This study accessed PACS SL’ Bread of Life school feeding program and its impact on the academic performance of both primary and secondary school pupils. Using a questionnaire to collect data from Head Teachers, Teachers, Learners, Facilitators and Parents from three primary schools namely, Charismatic in Kambia, Amina and El-Shadai in Freetown and eight secondary schools namely Charismatic and Sierra Leone Islamic Federation in Kambia, Holy Deliverance, ED Wurie memorial, Joseph Saido, Bombali in Portloko, WCSL Binkolo in Bombali and Muajarin Islamic Secondary School.

The study was aimed at gauging academic performance, behaviour change and attendance of students after the implementation of the bread of life programme in 14 schools across Sierra Leone.

The Bread of life is the pivotal pillar in PACS five programmatic pillars. BoL is a religious guide for children in nurturing their spiritual growth and character. It is a nine-month Bible study plan which explores core values like Humility, Honesty, Integrity, Sacrifice, Resilience, and Faith. These values are essential for the Spirit, Soul and body leading to a life rooted in God’s love and purpose.

The BoL started way back in March 2024 with the help of the charismatic communities for Jesus International Ministry Schools. With 7 children in the Charismatic Junior School and 24 children in the Charismatic Primary School Royanka in the Kambia District with two facilitators. Subsequently grew up to 9 Schools in the month of April 2024 – including 3 in Port Loko District, 2 Bombali District, and 3 Freetown urban, totalling to 11 Schools. 3 of which are Muslim Schools and the rest Christians.

Since then, the BoL programme has received positive feedback due to the impact the programme had on the Learners and to the greater extent, the parents and guardians of the BoL Learners

1.2 Methodology

The study was operationalised through qualitative research instruments used to collect in-depth data. These included key informant interviews, focus group discussions and review of documents. The study was carried out in all the 5 schools covering two districts of the 3 programme districts. The study schools included AD Wuri School in Portloko, El Shaddai, Amina Saleem Binn Nasser and Muhajeedin Islamic schools in wester Freetown and Our Lady of Mount Carmel School under the Eastern Freetown. Data was analysed through content method which predominantly involved categorizing issues according to the recurrent themes that emerged across the three levels of data collection and sampled sites.

1.3 General Findings

Findings were grouped into key areas in line with the objectives of the Bread of Life which included behaviour change of the learners, academic performance of the learners, impact of the project, practicality and usefulness of the Bread of Life Programme, sustainability issues and recommendations.

Specifically, the following were the general findings as highlighted below:

There is a positive correlation between the Bread of Life Programme and the academic performance outcome. 98% of the Learners registered under the Bread of Life have moved a ladder up in terms of the performance in class. The data was validated through the school reports from the principals of the respective BoL Schools.
Positive behaviour changes in the students who attend the Bread of Life Programme. No reported incidents of vulgar language from all the schools under the BoL programme. Suffice to note, worst and arrogant students who were identified by the principals and the teachers of the respective BoL schools have changed within a term they have been included in the BoL sessions
The fusion of Christian and Muslim Institutions in the BoL programme is proving very effective. The Implementation of the BoL is so unique in the sense that it has taken on board three Islamic Schools in Sierra Leone. This points to the fact the BoL programme has inclusive approaches that has showed that even Islamic schools can use the principles that govern BoL programming and impact the lives of the learners with Christian values and principles.
The study established that the change is happening in line with the aspirations of the Bread of Life programme, because of the cooperation among actors at different levels of governance particularly school and community tiers.
The assessment established that the BoL is boosting school attendance to the classes by the learners under the BoL Attendance rates increased from 80% to 98% over two terms after the introduction of BoL in the schools as per the school attendance registers provided by both class teachers and BoL Facilitators.
The assessment established that where there are Junior Secondary school learners after the BECE, the continuity is not there, making the schools to change the learners.
The missing link between the parents, BoL facilitators and teachers’ engagement platform that ultimately acts as a space/platform for feedback to the BoL programme

4.0 ACKNOWLEDGEMENTS

The contents of this report include insights and information provided during the survey, interviews and focus group discussions with a range of learners, teachers, Bread of Life Facilitators of the Bread of Life program and community members. The list of individuals talked to is in the appendix. The Survey team would like to thank their entire school’s management for their availability and valuable contributions provided. The support provided by Mr, Patrick O’Dwyer, the Executive Director Apostle Abass David Kamara, the Bread of Life Coordinator, Ms Lindiwe Ndebele the Program Manager, Mr Asayire Kapira, the Programmes Coordinator, Lucy Bangura, Samule Baiinga Bangura, Mahawa Conteh-Field Officers, Sheku Kamara-M&E officer and the whole Secretariat is highly appreciated.

4.1 ACRONYMS AND ABBREVIATIONS

CSO : Civil Society Organization

BECE : Basic Education Certificate Examination

BoL : Bread of Life

FGD : Focus Group Discussion

KII : Key Informant Interviews,

NGO : Non-Governmental Organization

OVC : Orphans and Vulnerable Children

PACS SL : Preparing All Citizens for Success- Sierra Leone

MoE : Ministry of Education

5.1 DATA COLLECTION TOOLS

5.1.1 Literature Review

The Survey team did extensive review of literature that was carried out with primary focus on the history and progress of the Bread of Life program. This entailed reviewing relevant reports at the schools and activity reports from the Bread of Life Coordinator and program design documents, Preparing All Citizens for Success Theory of Change inclusive mission, vision and values. The aim of extensive literature review was to establish some contextual matters within which the program is being implemented which may determine program success and failure and highlight some challenges.

5.1.2 Key Informant Interviews

The impact evaluation also focused on getting insights from key players in the implementation of Bread of Life programme. In this regard, key informant interviews were carried out at different levels namely Head Teachers, Bread of Life Coordinators and Learners. Key informants were identified on the basis that they are part of the Bread of Life Programme and that they possess particular insights on issues that were being researched and investigated in this impact evaluation.

5.1.3 Focus Group Discussions

Focus group discussions (FGDs) provided a very powerful means of soliciting in depth views of participants on the impact of Bread of Life in the schools PACS is working in. FGDs were held with learners, teachers and facilitators. The aforementioned categories of the FGDs are representative enough to collect views from different groups of people with a stake from beneficiary voice and accountability perspective. Likewise, the FGDs were carried out using specially prepared checklists that were developed as per in appendix. These checklists were used to facilitate the discussion of pertinent issues to the assignment while being mindful of the fact that the basic operative rule for FGDs requires that facilitation should, as much as it is practically possible, be kept to a minimum. The major strength of the FGD technique arose from the fact that it capitalized on group dynamics to get the consensus of participants on a particular issue.

5.1.4 Data Processing and Interpretation

Qualitative data was analysed through content method which predominantly involved categorizing issues according to the recurrent themes that emerged across the three levels of data collection and sampled sites. The emerging themes were then be used to address the requirements of the checklist.

5.2 IMPACT ON BREAD OF LIFE LEARNERS

The Programme is currently being implemented in 14 schools as per the graph below. The assessment team found out that El Shadai in Freetown had an extra of 20 students which is being taken care of by the school malmanagement, having seen the impact of the BoL

Figure: Presentation of the schools’ enrolments under BoL as of 30th November 2024

The programme is regarded to have impact on learners as discussed below:

5.2.1 Increased correlation between the Bread of Life Initiative and the academic performance outcome

One of the critical elements of the program is to cultivate among the learners the culture to change their behaviour consequently, affecting positively their academic performance throughout.

It noted that the Bread of Life programme has had a positive impact in this regard as the leaners have improved their performance as the results were checked against the first term when the programme was starting for the learners that are on the Bread of Life programme.

Figure 1: PACS staff with Bread of Life Learners at AD Wuri Senior School in Lunsar

Figure 3: Results sheet for one of the Bread of Life Learners showing how he has performed for past three terms

5.2.2 Increased improvement in Learner’s behaviour

The Bread of Life Programme was in general seen to have increased improvement in Learners’ behaviour both at the school level and homestead level

Figure 2: Learners during the Bread of Life session

Case study 1: Behaviour Change of Mohamad at AD Wuri School, Lunsar

One of the parents of leaners under AD Wuri Senior School, Mr Abdulai reported to the headteacher that his son has changed from being a very stubborn and aggressive young man to a very humble, dependable and trustworthy young man. He attests to the fact that the Bread of Life sessions have changed his son’s perspective for the good

The role of the Bread of Life in teaching the Bible to the learners has to be recognised and strengthened. There was also an outcry from the 5 schools we visited to have one day designated for Bread of Life during the morning Assembly sessions. The Facilitator of Bread of Life should be tasked to teach the leaners for 15 to 20 minutes once a week so that the impact should be to all the learners at the school, the Head teachers of El-Shadai and AD Wuri Schools lamented. It must be mentioned that despite the perceived increased behaviour change in the learners, there are challenges in this regard as the number of the learners that are being ministered is so minimal as compared to the total population of the learners at the institution.

Case study 2: Behaviour Change of Aminata Kargbo at Sierra Leone Islamic Federation Secondary School in Kambia District

Aminata narrated “before the Bread of Life, I was thief, bad mouthed and very stingy. The teachings we got from the Bread of Life have changed my life for the better. Even my mother attest to those fact that my life has changed for better. I am now a darling of my parents but before, everyone looked at me as a very untrusted young girl, who is always at a particular place to steal from people’

5.2.3. Increased Schools ownership of the Bread of Life Sessions

Increased demand for the Bread of Life sessions from the schools attests to the fact that the schools own the Bread of Life programmes. It was clearly stated that with the Bread of Life Programme, a lot of Leaners and parents at large are asking for their children to take part in the sessions pointing to the fact that the communities have seen the impact that the Bread of Life sessions have had on the leaners and consequently having a spill over effect on the communities where these learners come from. The Head teacher for an Islamic school at Amina School indicated that even though the Bread of Life is a Bible based approach, they look at it as a very good starting point for the approaches towards the change they desire their leaners to have and also the receptiveness of the programme from the guardians of the learners is also very encouraging

Figure 4: Asayire Kapira & Samuel Bangura at El Shaddai School during one of the FGDs

5.2.4. Increased ability to demand for Bread of Life Coverage and beneficiaries

The central feature of the Bread of Life programme is to make the Learners and community at large aware of the need for a changed behaviour that will mirror the life of Jesus Christ. It was noted that the increased demand for Bread of Life sessions of the same as hinted above, has enhanced the school administrator’s capacity to demand for more Bread of Life Sessions coverage and beneficiaries from Preparing All Citizens for Success-PACS. Learners have been empowered through their behaviour change as evidenced with their respect, truthfulness, honesty, towards the parents at home and school resulting to many schools asking for the scale up of the programme across the schools.

Case Study 2: El Shaddai’s Head teacher testimony of the Impact

The Head Teacher for El Shaddai School in Western Freetown, commented that the Bread of life takes on board 30 students, who they feed, but looking at the impact the school had we thought as the management of ElShaddai to add the number to 50 with the 20 learners getting the food from the school’s director. This is a testament to the fact that the Bread of Life is helping our school learners to have their behaviour changed which to us as an institution is very paramount

Figure 5: PACS Assessment team administering the questionnaire to the management of El Shaddai School

6.0 WHAT MAKES CHANGE HAPPEN?

The discussion below is an appreciation of factors that enable change for positive impact on the lives of the learners and the schools in the context of the Bread of Life programme. It may be argued that Preparing All Citizens for Success needs to pay attention to such factors so as to facilitate change at the school and household level and beyond.

6.1. Cooperation of Actors

The study established that if change is to happen in line with the aspirations of the Bread of Life programme, then there is need for cooperation among actors at different levels of governance particularly school and community tiers. The nature of the Bread of Life programme requires multiple actors hence it is inevitable for the players to give each other support. At AD Wuri in Lunsar and ElShaddai in Western Freetown, where the school administration has collaborated well in the provision of the Bread of Life sessions, there has been greater improvement of the learner’s behaviour and academic performance. In this regard, the roles played by School Management and parents in particular by providing good spaces has been recognized.

6.2. Fusion of Christian and Muslim Institutions

The Implementation of the Bread of Life is so unique in the sense that it has taken on board three Islamic Schools in Sierra Leone. This points to the fact the Bread of Life programme has inclusive approaches that has showed that even Islamic schools can use the principles that govern Bread of Life programming

Figure 6: Leaners at Amina Islamic School in Western Freetown during an FGD

Figure 7: Integration of Bread of Life in an Islamic School example

6.3. Evidenced based Behaviour Change & Academic Excellence Influence

One of the cardinal objectives of the Bread of Life programme is that capacitating the leaners so that they are in a better position to have their behaviour and academic excellence change. To this effect, evidence that is rooted in the reality on the ground is important. Bread of Life programme uses Interface Meetings. However, it should be noted that evidence has the potential of changing the programme processes for the better when generated in a transparent manner. Some schools visited were not in a position to provide school reports for the past two terms for the learners as they indicated that they don’t keep records of the academic performance of the leaners for both Amina Nasser Islamic School and

6.4. Sharing of Experiences and best practices

Bread of Life Programme emphasizes on sharing of experiences and best practices among schools where the Bread of Life is being implemented. The formation of a real time learning platform through a WhatsApp platform has provided the space for the facilitators and coordinators for the Bread of Life to learn better strategies of session presentation and also checking review of the Bread of Life Manual that is being used by the Bread of Life.

7.0 CONCLUSIONS AND RECOMMENDATIONS

7.1. CONCLUSIONS

Based on the findings above it can be concluded that the Bread of Life programme has been generally successful. In the first place, the project has been seen to be relevant in all its aspects. This is the case as it was implemented

The impacts on learners included behaviour change in areas of respect, honesty, faithfulness, empathy to mention a few.

The Assessment team is presenting the following recommendation for further attention of the Executive Management of Preparing All Citizens for Success- SL.

7.2. RECOMMENDATIONS

Currently, the number of learners attending to the Bread of Life Sessions on average is 30. Funds allowing, there is a need to have 10 students per class so that the coverage is at scale, with an average of 100 students per school
It is recommended by the School Administrators to have the Bread of Life sessions done in the morning for learners during the morning Assemblies in respective schools
It is recommended that PACS should identify a partner who can provide Bibles to all the learners under the Bread of Life Programme across the 5 schools visited
It was recommended that PACS should make a follow up mechanism to the Learners’ parents to validate the claim of behaviour change by learners
The need to develop tools that will capture the behaviour change that can be collected by the Facilitators and teachers
The need to create a platform of interface with parents/guardians to ascertain the claim of the behaviour change in the learners
PACS to develop tools that will help capture the change in a learner once they are recruited in the Bread of Life
PACS to look at a possibility of extending the number of beneficiaries to at least 100
The need to have the more time of discussion with the young ones as compared to the 15 minutes