Education Sector Development Program - VLIR-UOS

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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. ❚ ❚ ❚ 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 52
Education Sector Development Program IV 4. Program matrix Strategies and component activities Indicator/target * Component 1 Enrolment increased and dropout reduced through strengthened community awareness Conducting awareness-raising on education and the role of communities Compiling and sharing good practices between communities and schools Strengthening the role of cluster supervisors in ensuring positive school-community relationships Component 2 Quality of school infrastructure and facilities improved through financial, material and labor contribution by community according to the level of its resources and abilities Planning, managing and executing community contributions Ensuring that the proportion of community contribution reflects a consensus between school and community Component 3 Community participation strengthened in the management of schools Revitalizing school management structures which involve the community Developing the capacities and skills of members of school management structures Involving school management structures in school planning and leadership The NER and GER, especially of girls, and the drop-out rates in early grades will improve in previously underserved areas Number of awareness-raising events % of schools effectively implementing existing policy on community contributions Number of communities and schools demonstrating good practices % of supervision reports giving attention to school-community relationships The contributions in financial and labor terms by communities in renovating/constructing and or replenishing school facilities will increase, as their resources permit Estimated monetary value of community contribution Share of community contributions in relation to their level of development In all primary schools, the school improvement plan will be prepared with support by the community % of schools with well functioning school management structures Numbers of capacity development programs Number of SMC trained/empowered to properly discharge their responsibilities % of school improvement plans prepared with involvement by school management structures * See comment on indicators and/or targets at the beginning of chapter 3. 53
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Education Sector Development Program - VLIR-UOS

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