Children in Local Development (CHILD)
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Transcript of Children in Local Development (CHILD)
Children in Local Development (CHILD)
Releasing Energy for ChangePractical Experiences from Ethiopia
Presentation to SCN | Rome | 28 February 2007By Jakob Mikkelsen
Head, Nutrition and Education Section, WFP Ethiopia
A CHILD schoolSchool woodlot
Vegetable garden, compost and well
Local demonstration of SLM
Local households practicing techniques demonstrated in school
Clean separate latrines
School fence for security
Grinding mill for income generation
Roof water harvesting
Safe access
Playground
Classrooms in good repair
HIV club
Context• Ethiopia: 77 million people. 85% rural rain-fed subsistence agriculture. USD
per capita per year: 100. 47% children <5 stunted, 11% wasted and 38% underweight.
Net Enrolment Rate 68% in 2004/05
Literacy rate show urban-rural discrepancy and clear gender bias with 49.9% for men/boys and 26.6% for women/girls.
National drop-out rate at 14.4% in primary schools and 3.7% repetition rate. Only 3.8% attaining higher education.
Recurrent and capital spending of US$ 4.15 per student per year combined with underdeveloped community capacity results in pressure on basic school services and infrastructure, negatively affecting quality of education.
Ethiopia is amongst the countries in the world with the highest rate of school age children with special needs, mainly attributed to impairments from malnutrition.
Background• CHILD commenced in 2003 with pilot of ‘synergies’
between School Feeding/Food for Education (FFE) and MERET/FFW in 5 schools – experience used for writing CHILD Guidelines
• CHILD started with Canadian Impact Grant - $100,000 for 108 schools in 2005
• 100 more schools from WFP budget in 2005• 94 more schools with UNDP/NBI in 2006• 37 essential package schools with funds from
Princess Haya of Jordan and UNICEF in 2006
Synergies
BoE School
Feeding Programme
BoA/BoE led LLPPA planning
tool
BoA MERET
LLPPA site & plan
Community based plan
for self-help
Links to other orgs,
NGOs & activities
Practical activities in school and community
Resources (food, NFIs, Cash)Training & Capacity BuildingGuidelines & technical support
Programme Monitoring
Ownership Building & Development
Encouragement & Problem Solving
Food for Education in Ethiopia• Up to 639,000 children fed
everyday in 1,030 schools in 2006 (8% more than in 2005).
• Enrolment increase is 6.7% above the average (2005)
• Attendance rate is 90% and dropout is 5.4% lower than national average
• Gender ratio has improved by 35.6% more than average in Girls’ Initiative schools
Challenges• Only 72% of schools have latrines (mostly only 1 or 2
for 100s of students and not separate girls/boys)• Only 59% of schools have water (including streams)• Close to 100% of government allocations for schools
are used for salaries in many areas• HIV/AIDS and malaria, including girls’ caretaking role• Only 1% disabled children have access to education• Highly politicised aid/development environment• Weak decentralisation process to woreda level with
demotivated staff and low education budgets
CHILD as a response• Problem-solving based practical approach• Action-based partnership at local level – enabling
local Government and CSOs to do their job more effectively
• Flexibility in diverse environment• Capacity building existing structures to work better
together – systemic approach• Focus on sustainability and high-impact• Release community-level energy• More efficient use of existing resources/knowledge
CHILD structure and processMoE SF Focal Person
RBOE SF Focal Person
WEO SF Focal Person
Development Agents
Woreda Expert Group
Woreda Edu. & Tra. Man. Board
Kebele Edu. & Tra. Man. Board
PTAs & School Directors
WFP CO
WFP SO
PartnersTechnical and Resource Support
Site Implementers
Focal Points
Design features• Supports existing
systems/structures• Based on existing WFP
capacity and comparative advantage
• Founded in community-led participatory planning
• Avoids duplication
Tools for change• CHILD manuals – core and periphery building
blocks• Planning manual / toolkit• Support modules (HIV, Gender, Education,
Nutrition, Technical, Income Generation)• Ready-to-Use blank plans
• RBM frameworks• Training teams / packages• Action Based Monitoring checklists
CHILD 1 guidelines and resource library
Rationalised M&E kit
Community Planning
Tool
Environment & sustainablelivelihoods
Girls in Education
HIV/AIDS &Community
Development
Health & Nutritionat home & school
Education &Life-long learning
Long-termcommunity
developmentstrategies
School Feeding
Standards
Capacity building• TOT 6 days – local government staff (8 per
woreda) Education, Health, Water, Agriculture, Administration, Women’s Affairs, Youth Institutes
• Training 6 days – local level (7 per school) Directors, PTA, Extension Workers, Women’s Rep, Kebele (village) Administration
• Experience sharing workshops• Follow-up and exchange (newsletters, ideas)• Refresher training (cascade/peer2peer
approach)
Local level processes
Problem identification; situation analysis; community mapping; resource mapping; time mapping
CHILD
-3yr and 1yr Activities plans
-Resource, monitoring, implementation plan
Consolidated CHILD woreda annual plan
-Monitoring, resource, follow-up plan
Woreda support and resources
Requests for assistance through woreda development plan
RBM data
Local resource mobilisation
Better use of woreda vehicles and equipment
Identification of synergies with UN, NGO, Gov programmes
Practical, feasible, realistic, achievable, effective activities
Community mobilisation and solidarity
Local resource mobilisation
Regional support teams
Woreda offices: Education, Health, Water, HAPCO, Administration, Women, Youth
Kebele administration, teachers, directors, DAs, HEWs, PTA members, farmers, Women’s Assoc., Youth Assoc. school children, other stakeholders
Regional
District
Local
12 CHILD steps to community planning• 1. Introduction at woreda level• 2. Conduct woreda assessment• 3. Preliminary stakeholder meeting with possible partners• 4. Introduce at site level and discuss CHILD concept• 5. Problem identification and Situation analysis• 6. Mapping the school and linkages with the community• 7. Identify possible activities• 8. Making a draft community plan• 9. Presenting the plan to the Synergy Group and woreda• 10. Creating the community plan with work norms• 11. Implementation and monitoring• 12. Evaluation and review
CHILD experience• IMPACT! Some CHILD schools have exceeded
all expectations: classrooms, latrines, water, gardens, clubs, income generation, satellite schools, kindergartens, outreach, stoves, pride
• Partnership – PCI, UNDP, NBI, EPA, UNICEF, PSI, GTZ… many more at site level
• Donors – diversified (DFID, Norwegian Embassy, Canada), private (SAP, Princess Haya, Friends of WFP)
• Policy engagement – JRM, SHN, ESDP III
Results• Examples based on lower-scenario estimates from
field-level follow-up for the first 200 CHILD schools:• 400 new classrooms• 300 good school gardens (demonstration and income)• 200 active Anti-AIDS clubs• 160 schools with income generation (dairy, chickens, coffee)• 80 new latrines and hygiene facilities• 80 nurseries/woodlots• 50 sports fields• 40 new school fences• 20 new water systems
The Essential Package• CHILD is forming the basis of a learning model of
the EP in Somali – the one of the most challenging development environments in Ethiopia
• CHILD can address all the 12 components independently through intensive ‘directed’ local mobilisation of communities, local government and CSOs; or,
• CHILD can be used to integrate more resource intensive EP interventions whilst maintaining community participation and ensuring sustainability
Focusing Resources on Effective School Health• CHILD has the potential to address the core FRESH
components
• School health policies• Provides practical experience and partnership environment to engage
in policy dialogue• Water, sanitation and the environment
• Through temporary ‘home grown’ solutions and attracting partners• Skills-based health education
• Practical action through school clubs, community outreach and linking schools with health workers
• School-based health services• Practical health activities at school level, attracts partners and helps
communities proactively link with local health institutions to claim their rights
THANKS