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

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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
Page 1 and 2: Community Involvement in PrimaryEdu
Page 3 and 4: ABBREVIATIONS AND ACRONYMSAREFAVDCR
Page 5 and 6: I. INTRODUCTIONThe Community Involv
Page 7 and 8: E. Expected Results Parent Teacher
Page 9: IV. IMPACT BY PROJECT AREAA. Area 1
Page 13 and 14: Income Generating Activities implem
Page 15 and 16: Projects undertaken in partnership
Page 17 and 18: Achievements in the area of skills
Page 19 and 20: Saida:Story of a Women’s LeaderA
Page 21 and 22: VII. AppendicesA. Project Flowchart
Page 23 and 24: C. Project Impact: Indicator Overvi
Page 25 and 26: Marrakech Tensift Al Haouz—NEF Co
Page 27 and 28: Training on Results-Oriented Manage
Page 29 and 30: Indicator 6: Number and Type of Inc

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