While the program does not set a fixed number of beneficiaries for selection, students must maintain a minimum average of 50 % each term to remain sponsored, clearly demonstrating that academic performance is a priority from the beginning. Furthermore, students must pass at least six subjects, including English, at the end of each academic year to remain in the program. Thirdly, students must exhibit commendable character, upright morals, and good behaviour within the school environment. This reflects the organization’ s emphasis on holistic development beyond academics. Students enrolled as boarders or self-boarders receive additional tailored support, including monthly upkeep, food supplies, and allowances for selfboarding arrangements. The Self-Boarders Agreement Extension outlines responsibilities and acceptable use of funds, reinforcing discipline and purpose-driven resource utilization.
Selection is finalized following a face-to-face interview conducted by The Sonder Project staff. Applicants are required to provide honest academic records, with the integrity of information being a determinant in final selection. A key criterion is that the student must not be a participant in any other bursary program, thereby ensuring that the support targets students with the least external financial assistance. Selected students are required to actively participate in The Sonder Project-organized activities such as mentorship, tutoring, and life skills enrichment. Students who are inactive or disinterested in these engagements are at risk of removal from the program.
The EIP project is anchored not only in the direct support provided to students, but also in the meaningful engagement of local key stakeholders. Among these, parents or guardians, school staff, and community leaders play distinct and reinforcing roles in ensuring student progress, accountability, and program credibility. Their involvement, though varied in structure and depth, has important implications for the effectiveness of the intervention.
The EIP program aims to place parents not as bystanders but as active co-sponsors of the student’ s education. Through the Student Sponsorship Agreement, parents and guardians formally agree to support their child’ s academic journey. While The Sonder Project provides tuition, supplies, and material support, guardians are expected to cover complementary needs such as transportation, pocket money, self-boarding rent, and additional food items. This shared responsibility model reinforces the family ' s commitment and ensures that basic needs beyond the project support coverage are met.
Parents are also expected to maintain communication with the project staff, particularly when contact details change or when issues such as illness and absenteeism arise that may affect the student’ s schooling. In earlier cohorts, some parents did not fully grasp the process; however, in recent years there has been a stronger focus on ensuring all parents are actively engaged and clearly understand the program’ s requirements. Parents take part in the initial selection stages and must acknowledge and adhere to the program’ s behavioural and academic standards to maintain sponsorship. While only a small number have raised concerns, this level of engagement has overall strengthened domestic accountability, particularly when student behaviour or performance falls below the required standards.
Though less formalized in program documentation, traditional leaders and local authorities are acknowledged as important stakeholders. The Sonder Project explicitly commits to working collaboratively and respectfully with Traditional Authorities, village heads, and relevant local ministries. This cooperation is critical for ensuring that the program is culturally accepted and socially endorsed. Community leaders provide an informal layer of oversight and often serve as conduits for community feedback. They may also support in resolving conflicts or misunderstandings that arise around selection, behaviour, or resource distribution. Their presence lends social legitimacy and transparency to the program, mitigating potential accusations of bias or favoritism.
School administrators, matrons, and teachers are central to the operational success of the EIP program. They are responsible for identifying potential EIP students, verifying academic records, and alerting the project staff to any issues affecting students ' attendance or conduct. The agreement stipulates that any absence beyond two consecutive days must be reported by the school matron, allowing The Sonder Project to intervene promptly. In addition, schools submit termly academic reports, which the project staff use to monitor progress and determine
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