schemes inspired by the trust built during the project’ s implementation. Thus, while the primary aim was improved water and sanitation access, the project inadvertently nurtured stronger social networks, local solidarity, and increased respect for community leaders.
4.2 Education is Power( EIP) Project Summary
Data obtained from primary and secondary sources indicate that the EIP provides financial support for education, covering core costs, including school and examination fees and, where applicable, boarding fees. Furthermore, the program provides items to facilitate day-to-day learning, including stationery, standard school uniforms, personal hygiene supplies, and, in certain contexts, food and basic cooking items. Beyond material support, the EIP invests in students’ growth through counselling and mentorship and creates dynamic interactive sessions through the annual EIP camp. Support is currently structured to last through secondary school, with some graduates already sponsored into post-secondary pathways. This is, however, dependent upon continuation criteria students must fulfill, including the maintenance of required academic performance and regular monitoring, as well as engagement with teachers and parents. Students and parents alike expressed satisfaction with the EIP project: a student explicitly mentioned their appreciation within a focus group discussion at the EIP camp, saying“ We are working hard to show appreciation” after other students had listed all the support that The Sonder Project was providing them. Appreciation for the project is echoed:
“ I want to thank The Sonder Project for the work they are doing. I would like to let them know that they should keep on doing the great work they are doing.”
— Matron at Matundu School
“ The opportunities my child has received are amazing. I didn’ t think they would develop such a sense of responsibility. They’ re also more aware of how education can affect their future.”
— Parent from Galileya said
It is evident that the support of the EIP project is delivering meaningful results, with students more positioned toward success and school staff and caregivers clearly affirming the program’ s value.
4.2.1. Demographics of the Student Survey
All current beneficiary students who participated were interviewed during the annual camp, originating from 25 secondary schools( 24 national and 1 community day secondary school [ CDSS ]). 4 respondents were graduated students, who had been supported by The Sonder Project at 3 schools( 0 CDSS and 3 conventional / national). Across the 41 respondents, 20 were female and 21 were male. Age distributions differed by gender, whereby girls skewed younger( median 17) and boys skewed older( median 20). About two-thirds of girls( 13 / 20; 65 %) were 17 or below, whereas about four in five boys( 17 / 21; ~ 81 %) were over the age 18. Among the 4 graduated students, 3 were male.
EIP Project Respondent Selection Criteria
According to documentation provided to the TSI evaluation team by The Sonder Project, the selection process for this program is grounded in a mix of merit, need, and character assessment. At the core of the selection criteria is a demonstrated financial need. The program explicitly targets needy students, with priority given to those from rural and impoverished households. As per the Sponsorship Agreement, financial vulnerability is central to eligibility. This is often confirmed through interviews and background verification by The Sonder Project staff. Secondly, students are required to have a history of consistent academic success.
18