Education Sector Development Program - VLIR-UOS

Education Sector Development Program IV
A sense of ownership by
the community will be
essential to achieve the
ESDP IV goals.
community participation is likely to be higher
where demand for education exists and in
turn when actively supported by government.
However, the adequate technical and
financial support to maximize the benefits
of community participation has not been
present everywhere. The government has
reviewed and improved the guidelines for
Community Participation, School Management
and Financing, which await official endorsement.
Main challenges
• Policies about community
contributions are not clearly
articulated and communities are
not well informed about them
• Data on community participation
are not properly reported
• Some communities are
overburdened and/or stressed
by contributions; the risk of
“community fatigue” and a
decrease in their participation
may occur.
2. Expected program outcomes
3. Policy and strategies
During the implementation of ESDP IV,
communities will continue to be strongly involved
in education especially at primary level. However,
in comparison to ESDP III, some changes are
introduced.
Community involvement will focus on areas which
have less financial implications. This relates in
particular to activities to increase enrolment and
to decrease early drop-out. Several strategies will
aim at ensuring that community organizations
and PSTAs monitor absenteeism of children and
intervene quickly to convince parents to continue
sending their children to school. The preparation
of school improvement programs will involve
communities and their representatives and will
be guided by supervisors so that they include
activities aimed at improving school management
and student retention.
While communities will be required to continue
contributing labor and some finances to school
construction, their expected involvement will
take more into account the level of economic
development of each community so as to keep
a balance between requested contributions and
the potential of the community.
A sense of ownership by the community will be
essential to achieve the ESDP IV goals.
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Enrolment increased and dropout
reduced through strengthened
community awareness
Quality of school infrastructure and
facilities improved through financial,
material and labor contribution by the
community according to the level of its
resources and abilities
Community participation strengthened
in the management of schools
Key outcome targets
The NER and GER, especially of girls, and the
drop-out rates in early grades will improve in
previously underserved areas
The contributions in financial and labor terms
by communities in renovating/constructing and
or replenishing school facilities will increase, as
their resources permit
In all primary schools, the school improvement
plan will be prepared with support by the
community
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