Specifically, the objectives of the final evaluation are:

1. Assess the relevance and appropriateness of the project in terms of:
   1. The project design- the extent to which the project stakeholder and beneficiaries were involved in the design and implementation; the timeliness of the activities and inputs; and the extent to which the results (outcomes and outputs) were relevant to the needs and priorities of the target groups/beneficiaries.
   2. Engagement of Private School Associations in Effutu and Gomoa Central – how relevant did they see the project and their level of involvement in its implementation.
   3. Alignment with: Sabre Education’s strategic objectives and priorities; the objectives of the Early Childhood Department of the UEW; the policy, priorities and objectives of the Effutu, Gomoa Central District Education directorates and GES as a whole; and the priorities of the participating private schools.
   4. The factors and constraints that influenced project implementation and outcomes, including technical, managerial, organisational, institutional, and policy issues, as well as other contextual factors;
   5. The extent to which the project was able to adjust/adapt and manage risk throughout implementation, to respond for example to the changes in the education calendar/context and/or implementation;
   6. Assess what is missing in the intervention logic and its effect on the results observed. How relevant and valid was the Theory of Change (ToC) and its assumptions to the intervention.
2. Assess and document project results as set out in the project logframe in comparison to the baseline.
3. Assess and document the noticeable results (changes/outcomes) in terms of the following and indicate whether the results are intended or unintended, and the factors that contributed to the results:

a.The Partnership and work with University of Education, Winneba (UEW)

1. University lecturers in modelling play-based learning in the university for student-teachers to learn from;
2. Student-teacher STS experiences in the KG classrooms during observations and mentorship
3. The adaptations or changes made by the department as a result of learnings from the project.
4. Initiatives undertaken by the Department to share learnings from the project to a wider audience.

b.The partnership and work with the GES District Directorates of Effutu and Gomoa Central

1. Learning outcomes among KG learners
2. Ability of KG teachers to competently use the play-based methodology in teaching the current KG standard-based curriculum
3. The ability of Primary 1 teachers to use creative approaches to create positive learning environment for Primary 1 learners.
4. The role of headteachers in providing leadership in ECE and coaching to KG teachers);
5. The role of, ECE Coordinators, School Improvement Support Officers (SISOs), the District Teacher Support Teams (DTSTs) in monitoring and providing support to KG and P1. Teachers.
6. Headteacher leadership in supporting Primary 1 teachers in the transition of KG2 learners to Primary 1.
7. The KG teachers as mentors to ECE student-teachers on STS in the MPCs and leading PLC sessions.
8. Classroom set-up, and the making and provision of teaching and learning resources (TRLs).
9. Continuous    professional    development    of   teachers    through    PLCs   in participating districts.
10. Engagement of parents, on play-based learning

c.Engagement with low-fee Private schools

1. Learning outcomes among KG learners
2. Ability of KG teachers to competently use the play-based methodology in teaching the current KG standard-based curriculum
3. The role of headteachers and Proprietors in providing leadership and coaching support to KG teachers
4. Engagement of parents on play-based learning and informal assessments.
5. The role and contribution of the Private School Associations to the success or otherwise of the project.
6. The value of the intervention to the Private School Association and their schools.

Note: Compare the outcomes of private schools where headteachers and proprietors attended trainings to those whose headteachers and proprietors did not attend the trainings

1. Advocacy efforts by all partners in support of play-based learning and to advance and sustain the quality of ECE in the districts.

4. Coherence, Efficiency and Sustainability

1. In which ways did the project’s design align with SDG 4.2, and how were the activities consistent and aligned with safeguarding and gender and social inclusion (GESI) considerations?
2. Assess the extent to which resources (human, money and material) were used judiciously.
3. Assess the extent to which the changes observed will last. How sustainable are these changes?
4. Which aspects of the intervention are most likely to be sustained? Why
5. Which aspects of the intervention are most likely not to be sustained? Why
6. How could certain aspects have been made sustainable?