68,533

134,573

51,348

41,290

92,638

North Western

204,791

198,392

403,184

71,637

74,970

146,607

133,154

123,422

256,577

South Eastern

114,332

112,171

226,503

48,921

56,356

105,277

65,411

55,815

121,226

Southern

172,024

170,118

342,142

35,764

34,444

70,208

136,260

135,674

271,934

Western

108,871

97,912

206,783

0

0

0

108,871

97,912

206,783

Total

1,251,006

1,230,962

2,081,969

492,673

501,696

994,369

758,333

729,266

1,487,599

Moreover, the assessment result indicates that 36 woredas and 213 Tabyas have been severely affected by drought. About 625 schools out of the 2,492 schools of the region are at the verge of closure as a result of the drought and famine in the region. The bureau has urged for school feeding and has prioritized the schools.

TDA prioritizes improving education in Tigray by focusing on school infrastructure, resources, and out-of-school children. A back-to-school campaign aims to enroll these children, with school feeding piloted in Endamekoni, Shire-Indasilassie, and Abergele. In Endamekoni, budget constraints limited the Second Chance (SC) program to 750 students, while 1,500 were integrated into a Government-Adopted Accelerated Learning Program (GA-ALP).

In collaboration with the Luminos Fund Ethiopia, TDA runs the SC program in Endemekoni, targeting marginalized out-of-school children ages 9-14. SC helps 750 students catch up to grade level in 10 months, preparing them for mainstream schools. Facilitators undergo extensive training and provide psycho-social support, trauma healing, and socio-emotional learning. Weekly assessments and remedial classes ensure student progress.

Home-Grown School Feeding (HGSF) involves mothers catering and receiving training, empowering them economically. HGSF aligns with Sustainable Development Goals (SDGs), promoting local agriculture and poverty reduction. TDA supports 750 women in three self-help groups with business training.

Individualized instruction by successful community teachers and intensive remediation focus on core subjects like Tigrigna, Math, Environmental Science, and English. The schedule includes psycho-social healing, school readiness, and seven hours of teaching-learning with breaks. A comprehensive playbook aids instruction, containing student rosters, assessment sheets, lesson plans, and practice questions.

As an organization dedicated to enhancing educational outcomes and child well-being in Tigray, we have conducted several research and evaluation studies to demonstrate the effectiveness of our solution, particularly the HGSFP implemented within the Second Chance project in Endamokoni. Our research efforts encompass a combination of foundational, formative, and summative research methods aimed at generating evidence of effectiveness and informing programmatic improvements.

1. Foundational Research:

   - Literature Reviews: We have conducted comprehensive literature reviews on the impact of school feeding programs on educational outcomes, nutritional status, and community development. These reviews have helped us understand global best practices, evidence-based strategies, and contextual factors relevant to our intervention.

   - Desk Research: Our team has conducted extensive desk research to gather data on local food systems, agricultural production, nutritional needs, and educational challenges in Tigray. This foundational research has informed the design and implementation of the HGSFP, ensuring alignment with local contexts and priorities.

2. Formative Research:

   - Feasibility Studies: Prior to implementing the HGSFP, we conducted feasibility studies to assess the readiness of schools, communities, and local food systems to support the program. These studies involved interviews, focus groups, and site visits to identify potential barriers and opportunities for implementation.

   - Implementation Studies: Throughout the implementation of the HGSFP, we have conducted ongoing implementation studies to monitor program fidelity, assess delivery mechanisms, and identify areas for improvement. These studies have involved process evaluations, stakeholder interviews, and observation of program activities.

3. Summative Research:

   - Impact Evaluations: Our organization has commissioned impact evaluations to assess the effectiveness of the HGSFP in achieving its intended outcomes, including improvements in student attendance, academic performance, and nutritional status. These evaluations have employed quasi-experimental designs, control group comparisons, and rigorous statistical analyses to measure program impact.

   - Correlational Studies: We have conducted correlational studies to explore the relationships between school feeding, educational outcomes, and community development indicators. By examining correlations between program participation and key outcomes, we have been able to identify pathways of influence and potential areas for further investigation.

We place 750 students of the SC program in 30 classes in 25 schools and the rest 1,500 students in 50 classes of the GA-ALP. Our assessments are done in different ways:

• Phase II: Joint assessment result with the funder 

The assessment was conducted on 10 SC classes [namely Adi-Agam, Adi-gba, Afaje, Ashera, Laelay Tsibet, Tekera, Tesfay Ferede's, W/Mariam 2, Welema 1 and Welema 2] and randomly selected 100 students. The assessment focuses on two competencies: 1) Literacy: letter naming and identification 10 letters, reading 5 inverted word, reading 10 familiar words, reading 5 simple sentences, and writing 4 familiar words. 2) Numeracy: numbers identification 10 numbers, comparing numbers, addition and subtraction of two-digit numbers, and solving word problems.  

Cumulative assessment 

Every Friday, each facilitator assesses the literacy and numeracy skills of their students based on the questions provided in the playbook. In addition, each supervisor evaluated 10 students biweekly by administering four tasks. The tasks consisted of preparing literacy and numeracy questions. Task 1 required the identification of a Fidel’s using ten given letters. Task 2 involved decoding five words. Task 3 involved identifying ten numbers. Task 4 involved solving five addition and subtraction problems. The tasks were prepared in advance and given to each supervisor. After completing the assessment using the provided form, the following outcomes were obtained:

• Task 1 Fidel Identification: Out of the 745 students evaluated, 86% of the students were able to correctly read all letters. However only, 71 of them scored below 50% in this assessment. It was evident that some students in each school require extra assistance with Fidel recognition and reading, particularly ኘ, ኸ, ቸ, ቨ, ጨ, and ዐ.
• Task 2 Decodable Words: The average reading comprehension score for all students was 70%. These students specifically struggle with word pronunciation and letter blending.
  • 101 students scored less than 50% in two/three letter word reading.
  • Students struggled a bit more with familiar 3+ letter words.

• Task 3 Number Identification
• Task 4 Number Operations
  • All students easily add two single digit numbers.
  • In the subtraction questions, many students struggled.
  • 616 (82.7%) of the total students answered the arithmetic questions correctly.
  • 30 (4%) students did not answer any of the five questions.
  • 99 (13.3%) of the measured students answered only two out of five questions

• Almost all students were able to identify single digit numbers properly.
• Only 45 students struggled with reading two-digit numbers.
• 30 students struggle with two-digit number identification, particularly with numbers beyond 40.

Joint Assessment with the bureau of Education 

We use the same tools, sampling techniques, and methodology for assessing the both SC and GA-ALP program. In the literacy part; Task 1 involves identifying 20 letters. Task 2 consists of 5 familiar 2-letter words. Task 3 includes 5 3-letter familiar words. Task 4 consists of 3 simple sentences. In the numeracy part; Task 1 asks to identify 20 numbers in two parts, Task 2: simple arithmetic operation, and Task 3: number comparison. 

 

For the Tigray Development Association (TDA), the need to strengthen the evidence base of our solutions, particularly the Second Chance project in Endamokoni, is paramount. While we have seen promising outcomes and positive impacts on education through initiatives like school feeding, it's essential to build a robust evidence base to inform future interventions and ensure sustainability.

 Firstly, enhancing the evidence base of our solution allows us to demonstrate the effectiveness and scalability of our programs. By conducting rigorous research and evaluation, we can quantify the impact of school feeding on key metrics such as student attendance, academic performance, and nutritional status. This evidence is crucial for garnering support from stakeholders, including government agencies, donors, and the local community, to expand and replicate successful interventions.

 Moreover, strengthening the evidence base enables us to identify best practices and areas for improvement within our programs. Through systematic data collection and analysis, we can identify patterns, trends, and factors contributing to program success or challenges. This information allows us to make informed decisions about program design, implementation strategies, and resource allocation, ultimately enhancing the efficiency and effectiveness of our interventions.

 Furthermore, robust evidence is essential for advocating for policy change and mobilizing resources to address education and nutrition challenges in Tigray. By generating compelling data and evidence-backed arguments, we can advocate for policies that prioritize investments in education, nutrition, and other social development initiatives. This advocacy is particularly timely given the current humanitarian crisis and the urgent need for targeted interventions to mitigate the impacts of conflict, food insecurity, and displacement on children's education and well-being.

 Now is the right time for TDA to engage in a LEAP (Learning and Evidence Acquisition Project) to strengthen the evidence base of our solution for several reasons. Firstly, the ongoing humanitarian crisis in Tigray has underscored the urgency of addressing education and nutrition challenges in the region. With millions of children affected by conflict, displacement, and food insecurity, there is a pressing need for evidence-based interventions to support their learning and development.

 Secondly, TDA has already laid the groundwork for implementing successful programs like the Second Chance project and school feeding initiatives. By building on existing initiatives and leveraging partnerships with organizations like the Luminos Fund Ethiopia, we can maximize the impact of a LEAP project and accelerate progress towards our goals.

 Additionally, the global focus on education in crisis contexts provides an opportune moment to strengthen the evidence base of our solution. With increased attention and resources directed towards addressing the educational needs of conflict-affected populations, TDA can position itself as a leading organization in the field by demonstrating the effectiveness of our interventions through rigorous research and evaluation.

Our research questions includes:

• What is the impact of the Home-Grown School Feeding Program (HGSFP) on student attendance, concentration levels, and academic performance within the Second Chance project in Endamokoni, Tigray?
• How does the implementation of the HGSFP contribute to improved nutritional status and dietary diversity among participating students, and what are the associated implications for long-term health outcomes and educational attainment?

During the 12-week LEAP Project sprint, we will utilize both formative and summative research methods to strengthen the evidence base of our solution, 

1. Formative Research:

   - Feasibility Studies: We will conduct feasibility studies to assess the practicality and viability of implementing the HGSFP within the Second Chance project. This will involve examining factors such as logistical challenges, community acceptance, and resource availability.

   - User Interviews: Engaging with stakeholders, including students, parents, teachers, and community leaders, through user interviews will provide insights into their perceptions, preferences, and experiences related to the school feeding program. These interviews will inform program design and implementation strategies.

   - Process Evaluations: Process evaluations will allow us to assess the implementation fidelity of the HGSFP, identify bottlenecks or inefficiencies in the delivery process, and make real-time adjustments to improve program effectiveness.

   - Pre-post or Multi-measure Research: Using pre-post or multi-measure research designs, we will track changes in student attendance, academic performance, nutritional status, and dietary diversity before and after the implementation of the HGSFP. This will help us understand the immediate effects of the program on targeted outcomes.

2. Summative Research:

   - Impact Evaluations: Employing impact evaluations, such as quasi-experimental studies or randomized control trials (RCTs), we will rigorously assess the causal impact of the HGSFP on key outcomes, including student learning outcomes, nutritional status, and school attendance rates. By comparing outcomes between intervention and control groups, we can attribute observed changes to the school feeding program.

   - Correlational Studies: Correlational studies will allow us to examine the associations between participation in the HGSFP and various outcome variables, such as academic achievement, nutritional intake, and overall well-being. This will help identify potential correlations and patterns that can inform program optimization and scale-up efforts.

Desired Outputs:

   - Fellow-Produced Research Recommendations: At the end of the 12-week LEAP Project sprint, our team aims to produce comprehensive research recommendations that include study designs, methodologies, data collection instruments, analytical frameworks, and monitoring and evaluation tools. These recommendations will be tailored to the context of the Second Chance project and will guide future research endeavors aimed at strengthening the evidence base of our solution. Additionally, we will develop practical strategies for data collection, analysis, and interpretation, considering the limited time and resources available during the LEAP Project sprint. These outputs will serve as valuable resources for informing decision-making, program planning, and policy formulation related to school feeding initiatives in Tigray and beyond.

Following the conclusion of the LEAP Project sprint, our organization will put the outputs into action by implementing a series of strategic steps aimed at maximizing the impact of the HGSFP within the Second Chance project in Endamokoni, Tigray.

1. Program Optimization:

   - Utilizing the research recommendations produced during the LEAP Project sprint, we will optimize the design and implementation of the HGSFP. This includes refining program components based on formative research findings, such as user preferences and feasibility assessments, to ensure alignment with the needs and context of the target population.

   - We will leverage insights from impact evaluations and correlational studies to identify areas for improvement and adaptation. For example, if certain aspects of the program are found to have a significant positive impact on student outcomes, we will scale up those interventions while discontinuing or modifying less effective components.

2. Scaling Up and Expansion:

   - With evidence-based insights derived from the summative research outputs, we will develop a roadmap for scaling up the HGSFP to reach more schools and communities across Tigray. This will involve collaborating with local stakeholders, government agencies, and funding partners to mobilize resources and support for program expansion.

   - The organization will work closely with the Tigray Regional Education Bureau and other relevant authorities to integrate the HGSFP into existing education and nutrition policies, ensuring sustainability and institutionalization of the program at the regional level.

3. Advocacy and Policy Influence:

   - Armed with robust evidence from impact evaluations and correlational studies, we will engage in advocacy efforts to raise awareness about the importance of school feeding programs and their positive impact on educational outcomes and child well-being. This includes disseminating research findings through policy briefs, academic publications, and stakeholder meetings to influence policy decisions and resource allocations.

   - By showcasing the effectiveness of the HGSFP through compelling evidence, we aim to garner support from policymakers, donors, and other stakeholders to prioritize investments in school feeding initiatives as part of broader efforts to improve education, health, and nutrition outcomes in Tigray.

4. Continuous Monitoring and Evaluation: Our organization is committed to ongoing monitoring and evaluation to track the progress and sustainability of the HGSFP. We will establish monitoring systems and data collection mechanisms based on the recommendations generated during the LEAP Project sprint to regularly assess program performance, identify emerging challenges, and make necessary adjustments in real time.

The desired long-term outcomes of the 12-week LEAP Project sprint for our organization and solution are multifaceted and aligned with our overarching mission to enhance educational outcomes and child well-being in Tigray.

1. Organizational Outcomes:

   - Enhanced Capacity: By participating in the LEAP Project sprint, our organization aims to strengthen its capacity in evidence-based programming and research-informed decision-making. Through collaboration with LEAP Fellows and access to resources and expertise, our team members will develop skills in research design, data analysis, and evidence synthesis, which will empower them to drive innovation and effectiveness in program implementation.

   - Increased Visibility and Recognition: The outputs generated during the LEAP Project sprint, including research recommendations and frameworks, will elevate our organization's profile within the education and development sectors. By contributing valuable insights to the evidence base of school feeding interventions, we aim to position ourselves as a thought leader and trusted partner for stakeholders seeking evidence-based solutions to address educational challenges in Tigray and beyond.

   - Strengthened Partnerships: Through engagement with LEAP Fellows, academic institutions, and other stakeholders, our organization will cultivate new partnerships and collaborations that enhance our ability to leverage resources, expertise, and networks for greater impact. These partnerships will extend beyond the duration of the LEAP Project sprint, fostering ongoing collaboration and knowledge exchange to drive sustainable change.

 

2. Solution Outcomes:

   - Improved Program Effectiveness: The outputs produced during the LEAP Project sprint will inform strategic enhancements to the design and implementation of the HGSFP, resulting in a more effective and impactful intervention. By integrating evidence-based recommendations into program planning and management, we anticipate improvements in key outcomes such as student attendance, academic performance, and nutritional status.

   - Sustainable Scaling: Through evidence synthesis and strategic planning, our organization aims to develop a roadmap for scaling up the HGSFP to reach more schools and communities in Tigray. By demonstrating the scalability and sustainability of the program model, we seek to catalyze investments and commitments from government agencies, donors, and other stakeholders to support the expansion and institutionalization of school feeding initiatives across the region.    - Long-Term Impact: Ultimately, the long-term outcomes of the LEAP Project sprint for our solution revolve around creating lasting positive change in the lives of vulnerable children and communities in Tigray. By strengthening the evidence base, optimizing program delivery, and fostering partnerships, we aspire to contribute to improved educational outcomes, enhanced food security, and holistic child development that transcends generations, laying the foundation for a brighter and more prosperous future for all.