Community Involvement in Primary Education Reform - Near East ...

neareast.org

Community Involvement in Primary Education Reform - Near East ...

Community Involvement in PrimaryEducation ReformFinal Report2007-2010A community approach to educational reform and action.Community Involvement in Primary Education Reform


Community Involvement in PrimaryEducation ReformIn the Regions of Souss Massa Draa & Marrakech Tensift Al HaouzMoroccoFinal ReportCommunity Involvement in Primary Education Reform 1


ABBREVIATIONS AND ACRONYMSAREFAVDCRDMoEIGAINDHMEPIMTANEFNGOODAPACREPPTASMBSMDSSAUNRegional Academy of Education and Training (Académie Régionale del’Education et de la Formation)Association Villageoise de DéveloppementCommune RuraleDeputy Ministry of EducationIncome Generating ActivitiesNational Initiative for Human Development (Initiative Nationale pour leDéveloppement Humain)Middle East Partnership InitiativeMarrakech Tensift Al Haouz RegionNear East FoundationNon Governmental OrganizationOxford Development AbroadCommunity Involvement in Primary Education Reform (Participation de laCommunauté à la Réforme de l’Enseignement Primaire)Parent Teacher AssociationSchool Management BoardSouss Massa Draa RegionSuccess School AssociationUnited NationsThis publication was produced under the Community Involvement in Primary Education Reformproject, implemented by the Near East Foundation in cooperation with the Academies Regionales del’Education et de la Formation in Souss Massa Draa and Marrakech Tensift Al Haouz (Morocco).This report is made possible by the generous support of the Middle East Partnership Initiative(MEPI). The contents are the responsibility of the Near East Foundation, and do not necessarilyreflect the views of MEPI or the United States Government.Community Involvement in Primary Education Reform 2


TABLE OF CONTENTSABBREVIATIONS AND ACRONYMS .................................................................................................... 2TABLE OF CONTENTS......................................................................................................................... 3I. INTRODUCTION.............................................................................................................................. 4II. PROJECT OVERVIEW...................................................................................................................... 4A. Context ..................................................................................................................................... 4B. Goal .......................................................................................................................................... 5C. Location of Intervention ............................................................................................................ 5D. Project Objectives ..................................................................................................................... 5E. Expected Results ....................................................................................................................... 6III. PROJECT INTERVENTION AREAS................................................................................................... 7IV. IMPACT BY PROJECT AREA ........................................................................................................... 8A. Area 1 – Awareness Raising and Mobilization ............................................................................ 8B. Area 2 - Collaboration for Educational Reform .......................................................................... 9C. Area 3 –Sustainability through Resource Mobilization ............................................................. 10D. Area 4 – Sustainability through Capacity Building .................................................................... 15V. PROJECT IMPACT & SUSTAINABILITY .......................................................................................... 17VI. COMMUNICATION & PRESS ....................................................................................................... 19VII. APPENDICES ............................................................................................................................. 20A. Project Flowchart .................................................................................................................... 20B. PACREP Objectives and Indicators Overview ........................................................................... 21C. Project Impact: Indicator Overview ......................................................................................... 22Community Involvement in Primary Education Reform 3


I. INTRODUCTIONThe Community Involvement in Primary Education Reform 1 (PACREP) project, funded bythe Middle East Partnership Initiative (MEPI) of the U.S. Department of State andimplemented in partnership by the Near East Foundation (NEF) and the Regional Academyof Education and Training (AREF), worked to improve the quality of primary education inrural areas of Morocco.The PACREP project’s participatory and collaborative approach presented an innovativecontribution to efforts at improving education in rural areas. Implemented between 2007and 2010, the PACREP project expanded NEF’s education reform model first implementedin the High Atlas Mountains of Morocco between 2004 and 2007. Also funded by MEPI, thisearlier project worked to enhance enrollment and retention rates in rural primary schoolsin Ouarzazate by integrating schools within their communities—developing parent-teacherassociations (PTAs), establishing partnerships between local government and thecommunity, and creating income generating projects to ensure sustainability.The PACREP project expanded this successful intervention to the Souss Massa Draa (SMD)and Marrakech Tensift Al Haouz (MTA) regions of Morocco, and built upon this model ofrural education support. The project supported educational improvements and promotedlocal development by mobilizing communities to act as partners in the strengthening of theeducational system. The PACREP project worked closely with the regional AREFs, delegatesfrom the Ministry of Education (DMoE), school directors, and PTAs to mobilizecommunities and foster a sustainable and community-driven model for educationalimprovements in rural areas.The PACREP project complemented a period of reform in Morocco’s national educationalsystem. In 2009, the Ministry of National Education instituted a four-year National EducationEmergency Support Program to accelerate the pace of reforms and help the country’seducational system meet its UN Millennium Development Goal objectives by 2015. In ruralareas of Morocco, the challenges of education are particularly complex. Financial insecurity,high rates of illiteracy, problems retaining quality teachers, and outdated and insufficienteducational infrastructure present marked difficulties in the rural environment. The Ministryof Education and other educational leaders have recognized the impact of the PACREPproject’s model, and promoted the approach as an example of a positive intervention.The PACREP project furthered the U.S. government’s efforts to support Moroccaneducational reforms, particularly in primary education in rural areas. This final reportpresents the results and achievements of the project from 2007 to 2010.II. PROJECT OVERVIEWA. ContextAssessments conducted in 24 villages at the outset of the PACREP project highlighted anumber of challenges related to schools and the education of youth. The assessments noteda divide between the school and the community, social prejudice about girls’ education andthe resulting low level of girls’ attendance, economic factors in attendance and retentionrates, the organization of grade levels given uneven school attendance, the absence of PTAs,and weak relationships with government inspectors. Schools in the targeted areas largelyfunctioned independently of their socio-cultural environment, often not respecting the local1 Participation de la Communauté à la Réforme de l’Enseignement PrimaireCommunity Involvement in Primary Education Reform 4


values, traditions, religious convictions, social hierarchy or daily occupations of villagers.Based on parent interviews, it was estimated that 85% of parents had never before steppedon school grounds. This division resulted in alienation of the schools and teachers, and nonattendanceand abandonment by the youth of these communities—particularly girls.B. GoalThe PACREP project sought to establish and implement a sustainable participatory approachto ensure high quality primary education in rural areas of the Souss Massa Draâ region (withextension of the project approach to an additional region in Morocco).C. Location of InterventionThe PACREP project worked in two regions of Morocco: Souss Massa Draa (SMD) regionand Marrakech Tensift Al Haouz (MTA). In the SMD region, the project worked in 24schools in 6 provinces: (1) Agadir Idaoutanane, (2) Inezgane Ait Melloul, (3) Tiznit, (4)Chtouka Ait Baha, (5) Taroudant, and (6) Zagora. The project expanded to the MTA regionin its second year, working in 8 schools in Chichaoua and Essaouira provinces.D. Project Objectives Regional education administrators and the general public adopt and implement acommunity-based education reform model throughout the Souss-Massa-Draa region. PTAs and community-based education initiatives demonstrate financially viablemanagement. One additional Regional Administration in Morocco adopts community/PTA supportedprimary education model.Image: PACREP ProjectLocation Sites. Map byDr. Mohamed Benatou.Community Involvement in Primary Education Reform 5


E. Expected Results Parent Teacher Associations (PTAs) and the local community are mobilized, becomeinvolved, and support the education of children in primary schools in villages in theregion of SMD (and later MTA). Targeted administrators adopt an approach that promotes and maintains themobilization of local communities around quality primary education. An integrated assessment system is developed to enable partners to view that theirefforts have a positive impact on student performance.“As a result of the PACREP project and itsawareness sessions we have learned to bepragmatic in our actions and our PTA hasbecome functional.”Omar AKDOUH,President of the Iqra Development Association,Amina Bent Ouahb School, Agadir da OutananeCommunity Involvement in Primary Education Reform 6


III. PROJECT INTERVENTION AREASThe PACREP project’s interventions focused in four main areas:Area 1Area 2Educate, empower, and involve localpopulations in order to develop awarenessof the importance of quality primaryeducation in improving their children’sfuture.Develop the interest and motivation ofpartners and promote collaborationaround schools in rural areas.Area 3Area 4Ensure the sustainability of mobilization byreinforcing means and developing/creatingalternative sources of revenue throughlocal initiatives aimed at improving thequality of life in rural areas (IncomeGenerating Activities).Ensure the sustainability of the project bydeveloping the skills of those involved inthe project.Community Involvement in Primary Education Reform 7


IV. IMPACT BY PROJECT AREAA. Area 1 – Awareness Raising and MobilizationEducate, empower, and involve local populations in order to develop awareness of theimportance of quality primary education in improving their children’s future.PACREP : Mobilizing CommunitiesOne of the PACREP project’s mostimportant impacts was its mobilizationand involvement of all potential partnersin the community to promote educationalimprovement and reform. The project’sfocus on raising awareness of theimportance of education brought togethera variety of individuals and organizationsfor a common purpose – and placed theschool at the center of the community.The integration of the school within itsenvironment is essential for its success.Prior to the project, most schools in thetargeted areas were noticeablydisconnected from their respectivecommunities. Parents and communitymembers were not aware of events andissues at the local school, and were oftendistrustful of the institutions. Likewise,teachers and staff members were notconnected with their respectivecommunities.The PACREP project established linksbetween schools the local community, therural commune, local developmentassociations, the general socio- economicenvironment. These links enabledimproved communication, coordination,and accountability, and a basis for jointaction for the community’s children. Thisawareness raising and mobilization has hada marked impact, and schools aregradually becoming a priority concern forlocal partners.Schools targeted by the PACREP projecthave organized various activities andachieved a number of results in this area: Participatory assessment sessions with local partners. Action planning sessions with local partners. Installation of water, electricity, and latrines at 8 schools in collaboration with PTAs. Construction of 3 classrooms in collaboration with volunteers from the University ofOxford (ODA). Organization of 116 extra-curricular activities in collaboration between PTA and faculty. Distribution of school kits benefiting 860 students. Organization of a workshop with the National Federation of PTAs with 228 participants. Distribution of 24 awareness panels for all PACREP project schools. 240 women participated in awareness sessions led by women leaders with the support ofthe project management team. 70 PTA members have benefited from follow-up and support meetings. 31 community leaders participated in a workshop and discussion on school projects. A documentary film on the PACREP project was produced and shared internationally.Community Involvement in Primary Education Reform 8


B. Area 2 - Collaboration for Educational ReformDevelop the interest and motivation of partners and promote collaboration around schools inrural areas.PACREP : Promoting CollaborationConsensus and collaboration is a secondfocus of the PACREP project approach,and an innovative intervention in theMoroccan education context. Ensuringthat community members, PTA members,and teachers come together to discusschallenges and plan actions together leadsto stronger and more sustainableeducational reform.The PACREP team produced a manualdetailing its participatory approach, whichwas shared with project partners andeducation officials. The manual describeshow educational institutions, communityorganizations, and other socioeconomicactors can be effectively engaged aroundschools and children’s education.Moroccan educational officials haverecognized the importance of thisapproach, and reports have highlightedthe PACREP project as a successfulexample of educational interventions inrural areas.All PACREP activities occurred as a resultof collaboration between various partnersat each targeted project sites. Activities inthis area include: Project Steering Committee (Members) guided project; 4 meetings held. Meetings with the 24 principals of the PACREP school partners. Meetings with the department of cooperation at the Ministry of National Education. 6 meetings with delegates from the Souss Massa Draa region. 415 people attended the presentation of the Matching Grants Fund guide at theheadquarters of the rural communes. 240 members of PTAs, school directors, women leaders, local authorities, inspectors andrepresentatives of rural communes participated in inter-association exchange visits. Exchange visits with delegates from the MoE. Development of a handbook on consensus and collaboration.Promoting Collaboration:A strategic approach to interventions in the field of education.Community Involvement in Primary Education Reform 9


C. Area 3 –Sustainability through Resource MobilizationSustaining the mobilization by strengthening existing resources and the development and creationof alternative sources of income from the initiatives of local people and their aspiration for abetter standard of living in rural areas.PACREP : Ensuring financialsustainability.The PACREP project was conceived as anexample of international cooperation forsustainable development. The projectmoves beyond the idea that developmentsimply consists of providing communitieswith grants to meet specific needs. If aproject is to be sustainable, a communitymust be mobilized to take charge of itsown development.To encourage this ownership of theproject, the PACREP project requiredthat communities contribute to all plannedactions. The PACREP project contributed50% for matching grants project, and 80%for other actions and activities. Partners,particularly PTAs, often made theircontributions in-kind—through servicesand community action. The mostimportant aspect was to ensure that therealization of an activity or a project wasthe fruit of collective community actionand that everyone understood theimportance of the results.The objective of this project area was tomake certain that partners had the meansto assume responsibility for the realizationof all program activities and actions—bothduring and following the completion of thePACREP project. By requiring communitycontributions from the project’s outset,the PACREP project created a dynamic inits targeted communities that encouragedparents and community members tosupport schools. As resources in ruralareas of Morocco are often variable anduncertain, the mobilization of funds isoften a challenge. The PACREP projectdeveloped Income Generating Activitiesand supported a matching grants fund toassist community members.“Thanks to training and mentoring project PACREP, membersof the PTA have expanded outreach activities and awarenessin surrounding villages”M. Mohamed Ouabida président de l‟APTE.Community Involvement in Primary Education Reform 10


Income Generating ActivitiesIndependent Financial Means for Rural SchoolsThe PACREP team assisted local communities in locating funds to realize activities inpartnership. Increased awareness of the importance of education and the role of thecommunity mobilized communities around action for their schools. In particular, themobilization of rural communes presidents often lead to significant results, with communepresidents integrating PACREP schools into their activities promoting education.The results achieved in this area include: 162 community members participated in workshops organized for a socioeconomicstudy of IGA projects in 13 villages of the PACREP project. 28 matching grant projects were funded for PACREP schools. 5 IGA projects completed. 506 PTA members benefited from project support on drafting proposals formatching grant funds.Image: Cow fattening at the Ibnou Khaldoun School – Income Generating Activity.Community Involvement in Primary Education Reform 11


Income Generating Activities implemented through the PACREP project:Provinces Schools IGA ProjectsInzegane Ait Meloul Oukba Ibnou Nafia NurseryTiznit Ibnou Khaldoun Cow fatteningZagora Talat Cow fatteningTimtiguePreschoolChichawa Al Amal Mill“The PACREP project, managed by NEF, was able to bind the facultyand staff at schools together. It mobilized and connected variouscommunity partners and was able to bring them together within theschool. The advocacy and mobilization of various educational andsocial partners of the school has had a positive impact. This is one ofthe greatest benefits of PACREP.”Moubarak HANOUN,Directeur de l‟AREF/SMDImage: Nursery at the Oukba Ibnou Nafia School – Income Generating Activity.Community Involvement in Primary Education Reform 12


Matching Grant FundSupport for Collaborative Action around Rural SchoolsThe PACREP matching grant fund’s objective was to enable partners to become moreinvolved and ―learn-by-doing‖ by carrying out activities that promoted the goals of theproject.In order to ensure that all partners had the same opportunities to benefit from this fund, aguide was produced that shared both the modalities and procedures for grant awards. Theguide was produced in collaboration with AREF’s and DMoEs. The guide was presented andexplained to AREFs, DMoEs, PTAs, and school directors.Projects were selected by the Steering Committee, and all measures were taken to ensurethat the projects were achieved in partnership between NEF, the delegation, PTAs, andSSAs.Projects undertaken in partnership between AREFs and delegations include the following:Hosting of a study workshop on PTAs in collaboration with the Provincial Federation ofPTAs and the delegation from Inzegane.Printing of the magazine Mobadarat for the benefit of the AREF/SMD.National meeting of the PTA federation in Agadir.Hosting of a study workshop on school abandonment in Amskroude.Training of the School Management Boards on managing for results, held in partnershipwith the delegation.Training of the School Management Boards on participative management in Taroudant,in partnership with the delegation.Image: Radio education project at the Imam Al Ghazali School, funded through the matching grants project.Community Involvement in Primary Education Reform 13


Projects undertaken in partnership between PTAs and Success School Associations (SSAs)include the following:ProvinceAgadir IdaOutananeInezgane AitMelloulTiznitRuralCommuneAmskroudOd DahouOuijjaneSchoolS/S Amina BenOuahbS/S DifafS/S IbnKhaldouneTaroudant Sidi Ouaaziz S/S Sidi OuaazizType of ProjectPreschool ProjectZagoraMezguitaTamgrouteS/S TalateS/S AsskjourZagora Tamgroute S/S Timtigue Multifunctional room & libraryAgadir IdaOutananeInezgane AitMelloulAgadir IdaOutananeInezgane AitMelloulIdmine S/S Tazentoute Multifunctional room & libraryTemssia S/S Al Massira Multifunctional room & libraryAmskroud S/S Al Hidab Multifunctional roomOd DahouS/S Okba BnouNafiaaMultimedia roomTiznit Ouijjane S/S Ennakhil Multimedia roomTaroudanteTafingoulteS/S Imam AlGhazaliRadio schoolTiznit Arbiaa Sahel S/S 11 janvier School materialsTiznit Arbiaa Sahel S/S Allal El FassiChtouka Ait Baha TassgdeltChtouka Ait Baha TassgdeltS/S ZaoueS/S EnnajahTaroudante Sidi Ouaaziz S/S EtakadoumEquipping of a multifunctionalroomEquipping of a multifunctionalroomEquipping of a multifunctionalroomEquipping of a multifunctionalroomZagora Afla n’Draa S/S Taghrote Literacy courseChichawa Gmassa GmassaChichawa Mzouda Al AmalChichawa Nfifa Hsain School libraryEssaouiraOulayBouzraktounOum LaayounEquipping rooms with interactiveboardsEquipping of a multifunctionalroomEquipping a preschoolCommunity Involvement in Primary Education Reform 14


D. Area 4 – Sustainability through Capacity BuildingEnsure the sustainability of the project by developing the skills of those involved in the project.PACREP : Training & Skill-BuildingEnsuring the effectiveness andsustainability of the PACREP project’sactions requires more than just themobilization of communities, authorities,and school officials; it requires thedevelopment of the skills necessary tolead positive change. The project placedconsiderable effort into strengthening theskills of community members andadministrators for the benefit of localschools. Trainings focused onparticipatory approaches to development,gender, communication, and conflictmanagement.The development of training curriculumand training sessions presented certainorganizational challenges. Participantscame from a variety of backgrounds, andhad different relationships with the localschools (parents, teachers, administrators,community leaders, women leaders, etc.).However, the PACREP team did not wantto separate individuals into differenttraining groups; joint training sessionswould offer an opportunity to bringtogether all stakeholders for a commonpurpose. The team, therefore, carefullydeveloped and organized trainings in away that allowed all participants—educational leaders, inspectors, schoolprincipals, presidents of rural communes,representatives of civil society, and othercommunity members—to attend trainingsimultaneously.This approach proved to be highlybeneficial to the PACREP project.Trainings not only developed the skills ofparticipants, but also served to facilitatedirect contact between participants and topromote dialogue on key issues. Face-tofacecommunication between thesevarious participants is rare; this lack ofcommunication often resulting inmisconceptions and misunderstandingbetween groups. Increased dialoguehelped to resolve conflicts and ensurecontinued interaction between thesedifferent partners—while developingessential skills.Community Involvement in Primary Education Reform 15


Achievements in the area of skills development and capacity-building include the following:Participatory approaches to development and gender: 91 participants trained.Communication: 60 participants trained.Management and implementation of projects: 32 school directors, 20 inspectors,and 66 PTA members trained.Exchange visits of 34 women leaders to successful women’s groups in Ouarzazate.Importance of schooling: 39 women leaders trained.Administrative and financial management: 302 association members trained.Creation and training of 4 School Management Boards (36 members) in theProvince of Taroudant.8 Conflict Management Committees established and trained.Human Resource Management training for 21 DMoE and AREF representatives.Financial Management Trainings attended by 83 DMoE and AREF representatives.Strategic Planning Trainings attended by 53 PTA members, SSA members, andschool directors.“At the beginning, I did not want to be a „women leader‟ because Idid not know how I could help my village. But after visitingOuarzazate, many things changed in my life and in my way ofthinking. Now, I know I can bring many things to my community.”Ms. Aicha Rajaoui, Women Leader in Amina Bent WahbImage: Women Leaders engaged in the PACREP project.Community Involvement in Primary Education Reform 16


V. Project Impact & SustainabilityThe PACREP project had a significant impacton the 32 schools in which it worked—and onthe regional educational administrations(AREFs) in the SMD and MTA regions. As aresult of its successes, the project’s approachhas been recognized by educationaladministrators and leaders across Morocco.Evaluations of the project’s impact throughinformal interviews with AREF administrators,community members, PTA members, parents,and teachers have demonstrated that theproject’s most important contributions werethe integration of the school into thebroader community and the mobilizationof community members around theschool. The project demonstrated the strongresults that can be achieved by encouragingcommunities to take ownership of theirschools and the education of their children.Education is not just the concern of schoolsand administrators, it is a community concern.Prior to the project, many parents had neverentered their community’s school or theschool grounds. At the end of the project,teachers and school directors commented onthe increased interest of parents in theeducation of their children. Mothers wouldmeet with female teachers to discuss theprogress of their child. Parents and communitymembers took pride in their community’sschool, and the educational progress of theirchildren. PTA members and women leadersadvocated for improvements in schools and thequality of teaching.Through its integration and mobilization efforts,the project brought together parents,community members, AREF administrators,women leaders, and school staff. This dialogueallowed fuller conversations on the importanceand challenges of education—and for discussionon the reasons that children discontinued theirschooling. For example, recognizing that manyyoung girls left school as a result of a lack ofprivate restroom facilities, the PACREP projectwas able to support communities in mobilizingPACREP:Bringing CommunitiesTogether for the Educationof ChildrenA PACREP story from a student atthe Sidi Ouaziz School in Taroudant.One day my teacher scolded me.When I arrived home, I told myfather. My father was enraged at theteacher, and without discussion, heordered me to quit school. I was outof school for a year and a half.When the PACREP project came toour village, the community had theopportunity to benefit from awarenesssessions that promoted dialoguebetween teachers, principals, andparents. Through these sessions, myfather began to realize the gravity ofmy not attending to school; hedecided to talk to my former teacherto determine the cause of the problem.The teacher explained that I haddisrupted the class, and that he wasdoing his duty as an educator inreprimanding me. My father reenrolledme in school, and alsobecame president of the PTA. Herealized the importance of schooling,and further understood how conflictcan be resolved throughcommunication.Community Involvement in Primary Education Reform 17


Saida:Story of a Women’s LeaderA 21-year old woman from the village ofTafingoult in the region of Taroudant, Saida hadcompleted her baccalaureate, but remainedinactive in her village. When the PACREP projectarrived in her village, the community graduallybecame aware of the importance of education andthe vital role of women in rural development. Saidawas selected as a women’s leader to join the PTA.Saida attended PACREP trainings and strengthenedher capacity in communication, leadership,education, and development. She also participatedin exchange visits with other women’s leaders. ThePACREP mobilization and awareness-raisingefforts—particularly gender trainings—broughtabout a change in Saida and her community.Today, as a woman leader, Saida is active in thecommunity of Tafingoult. She has helped tostrengthen the school by organizing activities thatbenefit the primary school in her village. Inaddition, Saida is preschool teacher, where sheincorporates singing, games and drawing. Tosupport women in her village and enhance theeducation of girls, Saida plans to organize literacycourses.Saida has become a force for change in hercommunity, representing women in her village andby strengthening her school.Before, I was scared to speak with men. Now, thanks tothe work of the PACREP project, I am more active anddetermined to lead-- to improve our school, encourageother women, and develop our village.-- Saidathe funds to construct latrines inproject schools. Through thisaction, girls were reintegratedinto the schooling system.By integrating schoolimprovements with broadercommunity development, theproject developed the skills ofparticipants to advocate andpromote continued change.Women leaders—who receivedtraining in communication,leadership, gender, and literacy—have become advocates for schoolimprovements.The PACREP project achieved: Over 1000 examples ofcollaboration between PTAs,administrators, women leaders,rural communes, and thePACREP team. Over 900 participants inPACREP training programs. 5 Income Generating Activitiesand 28 Matching GrantsProjects developed tostrengthen schools.The sustainability of thePACREP model was considered inthe project’s design and activities.By motivating communities andstrengthening their capacity toadvocate and lead change, theimpact of the PACREP approach isexpected to continue and expand.Community members havealready demonstrated their abilityto continue to improve theirschools. Income generatingactivities have helped schools togenerate extra funds to supportactivities. Activities initiated andundertaken independently bycommunity leaders continue topromote the sustainability of thePACREP project’s approach.• SaidaCommunity Involvement in Primary Education Reform 18


VI. Communication & PressDocumentaryThe PACREP project introduced a new approach to intervention in the field of ruraleducation in Morocco. The project’s activities have had a strong impact in the targetedcommunities, and have helped to reduce problems in rural schools.The approach, tools used, and results achieved needed to be shared and disseminated tointerested stakeholders to promote the replication of the project model. Through a mutualagreement between AREF and NEF, a documentary film agency was recruited to produce ashort film on the PACREP Project.The final film was distributed widely to project partners and stakeholders, as well as othersinterested in approaches to educational reform.Multimedia link:http://www.neareast.org/multimedia/community_involvement_in_primary_education_reform_videoProduced by : Agence MédiationManuals and modules:During the PACREP project, a number of training modules were developed. Each trainingmodule was shared with project participants and interested individuals.The project team also developed a handbook on consensus and collaboration, which wasshared widely with partners and education officials. The project team also published areflection document on the PACREP impact and experience.Press:The project’s activities and impact was publicized in local, regional, national and internationalmedia.Community Involvement in Primary Education Reform 19


VII. AppendicesA. Project FlowchartSustainable improvement of primary education in rural areas of Souss-Massa-Draa region establishedStrategicObjectiveProjectObjectives1: Regional education administrators and rural public adoptand implement community based model2: Demonstrated financially viable management of PTA andcommunity based education initiatives3: One additional regional administration in Morocco adoptscommunity/PTA supported primary education modelIndicatorsActivitiesNet overall attendancerate at primary schools intarget areas, and netfemale attendance ratefor primary schools intarget areasNumber of consensusbuildingprocessesassisted and resulting inagreementsNumber of inclusive, effective communicationmechanisms established and sustained betweenregional administration and governorates, asdetermined by task force and NEF/regional MoEpartnershipNumber and type of educationprojects funded through PTArevenue generation andregional MoE/NEF matchingfundsKnowledge gained regardingschool administration andrevenue generation asmeasured through surveysCooperation pledged andstrategic plans developedwith educationaladministrator in new regionArea I: BuildConsensusTask force createsoverall strategicplan for buildingconsensus,facilitating futureplanning sessionsand M&ENEF documents prior successesand knowledge gained from theMorocco project so far, anddevelops communicationstrategy for public relationsRegionaladministrationand NEF formtask force withrepresentativesfrom keyministriesNEF and seniorregional educationaladministration staffcreate partnershipstrategies; NEF assistssenior staff in creatingpartnershipsTask forcecreates plan forusing theregionaleducationadministration’ssupport fundsMeet with regional andnational administrators topromote educationalreform and skills trainingat lower administrativelevels, as well as theformation of effectivePTA groupsNEF organizesadministrative visit toOuarzazateStartup workshop, involvingregional administrators, nationalMinistry of Educationrepresentatives, and beneficiaries,to introduce new project objectivesand work plan and ensure buy-inArea II: RaisePublicAwarenessNEF begins public awarenesscampaign in SMD region, promotingprevious project success and the needfor further reform, targeting the generalpublic, PTAs and educationaladministrators through mobile libraries,radio and newspaper, promotionalsigns and meetingsPublic awareness campaign goesnational to create buy-in amongeducational administrators in advance ofproject expansionArea III:ResourceMobilizationand RevenuegenerationNEF developscriteria to determinewhich activities areeligible for fundsfrom the regionaleducationaladministration andmatching funds fromthe projectNEF conducts marketresearch study onpotential opportunitiesfor donor support andpublic/privatepartnership for regionaladministrationNEF begins villagelevel trainings withPTAs and localeducationaladministrators ondeveloping newrevenue generatingprojectsArea IV:HumanResourcesCapacitydevelopedNEF and the academy ofAgadir select 24 targetvillages in 6 governoratesNEF conducts skills trainingat administrative levels oninter-agency communication,proposal development,strategy and operations, andfinancial managementNEF and regionaleducationaladministration create amemorandum ofunderstanding pledgingcooperation and outliningrespective rolesNEF conducts skills trainingat community level onempowerment for womenleadersNEF conducts skills training atadministrative levels on PTAdevelopment, participatoryapproaches and genderintegrationCommunity Involvement in Primary Education Reform20


B. PACREP Objectives and Indicators OverviewThe following results and monitoring framework provides an overview of the project’s intended outcomes, objectives, and indicators.IntendedOutcomesObjectives Indicators Results OverviewPTA/Community supported primary educationextended to children in the villages of the Soussa-Massa-Draa region.Regional educationadministrators and the generalpublic adopt and implementcommunity-based modelthroughout the Soussa-Massa-Draa regionPTA and community-basededucation initiatives are wellmanaged and financially viableOne additional Regional Administration in Moroccoadopts community/PTA supported primary educationmodel.1. Net overall attendance rate at primaryschools in target areas2. Net female attendance rate for primaryschools in targeted areas3. # of consensus-building processes assistedby the project4. Number of inclusive and sustainablecommunication mechanisms establishedbetween regional administration andgovernorates5. Number and percent of PTA members andlocal educational administratorsdemonstrating increased knowledge of goodmanagement and financial practices relatedto PTA and community-based educationinitiatives as measured through pre- andpost-implementation tests6. Number and type of education projectsfunded through PTA revenue generationand/or regional MoE/NEF matching funds.7. Cooperation pledged and strategic plansdeveloped with educational administrator inthe new region.1. 98% attendance rates2. 98%+ attendance rates3. 1,3394. 1,3285. 900+ individuals trainedthrough project;90%+ seevalue in trainings and applynew skills6. Five IGAs; 28 MatchingGrant Fund Projects7. Yes; Agreements with SMD& MTA regions.Community Involvement in Primary Education Reform21


C. Project Impact: Indicator OverviewIndicator 1: Net Overall Attendance Rate at Primary Schools in Target Areas2007/2008School Year2008/2009School Year2009/2010School Year2010/2011School YearNumber ofStudents inSchool(Number inEcolesMeres)Number of dropoutsduring theyearPercentagedrop-out9124 4385 126 1.38%8445 4321 78 0.92%8519 4200 66 0.77%8146 SMD3693 MTA4057 SMD1515 MTA27 SMD26 MTA0.33%0.70%Throughout the project, attendance rates at targeted schools remained at over 98% onaverage. Drop-out rates declined steadily throughout the project, and several students werereintegrated into the schools.Number of students reintegrated: 6Indicator 2: Net Female Attendance Rate at Primary Schools in Target Areas2007/2008School Year2008/2009School Year2009/2010School YearBeginning of2010 SchoolYearGirls in School(Number inEcolesMeres)Number of dropoutsduring theyearPercentagedrop-out3993 4385 49 1.23%3972 2027 35 0.88%3989 1958 27 0.67%3876 SMD1740 MTA1956 MTA733 MTA13130.33%0.74%Throughout the project, female attendance rates at targeted schools remained at over 98%.Number of girls reintegrated: 4Community Involvement in Primary Education Reform 22


Indicator 3: Number of consensus-building processes assisted by the project.A total of 1,339 examples of consensus-building and collaboration were tracked by theproject: 97 between NEF and the AREF / SMD. 8 between NEF and the AREF / MTA. 131 between the delegations and NEF / SMD. 24 reached between the delegations and NEF / MTA. 286 reached between NEF and directors. 645 reached between NEF and PTAs. 58 reached between NEF and women leaders. 50 reached between NEF and rural communes. 40 reached between NEF and inspectors.Indicator 4: Number of inclusive and sustainable communication mechanisms established.PACREP Communication Between PartnersTo AREF To Delegate To Director To PTATo RuralCommunesFrom AREF 185 7Form Delegate 24 571 32From Director 10 41 250From PTA 10 23 100From RuralCommunes 30 45TOTAL 44 249 701 334 0Souss Massa Draa – NEF CommunicationsNEF toMinisteryNEF toAREF/SMDNEF toDMoENEF toDirectorsNEF to PTAsNEF to RuralCommunes57 562 379 702 1442 123NEF toWomenLeadersNEF toProfessors201 141Ministeryto NEFAREF/SMDto NEFDirectors toNEFPTAs toNEF22 443 581 903RuralCommunesto NEFWomenLeaders toNEF9 110Community Involvement in Primary Education Reform 23


Marrakech Tensift Al Haouz—NEF CommunicationsFrom NEFtoAREF/MTAFrom NEFtodelegateFrom NEFtoDirectorsFrom NEF-PTAs From NEF-RuralCommuneFrom NEF to province138 490 184 219 38 1FromAREF/MTAto NEFFromdelegateto NEFFrom directorsto NEFFrom PTAsto NEF42 282 99 123Indicator 5: Knowledge gained by DMoE, AREF staff, school administration, and PTAsthrough trainings, exchanges, etc.Gender Approaches and Development: 91 ParticipantsAREF Women Inspectors Directors PTAs Pedagogique PartnersLeadersLeaders4 13 15 24 29 4 2Total Participants 91Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 98% 89% 89%No 2% 11% 11%Communication Training: 60 ParticipantsAREF APTE Directors Professors Rural Communes3 24 24 2 7Total Participants 60Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 100% 92,45% 96,22%No 0% 7,54% 3,77%Training of PTAs: 302 ParticipantsPTAs Dev. Assns DirectorsProfessors Students Inspectors WomenLeadersRuralCommunes142 88 11 22 10 6 20 3Total Participants 302Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 98,4% 98% 99%No 2% 2% 1%Community Involvement in Primary Education Reform 24


Training on Implementing Projects: 90 ParticipantsDMoE Inspectors Directors PTAs2 20 24 44Total Participants 90Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 90,27% 88,88% 87,5%No 9,72% 11,11% 12,5%Women Leader Exchange Visit: 34 women leaders participated in an exchange visit.Appreciation of ExchangeVisitAppreciation of Activitiesduring TrainingUnderstanding andValue of Exchange VisitYes 91,17% 97,05% 100%No 8,82% 2,94% 0%Training in Conflict Management (4 groups)Training Content relates toObjectivesAppreciation of Activities Understanding & useof training materialYes 95% 97.8% 95%No 5% 2.2% 5%Human Resources Training : 21 ParticipantsAREF DMoE NEF8 12 1Total Participants 21Training Content relates toObjectivesAppreciation of Activities Understanding & useof training materialYes 94,74% 94,74% 100%No 5,26% 5,26% 0%Financial Management Training: 29 ParticipantsAREF DMoE NEF5 23 1Total Participants 29Training Content relates toObjectivesAppreciation of Activities Understanding & useof training materialYes 96% 80% 96%No 4% 20% 4%Community Involvement in Primary Education Reform 25


Training on Results-Oriented Management: 31 ParticipantsPTAs Directors Teachers Rural Communes3 4 22 2Total Participants 31Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 96,55% 100% 100%No 3,44% 0% 0%Strategic Planning Training: 87 participantsGroup ADMoE PTAs SSAs Directors2 8 8 8Total Participants 26Group BGroup CAppreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 12% 4% 8%No 92% 96% 92%AREF PTAs SSA Director2 11 11 11Total des participants 34Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 94% 85% 91%No 6% 15% 9%Delegations Participants TotalDMoE Inspectors Directors PTAsEssaouira 3 2 3 4 12Chichawa 5 3 3 4 15Total 8 5 6 8 27Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 99% 100% 100%No 1% 0% 0%Community Involvement in Primary Education Reform 26


Training on Project Management: 34 ParticipantsAREF APTE SSAs Directors2 11 11 11Total Participants 34Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 100% 99% 100%No 0% 1% 0%Financial Management Training (MTA): 27 ParticipantsAREF Delegations Directors3 20 4Total Participants 27Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 96% 87% 96%No 4% 13% 4%Financial Management Training (SMD): 27 ParticipantsAREF Delegations Director3 20 4Total participants 27Appreciation of TrainingContentAppreciation of Activitiesduring TrainingUnderstanding ofTraining ContentYes 96% 87% 96%No 4% 13% 4%Study Day in Ait Milk: 31 ParticipantsAER APTE Directeurs Professeurs Autorité Délégation AREF/SMDlocale16 2 9 1 1 1 1Total 31Study Day meetsobjectivesLevel of Participation in theStudy DayUnderstanding ofStudy DayYes 90% 75% 90%No 10% 25% 10%Community Involvement in Primary Education Reform 27


Indicator 6: Number and Type of Income Generating Activities and Matching Grant FundActivities Developed through the PACREP Project5 Income Generating Activities Developed through the PACREP Project:1. Nursery project at the Oukba Ibn Nafia School.2. Cattle fattening project at the Ibn Khaldun School.3. Cattle fattening project at the Talat School.4. Preschool/Head Start Program at the Timtigue School.5. Electric Mill project at the Al Amal School28 Projects funded through the Matching Grants Fund:1. Workshop on PTAs, in collaboration with the Provincial Federation of PTAs and thedelegation from Inzegane.2. Printing of the magazine, Mobadarat.3. National meeting of Federation of PTAs in Agadir.4. Workshop on school abandonment in Amskroude.5. Equipping of a multifunctional room and library at the Almassira Elkhadra School.6. Equipping of a multifunctional room and library at the Timtigue School7. Equipping of a multimedia room at the Oukba Ibn Nafia School.8. Equipping of a multimedia room at Elhidab School.9. Equipping of a multimedia room at Ennakhil School.10. Radio education project at the Imam Al Ghazali School.11. Education material development at 11 January School.12. Preschool project at Difaf School.13. Preschool project at the Amina Bent Ouarh School.14. Preschool Project at the Ibnou Khaldoune School.15. Preschool project at the Sidi Ouaaziz School16. Preschool project at the Talat School.17. Preschool project at the Asskjour School.18. Training of Education Management Committees in Taroudant on Results OrientedManagement.19. Training of Education Management Committees in Taroudant in participativemanagement.20. Equipping of a multifunction room in the Allal El Fassi School in Tiznit.21. Literacy course in the Taghrate School in Zagora.22. Equipping of a multifunctional room in the Ennajah School.23. Equipping of classrooms with interactive boards in the Gmassa School (MTA).24. Equipping of a multifunctional room in the Alamal School (MTA).25. Equipping of a school library in the Hssain School (MTA)26. Equipping of a multifunctional room in the Zaoue School.27. Equipping of a multifunctional room in the Etakadoum School.28. Equipping of a preschool at the Oum Laayoun School.Community Involvement in Primary Education Reform 28


Indicator 7: Cooperation pledged and strategic plans developed with educationaladministrations. Cooperation agreement between NEF and the AREF of Souss Massa Draa. Cooperation agreement signed between NEF and the AREF of Marrakech Tensift AlHaouz. Cooperation agreement signed between NEF and the DMoE of Chichawa Province. Cooperation agreement between NEF and the DMoE of Essaouira Province.Community Involvement in Primary Education Reform 29

More magazines by this user
Similar magazines