Transcript Document

Rewrite the Future in Côte d’Ivoire
September 2006- September 2008
September 2008
Current political context
… country divided since September 2002 but a
peace process is in progress :
• Ouagadougou Peace Agreement signed by President
Laurent Gbagbo and head of the Forces Nouvelles
Guillaume Soro, on 4 March
• Guillaume Soro appointed Prime Minister New Government
announced 7th April (new Minister of Education)
• Public servants in process of redeployment
• Presidential elections planned for late 2008
The state of education in Côte d’Ivoire
• Before the conflict 78% of children were in school
(88% of boys, 67% of girls)
• Even at this time, an estimated one million children
(including 605,000 girls) were out of school
• The situation has deteriorated with the conflict:
overall enrolment rates in 2005 estimated at 54%
Effects of the conflict on education sector
Central North and Western Zones
Southern Zones
•
Destruction and pillage of schools
•
Overloaded classrooms
•
Progressive degradation of
•
Progressive degradation of
infrastructures
•
Departure/flight of many teachers
infrastructures
•
(over 60% in some regions)
•
Lack of teaching and learning
resources
•
Reduction in enrolment rates
•
Failure to hold exams
Lack of teaching and learning
resources
•
Increased violence in schools
Rewrite the Future: overall goal
• 270.000 children in 9
regions of Côte d’Ivoire
complete a cycle of
quality primary
education in safe,
participatory learning
environments by end
2010
Access objective
•
Enable 45.450 children
to gain access to
education, therefore
contributing to the
Ministry of Education’s
goal of increasing
overall primary
enrolment rates to 95%
and girls’ enrolment
rates to 90% by 2010
Quality objective
•
To develop capacity
of teachers and
communities to
improve relevance,
teaching, learning
and participation for
children in schools
and non-formal
education centres
by end 2010
Protection objective
•
Key duty-bearers
ensure all children
(especially vulnerable
groups such as girls
and children
associated with armed
forces) are protected
and accepted in and
around the learning
environment
Finance objective
•
To ensure that each
school in the Save the
Children intervention
areas has a budget
sufficient to cover its
annual running costs
by end 2010
Save the Children regions of activity
9 DREN (Directions
Régionales de
l’Éducation Nationale)
Save the Children
Sweden: Abengourou,
Abidjan 1, Bouaké,
Bondoukou & Korhogo
(5 DREN)
Save the Children UK:
Abidjan 2, Man,
Odienné & San Pedro
(4 DREN)
Key achievements to date: Access
132 primary schools rehabilitated and equipped
Beginning of rehabilitation, Korhogo
After rehabilitation, Korhogo
Key achievements to date: Access
Beginning of rehabilitation, Man
After rehabilitation, Man
Key achievements to date: Access
Support for 45 nonformal education
centres (minor
rehabilitation, basic
furniture and
equipment, provision
of teaching, learning
and recreational kits)
Non-formal education centre, Afounvassou, Abidjan II
Key achievements to date: Access
• Participation with UNICEF’s back to school
campaign: logistical and human resource
support, children’s participation and
development of messages
• Partnerships with two local NGOs to campaign
and build awareness in communities not
targeted by UNICEF
Key achievements to date: Quality
• Distribution of 50.000
school kits for children
in 146 schools
• Distribution of teaching
kits to 766 teachers
• Distribution of
recreational kits to 146
primary schools
Key achievements to date: Quality
Teacher training:
• Roll out of the Ministry of
Education’s new skillsbased learning
programme to teachers in
all 146 schools
• Sessions on child rights,
particularly protection and
participation
Key achievements to date: Quality
Training for School
Management Committees
•
Mission and mandate of School
Management Committees
•
Organisational and financial
management
•
School maintenance
•
Child rights, particularly
protection and participation
•
The school project approach
Key achievements to date: Quality
Encouraging child participation
in School Management Committees:
•
Including child members as
participants in training
•
Adapting training modules and
methods to make them more childfriendly
•
Developing action plans to
encourage children’s involvement
in school management and
decision-making
School Management Committee members, San Pedro
Key achievements to date: Protection
Training for Teachers
• Modules on child rights and
protection issues
• Development of Teacher
Codes of Conduct
• Training on positive discipline
and alternatives to physical
and humiliating punishment
Key achievements to date: Protection
• Training of School Management Committees on child
rights and development of action plans for the
protection of children in the school environment
• Establishment of Children’s Clubs, with training on
children’s rights and development of action plans
• Training of 50 staff members of 7 local NGOs on
advocacy for children’s rights
Key achievements to date: Finance
• Training for 146 School
Management Committees
(including children) in
basic financial
management skills
• Preliminary research on
financing in the education
sector in Côte d’Ivoire
Other achievements
• Children’s workshops: Mid-way to the MDGs
“School is important because you learn to reflect and
to write well. It’s important to know how to read so
that I can know what’s happening in my country. The
teacher also explains to me the phenomena of my
country and the politics of my country. I will be able
to earn a living if I go to school. I won’t just sit and do
nothing, not knowing how to work. School helps you
to evolve. School is a right.”
Bamba, 12, President of the Children’s
Club, EPP Mont Glas, Man
Other achievements
Press conference with
Good Will Ambassador
Kolo TOURE
18 June 2007,
marking mid-way
to the MDGs
Other achievements
One year anniversary celebration
12 September 2007
Send-off of 30,000 school kits and
children’s press conference
Activities March-December 2008
•
Continued support for 96 schools from 2006 and 2007 (kits, training, children’s
clubs etc)
•
Continued support to 45 non-formal education centres
•
Continued support and training for children’s clubs in all schools
•
Financing of 40 school projects
•
Regional Education Fora
•
Rehabilitation and equipment of 44 new schools
•
Distribution of 50,000 school kits manufactured in CdI
•
Training for school management committees of 50 new schools
•
Training for teachers of 50 new schools
•
Research on child protection issues in the learning environment
Financing challenges and difficulties
• Ending of Sida financing in 2008
• Programme has been reduced in one region
• Funding only secured for xxx crowns in 2009
and 2010
Programmatic challenges
• Staff are becoming overworked as programme
scales up each year
• Protection and finance strategies
• Repetitive teacher strikes
Is Rewrite the Future in Côte d’Ivoire a
rights based programme?
• Programme strategy is based on CRP(understanding
and awareness of HR, CRSA, planning(dimensions of changes),
monitoring and evaluation, advocacy, etc)
• A balanced combination of activities under the
three pillars
• Practical, direct interventions
• Strengthening existing structures and mechanisms within
education sector
• Developing the capacity of communities and civil society to
realize children right to education
• Child participation
• Non discrimination
What is effective, ethical and meaningful child
participation in rewrite the future in Côte
d’Ivoire?
• Involving children at all stages of the
programmes
• Incorporate specific elements aimed at
increasing children’s participation in the
learning environment and beyond
Children’s participation in the programme
cycle
• Research/planning: through consultations,workshops and
trainings
• Delivery: Child-led initiatives, peers education, children’s
clubs, child-led organisations
• Advocacy and awareness raising
•
Monitoring and evaluation: child-led
evaluations/participation in GIM process
Programme activities aimed at increasing
children’s participation
• Training of teachers/educators and children in
children’s rights and participatory approaches
• Support to children’s participation in school
administration through school management
• Support participation in children’s clubs and
school cooperatives
• Child-led advocacy and campaigning
Some examples of children participation to the
programme cycle
• Children participation in the Situation analysis Côte
d’Ivoire in 2006;
• Children expressed their difficulties in accessing quality
education
• In over 146 schools working with the programme, children
have been included as effective members of schools
management committees
• Children’s clubs have been supported within each school
• Representatives from the clubs participated to the
development of codes of conduct
Challenges
• RtF versus national education policy
• Lack of child friendly material
• Involving younger children in monitoring and
evaluation
• Involving children in the evaluation of schools
activities including their teachers
• Negotiating a common agenda between parents
associations and children’s clubs
• What’s next after 2010 ???
Thank you for your attention