Transcript Slide 1

Children in Local Development
(CHILD)
Releasing Energy for Change
Practical Experiences from Ethiopia
Presentation to SCN | Rome | 28 February 2007
By Jakob Mikkelsen
Head, Nutrition and Education Section, WFP Ethiopia
A CHILD school
School woodlot
Local demonstration
of SLM
Local households
practicing techniques
demonstrated in school
Safe
access
HIV
club
Vegetable
garden,
compost and
well
Playground
Roof water harvesting
Grinding mill for
income generation
School fence
for security
Classrooms in
good repair
Clean separate
latrines
Context
•
Ethiopia: 77 million people. 85% rural rain-fed subsistence agriculture. USD per capita
per year: 100. 47% children <5 stunted, 11% wasted and 38% underweight.

Net Enrolment Rate 68% in 2004/05

Literacy rate show urban-rural discrepancy and clear gender bias with 49.9% for
men/boys and 26.6% for women/girls.

National drop-out rate at 14.4% in primary schools and 3.7% repetition rate. Only 3.8%
attaining higher education.

Recurrent and capital spending of US$ 4.15 per student per year combined with
underdeveloped community capacity results in pressure on basic school services and
infrastructure, negatively affecting quality of education.

Ethiopia is amongst the countries in the world with the highest rate of school age
children with special needs, mainly attributed to impairments from malnutrition.
Background
• CHILD commenced in 2003 with pilot of ‘synergies’
between School Feeding/Food for Education (FFE) and
MERET/FFW in 5 schools – experience used for writing
CHILD Guidelines
• CHILD started with Canadian Impact Grant - $100,000 for
108 schools in 2005
• 100 more schools from WFP budget in 2005
• 94 more schools with UNDP/NBI in 2006
• 37 essential package schools with funds from Princess
Haya of Jordan and UNICEF in 2006
Synergies
Resources (food,
NFIs, Cash)
Training & Capacity
Building
Practical
activities in
school and
community
Programme
Monitoring
Ownership Building
& Development
Links to
Guidelines &
Community other orgs,
technical support based plan NGOs &
for self-help activities
BoE School BoA/BoE BoA MERET
Feeding
led LLPPA LLPPA site &
Programme planning
plan
tool
Encouragement &
Problem Solving
Food for Education in Ethiopia
• Up to 639,000 children fed
everyday in 1,030 schools in
2006 (8% more than in 2005).
• Enrolment increase is 6.7%
above the average (2005)
• Attendance rate is 90% and
dropout is 5.4% lower than
national average
• Gender ratio has improved by
35.6% more than average in
Girls’ Initiative schools
Challenges
• Only 72% of schools have latrines (mostly only 1 or 2 for
100s of students and not separate girls/boys)
• Only 59% of schools have water (including streams)
• Close to 100% of government allocations for schools are
used for salaries in many areas
• HIV/AIDS and malaria, including girls’ caretaking role
• Only 1% disabled children have access to education
• Highly politicised aid/development environment
• Weak decentralisation process to woreda level with
demotivated staff and low education budgets
CHILD as a response
• Problem-solving based practical approach
• Action-based partnership at local level – enabling local
Government and CSOs to do their job more effectively
• Flexibility in diverse environment
• Capacity building existing structures to work better
together – systemic approach
• Focus on sustainability and high-impact
• Release community-level energy
• More efficient use of existing resources/knowledge
CHILD structure and process
Focal Points
MoE SF Focal Person
WFP CO
RBOE SF Focal Person
WEO SF Focal Person
WFP SO
Partners
Technical and
Resource Support
Woreda Expert Group
Woreda Edu. & Tra. Man. Board
Site Implementers
Development Agents
Kebele Edu. & Tra. Man. Board
PTAs & School Directors
Design features
• Supports existing
systems/structures
• Based on existing WFP
capacity and
comparative advantage
• Founded in
community-led
participatory planning
• Avoids duplication
Tools for change
• CHILD manuals – core and periphery building
blocks
• Planning manual / toolkit
• Support modules (HIV, Gender, Education, Nutrition,
Technical, Income Generation)
• Ready-to-Use blank plans
• RBM frameworks
• Training teams / packages
• Action Based Monitoring checklists
CHILD 1 guidelines and resource library
Environment &
sustainable
livelihoods
Girls in Education
HIV/AIDS &
Community
Development
School
Feeding
Standards
Community
Planning
Tool
Rationalised
M&E kit
Education &
Life-long learning
Health & Nutrition
at home & school
Long-term
community
development
strategies
Capacity building
• TOT 6 days – local government staff (8 per
woreda) Education, Health, Water, Agriculture,
Administration, Women’s Affairs, Youth Institutes
• Training 6 days – local level (7 per school)
Directors, PTA, Extension Workers, Women’s Rep,
Kebele (village) Administration
• Experience sharing workshops
• Follow-up and exchange (newsletters, ideas)
• Refresher training (cascade/peer2peer approach)
Local level processes
Regional
District
Local
Regional
support teams
Identification of
synergies with
UN, NGO, Gov
programmes
Problem
identification;
situation analysis;
community
mapping; resource
mapping; time
mapping
RBM data
Requests for
assistance through
woreda
development plan
Local resource
mobilisation
Woreda offices:
Education, Health,
Water, HAPCO,
Administration,
Women, Youth
Consolidated CHILD
woreda annual plan
-Monitoring, resource,
follow-up plan
Better use of
woreda vehicles
and equipment
Woreda support
and resources
CHILD
-3yr and 1yr Activities plans
-Resource, monitoring,
implementation plan
Kebele administration, teachers,
directors, DAs, HEWs, PTA
members, farmers, Women’s
Assoc., Youth Assoc. school
children, other stakeholders
Local resource
mobilisation
Practical, feasible, realistic,
achievable, effective activities
Community
mobilisation and
solidarity
12 CHILD steps to community planning
•
•
•
•
•
•
•
•
•
•
•
•
1. Introduction at woreda level
2. Conduct woreda assessment
3. Preliminary stakeholder meeting with possible partners
4. Introduce at site level and discuss CHILD concept
5. Problem identification and Situation analysis
6. Mapping the school and linkages with the community
7. Identify possible activities
8. Making a draft community plan
9. Presenting the plan to the Synergy Group and woreda
10. Creating the community plan with work norms
11. Implementation and monitoring
12. Evaluation and review
CHILD experience
• IMPACT! Some CHILD schools have exceeded all
expectations: classrooms, latrines, water, gardens,
clubs, income generation, satellite schools,
kindergartens, outreach, stoves, pride
• Partnership – PCI, UNDP, NBI, EPA, UNICEF, PSI,
GTZ… many more at site level
• Donors – diversified (DFID, Norwegian Embassy,
Canada), private (SAP, Princess Haya, Friends of
WFP)
• Policy engagement – JRM, SHN, ESDP III
Results
• Examples based on lower-scenario estimates from fieldlevel follow-up for the first 200 CHILD schools:
•
•
•
•
•
•
•
•
•
400 new classrooms
300 good school gardens (demonstration and income)
200 active Anti-AIDS clubs
160 schools with income generation (dairy, chickens, coffee)
80 new latrines and hygiene facilities
80 nurseries/woodlots
50 sports fields
40 new school fences
20 new water systems
The Essential Package
• CHILD is forming the basis of a learning model of the EP in
Somali – the one of the most challenging development
environments in Ethiopia
• CHILD can address all the 12 components independently
through intensive ‘directed’ local mobilisation of
communities, local government and CSOs; or,
• CHILD can be used to integrate more resource intensive EP
interventions whilst maintaining community participation
and ensuring sustainability
Focusing Resources on Effective School Health
• CHILD has the potential to address the core FRESH components
• School health policies
• Provides practical experience and partnership environment to engage in policy
dialogue
• Water, sanitation and the environment
• Through temporary ‘home grown’ solutions and attracting partners
• Skills-based health education
• Practical action through school clubs, community outreach and linking schools
with health workers
• School-based health services
• Practical health activities at school level, attracts partners and helps
communities proactively link with local health institutions to claim their rights
THANKS