Thematic Program in Education Participative Quality Education for Community Development (EPAC) Mozambique
DOCUMENT B
Duration: 2012-2016
Budget: DKK 42.149.932
IBIS in Mozambique
28th of September 2011 – Final Version
CONTENT
ABBREVIATIONS ...... iv
MAP OF MOZAMBIQUE ...... vi
1. SUMMARY...... vii
2. INTRODUCTION...... 1
3. CONTEXT ANALYSIS ...... 3
3.1 Social-political situation ...... 3
3.2 Legal framework for the Education Sector ...... 6
3.3 Political Space, Stakeholders and Power relations ...... 9
3.4 HIV/AIDS, gender and youth...... 13
4. PROBLEM ANALYSIS ...... 16
4.1 Justification for the intervention of the Thematic Program ...... 16
4.2 Experience of IBIS in the field ...... 20
5 OBJECTIVES AND INDICATORS ...... 23
5.1 Objectives and Indicators ...... 23
5.2 Geographical delimitation ...... 24
5.3 Target groups and beneficiaries ...... 24
5.4 Expected Outcomes ...... 25
6. IBIS’ POLICY ANALYSIS AND PLANNING...... 28
6.1 Relevance for IBIS’ overall strategies ...... 28
6.2 Potential contribution to the work of IBIS Denmark ...... 29
6.3 Considerations of the potential for fundraising in Denmark ...... 29
6.4 IBIS competencies in the thematic areas of the program ...... 30
7. STRATEGY...... 31
7.1 Overall Program Strategy: Capacity building, advocacy and partnership ...... 31
7.2 Centre for the Development of Civil Society (CEDESC) ...... 33
7.3 Gender, HIV/AIDS and Environment as cross-cutting themes ...... 34
7.4 Youth strategy ...... 35
7.5 Strategy for internal and global synergy ...... 35 ii
7.6 Sustainability and replication ...... 36
7.7 Local Fundraising strategy ...... 37
8. ACTIVITY FRAMEWORK WITHIN THE PROGRAM ...... 38
8.1 Transition phase ...... 38
8.2 Main activities of the Thematic Program ...... 38
8.3 Synergy between activities of the EPAC program ...... 42
8.4 Profiles of implementing partners ...... 42
8.5 Criteria for selecting new partners ...... 43
9. LEARNING, MONITORING AND EVALUATION ...... 44
9.1 Ongoing program monitoring ...... 44
9.2 Baseline study and Evaluation ...... 45
9.3 Other learning mechanisms ...... 46
10. PROGRAM MANAGEMENT ...... 47
10.1 Roles and responsibilities ...... 47
10.2 Support and decision-making structures ...... 48
11. ASSUMPTIONS AND RISKS ...... 49
11.1 Assumptions ...... 49
11.2 Risks ...... 49
12. BUDGET ...... 50
13. APPRAISAL ...... 51
ANNEX 1: LOGICAL FRAMEWORK ...... 52
ANNEX 2: DETAILED BUDGET ...... 60
ANNEX 3: MAPPING OF CIVIL SOCIETY ORGANISATIONS ...... 61
ANNEX 4: IBIS’ CENTER FOR DEVELOPMENT AND CIVIL SOCIETY ...... 63
ANNEX 5: IMPLEMENTATION PLAN FOR EPAC 2012-2016 ...... 69
ANNEX 6: ROLE, RESPONSIBILITY AND COMPETENCIES OF EPAC STAFF ...... 73
ANNEX 7: ORGANOGRAM FOR IBIS MOZAMBIQUE AND FOR EPAC ...... 79
ANNEX 8: DOCUMENTS CONSULTED ...... 81
iii
ABBREVIATIONS
ADDC Association of the Defenders of Children’s Rights ADE Direct Support to Schools AfDB African Development Bank AHS Activity Handling System AIDS Acquired Immune Deficiency Syndrome ANCEFA African Network Campaign for Education for All ART Anti Retroviral Treatment BR Bulletin of the Republic CCD District Consultative Councils CDC Community Development Centre CEDAW Convention on the Elimination of All Forms of Discrimination against Women CEDER Human Resources Study and Development Centre CEDESC Centre for Development and Civil Society CEF Commonwealth Development Fund CESC Centre for Education of Civil Society CIP Public Integrity Centre CNE National Electoral Commission CO Country Office COCIM Constructing Citizenship in Mozambique CSO Civil Society Organization DfID Department for International Development DINEG National Directorate for General Education DIPLAC Planning and Cooperation Directorate DO Development Observatory DPEC Provincial Education and Culture Directorate EBA Evidence Based Advocacy ECRC Education for Change in Rural Communities EDEC Education for the Development of Rural Communities EFA Education for All EP1 Primary School Cycle 1 (grade 1 to 5) EP2 Primary School Cycle 2 (grade 6 to 7) EPC Complete Primary School (grades 1-7) FASE Support Fund to the Education Sector FDD District Development Fund FMM Formative Monitoring Mission FRELIMO Mozambique Liberation Front GDP Gross National Product GLS Global Learning System HIV Human Immunodeficiency Virus HO Head Office IAP Teacher Improvement Institute IEDA Open and Distance Learning Institute IFP Teacher Training Institute INDE National Institute for Development of Education INE National Statistics Institute INGO International Non-Government Organization
LDC League for Children’s Rights MDG Millennium Development Goals MDM Mozambique Democratic Movement M&Ë Monitoring and Evaluation MEPT Education for All Movement MINED Ministry of Education MOH Ministry of Health MPD Ministry of Planning and Development DNEAP National Directorate of Studies and Policy Analysis MSC Most Significant Change MTR Mid-Term Review NER Net Enrolment Rate NGO Non-Government Organization ONP National Teachers Organization OPS Organizational Performance System (IBIS internal system) OVC Orphans and Vulnerable Children PA Program Assistant CEDESC Centre for Development and Civil Society PARP Action Plan for the Reduction of Poverty PD Program Director PDPC Program for Continual Professional Development PEE Education Strategic Plan PEEC Education and Culture Strategic Plan PESOD District Economic and Social Plan PESOP Provincial Economic and Social Plan RBA Rights-Based Approach REGEB Basic Education Regulation RENAMO Mozambican National Resistance SACMEQ Southern and Eastern Africa Consortium for Monitoring Educational Quality SC School Council SCAC Cooperation and Cultural Action Services (French Embassy) SDEJT District Education, Youth and Technology Directorate SEN Special Educational Needs SIDA Swedish International Development Cooperation SNE National Education System TP Thematic Program TPE Thematic Program Evaluation TPM Thematic Program Monitoring UN United Nations YP Youth Parliament ZIP Zone of Pedagogical Influence
v
MAP OF MOZAMBIQUE
vi
1. SUMMARY
Country and Sector Mozambique, Education Program title Participative Quality Education for Community Development (EPAC)
Relevance The problem analysis identifies the following key issues as justifying the intervention of the thematic program: . Access to quality education continues to be limited . Quality of teaching is low due to teachers with little pedagogical training . Poor involvement of local community in school management – lack of inclusive and democratic management of schools . The role of School Boards in local governance remains weak . Civil Society Organizations are not active enough in Education activities, reducing their ability to influence educational policies in favour of the rights of children and youth. . Youth remains excluded from the social, political and economic life.
Objectives Development objective: By the end of 2016, children and young people of both sexes enjoy their educational rights, fulfil their duties and participate actively in the development of their communities, and civil society actors are drivers for change in the educational sector.
Specific Objective 1: By the end of 2016, the schools supported by EPAC provide relevant and quality education to pupils, and are used as a model for replication and advocacy.
Specific Objective 2: By the end of 2016, the schools supported by EPAC are managed by an inclusive school management and a democratically elected School Board, whose members demonstrate good internal governance and influence local governance.
Specific Objective 3: By the end of 2016, IBIS partners and relevant civil society organizations are influencing national educational policies. Target groups Main target groups National Level: Ministry of Education of Mozambique 1 Teacher Training Institute (IFP) in Maputo School managers, School Boards and Children’s Parliament in 5 schools in the city of Maputo.
Provincial Level: School managers, School Boards and Children’s Parliament in 15 schools in 4 districts 15 Zones of Pedagogical Influence (ZIPs) 4 District Education, Youth and Technology Directorates (SDEJT) 2 Teacher Training Institutes (IFP) in Alto Molocue and in Quelimane Provincial Education and Culture Directorate of Zambézia (DPEC)
vii
Expected Related to Objective 1: Outcomes . Pupils, especially girls, in EPAC supported schools master reading, writing and numeracy skills appropriate for their level. . Pupils, especially girls, actively participate in their classes (talk, interact, question, make exercises and respond openly to teacher's questions) . Teachers in EPAC supported schools use participatory methods in their classes and create a gender sensitive school environment that encourages greater participation of all pupils. . Teachers at EPAC supported schools develop a relevant local curriculum in collaboration with key community actors, and apply it in their teaching. . Trainers of Teacher Training Institutes (IFPs) train new teachers in using participatory methodologies, didactic material production as well as in integrating local curriculum in their classes. . Educational Technicians at local levels (SDEJT and ZIPs) perform quality pedagogical supervision, and record and share stories of positive changes with other schools. . School Boards in EPAC supported schools are actively engaged in preventing school drop out among pupils, especially girls . Children’s Parliament in EPAC supported schools protect and promote children’s rights. . School Boards in EPAC supported schools take initiatives to retain orphans and vulnerable children in school, and are providing them with psychosocial and material support. . IBIS partners document best practices of quality education in EPAC supported schools, and share it within the ZIPs and School Board Forums and other relevant educational authorities for replication. . IBIS partners use best practices from EPAC supported schools to influence national level educational policies.
Related to Objective 2: . School Boards of EPAC supported schools actively demonstrate gender awareness in their work, and establish election procedures to ensure representation of women among their members. . School Boards of EPAC supported schools establish mechanisms and apply these for monitoring the activities and budget of their school . School Boards of EPAC supported schools establish mechanisms to interact with the school management for the purpose of transparency and accountability. . Managers of EPAC supported schools demonstrate commitment and leadership in their activities, comply and enforce the internal regulations and other guiding documents in their school. . Managers of EPAC supported schools demonstrate leadership skills in dealing effectively with teacher absenteeism. . Teachers of EPAC supported schools know the Code of Conduct of the National Teachers Union and work in accordance with this. . SDEJTs are supporting the appointment of female teachers as school managers, and female teachers show competencies and willingness to take on these leadership positions. . District Forums for School Boards are created in the 4 districts where the EPAC program operates, and are participating in planning and budget monitoring in relation to the educational sector in the Consultative Councils.
viii
. The School Boards of EPAC supported schools initiate dialogue and collaboration with the Consultative Councils and present school needs with concrete actions to be included in district development plans. . The School Boards of EPAC supported schools are actively participating and providing evidence for budget tracking of the education sector in their respective Consultative Councils. . School managers, school boards members and teachers in EPAC supported schools are active in preventing HIV and stigmatization from HIV/AIDS in their communities,
Related to Objective 3: . EPAC partner organizations are demonstrating good internal governance, gender sensitivity, and technical capacity to work actively for their vision and mission. . EPAC partner organizations are well networked and engaged in advocacy campaigns at various levels. . EPAC partner organizations at district, provincial and national level are collaborating to influence government policies with concrete proposals for educational development plans. . EPAC partner organizations at district, provincial and national level are collaborating to demand accountability from educational authorities at local, provincial and national levels. . EPAC partner organizations in Zambezia create provincial coalition and monitor the implementation of district and provincial education plans. . CSOs members of provincial coalition denounce corruption practices within district education sector and demand education authorities to provide quality education. . A Provincial School Board Forum is created in Zambézia and influence provincial educational planning, do budget tracking which contribute to national policy changes. . Representatives of children’s and youth organizations participate actively at relevant government meetings at district, provincial and national levels . A Provincial Youth Parliament is created in Zambézia and is active in monitoring and debating provincial and national policies relevant to youth. Government's plans at district, provincial and national levels include specific activities that meet young people needs.
ix
Assumptions and Assumptions . Partners identified as holding the same values, and with complimentary risks aims and objectives continue to demonstrate their commitment to a rights based approach without compromise . Stakeholders, including schools, local organisations, wider civil society, education authorities at local, provincial and national levels, continue to welcome IBIS’ involvement in education matters, cooperate and participate in school and program activities . Human capital is adequate to equip the program team at national and provincial level with the skills, knowledge and attitudes required to fulfil the required roles . Communication systems are adequate and a climate of information sharing is welcomed
Risks . Reduced civil society freedom due to e.g. increased party political influence, policy change, information embargo . Consolidation of capacity developed in the program is undermined by constraints imposed e.g. by teacher transfer, policy change, expectation of financial remuneration for district educational officials and school boards members . Results generated by civil society partnerships are not as expected due to lacking organizational capacity and/or commitment. . Financial malpractice and corruption reduces the program’s ability to implement activities and deliver results . The economic climate reduces the financial means for the program to operate - loss of fundraising opportunities, unplanned reductions in funding
Partner MEPT - Education for All Movement organisations ADDC - Association of the Defenders of Children’s Rights LDC – Children’s Rights League IFP – Teacher Training Institute ARIAM – Children’s Radio Association ACEAM – Association of School Boards in Alto Molocue More partners will be identified in the program’s transition phase.
Amount applied for DKK 42.149.932
x
2. INTRODUCTION
This document outlines the new education program of IBIS Mozambique, called Participative Quality Education for Community Development (EPAC). The duration of the program is from 2012 to 2016, and the program will be implemented at national level and in the province of Zambézia. The program is developed in accordance with the Guidelines for Program Formulation for IBIS Thematic Programs (May 2007), specifically the guidelines for elaborating a Document B. The background for program development has been the strategies and policies of IBIS, as well as the Mozambican context and IBIS Mozambique’s long experience in working in the education sector.
Regarding IBIS strategies and policies, the EPAC program is developed within the principles of IBIS Vision 2012, which is the overall strategic framework of IBIS. Specifically, the EPAC program sets out to contribute directly to the fulfilment of IBIS’ Education for Change Strategy, by employing a rights based approach to empower the poor and marginalized adults and children to claim their rights to a quality education in Mozambique. The document has also been elaborated taking into consideration IBIS Gender Policy, integrating gender considerations in the contextual analysis as well as in the development of activities, outputs, indicators and the budget. A significant inspiration to the development of this program has been the recently concluded Position Paper on Youth, and some initial activities focusing to improve the conditions for young people have been integrated through out the program.
Another important strategy that has been guiding the development of this program is the IBIS Partnership Strategy, stipulating the principles for working with partners. Considering that IBIS Mozambique’s previous education activities have been primarily done through direct implementation, this component has been a particular challenge. Nevertheless, the EPAC is being implemented through a partnership based approach in accordance with the strategy.
The development of the EPAC document is significantly based on the previous experiences of working in the education sector that IBIS Mozambique has gathered. IBIS Mozambique has been implementing education programs in the Zambézia province since 2003, lastly through the thematic program Education for the Development of Rural Communities (EDEC) 2008-2011. The experiences and results of these interventions evolved around teacher training and quality of education, democratic management of schools, organizational development of CSOs and advocacy. The EDEC program achieved considerable success in supporting the development of democratic school management through working with School Boards, and in creating a favourable school environment for children’s learning by doing in- service training of teachers and supporting the achievement of the rights of children.
The process for elaborating this program document has been a participative process, drawing on the staff, partners and learnings of the EDEC program. Initially, a Concept Note was prepared by the EDEC team, presenting the ideas, vision and strategies for the new program. Secondly, a comprehensive evaluation of the EDEC program was conducted, involving partner organizations, government and stakeholders, resulting in the formulation of
1
recommendations for implementation of the new program. An external consultant was contracted to draft a first version of the document together with the country office. Head Office was involved in the elaboration process with thorough analysis and comments on the first and second draft of the program document, where after a profound revision of the program document was effectuated by the Country Office.
Based on the above, it was judged imperative to continue with a thematic education program, not only to consolidate the lessons learned from the previous program, but also to continue to respond to the considerable challenges that weaken the education sector in Mozambique. The recommendations from the evaluation of EDEC has been considered during program development, namely an increased focus on the child as the ultimate beneficiary; further development of the Happy Schools model; use of varied methodologies for evidence based advocacy for educational and girl rights; and new initiatives on youth, among others. The current program therefore seeks to respond to the challenges in the Mozambican context, the strategies and policies of IBIS, while building on the experiences and methodologies developed in the previous education programs, as well as responding to the key recommendations from the final evaluation report
2
3. CONTEXT ANALYSIS
3.1 Social-political situation Mozambique has registered significant advances in terms of socio-economic development. These have been stimulated by macro-economic stability and accelerated economic growth, which have brought an average GDP increase of around 7.6% and per capita revenue of 5% between 2005 and 2009.1 However impressive the growth rate, riots in September 2010 and new data on poverty highlighted the weak linkages between macroeconomic performance and the bulk of the population. Additionally, the inflation rate hit double digits in 2010, as a result of the scrapping of fuel subsidies in March-August 2010, the rise in international oil and food prices, the depreciation of the currency against the US dollar (USD) and the South African rand (ZAR), a poor agricultural year and loose monetary policies. Characteristic of the Mozambican economy is also an almost complete dependence on import of all sorts of products, as the domestic production is almost non-existent. This also concerns agricultural products, as the government has failed to put in place an effective agricultural policy, despite frequent official statements of promoting the green revolution. Thus despite economic growth and although the government has put an emphasis on poverty reduction, 54.7% of the population still lived below the absolute poverty line in 2009, which is a slight increase from 2003, where the number was 54.1%. Zambézia stands out as one of the provinces with the highest incidence of poverty, with 70.5% living below the poverty line in 2009, which is an increase of 25.9% since 2003.2
The government’s poverty reduction strategy focuses on creating jobs, increasing agricultural output and expanding human capital. Unfortunately, the Ministry of Planning lacks the administrative capacity needed to co-ordinate the various initiatives from line ministries with the government’s macroeconomic policy in order to implement this strategy successfully.
Indeed, today Mozambique is still considered as one of the poorest and least developed countries. This is reflected by the fact that Mozambique is situated at the very bottom in the various lists of countries ranked by level of development. For example, Mozambique is number 197 of 210 countries ranked by per capita income level.3 Likewise, in a World Bank list of countries that were ranked in terms of per capita wealth, Mozambique occupies the 139th position out of a total of 152. Equally, in the list of African countries ranked by their Human Development Index, only Burundi, Niger, Congo and Zimbabwe have an even lower index. The 2010 Human Development Index ranked Mozambique 165th out of 169 countries.
Political situation Mozambique achieved independence from Portugal in 1975, and was since involved in a decade long civil war against a guerrilla movement backed by the Apartheid regime in South
1 Action Plan for Poverty Reduction (PARP) 2011 -2014 2 3rd Poverty and Well-being Evaluation Report, 2010, page 26 3 World Bank, World Development Report, 2010 3
Africa. Since the end of the civil war in 1992, Mozambique has been a peaceful country in which it is possible for a democratic regime to take root. The 2004 Constitution maintains the 1990 Constitution proclamation of a multiparty state, market economy, and respect for fundamental rights and freedoms. The Frelimo party has governed Mozambique exclusively since independence. The elections held since the end of the civil war have steadily increased the hold on power by Frelimo. While President Joaquim Chissano was in power from 1986-2004 the links between party and state was somewhat loosened, but this tendency was reversed when Armando Emilia Guebuza was elected president in 2004. Guebuza has headed a process of centralization and stronger control not only with the state administration but also within the party of Frelimo. Currently, Frelimo effectively controls the activities of the executive, legislative and judicial powers, just like the distribution of business contracts and concessions remains firmly controlled by the party elite. In addition to this, since the election of Guebuza, Frelimo has successfully managed to insert itself into local and central governance and civil administration functions by strengthening the use of party cells at all levels of the state administration. Party cells have existed in the state administration since independence, but during the Guebuza administration these cells have increasingly become more influential and powerful, just like party cells have appeared at more profound levels of the state administration, even on the level of each school. These cells add to the fusion between state and party, and effectively make the space for transparent decision making very small, as the cells create a parallel power structure, most often subordinating the formal administrative structures. Although Frelimo has publicly denied this strategy of asserting its power, it is commonly acknowledged that membership of the party is a necessary entry ticket to ensuring a job in the civil service or ensuring a business contract.4
For the last general and presidential elections in 2009, nineteen parties and coalitions contested5. The election results gave a significant victory to the current president Guebuza with 75.01% of the votes declared valid. Afonso Dhlakama, of Renamo, the second largest party, obtained 16.4% of the votes and Daviz Simango, of MDM (The Democratic Movement of Mozambique), obtained 8.59% Only these three parties gained seats in Parliament, which after the election was dominated by Frelimo with 191 seats out of 250 (almost 75%)6. This majority gives Frelimo the possibility to change the constitution without relying on any opposition votes, and it remains still to be seen if they will take this opportunity to amend the constitution to allow for a third term of the president, as has been much discussed. In addition to this, Frelimo also won all 43 municipalities with the exception of one (Beira). Administration and management of the elections were controversial with the exclusion of candidates from seven parties and coalitions, and the rejection of almost all political parties/coalitions in some electoral circles, with the exception of Frelimo and Renamo.7 The defeated parties, Renamo and MDM, contested the results, and claimed the elections were fraudulent. Despite this, the elections were declared valid by the National Electoral Commission (CNE). The Constitutional Council approved the results, but strongly criticized
4 Mecanismo Africano de Revisão de Pares (MARP): Evaluation Report 2011 (as reported in O Pais, 20th of June 2011) 5 CIP: bulletin on the political process in Mozambique, n°1, 11/09/2009 6 Source: European Union Electoral Observatory Final Report 7 Electoral Observatory Declaration 4
the CNE’s illegal actions of excluding some political parties from the elections8, as well as the lack of transparency in fundamental aspects of the CNE were a concern.9
Governance and corruption One factor that remains a major problem in Mozambique is corruption at all levels of the political system, and a severe lack of transparency in public financial management encourages corruption. The corruption is revealed in the diversion of significant amounts of state funds and the abuse, favouritism and nepotism in appointments and acquisitions of the state, conflicts of interest and internal transactions that benefit friends, relatives and allies of the party in power. This corruption is a symptom of democratic and governance weaknesses in the country, and these structural weaknesses amplify a threat that has the potential to undermine Mozambique’s future development progress. As a consequence, Mozambique’s nascent democratic government and the significant success of the country’s development efforts are at risk.10
An anti-corruption legislation has recently been approved by the Ministerial Council (but not yet by Parliament), and includes an updated penal code, public service code of ethics, revision of the public ministry law (enhancing the role of the Central Office to Combat Corruption) and a new law to protect those bringing forth criminal charges regarding corruption. What is most significant about this law is that it substitutes the previous Anti Corruption Bill by making acts of corruption punishable according to the Penal Code. There are signs that anti-corruption efforts are having some effect, with the former minister of Transport and Communications this year being jailed for his part in a corruption case at the publicly owned airports company. Nevertheless, it remains to be seen whether the new laws address all the shortfalls raised by the Attorney General, where he noted the injustice of the current immunity of officials who direct criminal activity, such as theft from state funds, at the expense of those over whom they have control.11
The Attorney General also noted that the Mozambican economy is too small “to support buildings of the size of those that are springing up in the major cities, particularly in the capital”, implying the common occurrence of corruption, and the channelling of these illegally obtained money into real estate.12 Another aspect contributing to the booming property market, which is out of proportion with the Mozambican economy, is the drug trade. Mozambique is second only to Guinea Bissau in being the most used trafficking country for drugs between Asia and Latin America to Europe and the United States. For this to happen unhindered, there are allegations of strong linkages between corrupt government officials and organized crime, some even pointing to the top of the government for allowing and benefitting from this illegal trade.
The education sector also sees its share of small as well as big scale corruption cases. In 2007, Danida closed a big education program in the Zambézia province due to fraud with
8 CIP: Bulletin on political process in Mozambique, n°44, 11/01/2010 9 source CIP: Bulletin on political process in Mozambique, n°44, 11/01/2010 10 Crime, corruption hinder Mozambique business - World Bank. Club of Mozambique. 30.06.2009 11 O País: “O PGR e os crimes de desvio dos fundos do Estado” 30/4/2011 12 O País: ”O perigroso mnudo dos crima aos olhos do Augostino Paulino” 22/7/2011 5
funds targeted to build 5 teacher training institutes, and demanded the return of 2.8 million USD from the Mozambican government, which was paid back.13 January 2011 saw the firing of the entire management of the Teachers Training College in Angonia district, in the western province of Tete, due to involvement in acts of corruption during the admission of candidates to attend the teacher training courses held at the college that year.14 Currently, 12 civil servants from the Education sector in Nampula Province, including the Provincial Director of Education as well as the SDEJT Director of Muecate District, are under investigation for having mis-directed funds earmarked for paying teachers’ overtime and for having put “ghost-teachers” on the provincial payroll to cash in their salaries. The alleged fraud amounts to 400.000 USD.15 Other incidents of corruption includes the selling of exam papers16, the selling of school books on the local market although they were supposed to be distributed freely, and the frequent practice of parents having to bribe officials to register their children in school, although it should be for free.
3.2 Legal framework for the Education Sector The Constitution of Mozambique declares that education is the right of all citizens, with the state promoting equality, and the access to enjoy that right. The Mozambican state has furthermore ratified the international conventions and declarations assuming the political commitment to ensure basic education free and compulsory for all Mozambicans. These conventions are:
Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) on 2 June 1993 came into force as law in Mozambique on 16 May 1997. The African Charter on Human and Peoples' Rights (ratified by Resolution 9 / 88, July 25). The Protocol to the African Charter on Human and Peoples' Rights on the Rights of Women in Africa (ratified in December 2005). Universal Declaration of Human Rights 1948, ratified by Resolution 4 / 93, 2 June. Jomtien World Declaration on Education for All, 1990. Education for All, The Dakar Framework for Action, 2000 Declaration of the Millennium Development Goals of the United Nations in December 2000 UN Convention on the Rights of the Child (ratified by Resolution 19/90 of 23 October). African Charter on the Rights and Welfare of the Child, 1990.
Importantly, Mozambique has signed onto the Education for All, Dakar Framework for Action (2000), which stipulated 6 rights-based goals to be reached by 2015. Of particular importance for this program is goal 2 that sets out to ensure that “all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality” and goal 6 which aims at “eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and
13 “Korruptionssag rammer skolebørn og lærerstuderende i Mozambique” Information 24th of July 2007. 14 College Management Sacked for Corruption (Allafrica.com 19/1/2011) 15 “Director da Educação da cidade de Nampula poderá voltar à cadeia” (O País 12/9/2011), “Tribunal ordenou detenção de mais 12 funcionários na semana passada” (O País 12/9/2011) and “Professores de Muecate exigem saída do director de Educação (O País, 13/9/2011)” 16 Teachers Who Sold Exam Papers Risk Expulsion (allafrica.com 9/1/2009) 6
equal access to and achievement in basic education of good quality.” Mozambique has also signed onto the Millennium Development Goals (MDGs), aiming to achieve universal primary education by 2015, including eliminating the gender disparity in the primary education.
The National Education System (SNE) is established in the 6/92 law, approved in 1992, with the objectives to eradicate illiteracy, guarantee the right to basic education for all, and provide professional, scientific, technical, cultural, physical formation, and good moral and civic education, as well as ensure artistic and aesthetic formation. This law also stipulates the close link between the school and the community, with the school being both the driving force for socio-economic and cultural community development.
The operationalization of the principles and objectives of the SNE law, as well as the directives of the Constitution is achieved through the Strategic Plan for Education (PEE) which sets out to “guarantee that by 2015 all school-age children have access to basic education of quality.”17 The PEE presents the quality of education as one of the main challenges and it considers improved educational quality as the means of pupils’ mastery of competencies and knowledge, contributing to an increased pass rate, and a reduced drop out from school.
The Ministry of Education (MINED) is responsible for devising national policies and for monitoring and supervision through an integrated system of planning, budgeting and monitoring, to secure continuing coherence with the main priorities and objectives of Government. At the same time, the Ministry has the role of developing educational standards, including curriculum development, educational investigation and regulation of procedures, qualifications and the creation and function of teaching institutions.18 According to the PEE, the curriculum monitoring support chain and consequent pupil learning are the responsibility of various actors, namely central services (DINEG, INDE, General Inspector, National Exam Council), provincial and district services, ZIPs and school directors.
Responsibility for education services administration and human, financial and material resource management is increasingly decentralized, with schools and institutions having increased financial authority and decision-making power.19 At provincial level are the Provincial Education and Culture Directorate (DPECs) and at district level the District Education, Youth and Technology Directorates (SDEJTs). These are responsible for local education system management, from the opening of primary schools to the posting and movement of teachers. While the DPECs retain a budget for their functioning, which is shared with secondary schools, technicians and some primary schools, school finance is increasingly the responsibility of the SDEJT, which holds a budget (via the district government secretary), which is shared with the schools in its area. Since 2003, primary schools have received ADE (direct support to schools) towards their operation. ADE was extended to secondary schools in 2009.20 Furthermore, each school belongs to a Zone of Pedagogical Influence (ZIP), which joins 5-7 closely placed schools with the purpose of
17 Strategic Plan for Education 2011 – 2016 18 Strategic Plan for Education 2011 – 2016 19 Strategic Plan for Education 2011 – 2016 20 Strategic Plan for Education 2011 – 2016 7
making joint training, planning and dissemination of relevant information to the teachers. Each ZIP has a ZIP coordinator, which is the school manager at the central school of the ZIP.
School Boards At school level, education sector management is also undertaken by civil society, represented by members of the community elected to the School Board. Article 8 of the Basic Education General Regulation (REGEB) defines the School Board as “the highest body of the basic education establishment”. It constitutes the link between the school and the community in securing the active participation of all those involved in the education process. The Manual on the Operation of School Boards assumes that the “constructive participation in taking decisions can improve the school, the quality of education and promote school success, so that community and parental involvement is positively linked to pupil results. Parents can support the school in the organisation of activities that aim to improve school performance and development.”21 In the education sector, the School Boards thus represent the open space for the participation of civil society. The School Board is defined as a space to exercise democracy, where those involved in the school have the opportunity to participate in school management, affirming their rights and mainly their duties, to contribute to an education of relevance for their children. The School Boards can also influence the space of the consultative councils22 to include issues of school management, such as lack of transparency in the process of distribution of free school books, and also monitor district education budget allocations.
Teacher Training Regarding teacher training, it was decided by the government in 2007 to halve the teacher training period from two years to only one. This has impacted negatively on the quality of teaching in the classroom, as teachers with only 1 year of teacher education do not have the necessary pedagogical training to deliver a pupil centred teaching in the classroom. Nor do the teachers have sufficient technical skills and knowledge about the various subject to be taught in the classroom. The consequence is reflected in the fact that the performance of the pupils began to decrease from 2008 and to date, and MINED recognizes that pupils are concluding primary school without having required sufficient reading and writing skills.23 As an acknowledgement of this problem, MINED have recently recognized that one year education of teachers is not sufficient, and from 2012 a two year teacher training curriculum is being reinstated again. However, the implementation of this will be gradual, and will start in some IFPs only, among others the IFP in Alto Molocue in the Zambézia province.
Furthermore, a program has been in place since 2008 called Program for Continual Professional Development (PDPC), which initiated a process of decentralization of the teacher training first to DPEC and from there to the Teacher Training Institutes (IFPs). Through the IFP’s, teachers undergo in-service training schedules, through centrally defined and organized programs. Despite being centrally defined, the programs are organized to
21 School Council Manual, MINED, 2003 22 Consultative Councils (CCs) are entities established at various levels of state administration in Mozambique as a mean of decentralization, according to the Law on the Local State Bodies (LOLE 2003). There are consultative councils at the levels of Locality, Administrative Post and District. 23 Strategic Plan for Education 2012-2016 8
enhance the role of the Zones of Pedagogical Influence (ZIPs) as spaces to meet and cascade training, through training modules. The IFP is persistently challenged in responding to demand generated by this model by its reduced material, human and financial resources.24 Efforts in training and contracting newly qualified teachers, although significant, have not ended the evident lack of teachers, which continues to be reflected in class numbers, and the number of teachers covering two teaching shifts.25
3.3 Political Space, Stakeholders and Power relations The 1990 Constitution of the Republic of Mozambique recognizes that social organizations play an important role in promoting democracy and citizen participation in public life. The constitution established a solid foundation for citizens to be able to express themselves, to participate in decision-making processes and to demand accountability and good management from the public sector. Freedom of association is defined as a constitutional right, and social organizations and associations have the right to pursue their aims, to create institutions designed to achieve specific objectives and assets in order to pursue activities in accordance with the law.26
However, civil society’s vocation to participate in the governance of the state, and role as a partner of the Government, has not been fully assimilated. The role of civil society as a partner in the definition and implementation of national policies is still a relatively new concept. Additionally, despite the existence of a favourable legal framework, it appears that in practice Mozambican citizens still need to develop the mechanisms to apply these democratic principles. Effectively, a distinction is needed between knowledge of the existence of these laws and liberties, their internalization (how they apply in daily life) and the experience that enables the implementation of the available instruments.27
Numerous NGOs have emerged in the last twenty years in Maputo and the other major cities, some with access to international networks and funding. Many of these civil society organisations were set up because there were funds and support available from international NGOs, donors and embassies. Despite a large number of civil society organisations being created since the transition to democracy and channels being provided for participation in governance, the influence of Mozambican civil society on governance is still very limited because, on the one hand Mozambican civil society lacks capacity and on the other it does not act independently and is greatly influenced by the ruling party, foreign NGOs and donors. This has resulted in the absence of a strong civil society in Mozambique that can call the government to account for its actions. The donors and international NGOs often regard these civil society organisations as the organisational manifestation of civil society in Mozambique. Meanwhile, many of these organisations have no links (or if they exist they are very weak) with community-based organisations or associations. They are legitimate organisations, but their roots are not in the community. 28
24 Primary Curriculum Reform, MINED, 2010 25 Strategic Plan for Education 2011 – 2016 26 Article 78 of the Constitution of the Republic of Mozambique 27 Civil Society Organisations: actors in movement. French Embassy -–SCAC- Maputo 28 Alliance 2015 (March 2011): Slow Progress towards Democratic Ownership in Mozambique, page 4 9
The September riots 2010 are an example of this. Three days of serious civil disturbances in September 2010, sparked by rising food and utilities prices, were rooted in a deeper problem of eroding purchasing power. Although the riots involved a minority of the population, they reflected a general sentiment of discontent. They were repressed brutally by the police, resulting in 18 casualties. The government subsequently introduced wheat flour subsidies. Similar protests took place back in February 2008. In both cases, the civil society movement did not have any visible interlocutors and lacked a clear program and organization, which points to the gap between formal institutions (including donors, the Government and its political opposition) and the 'unorganized' expression of civil society, but also of the long journey that the civil society still has to make in order to build a pacific, yet strong voice to represent their claims.
Another aspect of civil society organisations is that many have links to the ruling party or have founding members who are simultaneously senior officers in the party or have economic links with the party. Other organisations that start out as independent from a political party have been known to be co-opted by the Frelimo party, eventually limiting the critical voice and watch-dog function that the organisation set out to perform. After the 2004 elections, there were claims that political activities outside Frelimo were under strict and permanent supervision by the party’s local structure and the local administration, particularly in the rural districts outside the city of Maputo.29 Thus despite the relatively open constitution, the factual narrow political space is a major problem for CSOs seeking to engage in development processes. The ruling party holds a firm grip on power and, accountability mechanisms such as Parliament, the media and civil society remain weak, Maputo-centric and ill-equipped to provide a serious challenge. This relationship limits the possibility of organisations becoming a counter-balance to government institutions and denouncing cases of abuse of power.
Spaces for influence for civil society
In response to the demands of CSOs to formalise civil society participation in development processes the Government set up the Development Observatories (DOs) –initially called Poverty Observatories - in 2003. In 2005, these were extended to a number of provinces. The Observatories are a consultative forum which monitors the implementation of the National Poverty Reduction Strategy (PARPA) and includes civil society representatives. Given their structure, the DOs were welcomed because of their potential to give a voice to civil society in development processes, but they have been overshadowed by the dialogue between donors and the Government and thus their potential has not been fully realised. The main problem with the DOs is that they are not perceived by the Government and its international partners as a social accountability mechanism, but only as an instrument for consultancy purposes with no power for negotiation. The Observatories are often presented as an opportunity to share information and promote dialogue. However, since the information is often provided at a later stage in planning and with no intention to contribute to policy-making, citizens have little opportunity to influence the programs allegedly
29 Alliance 2015 (March 2011): Slow Progress towards Democratic Ownership in Mozambique, page 2 10
designed on their behalf. As a consequence, an increasing number of CS activists are disenchanted with the DOs.30
Another possible space of influence for civil society in Mozambique is the Law on Local State Bodies (nº 8/2003) known as LOLE (Lei dos Órgãos Locais do Estado). It was established to bring the public administration closer to the citizens by increasing civil participation in the management of public affairs. The LOLE formalizes district consultation through the Consultative Councils, decentralizing power and resources to local authorities. At district government level, District Consultative Councils (DDCs), function as consultative bodies with the local administration authorities in finding solutions to fundamental issues affecting people, their well-being and the development of life conditions in the local community.31 To date, progress has been slow –especially when it comes to the decentralisation of power- and the councils still face many challenges, including strong party influence and a lack of literacy among its members. Nevertheless, the consultative councils are seen as a potential instrument to foster a bottom-up approach to development and boost democratic ownership in Mozambique.
In the education sector, MINED recognizes that civil society is growing stronger in its dialogue with the sector. Through the national network of Education for All Movement (MEPT), civil society participates in meetings and ministerial working groups, contributing to the discussion of major issues relevant to the sector.32 MEPT has established strategic partnerships and action plans with several INGOs working in education (IBIS, Action Aid, Oxfam) and has released two research studies nationwide, one on the quality of education and one about girls’ schooling. MEPT is now being supported by its international partners beyond its initial focus on the coordination of Global Action Week for Education to adopt a broader role as supervisory authority of the Government. It participates as the voice of civil society on education at meetings of the education sector annual review. It is a founding member of the Southern African ANCEFA delegation (African Network Campaign for Education for All) and is thus the most important national focal point for education financial control, identified as the most important issue in Mozambique.33 MEPT delegations have been created at the provincial level and in some districts, through the activities of NGO members.
International donors and INGOs
The current state budget allocates 18% to the common fund that finances the implementation of Mozambique’s 2010-16 strategic plan for the education sector. The education sector strategic plan is financed by three main financial sources. Internally, it is financed by tax revenues as well as direct budget support from international donors, which makes up the major part of the education sector budget, at around 70%34. This finances teaching and non-teaching staff salaries as well as goods and services for institutional
30 Alliance 2015 (March 2011): Slow Progress towards Democratic Ownership in Mozambique, page 4 31 LOLE Regulation 32 PEE 2011 – 2016 33 MEPT annual Report 2010 34 PEE 2011 – 2016 11
operation. External sources support the sector with 30% of funds earmarked for 2011 which includes bilateral projects (via credits and/or donations). 35
The bilateral funds from the international donors are channelled through an education sector donor funding pool, the Support Fund to the Education Sector (FASE), which is managed by the Ministry of Education.36 Donors that have contributed to fund include the World Bank, Ireland, Finland, Germany, DFID (UK’s aid agency), Portugal, Spain, UNICEF, CIDA- Canada, the Netherlands, and DANIDA. An additional two donors (Italy and Flanders Cooperation) joined the FASE pool of funds in 2011, while the Netherlands will stop disbursing in 2011 and DANIDA in 2012. The FASE funding focuses on increasing access to education and improving the quality of education through teacher training programs, production and distribution of free primary school books, support curriculum reform for primary and secondary education, scale up direct support to schools program, and provide subsidies for literacy workers.37 The World Bank Board approved in April 2011 a credit of US$ 71 million to support the implementation of Mozambique’s Education Strategic Support Program (ESSP) for the period 2011-15, which will also receive complementary funding from the Education For All – Fast Track Initiative Catalytic Fund program with a total amount of US$90 million. These funds, totalling USD 161 million, are administered through the FASE. 38
In 2011, donors increasingly expressed growing concerns about the dominant role of Frelimo in the state, and the high levels of corruption and controversial political practices in the last run-up to elections. This prompted them to issue a very critical statement and even to suspend budget support disbursements. In the education sector, international aid donors are gradually phasing out of supporting education projects, and mention the embezzlement and the lack of inclusive dialogue and transparency as the main reasons for phasing out. 39
Significant INGOs working with the Education sector in Mozambique includes MS/ActionAid, who have targeted corruption in the education sector with an advocacy campaign “Free schoolbooks for all”, fighting against the malpractice of selling schoolbooks that are supposed to be distributed to pupils for free. MS/ActionAid works with partners in the southern provinces of Mozambique, and works to strengthen civil society’s capacity to participate actively in democracy, so it can monitor and influence the local authorities at district level, including the education sector. IBIS’ Alliance 2015 partner, Concern, is also an important actor in the education sector as well as in the province of Zambézia. Although using a directly implementing approach, Concern focuses on capacity building school boards and educating teachers. Finally it is important to mention UNICEF, who has recently started a four-year project to support the Child Friendly Schools Initiative (CFSI) in 7 districts in different provinces, including the district of Maganja da Costa in Zambézia. The purpose is to improve the quality of teaching in primary schools, to provide care and support to orphans and vulnerable children and helps build new schools. 40
35 POA 2011 36 PEE 2011 – 2016 37 Activity Plan and Education Sector Budget, MINED, 2011 38 Worldbank.org, 28/4/2011: Mozambique Receives US$161 Million to Improve Access and Quality of Education 39 Alliance 2015 (March 2011): Slow Progress towards Democratic Ownership in Mozambique, page 2 40 Unicef Grants U.S.2.5 Million for Education (Allafrica.com 11/4/2011) 12
3.4 HIV/AIDS, gender and youth Mozambique is one of 10 countries in sub-Saharan Africa most devastated by HIV/AIDS, with a national prevalence rate of 15.0%41. Prevalence rates show that women are most affected, and that women between 15-24 years are three times more likely to contract the disease. In 2010, the estimated number of people aged 15-24 living with HIV in Mozambique, was 3.1% men and 8.6% women.42 Productivity of poorer families is considerably reduced by the higher prevalence of HIV/AIDS and related diseases, e.g. tuberculosis. This has led to increased poverty rates in the central area of the country, which includes Zambézia, which is also the province with the highest mortality from HIV/AIDS.
One of the most serious consequences of the HIV/AIDS epidemic is the number of orphans and vulnerable children (OVC) who become victims of exclusion, vulnerability and poverty. It is estimated that in 2010 there were 557.500 orphaned by HIV/AIDS and 154,000 children living with HIV/AIDS. Marginalisation and vulnerability through poverty decreases the chances of Mozambican children concluding primary education. UNICEFs Mozambique Report from 2008 on vulnerable children show that up to 88% of children aged 6-12 in the poorest quintile of the population are not in school. Mozambique has an estimated total population of 1.6 million orphans.43
In 2010, 336 employees of the Ministry of Education, 90 per cent of them teachers, were known to have died of AIDS. In the same year, 1,452 education staff were known to be infected with HIV (847 are men and 605 are women). The province with the largest known number of HIV-positive education workers is Zambézia with 281 staff known to be infected. However, these figures are likely to reflect, not the real state of the epidemic, but just the number of people who have taken the HIV test.44
Gender The Constitutions of 1975, 1990 and 2004 support the principle of gender equality and prohibit discrimination based on gender. The principles of equality and non-discrimination are further enhanced by the fact that Mozambique has ratified the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) of 1993, and the SADC Protocol on Gender and Development in 2008.
Nevertheless, lack of access to education is a massive problem, mainly in rural areas and especially for girls, who continue to be chosen least when it has to be decided who goes to school. According to MINED statistics, there remain huge challenges in girl participation in school; in Zambézia the number of girls enrolled in primary school were 45,2% in 2008; 45,7% in 2009 and 46,9% in 2010, as against 54,8%, 54,3% and 53.1% of boys in 2008, 2009 and 2010, respectively.45
The Ministry of Education and Culture Gender Unit has identified constraints on girls' education, including the low value placed on the education of girls compared to boys. The
41 INE statistics 42 UNAIDS (2010): Global Report 2010. 43 UNICEF: Child Poverty in Mozambique. 2008 44 Aids Strikes At Education (allafrica.com 14/9/2010) 45 MINED National Planning Directorate Database, 2011 13
burden of domestic work and seasonal work for girls as well as poverty preclude them from education. Also, the distance between home and school and the lack of boarding facilities for girls who live farther away deny them the option of attending school.46 Additionally, some of the key constraints for eliminating the gender disparity in the primary education (MDG 3) are that in rural areas some parents are afraid to send their daughters to school where male teachers dominate, due to the fear of sexual harassment. Other constraints are cultural habits which lead to the non-enrolment or dropout of girls from schools, such as premature marriages and the absence of recognition on the part of the parents of the importance of schooling for girls.47 Adding to this, UNICEF concludes that 8% of girl students are victims of sexual abuse by their teacher in primary school, and 35% are victims of sexual harassment. Also, 18% of young women are married before their 15th year, and 56% before they turn 17, and these early marriages are a threat to girls education, which is evidenced by 36,9% of girls married before their 19th year have no formal education.48
Furthermore, in rural areas there is a conflict between traditional education and formal education. Practices such as weddings and premature pregnancies often mean that parents value alternative instruction, such as initiation rites, and Koranic / Islamic schools rather than formal education. School Boards were established to address this, involving parents and school personnel. These Boards have allowed some communities to set the rites of initiation for the period of school holidays; in others, parents have taken an active role in defining a part of the curriculum.49
Rural areas also see very few female teachers, as most female teachers are concentrated in urban areas, where they have access to health services and schooling for their children. In the same line, the number of female school directors in the rural areas is negligible. Female teachers and school directors are important in all schools to serve as role models and to supervise girls. In particular because the traditional gender division in rural communities brings even greater disadvantages to women because, while men can be involved in public life, women are restricted to domestic responsibilities. The illiteracy rate among women aged 15-24 is 52.8% on the national level and in Zambézia it is 73.2%, confirming the tendency that the majority of illiterate women live in the rural areas.50 The traditional gender roles in rural communities thus tend to confine the space for women and girls to the domestic arena, where they have few role models to follow when it comes to pursuing a career or taking part in political and public life, like for example in a school board or a consultative council.
Youth The Ministry of Youth coordinates the national youth policy. The Mozambique Youth Policy promotes youth associational life as the best way for young people to become organized and supplementary/complementary vocational training to guarantee effective youth participation in the country’s development. To achieve the policy’s objectives, the
46 Gender Strategy of the MoE, 2007 47 Republic of Mozambique: Report on the Millennium Development Goals. 2010. 48 UNICEF: Child Poverty in Mozambique. 2008 49 SIDA, 2007 50 Republic of Mozambique: Report on the Millennium Development Goals. 2010. 14
government prioritizes the creation of mechanisms that enable youth associations and organisations to work towards their objectives, the development of projects which aim to improve socio-economic conditions of youth and the promotion of youth participation in the decision-making State bodies51.
In 200452, the 15-24 year olds accounted for 19% of the population. Of these, 30% men and 51% women were unemployed. There are high discrepancies between the rural and urban areas, however, with 27% in rural areas being unemployed (21% men and 35% women), and 63% in urban areas (51% men and 73% women). To diminish the unemployment among youth is a huge challenge, also recognized by the Planning and Development Minister, Aiuba Cuereneia, who recently confirmed that “at least 300,000 young people annually face difficulties in entering the labour market in Mozambique, due to the formal economy’s lack of capacity to generate enough employment to respond to demand. Consequently, many young people….opt for the informal sector, where they can … support themselves.”53
The secondary education also remains a fundamental structural bottleneck for youth, and current levels of infrastructure and staff are incapable of absorbing the large number of pupils finishing primary education. The number of women aged 15-19 attending secondary school in the rural areas is 3% while it is 23.9% for women in urban areas. The number of men attending secondary school in rural areas is 6.1% and 28.5% in urban areas. In comparison, 24% women and 48.8% men are attending primary school in the rural areas, while 34.9% of women and 42.2% of men are in primary school in the urban areas.54
Concerning the political participation of young people in Mozambique, youth organizations of various characters exist. The National Youth Council was established in 1996 with the purpose of coordinating youth associations, as well as the Mozambican state and national and international public and private entities regarding youth issues. The Organisation of Mozambican Youth (OJM) is a mass organization initially created after independence by Frelimo, with whom it continues to have close ties, although officially independent from the Party. Nevertheless, OJM still has as its purpose the political and ideological education of the young people of the country. In the context of the elections in 2009, the Youth Parliament appeared on the public stage as an independent and critical voice. The lack of proper and effective responses to the problems faced by Mozambican youth motivated the creation of the Youth Parliament (YP). It is an organisation composed of young people from throughout the country, driven by the interest of including young people’s concerns in the national development agenda. The YP has been able to successfully confront threats, persecution, hostility and censure on the part of the state or the ruling party, and has won notoriety in the national debate regarding responses to the economic and financial crisis that the country is facing.55
51 Republican Bulletin Rnº12 I Série 52 The latest official numbers available regarding youth employment are from 2004: Leibbrandt & Mlatsheni 2004: Youth in Sub-Saharan Labour Markets. African Development and Poverty Reduction. Forum Paper. Cornell Uni. 53 O País online 13/6/11 54 UNFPA (2003): The Adolescent Experience in-depth. Mozambique 2003. 55 The Citizenship Program and the Women in Politics Program of IBIS Mozambique has supported the development of a strategic plan in 2010 and the realization of a national conference focusing on young women’s political participation in 2011, respectively. 15
4. PROBLEM ANALYSIS
4.1 Justification for the intervention of the Thematic Program The EPAC program is informed by the context analysis presented above. Further to this, key lessons learned from the previous thematic program EDEC as well as key recommendations from the final evaluation of EDEC, serve as important input to validate the problem analysis and the process of developing the EPAC program.
IBIS Mozambique would like to contribute mainly to solving the problem that children and young people do not enjoy their rights nor participate actively in the development of their communities. The quality of education remains a key challenge at all levels; national, provincial and local. Further to this, IBIS Mozambique would like to strengthen the capacity of CSO´s working with educational issues in order for them to have a significant voice in influencing policies on education at national, provincial and district level. In order to achieve this, the following significant challenges have been identified:
A) Access to quality education continues to be limited
Increased access to primary education has been a top government priority, and access to education has improved and increased the number of children that are integrated into the Mozambique formal education system. This is verified by the increased numbers of schools – 7.594 in 2000; 9.027 in 2003; 11.145 in 2007 and 13.434 in 2010. Consequently, the numbers of pupils has increased accordingly: from 3,6 million in 2003, to 5,3 million in 2010.56 Additionally, the net enrolment rate (NER), defined as the total proportion of children of official school age who attend school (6-13 years for primary and 14-18 for secondary education), was in 2008/9 established at 76.9 % of all children between 6 and 13 years were in school, compared to 66.8% in 2002/3.57 Access to education in terms of increased numbers of school has been notable, but the need for constructing more school especially in the remote districts is still not met.58 Also, the increased number of schools and increased net enrollment rate does not necessarily imply that increased access to quality education has taken place. The pupils are often exposed to extremely poor learning conditions.
A study undertaken by CESC on the quality of teaching reports that “the physical environment of the schools visited, including classrooms, are deplorable. The schools do not provide toilets, or where they do have them, they are not in good hygienic condition and are without water. The classrooms, when they exist, are mostly lacking desks and the blackboards are in poor condition. The pupils have access to only school text books, which are insufficient for everyone.”59 Lack of didactic materials for pupils, such as pupil books, also contributes to low educational quality. The quantities of books designated do not reach
56 Strategic Plan for Education (PEE) 2012 - 2016 57 Poverty and Wellbeing in Mozambique: 3rd National Poverty Assessment MPD-DNEAP, 2010 58 Strategic Plan for Education 2011-2016. 59 Study on Quality of Teaching Report – Evaluation of the quality of education services from the beneficiary perspective, CESC & MEPT 2011 16
the schools.60 According to the CESC/MEPT study, “it is clear that in some schools pupils have two books, where there should be 10; teachers have difficulty in teaching because it takes so much time to write on the board (a coping strategy for lack of books, red). Lack of materials is also noted in art, music and craft, which as a result are not well taught.”61 The analysis related to these problems can often be explained by poor governance of the sector at all levels. The poor governance performance is related to lack of capacity, weak distribution systems as well as mismanagement of resources.
B) Quality of teaching is low due to teachers with limited pedagogical training
While the pupil-teacher ratio improved from 66 in 2005 to 58 in 2010 for primary education, the SAQMEQ62 study on teaching quality shows a significant decrease in teaching quality in Mozambique, ranking the country as second lowest in an evaluation of pupils’ reading and math’s skills.63 The Report on the Millennium Development Goals 2010 for Mozambique identifies the national net conclusion rate in the first level of primary school (grade 1-5) as only 77.1%, where only 73% of girls conclude grade 5 compared 84.6% of boys. This means that about a fourth of all children do never finish their primary education.
While expansion of the education system has been accompanied by increased numbers of teachers64, the proportion of primary teachers with no pedagogical training continues to be significant. The number reduced slightly one year after the introduction in 2007 of the one year teacher training education, being 36% in 2008, 31% in 2009 and 26% in 2010.65 This shows that although there has been a reduction of untrained teachers, the system continues to have a high number of teachers who have not had any academic training, which greatly influences the quality of education provided in Mozambican schools.
Untrained teachers reproduce the teacher-centred approach and traditional pedagogical methodologies often characterized by authoritarian learning approaches. Lessons are based on irrelevant repetition, do not relate to local reality, and do not motivate students to learn, participate or be creative.66 The curriculum for primary education provisions that 20 % of the total time in each subject must be contextualized to the local environment in order to stay relevant, e.g. local curricula. The implementation of the local curriculum represents a challenge at the national and local level, and the Ministry of Education recognizes that teachers still lack capacity to implement the local curriculum, and is therefore open for other actors to train teachers in how to integrate the local curriculum in the lessons plan. 67
Limited financial resources and gaps in training of supervisors, teacher trainers and school directors hamper the monitoring of curriculum and supervision of teachers, along with the
60 Report on the Survey on the Situation of Free School Books, MS Mozambique, 2010 61 CESC & MEPT, 2010 62 SAQMEC Report (Southern and Eastern Africa Consortium for Monitoring Educational Quality) is a study done in 14 countries in southern Africa, to evaluate the quality of education in the region. 63 Reports on the Quality Education, SACMEQ, 2010 64 In the primary sector and the first cycle of general secondary education, numbers increased from 65,000 teachers in 2004 to 103,000 in 2010, mainly since 2007. The proportion of female teachers increased from 28% to 37% over the same period, mainly in the first grade of primary education. PEE 2011-2016 65 Strategic Plan for Education 2011 – 2016 66 Strategic Plan for Education 2011-2016 67 “Avaliação do plano estratégico da educação e cultura 2006-2010”. Dezembro 2010 17
lack of specific and clear reference to fundamental school learning.68 The lack of an adequate supervision and in service teacher training courses, the performance of teachers and pupils is becoming affected.
Teacher absenteeism is also a significant cause of lack of quality education. EDEC’s annual report 2010 observes that teaching time is not being completely fulfilled: this is due to various reasons mainly related to a) teachers are not reporting at work on a daily basis (because they live far from the school), and b) teachers are expected to teach two or three classes simultaneously and lastly c) teachers are obliged to participate in activities related to the party in power. 69 A study conducted in 49 primary schools in northern Mozambique shows that out of 183 annual school days the teachers spend 30 days in the classroom. 70 The rest of the time the teachers were either not present at school or where busy doing other things than teaching pupils in the classroom. The fact that the teachers according to this study are spending less than 20% of their time teaching is worrying and needs to be addressed and handled in order to secure access to quality education.
The school managers play a significant role in and have the responsibility for ensuring that teachers are reporting at work on a daily basis and are performing in the classroom according to plans. The weak leadership and management skills of the school managers represent a key challenge. The school managers do get very limited management training – if any - from the government institution and are often not able to fulfil the position satisfactory. Therefore there is a need to pay specific attention to strengthen the management and leadership skills of school managers.
C) Poor involvement of local community in school management – lack of inclusive and democratic management of schools The importance of parents and community involvement in schools is not to be underestimated, and this has also been stipulated by law through the compulsory establishment of school boards in every school. The school boards are essential in stimulating community participation and the exercise of democratic practices, and thereby enhance citizens’ participation. As such, the School Boards are an important part of civil society, creating links between the community and the education sector.
The establishment of school boards facilitates the inclusion of citizens in governance, but the ignorance and lack of enforcement of the legislation, both by people holding political power and by civil society, limits the real inclusion of parents and the community in the management of the schools. The level of participation of school boards and their effective contribution is far from desirable for an inclusive and democratic management in schools, and many members of the school boards are not able to explain what their functions are. The communities often have little knowledge of the school's budget, if any, and as a consequence do not engage nor influence the decision making processes related to their
68 Primary Curriculum Reform – Specific Study – Evaluation of the Education and Culture Strategic Plan 2006 – 2010/2011, MINED, 2010 69 IBIS Mozambique OPS 2010 70 “Opportunities to learn and early grade reading in Cabo Delgado” Draft report not yet published presented by Aga Khan Foundation, February 2011 18
local school and its development. The lack of well functioning school boards has direct impact on the quality of the primary education of the children, as non-functioning school boards is not effective in preventing drop-out of boys and girls and the marginalization of orphans.71
In this regard it is important to highlight that the school management also plays an important role in ensuring an inclusive participation of the community through the school boards. Due to weak management and leadership skills, the headmasters often find it challenging to ensure a democratic and inclusive school management both in relation to the overall management (where the school boards are supposed to play a key role) and in the daily management of the school, including being capable to supervise the teachers and support quality teaching.
D) The role of School Boards in local governance remains weak The limited functioning of the school boards also weakens their possibility for influencing local governance structures. This has a direct impact on the quality of primary education, as the failure to be involved in local governance inhibits the school boards possibility for influencing planning and budgeting of the provincial and district level of the education sector. For example, many School Boards do not effectively monitor the distribution of the ADE (Direct Support to Schools) or the distribution of free school books. The entry point for this local political participation in planning and monitoring is the District Consultative Councils. Nevertheless, the school boards members are often not aware of the legal framework regarding the District Consultative Council and therefore are not effectively influencing district planning regarding the education sector.
At the provincial level the picture is the same, the school boards do not effectively influence the PESOP (Provincial Economic and Social Plan) because they do not participate in the Development Observatory at the provincial level. This is also because the School Boards do not have a forum or an association at the provincial level to represent their interests. The need for capacity building the school boards in local governance issues thus represents an important entry point for future intervention, in particular considering the school boards as an important part of civil society at the community level.
E) Civil Society Organizations are not active enough in Education activities, reducing their ability to influence educational policies in favour of the rights of children and youth. Poor civil society capacity to undertake evidence based advocacy for positive educational change continues to undermine concrete advocacy results. Where civil society is involved in discussion of key educational issues, the results are still poor, at least at higher decision- making levels, since these organizations do not exercise actively their rights and duties.
The capacity of civil society to perform advocacy is limited by two set of factors, the first one being the limited skills to engage in advocacy, lobbying and networking activities to specifically influence policy development at local, provincial and national level. This is linked
71 IBIS monitoring reports 2010, Final evaluation of EDEC 2011 19
to the subsequent need to monitor and review government performance in the implementation of plans, budgets and policies, an area of actions which is just being introduced among the Mozambican civil society organizations. The second factor inhibiting the advocacy abilities of CSOs is the limited availability of evidence-based cases or data to build solid advocacy arguments upon. In the case of advocating for quality education, there is an urgent need for developing model schools to showcase how this abstract concept can be implemented in a concrete and tangible way, and to share the good practices of providing quality education with educational authorities and civil society partners at district, provincial and national level to directly influence national policy development for providing quality primary education.
Further to this the CSO´s are not effectively holding the national or local government accountable regarding development plans and budgets for the sector due to weak analytical capacity. There is a need to strengthen the CSO’s capacity to fulfil their role as watchdog to the state as well as to carry out concrete budget monitoring activities.
F) Youth remains excluded from the social, political and economic life.
Adding to the problems of high unemployment and lack of secondary education, another important problem is that the youth in Mozambique are not well organized and are often not aware of their right and duties as citizens. They tend to be excluded from various decision making bodies at the national and local level regarding social, political and economical issues of importance for youth. There do not have a seat in school boards, consultative councils who manage local development funds nor do they have a seat in the Development Observatory. Furthermore, the link between the national and provincial level of youth organizations is rather weak, presenting a challenge in the youth organizations ability to do advocacy and influence national policies on behalf of both rural and urban youth. As a consequence the voice of the youth is not sufficiently heard nor taken into account or reflected in the national-, provincial- or district development plans. According to the chairman of the Youth Parliament, Antonio Muchanga, the experience is that “there is no desire from the government to engage in a dialogue with the youth so far and they see the youth movements as a threat. The strategy that the government uses is to influence the youth movement by placing their party members in key positions. The government is afraid of a strong civil society and uses this strategy to control the upcoming youth movement”72
4.2 Experience of IBIS in the field IBIS has been implementing education programs in the Zambézia province since 2003, lastly through the thematic program Education for the Development of Rural Communities (EDEC) 2008-2011. The experiences and results of these interventions evolves around teacher training and quality of education, democratic management of schools, Organizational development of CSOs and advocacy with Happy Schools.
72 Interview of chairman of the Youth Parliament, September 2011 20
Teacher training and quality of education EDEC focused on teacher training in participative methodologies and production of didactic materials, as a way to promote change in ‘doing education’, to motivate creativity and interactive learning. Although there was resistance at first, it was later noted that teachers made continuous efforts to change their methodologies to create more participative learning. A key lesson of the EDEC has been that the time required to overcome these challenges should not be underestimated. A key recommendation from the final evaluation is to continue and strengthen the collaboration with the Teacher Training Institutes (IFP) as this approach has proved to be sustainable. Further to this the final evaluation highlights the need for changing the focus towards the child as the main beneficiary including the development of tools to measure the children’s perception of their learning. Both key recommendations has been taken into account and integrated in the new program.
Democratic Management of schools The EDEC program furthermore promoted School Boards’ (SB) capacity and the creation of School Boards forums. The SBs in the program’s intervention areas are now more consolidated, more confident in their role, and are more accepted by school headmasters, community and government. The role of SB´s is thus more active, indicating the emergence of a democratic relation between school and community, and community participation in initiatives supporting orphan and vulnerable children is notable. The EDEC program also worked with school directors towards their cooperation with the community in education development, and including school directors in the SB training sessions brought significant change in SB work, because directors became more active and open to dialogue with the community. The EDEC program successfully managed to facilitate the creation of Forums and Associations of SBs, which opened space for dialogue and learning between different SBs members and for influence on the district education agenda. The forum carried the community’s message on education and other problems to government. Consolidation of the forums and their expansion to other districts is seen as a best practice to establish democracy in schools and districts.
The key recommendations from the final evaluation was the need for strengthening the link to local governance structures beyond school boards, and a special focus will thus be given to school boards’ participation in Consultative Councils. Also the EDEC experience regarding the weak capacity of the school management has showed the need to strengthen the school directors’ capacity in inclusive and democratic leadership.
Advocacy and Happy Schools
For the purposes of evidence-based advocacy actions promoting quality of education, the EDEC program developed and defined the concept of the Happy School, based on concrete experiences at certain schools of interventions. The overall strategy for developing the “Happy School” consists of six integrated components implemented in partnership with the education authorities and civil society. These are quality education, democratic school management, promotion of child rights focusing on girl education, teacher professionalism and well-being, involvement of civil society organizations and advocacy for the improvement of the physical conditions of a school. This concept of Happy Schools provided an opportunity to share the good practices of providing quality education with educational 21
authorities and civil society partners at district, provincial and national level to directly, and has as such been included in the EPAC program as a key concept to demonstrate a model for quality education for advocacy purposes.
One element limiting the advocacy potentials of the EDEC program was the dispersed physical location of the program implementation areas. The program in the two districts, Alto Molocue and Milange, came to operate as isolated islands, making it difficult to forge links between the experiences and results as well as to coordinate joint actions. As a consequence of this, the EDEC program came to have little influence and impact on the provincial level, which is why the new program will establish an office in Quelimane, in order to be able to influence the provincial government and create network with other CSOs.
Organizational development of CSOs EDEC promoted CSO training to strengthen their advocacy capacity to demand their rights and to influence decision making processes. Besides the support to the creation of School Board Forums, the partnership with MEPT (Education for All Movement) reinforced the organization at national level, resulting in provincial and district nucleuses now demanding more communication and exchanges with each other and with central MEPT. MEPT developed its lobbying capacity which enabled its members to participate in planning and monitoring meetings of MINED.
The successful informal partnership with the Children’s Parliament in both Milange and Alto Molócuè brought notable results for the target group. The children are not only aware of their rights and duties but are exercising these rights by carrying out advocacy activities targeting local authorities, school and local communities. A key lesson learned from EDEC is the need to strengthen the capacity of new members of the parliament in areas of children’s right and duties as well as support the initiative taken by outgoing members (because age) regarding creating youth parliament and facilitate links to the national level (youth parliament).
Working with the Alliance 2015 also proved important in interchanging experiences in teacher training and school board capacity building. While opportunities for joint advocacy and monitoring actions were identified, this work was also challenged by the heterogeneous nature of the Alliance 2015 members in Mozambique. Concern is the organization that IBIS has most in common with in terms of activities and geographical location, but operationally speaking Concern is directly implementing.
An important nucleus for the EDEC program’s experience with CSOs was the Community Development Centres (CDCs) in Milange and Alto Molocue. These became centres for training of partners, a community library, life-skill courses for youth, and cultural activities. In the shift from direct implementation to partner implementation, the experience was that the CDC became even more important than originally presumed, by creating capacity building for partners and offering an open space for CSOs. The CDCs also helped to highlight the need to work with young people, as the children leaving the primary schools often face no further educational or employment opportunities.
22
5 OBJECTIVES AND INDICATORS
5.1 Objectives and Indicators Development objective: By the end of 2016, children and young people of both sexes enjoy their educational rights, fulfil their duties and participate actively in the development of their communities, and civil society actors are drivers for change in the educational sector.
Specific Objective 1: By the end of 2016, the schools supported by EPAC provide relevant and quality education to pupils, and are used as a model for replication and advocacy.
Indicators: a. 75% of students in schools supported by EPAC show competencies according to their level, as defined by MINED.73 b. 50% of teachers in schools supported by EPAC use participatory and didactic methods (pupil participation in classes, group work, class discussions, use of visual aids), know their subjects and integrate local curriculum in their classes. c. The drop out rate of girls and boys enrolled in schools supported by EPAC is reduced by 25% for each school year. d. 85% of school boards in EPAC supported schools lead community initiatives to support orphans and vulnerable children of their school e. Best practices and evidence-based case stories from schools supported by EPAC are replicated in at least 30 other schools, and are used to advocate for quality education at national level.
Specific Objective 2: By the end of 2016, the schools supported by EPAC are managed by an inclusive school management and a democratically elected School Board, whose members demonstrate good internal governance and influence local governance.
Indicators: a. 40% of School Board members in schools supported by EPAC are women. b. 70% of School Boards in schools supported by EPAC demand accountability from their school managers. c. Teacher absenteeism is reduced with 70% in schools supported by EPAC. d. 25% increase in female school managers in the ZIPs with schools supported by EPAC. e. All District Forums of School Boards participate in budget tracking of the education sector through their respective Consultative Council. f. 85% of school managers, school boards members and teachers in EPAC supported schools are aware of how to prevent HIV and stigmatization from HIV/AIDS.
73 The Ministry of Education has defined a set of competencies that the students should have by the end of respectively 2nd class, 5th class and 7th class. These competencies are outlined in the document, “MINED: Progressão dos Alunos no Ensino Básico, Por Ciclos de Aprendizagem. Maputo, Janeiro 2010”, and will be used to monitor this indicator. 23
Specific Objective 3: By the end of 2016, IBIS partners and relevant civil society organizations are influencing national educational policies.
Indicators: a. 75% of IBIS partner organizations have at least 40% women in their executive boards. b. 50% of IBIS partners are linking local level collected evidence to national level advocacy interventions within the education sector c. 75% of IBIS partners participate in monitoring of education services at district, provincial or national level. d. 50% of IBIS partners are influencing educational policies in favour of the rights of children, gender equality or youth. e. A Provincial School Board Forum in Zambézia influences the provincial educational plan. f. A Provincial Youth Parliament in Zambézia actively monitors provincial and national policies relevant for youth.
5.2 Geographical delimitation The EPAC program is based at national, provincial and district level. The national level is based at the Country Office of IBIS Mozambique in the capital Maputo. The program in Maputo will establish partnerships with nationally working NGOs and CSOs, and ensure linkages between local and national level for evidence based advocacy. It will be the focal point for national level evidence-based advocacy for policy change, both directly and through national level networking and partners. The Country Office will also lead the development of new partnerships, and the methodological and strategic development of the program. The program will also establish partnerships to work in 5 schools in the province of Maputo.
The provincial level will be based at the Centre for Development and Civil Society (CEDESC) in the provincial capital of Quelimane in the province of Zambézia. CEDESC will be the base for capacity building of partner organizations, public debates and the conduction of studies (See section 7.2 and annex 4 for further details on the CEDESC). The CEDESC will furthermore establish partnership with provincial and district CSOs, and through the partners’ interventions areas have an outreach to 4 districts. The districts of intervention will be defined in the transition phase of the program, depending on the presence of the partner organizations and the findings of the baseline study.
IBIS Mozambique has developed a strategy for achieving a new structure by 2013 (approved by Head Office in 2010) which creates space for the potential expansion of the education program to the neighbouring province of Niassa. The realization of this expansion will, however, depend on the availability of additional frame funds or the success of specific fundraising projects within that province.
5.3 Target groups and beneficiaries Main target groups National Level: . Ministry of Education of Mozambique 24
. 1 Teacher Training Institute (IFP) in Maputo, including staff and students. . School managers, School Boards and Children’s Parliament in 5 Schools in the city of Maputo.
Provincial Level: . School managers, School Boards and Children’s Parliament in 15 schools in 4 districts. (This includes 10.000 children, 200 teachers, 30 education professionals, 340 members of School Boards, 5.000 parents and 15 community leaders) . 15 Zones of Pedagogical Influence (ZIPs) (one EPAC supported school per ZIP) . 4 District Education, Youth and Technology Directorates (SDEJT) . 2 Teacher Training Institutes (IFP) in Alto Molocue and in Quelimane, including staff and students . Provincial Education and Culture Directorate of Zambezia (DPEC)
Indirect Beneficiaries Indirect beneficiaries include the wider community surrounding the 20 schools of the programs, members and beneficiaries of the partner organizations of the program, as well as people benefitting from the promotion of good quality education of the program and its partners.
5.4 Expected Outcomes Related to Objective 1: . Pupils, especially girls, in EPAC supported schools master reading, writing and numeracy skills appropriate for their level. . Pupils, especially girls, actively participate in their classes (talk, interact, question, make exercises and respond openly to teacher's questions) . Teachers in EPAC supported schools use participatory methods in their classes and create a gender sensitive school environment that encourages greater participation of all pupils. . Teachers at EPAC supported schools develop a relevant local curriculum in collaboration with key community actors, and apply it in their teaching. . Trainers of Teacher Training Institutes (IFPs) train new teachers in using participatory methodologies, didactic material production as well as in integrating local curriculum in their classes . Educational Technicians at local levels (SDEJT and ZIPs) perform quality pedagogical supervision, and record and share stories of positive changes with other schools. . School Boards in EPAC supported schools are actively engaged in preventing school drop out among pupils, especially girls. . Children’s Parliament in EPAC supported schools protect and promote children’s rights. . School Boards in EPAC supported schools take initiatives to retain orphans and vulnerable children in school, and are providing them with psychosocial and material support. . IBIS partners document best practices of quality education in EPAC supported schools, and share it within the ZIPs and School Board Forums and other relevant educational authorities for replication. . IBIS partners use best practices from EPAC supported schools to influence national level educational policies.
25
Related to Objective 2: . School Boards of EPAC supported schools actively demonstrate gender awareness in their work, and establish election procedures to ensure representation of women among their members. . School Boards of EPAC supported schools establish mechanisms and apply these for monitoring the activities and budget of their school . School Boards of EPAC supported schools establish mechanisms to interact with the school management for the purpose of transparency and accountability. . Managers of EPAC supported schools demonstrate commitment and leadership in their activities, comply and enforce the internal regulations and other guiding documents in their school. . Managers of EPAC supported schools demonstrate leadership skills in dealing effectively with teacher absenteeism. . Teachers of EPAC supported schools know the Code of Conduct of the National Teachers Union and work in accordance with this. . SDEJTs are supporting the appointment of female teachers as school managers, and female teachers show competencies and willingness to take on these leadership positions. . District Forums for School Boards are created in the 4 districts where the EPAC program operates, and are participating in planning and budget monitoring in relation to the educational sector in the Consultative Councils. . The School Boards of EPAC supported schools initiate dialogue and collaboration with the Consultative Councils and present school needs with concrete actions to be included in district development plans. . The School Boards of EPAC supported schools are actively participating and providing evidence for budget tracking of the education sector in their respective Consultative Councils. . School managers, school boards members and teachers in EPAC supported schools are active in preventing HIV and stigmatization from HIV/AIDS in their communities
Related to Objective 3: . EPAC partner organizations are demonstrating good internal governance, gender sensitivity, and technical capacity to work actively for their vision and mission. . EPAC partner organizations are well networked and engaged in advocacy campaigns at various levels. . EPAC partner organizations at district, provincial and national level are collaborating to influence government policies with concrete proposals for educational development plans. . EPAC partner organizations at district, provincial and national level are collaborating to demand accountability from educational authorities at local, provincial and national levels. . EPAC partner organizations in Zambézia create provincial coalition and monitor the implementation of district and provincial education plans. . CSOs members of provincial coalition denounce corruption practices within district education sector and demand education authorities to provide quality education. . A Provincial School Board Forum is created in Zambézia and influence provincial educational planning, do budget tracking which contribute to national policy changes. . Representatives of children’s and youth organizations participate actively at relevant government meetings at district, provincial and national levels . A Provincial Youth Parliament is created in Zambézia and is active in monitoring and debating provincial and national policies relevant to youth. 26
. Government's plans at district, provincial and national levels include specific activities that meet young people needs.
27
6. IBIS’ POLICY ANALYSIS AND PLANNING
6.1 Relevance for IBIS’ overall strategies IBIS’ Vision 2012 sees education and training as “crucial to empowering impoverished groups in their struggle to gain a greater say over their own lives,” and further sets out to strengthen links between local activities and activities at the national or regional level, helping to create a space for nation-wide social actors, where experiences and demands for political reforms can be formulated and discussed. The current EPAC program is responding to this overall principle by being implemented with local partner organisations at both local and national level with the purpose of facilitating evidence based advocacy by bringing cases from the local level to the attention of the national level, resulting in policy changes that will have a lasting positive change for the local level as well.
In prolongation of this, IBIS’ Education for Change strategy considers that “The thematic programs on education between IBIS and partners constitute a strategic and influential space that aims at empowering poor and marginalized adults and children and their organizations to promote, claim and achieve their individual and collective rights to relevant quality education, with special focus on the participation of girls and women.” The EPAC program will contribute to this objective by employing a right’s based approach, promoting the rights of the program’s beneficiaries, while empowering them to claim and achieve their rights. As such, the program considers its target group and beneficiaries as both rights- holders and duty-bearers, with an important responsibility to contribute to the development of their county and communities.
The program has furthermore used a gender perspective in developing its objectives and activities, integrating gender specific indicators, outcomes and activities. As such, the program is in alignment with the Gender Policy of IBIS, stipulating that IBIS activities should contribute “to changing the unequal power relations between men and women and the unequal position in society held by men and women related to full and equal enjoyment of rights, participation in decision-making and access to and control over resources.” An additional significant inspiration for the development of this program has been the recently concluded Position Paper on Youth, in which IBIS aims at “contributing to the empowerment of youth as active citizens of society with equal enjoyment of rights, responsibilities, and participation in decision-making as well as access to and control over resources.” The program has included indicators, outcomes and activities specifically targeting the development of interventions benefiting youth (see strategy on youth, section 7.4).
The current document is also aligned with The Country Strategy IBIS Mozambique 2008- 2012, in focusing its intervention on “formal education in rural communities as a way of empowerment in a long term perspective.” Nevertheless, it is important to underline that this country strategy will be revised and reformulated in the beginning of 2012, coinciding with the initiation of the EPAC program.
Finally, the IBIS Partnership Strategy has been decisive in guiding the operationalization of this program, which underlines the importance of establishing partnerships with different 28
types of civil society organisations in order to strengthen their capacity to claim and use individual and collective rights to improve the life of underprivileged people. The current program will be implemented in close collaboration with partner organizations, and the partnerships will be managed in accordance with IBIS Mozambique’s Partnership Manual, which has been developed according to the principles set forth in the Partnership Strategy. By working through partnerships, the EPAC program will promote democratic values and awareness of rights at different levels of the education system, so that citizens can better participate in decision-making processes and governance at the local level.
The EPAC program will therefore continue to focus on the rights of all to improved access to education, inclusion, quality and gender equity, and to support civil society organizations in advocating for these. IBIS and its partners will contribute to the process of developing an education that is more relevant, more functional and qualitative, serving the interests of the population. It is only this type of quality education that can contribute to the development of sustainability in Mozambique, where it is the people themselves, including in rural areas, who will be more qualified, free and able to improve their own lives and thus gradually find solutions to escape the vicious cycle of poverty.
6.2 Potential contribution to the work of IBIS Denmark The EPAC program will contribute to the overall branding of IBIS as a heavy weight education NGO, both among the Danish public and towards Danish and international donors. This will be done by providing articles, video, pictures and other requested material for the external communication and branding efforts lead by the Head Office. Additionally, as the program will work with fundamental issues of education for all, there is a big potential for the program to contribute to the Education for All Campaign run by IBIS Head Office. The EPAC program can contribute with the collection of data, policy analysis and case studies to feed into the campaigning and advocacy activities. Another opportunity to link the EPAC program with the work of IBIS Denmark is through the Global Groups, where a significant work is being done in methodology development and sharing, and the EPAC program will participate actively with contributions for this group.
6.3 Considerations of the potential for fundraising in Denmark Previously, IBIS Mozambique has had success in developing fundraising proposals based on providing support for orphans, Happy Schools, and mobile libraries. Fundraising in Denmark must be based on tangible activities and results, and must appeal to the emotions. In this respect, it is important to utilize the fact that education activities are easily communicated to a Danish public and to a non-development target group, and that activities with children have a strong emotional appeal. Additionally, ideas for the Head Office should be varied in scope, and be appropriate for the different fundraising modalities that Head Office engage in, ranging from Gifts that Benefits (average price of 20 USD), one-time donations (for example to a fixed library, approx price 10.000 USD), middle sized fond donations (like a happy school, approx price 40.000 USD), to big funds for a specific project proposal. In this context, providing space and opportunity for private fundraising in Denmark, should include using already existing concepts and developing proposals in the following 29
areas:
. Happy Schools, promoting quality education. . Creating Circles of Support for Orphan Children (including material support to OVCs, school material) . Children’s Parliament, promoting children’s rights . Establishment of a Youth Parliament in Zambézia Province . Supporting the life-skills of young people in Zambézia Province . Supporting girls’ right to an education and to a future (activities such as protection against sexual abuse, protection against early marriages, supporting self-confidence through girls clubs, and teaching life-skills through sowing, cooking, food-preservation and entrepreneurial skills.) . Establishment of Fixed Libraries
6.4 IBIS competencies in the thematic areas of the program Through the previous education programs, IBIS has developed a strong national program team, which includes staff with a good understanding of the principles of quality education and child-centred commitment to these same principles. This team sees the expansion and sharing of this understanding by the various partners and stakeholders as an ongoing process essential to the program’s success. Throughout 2010 and 2011 a comprehensive capacity building program has been in place for all program staff in management and facilitation of partnerships, with an ongoing program of workshops and action learning interspersed with regular workshops, individual supervision and mentor components. Within this context, a continued development of personnel is put in place by the Country Office as a part of its transition to a new structure by 2013, and this staff development focuses especially on developing and expanding the skills and competencies of staff to facilitate partnerships and partner processes. At provincial level, staff will benefit from technical assistance and direct support in the areas of fundraising, gender, governance, advocacy and partnership from CO, where a senior program officer for education has been recruited with specific competencies in facilitating partnership.
30
7. STRATEGY
7.1 Overall Program Strategy: Capacity building, advocacy and partnership The overall program strategy of the EPAC program is based on three strategic approaches: Capacity building, advocacy and partnership. In this perspective, the role of IBIS Mozambique will be to build the organisational as well as technical competencies of the partner organizations, to manage partnerships, to facilitate networking among the partner organizations and to conduct studies for evidence based advocacy. With the EPAC program building on these three approaches, the program supports civil society’s growing voice and influence in the face of the challenges presented by an increasingly limited political environment, thereby taking significant steps towards the sustainable fulfillment of the objectives of the program.
The first strategic approach is capacity building, which in this program will be a key element of IBIS engagement with partner organisations – both in terms of developing technical capacities and organisational development. IBIS’ experience with civil society partners in Mozambique and other countries has shown that partnerships work best when the organisational development and institutional strengthening is an integrated part of the partnership. Therefore, IBIS works through partner-owned and driven capacity building programs, that will be developed based on an assessment of the partner’s needs. Capacity building is approached both horizontally, where partners participate in joint common trainings and vertically, where IBIS supports tailor-made and individualized activities for each partner.
Common (horizontal) training can cover three areas:
. Program management including strategies to implement planned activities aiming at achieving results (results based management, rights based approach, lobby and advocacy, campaign strategies, mainstreaming HIV and AIDS, mainstreaming gender), . Financial management and administration (administrative and finance procedures, administrative audit, archiving etc) . Institutional building, good internal governance and organisational legitimacy.
Vertical, tailor-made training can involve three areas:
. Thematic training around the theory and practice of the partners’ strategic area of intervention. These could include for example gender and development, budget monitoring, hiv/aids, democratic school management, legal framework for the education sector, participatory teaching methods, subject knowledge, local curriculum, facilitating community participation, etc. . Organisational development issues such as supporting strategic planning processes, strengthening internal and external communications, financial and administrative management, strengthening democratic structures etc . Facilitating network and synergies both between different CSOs working in a similar 31
thematic area, to encourage more sharing of experiences, methodologies, and improving communication and within existing networks and platforms so that communication with provincial delegations and with network members in the provinces are improved.
The capacity building sessions will be conducted in partnership between the IBIS technical staff and the partner organisations. This means that IBIS will train and capacity build the partner organisations to conduct the different training sessions of the program, and to do the follow-up supervision, so that the partner organisation can benefit from the competencies and methodologies developed by IBIS. After each training session, IBIS and its partners will continue monitoring the participants to see how they adopt their practices according to the new learning. This learning and acquisition of new skills and knowledge is crucial for the achievement of the program objectives and outcomes.
The second strategic approach of the program is advocacy, and this component consists firstly of supporting the partners in producing and collecting data and evidence for advocacy purposes, and secondly of supporting the partners in how to plan and structure advocacy and finally executing continuous advocacy and lobby activities for the relevant target groups. Advocacy intervention will be a key strategy for partner organizations operating at both district, provincial and national level, targeting different stakeholders and authorities from school managers, ZIP coordinators, SDEJT and DPEC managers, other NGOs and CSOs, civil servants in the Ministry of Education and ultimately politicians and lawmakers.
For the purposes of evidence-based advocacy actions promoting quality of education, IBIS Mozambique has defined the concept of the Happy School, based on concrete experiences at certain schools of interventions. A Happy School is a place where there is a good learning environment, creating the possibility of experiencing what a quality education can be: a functional and healthy school building, democratic management of the school, active participation of the community in school life, teachers engaged and able to stimulate learning and conduct student centred teaching, children actively learning and playing in and outside the classroom. The purpose of the concept is to share the good practices of providing quality education in a Happy School with educational authorities and civil society partners at district, provincial and national level to directly influence national policy development for providing quality primary education, thus achieving the MDGs and EFA. The concept of a Happy School must be seen in a national context, where there is a need to create “model schools” for evidence-based advocacy purposes. During implementation, the program will aim at transforming each of the 20 schools supported directly by EPAC into a Happy School. The model of Happy Schools will in this context provide important evidence for advocacy actions to promote quality education, and to showcase the roles and responsibilities of teachers, parents and school boards in ensuring primary education for all. This will contribute to the achievement of the program’s objectives and outcomes by demonstrating methods for providing quality education and ensuring Mozambican children’s enrolment and conclusion of primary school. Advocacy actions thus become an important strategy for strengthening the quality in education, just like engaging in local governance structures becomes an important mean for advocating and replicating good practices of quality education.
32
The third and final strategic approach of the EPAC program is working in close collaboration with partner organizations, which has the purpose of strengthening civil society and its organizations. IBIS Mozambique has a well developed and tested system for working in partnership with local organizations, and this includes financial and administrative systems, developed monitoring and evaluation systems, a well-defined partnership strategy and tools for its implementation, and program management systems and results frameworks. In addition, IBIS Mozambique has a strong experience of close accompaniment and capacity building of partners. In line with IBIS Partnership Strategy, IBIS Mozambique considers partnership “a relationship between parties where a mutual agreement has been established committing each organisation to a set of agreed principles and actions over an extended period of time. IBIS believes that the success of a partnership depends on the extent to which ownership, commitment and power are shared with the partners.” These principles of partnership will be transmitted in the dealings with partner organizations through out the program implementation.
A range of different NGOs and CSOs will be selected as partners for the program (see annex 3 for a partner mapping, section 8.4 for existing partners and section 8.5 for partner selection criteria) in order to ensure the right mix of capacities and visions to achieve the program objectives. The program will establish partnerships with associations working in capacity building of School Boards, in particular with the School Board forum, which is set up to secure the sustainability of community participation in the development of education and the community in general. In the area of teacher training, the program will establish partnerships with Teacher Training Institutes (IFPs) so that they reach more teachers, and also to create a space for dialogue and interaction between IBIS and the IFPs in areas such as curriculum development (including local curriculum), teacher training, child-centred teaching methodologies, and creating teaching materials using local resources. EPAC will also partner with the Education for All Movement (MEPT), which has been significantly strengthened over the last two years, to the extent that the movement is now recognized by Government as having an important role in discussion on education policy, and is heard when decisions are being made, giving it a significant voice in advocating for quality education and good governance.
7.2 Centre for the Development of Civil Society (CEDESC) IBIS will establish a Centre for Development and Civil Society (CEDESC) in Quelimane, the provincial capital in Zambézia. The CEDESC will be the centre of IBIS’ support to its partner organizations and other CSOs at the provincial level, and will be the central place for the capacity building of partner organizations, public debates and the conduction of studies. The centre will establish a conducive environment for a comprehensive support for local civil society that combines different components of technical support and financial assistance with solid facilitation, mentoring and coaching efforts. The centre is placed in Quelimane in order to ensure that the program is able to influence provincial government and network with other CSOs and create links to national level advocacy actions, as this is difficult to achieve when placed in the districts, as the experience from the previous program demonstrated.
The specific purposes of the CEDESC are to be a source of various capacity building opportunities for IBIS’ partners and others, to coordinate studies for evidence based
33
advocacy, to conduct regular public debates on issues of common concern, and to contribute to improvement of public policies on education at provincial and district level. The CEDESC will also focus on providing life-skills training for young people, such as IT training, entrepreneurial skills, income-generation skills, project management skills, democracy skills and skills to avoid gender based violence and HIV/AIDS. The life-skills training is not intended to substitute or assimilate technical and vocational training, and the exact life-skill training activities will be decided in the transition phase based on a study, see section 8.1.
The CEDESC centre is being established as a necessary investment to address the urgent needs for capacity building and support, which characterizes the civil society organizations in particular at provincial level in Zambézia. It is therefore not envisioned that the centre eventually will be a sustainable, partner-run entity, but rather it is seen as a time specific necessary investment supported and run directly by IBIS to enable the creation of a space for dialogue and development of civil society and other stakeholders, that will later take on its own momentum. Once the required capacity has been achieved and all those who have been served by the CEDESC have gained their voice and their own mechanisms for sustained development, the CEDESC and IBIS’ support to it will no longer be required. For more information on the design and purpose of the CEDESC, please see annex 4.
7.3 Gender, HIV/AIDS and Environment as cross-cutting themes IBIS Mozambique has developed a Strategy for Mainstreaming of Gender, HIV/AIDS and Environment, building on the strategic framework provided by IBIS Head Office, and these cross-cutting themes will be approached according to this strategy.
In line with the mainstreaming strategy for gender, at least 10% of the program’s activity budget will be allocated to gender-related activities. The program will give specific attention efforts promoting equal opportunities for girls in access to education and equal opportunities for women in access to exercising political influence and taking on leadership posts. This is reflected in the choice of objectives, indicators and activities to promote gender equality, in both the participation of girls in school and through work with school boards, school managers and civil society organizations. The program will advocate for girl education, especially for completion of at least basic education, and will support partners in implementing campaigns renouncing sexual abuse and early marriages. In terms of children outside the education system, EPAC will give priority to the most vulnerable girls, who are most likely to be removed from school due to family illness, loss of parents, agricultural work, etc. The program will also strengthen work with teachers in teaching strategies which promote the active participation of girls, and will include awareness raising and discussion of gender in the teacher training curriculum. In democratic school management, IBIS will work towards 40% female representation on school boards, including some female presidents, in line with the Basic Education Regulation, and will advocate for a higher number of female school managers. The program will also work with the establishment of girls’ clubs in schools, and the prevention of gender based violence among youth. In the institutional capacity building of civil society organisations, the program will put an emphasis on the organizations having a balanced participation of women in their executive boards. All partnerships will be conducive to gender equity, and at least one partner will have a gender
34
focus in their strategic plan, activities and/or mission.
The EPAC program will approach the HIV/AIDS issue by adapting the Ladder for Life methodology, which aims at creating behaviour change to avoid HIV infection through interactive training activities. This methodology was designed for adults, and so needs to be made accessible to children and young people in terms of message, content and language, so that the methodology can also be used with pupils in this area. The program will at the same time focus on mitigation and support to orphans and vulnerable children, who often have to drop out of school to care for their ill parents, or whose educational rights are endangered when left with no guardians to see to their emotional and physiological needs.
In this program, environment as a cross cutting theme will focus on creating environmental awareness by making schools and other surroundings more attractive, by for example planting trees in the schoolyard. Improving the physical environment around the schools and other areas where the program is implemented has the two-pronged objective of encouraging enrolment and retention and bringing environmental issues onto the agenda of stakeholders and beneficiaries.
7.4 Youth strategy The EPAC program will work with young people in three ways. Firstly the program will provide support to young people to organise themselves and to partake in public debates on political and socio-economic issues of relevance to youth. This support can take the shape of support to existing youth organisations as well as support to the establishment of a Provincial Youth Parliament in Zambézia. The CEDESC will also provide an environment and a space in which the young people can reflect on and debate political issues of the country, in such a way that they can become critically thinking and active citizens, able to contribute their ideas to the development of the society in which they live. The program will also advocate for youth participation in existing mechanisms of dialogue, like the Consultative Councils.
Secondly, the program will promote life-skills training for the young people to become active citizens taking part in the political and economic life of Mozambique. These life-skills will be defined based on a needs based study, but can for example include IT training, entrepreneurial skills, income-generation skills, project management skills, democracy skills and skills to avoid gender based violence and HIV/AIDS. Finally, EPAC will target young people as program beneficiaries, aiming to have youth represented wherever possible across program activities including areas such as capacity building on HIV/AIDS, gender, IT and leadership. This will raise the profile of young people by providing the space for them to demonstrate their commitment and capacity to take part and influence events.
7.5 Strategy for internal and global synergy The EPAC program will collaborate closely with IBIS Mozambique’s other thematic programs focusing on governance, Access to Information and Constructing Citizenship, including the program Women in Politics. The Access to Information program supports 35
CSOs in Mozambique to raise awareness of the rights of citizens to information and to freedom of expression. Synergy will be developed with the EPAC specifically in relation to the lack of information available to education-related CSOs, which will provide evidence for advocacy in increased information access. Concretely, joint activities will include work with the Children’s Radio in Alto Molocue, which is a partner of the Access to Information, but whom the EPAC program will also work with in the context of sensitization campaigns and trainings. The Access to Information program will also provide support to EPAC and its partner organizations in relation to media strategy for advocacy activities.
The EPAC’s focus on democratic management of schools and advocacy for participative local governance and building school board capacity are focal points for synergy with the Citizenship program, as these are key activities in both programs. Synergy will include sharing of methodologies among staff in the two programs and exchange visits in between the programs. Another joint area regards the Youth Parliament, as the Citizenship program is a partner of the National Youth Parliament, who will play an important role in supporting the creation of a Provincial Youth Parliament. Synergy will also be sought through joint project development across the education and governance programs, for example in the area of budget monitoring. Synergy will be developed with Women in Politics through the sharing of methodologies for enhancing women’s political participation, which is of relevance for the EPAC program in relation to ensuring women’s participation in the school boards.
Global level synergy will primarily be ensured through the program’s engagement with and commitment to the Global Group of Education, where the program can be a significant contributor to methodological development and documentation of best practices.
7.6 Sustainability and replication The sustainability of the program is based on the capacity building approach of both partner organisations and direct beneficiaries. By strengthening the technical as well as management skills of the partner organisations involved in the program, partners will be able to continue their interventions in the education sector. By involving the Educational Authorities as part of the target group, the sustainability of the project is also supported, as the school directors, ZIP coordinators, and SDEJT technicians and trainers will be able to apply their learning and experiences not only in the schools of this program, but also in all the other schools where they work within the district.
Another important aspect of the sustainability of this program is based on the operational approach of advocating for lasting policy changes with the educational authorities, and the institutionalization of the activity within government or other programs. This will embed the results and objectives of the program in national level structures, as for example other national CSOs working with education, and potentially influence positive changes in policy and implementation of the education sector. Sustainability will also be achieved through civil society taking ownership of the issues in question, so that IBIS is no longer the driver for change, but this role has been adopted by civil society organizations.
Ultimately, sustainable replication belongs with the government and other key stakeholders who will take ownership of initiatives and activities to make them embedded in the
36
educational environment. Close cooperation and networking with district education authorities is therefore essential to promote government ownership of successful program innovations. To reach the wider target group of schools and others, replication will be promoted through shared capacity building and other activities that involve the wider educational community. This includes exchange visits between school boards, inviting school managers from schools that are not supported by EPAC to participate in capacity building sessions, arranging meetings and workshops to share good practices with school managers and ZIP coordinators that are not part of the program’s target group, and promote the concept of Happy Schools in the District School Board Forums. Finally, the program will promote joint planning for all schools in a ZIP, using these meetings as a forum for sharing experiences from the EPAC supported school in that particular ZIP. The replication of the Happy School concept and other key program methodologies will be actively promoted through the CEDESC. Documentation and analysis are the keys to successful replication, and is thus an important basis to build any replication activity on.
7.7 Local Fundraising strategy While the fundraising potentials in Denmark have been outlined in section 6.3, this section will focus on the opportunities for local fundraising within Mozambique. The context for fundraising in the education sector in Mozambique is that there are very few funds available from bilateral and multilateral donors in Mozambique, as most funds go to Direct Budget Support and the FASE fund. Nevertheless, IBIS Mozambique will continuously update its donor mapping, identifying bilateral, international and EU funds for education. However, fundraising proposals within the EPAC program will benefit from having an angle that does not exclusively focus on education, but instead use another entry point as for example good governance, budget monitoring, orphans and vulnerable children, or children’s rights. In this context, fundraising proposals for local fundraising in Mozambique can develop with the following perspectives:
Good Governance Perspective: Democratic School Management through training of school Boards and school managers Good Governance Perspective: Monitoring of School Budgets Advocacy perspective: National campaign to advocate quality education based on partners good practices and models from happy schools Advocacy perspective: Replication of Happy Schools in other districts Quality Education Perspective: Happy Schools, promoting quality education. OVC perspective: Creating Circles of Support for Orphan Children (including material support to OVCs, school material) Children’s rights perspective: Children’s Parliament, promoting children’s rights Girls’ perspective: Supporting Girls right to an education and to a future (activities such as protection against sexual abuse, protection against early marriages, supporting self- confidence through girls clubs, and teaching life-skills through sowing, cooking, food- preservation and entrepreneurial skills.) Young people and Life-skills perspective: Supporting the life-skills og Young People in Alto Molocue
37
8. ACTIVITY FRAMEWORK WITHIN THE PROGRAM
8.1 Transition phase The transition phase will form a bridge between the closure of the EDEC program and the new EPAC program, to ensure a proper and respectful closure of EDEC, and that partnerships and infrastructure is in place to commence the EPAC program. The main activities to be undertaken during the transition phase include: Phase out activities from the districts where the EDEC program has been working. Establishment of the CEDESC. Development of training curriculum and materials for CEDESC. Identify the 20 EPAC supported schools with partners Planning and developing monitoring tools. Identification and establishment of new partnerships at provincial and national level. Conduct a baseline study for EPAC thematic program. Conduct a study on the need and market for life-skills in youth.
In regards to phasing out activities from the EDEC program, this will include closing down the Milange office and investigating potential organizations that can assume responsibility for the Community Development Centre in Milange, which was established in the context of the EDEC program. As there is no Teacher Training Institute (IFP) in Milange, and no strong partner organizations from the EDEC program, it has been prioritized to move the EPAC intervention to other districts, which will allow for greater synergy between activities and will strengthen the vertical link between national, provincial and district level.
The transition phase will last a maximum of 6 months. The transition phase will end with a workshop for program staff with the purpose of making a revision of indicators and activities according to the identified partner organizations and the findings of the two studies planned.
8.2 Main activities of the Thematic Program Main activities related to Objective 1 Due to its technical specificity and as there are very few civil society organizations working in the area, the implementation of activities under this objective will rely on establishing partnerships with state institutions subordinated to the Ministry of Education. This includes IFPs, responsible for initial training and in job training of teachers, and the SDEJT, responsible for technical support and supervision of education services at the district level.
. Participative methodologies: Design and development of training materials and teacher training courses/workshops . Local curriculum: Development of training manuals/materials and teacher training courses/workshops . Didactic/teaching material: Inventory of the required didactic/teaching material and workshops for didactic/teaching material development with teachers . Supervision and technical support: development of supervision toolkit and support to 38
teachers/SBs activities. . Cross-cutting issues (gender, HIV-AIDS & environment): Development of training manuals/materials and teacher training courses . Local teacher trainers: Conceptualization, identification, development of training materials and actual training of local teacher trainers . Establishment of libraries at EPAC supported schools: Building infrastructures and purchase of books . Promote cultural and sporting activities for young people and the establishment of girls’ clubs at EPAC supported schools. . Support Children’s Parliaments in protecting and promoting children’s rights. . Support School Boards in taking action to prevent school drop out of pupils, especially girls and orphans and vulnerable children. . Support School Boards in identifying orphans and vulnerable children in their communities and support their official registration. . Promote School Board initiatives to provide material (didactic material, food and clothes) and psychosocial support to orphans and vulnerable children. . Documentation of Happy School concept: Description, photos, videos of the lessons learnt . Local level replication and advocacy: Exchange visits among schools for sharing of best practices, use community radios to raise teacher, pupils and community awareness about quality education, youth and girls’ rights, share best practices of Happy Schools with School Board Forum and with educational authorities. . National level advocacy: support to partners to disseminate local level evidence of quality education through meetings with national educational authorities and other educational CSOs.
Main activities related to Objective 2 The activities planned for Objective 2 will be implemented through partnerships with local, provincial or national CSOs working with democratic management of schools. The partners will promote and strengthen good governance in the management of the schools by working with school boards and school managers.
. Participative management of schools focusing on School Boards (SBs): o Support schools in revitalization of school boards (elections) o Training of School Boards members in inclusive and democratic management of schools (roles, democratic principles, accountability mechanisms, human rights, gender rights), and in planning and budget monitoring. o Training of SB members in strategies for evidence-based advocacy o Exchange visits among SBs members . Participative management of schools focusing on School Managers: o Training of School managers in school management o Training of ZIP coordinators including education technicians in inclusive and democratic management of schools o Advocating SDEJTs for appointing female teachers as schools managers. o Sensitize female teachers to become school managers 39
. Support schools in designing school management tools: o Elaboration of development and annual plans o Elaboration of school regulations, including code of conduct for students, teachers and school managers. . Support the creation of School Board Forums in 4 districts and their activities: o Training of School Board Forum members in planning and budget monitoring and in regulations for Consultative Councils o Advocate for School Board Forum’s participation in their respective Consultative Council for planning and budget tracking of the education sector. . HIV/AIDS: Training of School Boards members in Ladder for Life methodology
Main activities related to Objective 3 Objective 3 bridges activities taking place at district, provincial and national level, focusing on developing CSOs and supporting their advocacy interventions to influence educational policies at all levels. . Advocacy activities at district level o Promote and support the creation of District Forums of School Boards as mechanism for advocacy at district level. o Support the involvement of District Forums members at District Consultative Council meetings. o Training of District Forums members in budget tracking; o Support District Education Budget Monitoring by SB Forums. o Radio debates on protection of children’s and girls’ rights.
. Advocacy activities at provincial level o Creation of provincial working groups of CSOs in relevant advocacy/monitoring campaigns o Promotion of provincial coalitions of CSOs working in Education o Support radio/ debates on issues relevant to civil society participation into education o Promote and support the creation of Provincial Forums of School Boards as a mechanism for advocacy at provincial level o Revitalization of FEDUZA in Zambézia province o Support the creation of a Youth Parliament in the province of Zambézia o Support the formalization of youth organizations o Support monitoring of public policies relevant to youth
. Advocacy activities at national level o Support advocacy work of MEPT within education sector o Support Global Week of Education o Support radio/TV debates on issues relevant to civil society participation into education o Support MEPT national meetings with participation of provincial focal points o Support national partner organizations participation in MINED technical working groups. 40
o Advocate the change of school boards’ mandate from 2 years to 4 o Advocate the appointment of school directors by their performance and merits and not by party loyalty o Advocate for funds allocation to DPE and SDEJT for school supervision
. Activities at the CEDESC (Focus on supporting advocacy interventions and capacity building for EPAC partners and other relevant CSOs and government officials) o Research/Studies (The topics of the research/studies will be decided by the partners, focusing on issues like Quality education, ADE-Education Support funds, Free School books, Youth participation in decision making mechanisms, Socioeconomic situation of youth or Gender issues) o Capacity building for IBIS partners, youth organizations and other relevant CSOs (see section 7.1 for details on capacity building topics). Seminars and Debates (this includes the creation of an open space for Seminars and Workshops of IBIS partners and CSOs; support to public debates on socioeconomic and political development of education; support to public debates on topics relevant to youth; movie sessions showing documentaries on citizenship and political participation.) o Library and IT Facilities (Internet facilities for IBIS partners and civil society and promote the production and launching of literary works) o Life-skills activities for youth (to be further defined by the market analysis and needs study in the transition phase)
. Activities with Alliance 2015 (Focus on teacher training in participatory methodologies, transparency in the management of schools, particularly in the area of the ADE funds, monitoring the implementation of local curriculum, and sharing of working methodologies) o Activities at national level (Advocacy initiatives by IBIS and Concern including: promote the discussion among the CSO’s working in Education about the curriculum of basic education, encouraging the implementation of the local curriculum; Influence the curriculum of teacher training to use participatory methodologies; Promote annual meetings with educational authorities on all levels on the implementation of the school board regulation) o Activities at provincial and district levels (Promote/support monitoring of ADE funds by school boards at district level; Promote/support monitoring of free school books distribution by school boards at district and provincial levels; Monitor the local curriculum implementation in schools; Disseminate the Happy School concept; Exchange visits among school teachers supported by Alliance members; Exchange visits among staff of Alliance members) o Synergy between Concern and IBIS (Joint partnerships with organizations operating in the same geographical areas as IBIS and Concern; Share participatory methodologies used in teacher training; share the methodology "Ladder for Life"; Organize two annual meetings to exchange experiences between Concern and IBIS; Implement studies / research using CEDESC facilities)
41
8.3 Synergy between activities of the EPAC program The EPAC program puts a significant emphasis on advocacy interventions, and this also constitutes the principal activity that allow for synergy between the different partners of the program, as it is envisioned that these advocacy interventions will not be undertaken by each partner in isolation but rather in collaboration and in network. In addition to this, the CEDESC is based on developing joint activities for and by partners, not only with regards to IBIS’ capacity building courses, but also by providing a space for the partners to jointly organize debates or other public events. The annual partner forum also provides a space on the national level to develop joint activities between partners, just like the methodological development of the program, lead by the education team at the country office, will provide opportunities for joint learning and exchange of experiences among partners.
8.4 Profiles of implementing partners The organizations operating within the field of education that have partnership agreement with IBIS Mozambique at the beginning of program implementation are listed below, and the transition phase will identify and confirm additional partners.
Name Main activities Place of Partnership operation with IBIS MEPT - Education for Advocacy for achievement of National From 2010 All Movement) education MDGs ADDC - Association of Work with child rights, OVCs with Maputo city and From 2009 the Defenders of focus to girls. province Children’s Rights LDC – Children’s Implementation of governance and Based in From 2009 Rights League. democracy through School Board Quelimane, development; working in Lugela and Mocuba districts IFP – Teacher Training Initial and in-service teacher training Maputo, Alto From 2010 Institute for basic education. Molócuè, Quelimane ARIAM – Children’s Advocacy and Communication on Alto Molócuè From 2010 Radio Association children rights
ACEAM – Association Advocacy, training and Alto Molócuè From 2012 of School Boards in communication for School Boards Alto Molocue
Annex 3 outlines the organizational mapping undertaken in July 2011, which will be used in identifying new partners.
42
8.5 Criteria for selecting new partners The partnership relationship between IBIS Mozambique and partners are guided by IBIS’ partnership strategy and partnership principles. IBIS Mozambique has comprehensive tools and procedures for selecting and assessing partners which will be used for identifying new organizations and in the process of drawing up partnership development plans and partnership agreements with identified key actors.
Partnership selection procedures
IBIS partnership strategy is the frame for guiding partner selection and assessment, and a number of tools have been developed to support this process. In order for IBIS Mozambique to enter into partnership with these organizations, a number of key steps take place:
1. A number of documents are exchanged between IBIS and the partner – key information, organogram, registration document 2. A “partner selection” interview is carried out according to the partner selection guideline, which discusses the following issues: Vision, values and strategy, Management and internal resources, Financial resources and administration, Human resources and competencies, Program performance, External relations: base and alliances and Motivation for partnership 3. IBIS makes a recommendation based on an analysis of documents shared and the interview. If this process is considered successful, the next step is: 4. An in-depth “partner assessment” is then carried out. This process should be participatory with involvement of a number of partner staff including representation from the board. This assessment follows the structure of step 2 but goes into much more detail. It examines risks in terms of financial stability and financial management systems, organizational structure and governance, staff capacity to implement activities and degree of integration into supportive civil society networks. In addition a SWOT analysis is carried out, if a similar process has not recently been carried out. 5. Based on the “partner assessment” a partner development plan is developed. In this process the partner organization, in collaboration with IBIS, and in communication with other funding partners, select the most important capacity and organizational development challenges to be supported. A clear time plan, budget, division of tasks and responsibilities between IBIS, the partner, and if relevant, other funding partners. 6. A partnership agreement is developed, discussed, agreed and signed.
Partnership modalities
IBIS Mozambique operates with three different partnership categories, depending on the institutional capacities of each organization: hand-holding, arms-length and core-funding. The categories are decisive for amount of funding a partner can receive, and for the frequency and demands for financial and programmatic monitoring IBIS will conduct.
43
9. LEARNING, MONITORING AND EVALUATION
Monitoring is an important tool for increasing the accountability of partners and implementation in the thematic program. Moreover, monitoring is used as a strategic management tool, designed to document and improve the quality of work done by the program, while also providing an opportunity for learning and reflection and subsequent adjustment of program strategies. Monitoring of this thematic program will be according to the indicators and targets defined in the logical framework (see Annex 1), and furthermore in line with IBIS principles of participation, coordination, alignment of systems and promotion of learning. The monitoring efforts will be based on IBIS’ global M&E system, including the OPS annual cycle, as outlined below.
9.1 Ongoing program monitoring Monitoring of the program will follow the monitoring structure and guidelines of IBIS, and is supported by the concrete tools and methods developed in the Partner Manual by IBIS Mozambique:
. Step 1: Project monitoring by partners: This involves the ongoing monitoring done by the partner of the activities the partner implement. IBIS will make sure that sufficient monitoring systems are in place and provide training in monitoring systems. IBIS will provide support to each partner in improving their results based monitoring systems where necessary.
. Step 2: Partner monitoring by IBIS: The main aspects of the partners that are monitored by IBIS staff are performance, relevance and the cost-effectiveness of the program. Different methodologies and data collection methods are used to carry out this monitoring: . Observation/evaluation of participants at training. . Visits to the location of implementation to verify the results of the activities of the participants in courses. IBIS staff conducts at least one monitoring visit to each partner a year. . Partner reports/plans. The partnership agreement will stipulate the frequency of reporting (monthly, quarterly or biannually), and will depend on the category of partnership. . Meetings/ discussion with partners. At least four monitoring meetings are conducted annually between IBIS staff and the partner organisation, to review the progress according to plans and the results produced. A report is written from each meeting.
. Step 3: Joint monitoring of projects (partner and IBIS) The joint annual project monitoring includes a meeting between IBIS and the partner, and it is an opportunity for IBIS and the partner to make an evaluation of how the 44
partnership is functioning. The principal tools used to carry out this monitoring are the partner’s development plans reports and plans.
. Step 4: Continuous program monitoring by IBIS The continuous monitoring of the thematic program implementation is one of the key responsibilities of the program director. The main aspects of program implementation that are monitored are the activities, the use of funds, questions relating to the team and to the work situation of the team, partners and relevant external events that could influence program implementation. For this purpose, the program director elaborates quarterly reports.
. Step 5: Annual partners’ forum IBIS holds an annual partners forum once a year, which involve members of a given program’s team, representatives of each of the partner organisations, critical friends, coordinators of other IBIS thematic programs, members of a global IBIS group, etc. The annual forum is a two-day meeting held once a year in November. The main aspects monitored by the partners forum are the outcomes of the current year, the strategies used, and changes in the context, as well as the crosscutting issues of HIV/AIDS, gender and environment (one each year). The main documentation for the partners’ forum is the annual report of the programs critical friends.
As mentioned above, external monitoring will take place annually, using a team of two – three ‘critical friends’ who know IBIS and the thematic program well, and can bring a wider Mozambican education perspective to the program. The group of critical friends follow the program over the five years of its implementation from a certain distance as “critical friends”. This group should offer constructive criticism and recommendations for adjustment in the course of the program. The critical friends will do annual monitoring of the program, each year resulting in a report feeding into the discussions at the annual partner Forum. Every second year, the national critical friends are joined by a critical friend from Head Office, to do a Formative Monitoring Mission (FMM). The first FMM will take place in year 2013 and the second in 2015. In 2016 a final evaluation will take place, also with the participation of a staff member from the Head Office.
In addition to the annual cycle of partner and program monitoring, the thematic program will feed into IBIS’ global and annual monitoring cycle, the OPS (organizational performance system). For this purpose, Most Significant Change Stories will be collected and assessed on all levels of program implementation.
9.2 Baseline study and Evaluation With the purpose of supporting the ongoing monitoring as well as the final evaluation and impact assessment, a baseline study will be conducted. The study will do a data collection directly related to the defined program indicators. The baseline will cover the geographical operational area and assess partner capacity to deliver partnership activities.
A final independent evaluation will be undertaken around 3 months prior to program end, to measure the impact of the program on improved quality of primary education for children in 45
the immediate program areas, but also comparatively with areas which have been less closely linked, or not linked at all, with the program. The final evaluation will include methodologies and tools related to the baseline study, thus ensuring comparability of data and wider information over time.
9.3 Other learning mechanisms In the organizational structure of IBIS, there are various learning opportunities. The Center for Development and Civil Society (CEDESC) in Quelimane will be the focus for internal and external learning, both for IBIS staff and partners. The centre will have an Advisory Board consisting of representatives from IBIS partners, strategic partners and possibly the critical friends of the relevant thematic program. This board will be a forum for mutual learning, and furthermore, the learning will take place through the activities at the centre, courses and public debates, as well as through the networking opportunities arising from bringing together various representatives from the local civil society.
At the country office in Maputo, learning is facilitated through the program directors, who are responsible for synergy with other thematic programs as well as for development of staff competencies. A program officer is based at CO to provide support to learning within and beyond the program in the areas of fundraising and communication, partnership, M&E, advocacy, youth and gender. Additionally, within each thematic program exists the possibility of making joint activities across programs and partnership organizations which have as a result the common learning and increase of knowledge.
Meetings for all staff involved in the program will be held regularly with the purpose of mutual coordination and learning, and the partner forums will support vertical and horizontal learning opportunities.
Participation in network provides an important external space for learning for the organization as a whole, and is facilitated through the participation of program staff in networks like Alliance 2015, the Informal Governance Group, and other network arising from partner involvement in joint advocacy and other actions.
Finally, the Global Group for Education is a global IBIS forum for joint learning across countries’ experiences in education programs. The participation in the global group will feed into the strategic and methodological development of the program, just like the EPAC program will feed into the global group with its particular experiences.
46
10. PROGRAM MANAGEMENT
10.1 Roles and responsibilities IBIS Mozambique will be responsible for the overall program and financial management and monitoring through its well established systems of control and quality assurance. The Country Director of IBIS Mozambique, placed at the Country Office, has the overall management and financial responsibility of all IBIS Mozambique’s operations, including the approval of contracts, partnership agreements, partnership disbursements, and program plans and budgets.
At program level the Program Director has direct and operational responsibility for the program. S/He is assisted by the Senior Program Officer based in Maputo, and works in coordination with the Center for Development and Civil Society (CEDESC) in Quelimane. The Program Director in Maputo is responsible for the development of the partner portfolio at the national and provincial level, and the strategic and financial management of the program. (For further details of the responsibilities of the program staff, please see annex 6). The program director also line manages the program officer at the country office and the centre manager at the CEDESC.
The Center for Development and Civil Society (CEDESC) in Quelimane is under the overall management of a Centre Manager, who will plan and coordinate capacity building courses, coordinate the public debates and researchers. The Centre Manager is also in charge of staff and the daily management of the centre. The centre has 2 Program Officers and 1 financial management adviser/controller. These POs and the adviser will conduct the capacity building courses in the centre, and be responsible for a portfolio of partnerships at the provincial level. The 2 Program Officers, the Financial Adviser and the Centre Manager represent the EPAC team at the provincial level. The EPAC team has direct access to the technical support of the group of advisors at the Country Office. (For further details of the management of the CEDESC, please see annex 4). In addition to the permanent staff, the CEDESC will contract external consultants and researchers with the purpose of doing studies and specific training courses.
The EPAC program director will be guided by IBIS Mozambique’s Performance Agreement, which includes annual targets for the education program, and upon which the program director assess program progress and report bi-annually. The Program Director is also supported in the financial management of the program and partners by the Finance Department of IBIS Mozambique, consisting primarily of the Financial Manager and Senior Controller. The financial department provides support in budgeting, budget monitoring and reviewing the financial reports of the partners. This work is guided by the following internal manuals: Financial Management, Human Resource management and the Partner manual. In addition to the in country support and control functions, IBIS Mozambique is supervised by the Finance department in Denmark and an internal controller is responsible for following up on IBIS Mozambique issues. The controller normally visits Mozambique once or twice each year.
47
10.2 Support and decision-making structures A central decision-making structure for IBIS Mozambique in relation to program management, are fortnightly Program Management Team Meetings (PMTM). These meetings are mandated to approve new partnership agreements and program plans and budgets. The meetings also provide a space every two weeks for exchange between the thematic programs at country office level, where the EPAC program team is able to draw on the technical assistance of the competent staff at place at the Country Office, covering areas such as governance, gender, fundraising and communication.
The EPAC program will hold country program meetings twice a year with all EPAC staff, focusing on strategic and methodological discussions and decisions. In addition to these program meetings, IBIS Mozambique conduct bi-annual Team Leader Meetings, that are spaces for learning for the technical staff of the organization, and can take the shape of sharing of information, discussions, or staff training. The EPAC team will also benefit coaching of managing staff, in which the National Director will coach program director in both management and technical areas. The Program Director will in turn be responsible for replicating this coaching for their line management staff. The coaching can also include more specialized technical and thematic coaching.
Finally, the regularly occurring financial workshops will facilitate an increased financial control and support to the program management, and are spaces for aligning and learning procedures and practices in relation to financial management, and in relation to giving support to partner organizations.
48
11. ASSUMPTIONS AND RISKS
11.1 Assumptions Partners identified as holding the same values, and with complimentary aims and objectives continue to demonstrate their commitment to a rights based approach without compromise Stakeholders, including schools, local organizations, wider civil society, education authorities at local, provincial and national levels, local organisations, continue to welcome IBIS’ involvement in education matters, cooperate and participate in school and program activities Human capital is adequate to equip the program team at national and provincial level with the skills, knowledge and attitudes required to fulfil the required roles Communication systems are adequate and a climate of information sharing is welcomed
11.2 Risks Risk Mitigation Reduced civil society freedom due to e.g. Assessment of new partner to include increased party political influence, policy analysis of links with political party; change, information embargo Continued presence on education working group. Consolidation of capacity developed in the Continuous and early dialogue with local program is undermined by constraints authorities imposed e.g. by teacher transfer, policy change, expectation of financial remuneration for district educational officials and school boards members. Results generated by civil society Thorough partner assessments made at the partnerships are not as expected due to initiation of partnerships and continuous lacking organizational capacity and/or support and capacity building of partners. commitment. Design of realistic activity plans and budgets. Financial malpractice and corruption Rigorous financial control procedures and reduces the program’s ability to implement thorough partner assessments made at the activities and deliver results initiation of partnerships. The economic climate reduces the financial Financial mitigation plan designed at means for the program to operate - loss of transition phase fundraising opportunities, unplanned reductions in funding
49
12. BUDGET
Please refer to Annex 2 for the detailed budget and budget notes.
50
13. APPRAISAL
No formal external second opinion or appraisal of the program design has been made, however, an independent consultant was used in the initial planning and drafting of the program document. IBIS’ Head Office was indirectly involved in the design of the new thematic program through informal discussions held during the process of evaluating the earlier EDEC program, and directly involved through the internal commenting process, leading to presenting the document for the Board of IBIS’ approval.
51
ANNEX 1: LOGICAL FRAMEWORK Development By the end of 2016, children and young people of both sexes enjoy their educational rights, fulfil their duties and Objective participate actively in the development of their communities, and civil society actors are drivers for change in the educational sector.
Specific Objective 1 Indicators Outcomes Means of Verification
By the end of 2016, 75% of students in Pupils, especially girls, in EPAC supported schools master Gender disaggregated the schools supported schools supported by reading, writing and numeracy skills appropriate for their level. statistical records from by EPAC provide EPAC show EPAC schools relevant and quality competencies Pupils, especially girls, actively participate in their classes (talk, education to pupils, according to their level, interact, question, make exercises and respond openly to Records of quarterly and and are used as a as defined by MINED. teacher's questions) annual school model for replication performance and advocacy.
50% of teachers in Teachers in EPAC supported schools use participatory methods Reports of attendance to schools supported by in their classes and create a gender sensitive school classes EPAC use participatory environment that encourages greater participation of all pupils. and didactic methods Class room observations (pupil participation in Teachers at EPAC supported schools develop a relevant local curriculum in collaboration with key community actors, and apply Lesson plans for teachers classes, group work, it in their teaching. class discussions, use Curriculum for how to of visual aids), know Trainers of Teacher Training Institutes (IFPs) train new teachers integrate local curriculum their subjects and in using participatory methodologies, didactic material of IFPs integrate local production as well as in integrating local curriculum in their curriculum in their classes. Report of supervisory visits classes. Frequency Maps Educational Technicians at local levels (SDEJT and ZIPs) perform quality pedagogical supervision, and record and share stories of positive changes with other schools. The drop out rate of School Boards in EPAC supported schools are actively engaged Gender disaggregated girls and boys enrolled in preventing school drop out among pupils, especially girls statistical records from in schools supported by EPAC schools. EPAC is reduced by Children’s Parliament in EPAC supported schools protect and 52
25% for each school promote children’s rights. year.
85% of school boards School Boards in EPAC supported schools take initiatives to Minutes from School in EPAC supported retain orphans and vulnerable children in school, and are Board Meetings schools lead providing them with psychosocial and material support. community initiatives to Partner reports support orphans and vulnerable children of their school
Best practices and IBIS partners document best practices of quality education in Reports of Ministry of evidence-based case EPAC supported schools, and share it within the ZIPs and Education stories from schools School Board Forums and other relevant educational authorities supported by EPAC are for replication. Partner reports replicated in at least 30
other schools, and are IBIS partners use best practices from EPAC supported schools used to advocate for to influence national level educational policies. quality education at
national level.
Key activities to achieve objective 1
. Participative methodologies: Design and development of training materials and teacher training courses/workshops . Local curriculum: Development of training manuals/materials and teacher training courses/workshops . Didactic/teaching material: Inventory of the required didactic/teaching material and workshops for didactic/teaching material development with teachers . Supervision and technical support: Development of supervision toolkit and support to teachers/SBs activities. . Cross-cutting issues (gender, HIV-AIDS & environment): Development of training manuals/materials and teacher training courses . Local teacher trainers: Conceptualization, identification, development of training materials and actual training of local teacher trainers . Establishment of libraries at EPAC supported schools: Building infrastructures and purchase of books . Promote cultural and sporting activities for young people and the establishment of girls’ clubs at EPAC supported schools. . Support Children’s Parliaments in protecting and promoting children’s rights. . Support School Boards in taking action to prevent school drop out of pupils, especially girls and orphans and vulnerable children. . Support School Boards in identifying orphans and vulnerable children in their communities and support their official registration. . Promote School Board initiatives to provide material (didactic material, food and clothes) and psychosocial support to orphans and 53 vulnerable children.
. Documentation of Happy School concept: Description, photos, videos of the lessons learnt . Local level replication and advocacy: Exchange visits among schools for sharing of best practices, use community radios as a tool to raise teacher, pupils and community awareness about quality education, youth and girls rights, share best practices of Happy Schools at meetings with School Board Forum and with educational authorities. . National level advocacy: support to partners to disseminate local level evidence of quality education through meetings with national educational authorities and other educational CSOs.
Specific Objective 2 Indicators Outcomes Means of Verification
By the end of 2016, 40% of School Board School Boards of EPAC supported schools actively demonstrate Minutes of the election the schools supported members in schools gender awareness in their work, and establish election process of School Boards by EPAC are managed supported by EPAC are procedures to ensure representation of women among their by an inclusive school women. members. management and a Partner reports democratically elected School Board, whose members demonstrate good internal governance and influence local governance. 70% of School Boards School Boards of EPAC supported schools establish School Board reports in schools supported by mechanisms and apply these for monitoring the activities and EPAC demand budget of their school. Minutes from SB meetings accountability from their Reports from SB forums school managers. School Boards of EPAC supported schools establish mechanisms to interact with the school management for the Partner reports purpose of transparency and accountability.
Managers of EPAC supported schools demonstrate commitment and leadership in their activities, comply and enforce the internal regulations and other guiding documents in their school. Teacher absenteeism is Managers of EPAC supported schools demonstrate leadership Reports of pedagogical reduced with 70% in skills in dealing effectively with teacher absenteeism. supervision visits of schools supported by 54
EPAC. Teachers of EPAC supported schools know the Code of SDEJT Conduct of the National Teachers Union and work in accordance with this. School managers’ reports
25% increase in female SDEJTs are supporting the appointment of female teachers as Partner reports school managers in the school managers, and female teachers show competencies and ZIPs with schools willingness to take on these leadership positions. School manager reports supported by EPAC.
All District Forums of District Forums for School Boards are created in the 4 districts School Board reports School Boards where the EPAC program operates, and are participating in participate in budget planning and budget monitoring in relation to the educational Reports and minutes from tracking of the sector in the Consultative Councils. meeting in District Forums education sector of SBs. through their respective The School Boards of EPAC supported schools initiate dialogue Minutes from Consultative Consultative Council. and collaboration with the Consultative Councils and present Council meetings school needs with concrete actions to be included in district development plans.
The School Boards of EPAC supported schools are actively participating and providing evidence for budget tracking of the education sector in their respective Consultative Councils.
85% of school School managers, school boards members and teachers in School Board reports managers, school EPAC supported schools are active in preventing HIV and boards members and stigmatization from HIV/AIDS in their communities Partner reports
teachers in EPAC supported schools are aware of how to prevent HIV and stigmatization from HIV/AIDS.
Key activities to achieve objective 2
. Participative management of schools focusing on School Boards (SBs): o Support schools in revitalization of school boards (elections) 55
o Training of School Boards members in inclusive and democratic management of schools (roles, democratic principles, accountability mechanisms, human rights, gender rights) o Training of School Boards members in planning and budget monitoring; o Training of SB members in strategies for evidence-based advocacy o Exchange visits among SBs members . Participative management of schools focusing on School Managers: o Training of School managers in school management o Training of ZIP coordinators including education technicians in inclusive and democratic management of schools o Advocating SDEJTs for appointing female teachers as schools managers. o Sensitize female teachers to become school managers . Support schools in designing school management tools: o Elaboration of development and annual plans o Elaboration of school regulations, including code of conduct for students, teachers and school managers. . Support the creation of School Board Forums in 4 districts and their activities: o Organize meetings among School Boards o Training of School Board Forum members in planning and budget monitoring and in regulations for Consultative Councils o Advocate for School Board Forum’s participation in their respective Consultative Council for planning and budget tracking of the education sector. . HIV/AIDS: Training of School Boards members in Ladder for Life methodology
Specific Objective 3 Indicators Outcomes Means of Verification
By the end of 2016, 75% of IBIS partner EPAC partner organizations are demonstrating good internal Partner reports IBIS partners and organizations have at governance, gender sensitivity, and technical capacity to work relevant civil society least 40% women in actively for their vision and mission. organizations are their executive boards. Minutes from partners’ influencing national General Assembly educational policies. 50% of IBIS partners EPAC partner organizations are well networked and engaged in Partner reports are linking local level advocacy campaigns at various levels. collected evidence to Radio and television news, EPAC partner organizations at district, provincial and national national level advocacy newspaper level are collaborating to influence government policies with interventions within the concrete proposals for educational development plans. education sector Newsletters from MEPT and other CSOs 56
75% of IBIS partners EPAC partner organizations at district, provincial and national Partner reports participate in monitoring level are collaborating to demand accountability from of education services at educational authorities at local, provincial and national levels. district, provincial or Education sector plans at national level. EPAC partner organizations in Zambezia create provincial coalition and monitor the implementation of district and various levels provincial education plans.
50% of IBIS partners CSOs members of provincial coalition denounce corruption Partner reports are influencing practices within district education sector and demand education educational policies in authorities to provide quality education. Radio and television news, favour of the rights of newspaper children, gender Representatives of children’s and youth organizations equality or youth participate actively at relevant government meetings at district, Education sector plans at provincial and national levels various levels
A Provincial School A Provincial School Board Forum is created in Zambézia and Minutes from School Board Forum in influence provincial educational planning, do budget tracking Board Forum meetings Zambézia influences which contribute to national policy changes. the provincial Provincial education sector educational plan. plan
A Provincial Youth A Provincial Youth Parliament is created in Zambézia and is Government plans Parliament in Zambézia active in monitoring and debating provincial and national policies actively monitor relevant to youth. provincial and national policies relevant for Government's plans at district, provincial and national levels youth. include specific activities that meet young people needs.
Key activities to achieve objective 3
. Advocacy activities at district level o Promote and support the creation of District Forums of School Boards as mechanism for advocacy at district level. o Support the involvement of District Forums members at District Consultative Council meetings. o Training of District Forums members in budget tracking; o Support District Education Budget Monitoring by SB Forums. o Radio debates on protection of children’s and girls’ rights. 57
. Advocacy activities at provincial level o Creation of provincial working groups of CSOs in relevant advocacy/monitoring campaigns o Promotion of provincial coalitions of CSOs working in Education o Support radio/ debates on issues relevant to civil society participation into education o Promote and support the creation of Provincial Forums of School Boards as a mechanism for advocacy at provincial level o Revitalization of FEDUZA in Zambeze province o Promote and support the creation of a Youth Parliament in the province of Zambézia o Support the formalization of youth organizations o Support monitoring of public policies relevant to youth
. Advocacy activities at national level o Support advocacy work of MEPT within education sector o Support Global Week of Education o Support radio/TV debates on issues relevant to civil society participation into education o Support national meetings with participation of provincial focal points of MEPT (Education for All Movement) o Support national partner organizations participation in MINED technical working groups. o Advocate the change of school boards’ mandate from 2 years to 4 o Advocate the appointment of school directors by their performance and not by party confidence o Advocate for funds allocation to DPE and SDEJT for school supervision
. Activities at the CEDESC (Focus on supporting advocacy interventions and capacity building for EPAC partners and other relevant CSOs and government officials) o Research/Studies (The topics of the research/studies will be decided by the partners, focusing on issues of common concern, like Quality education, ADE-Education Support funds, Free School books, Youth participation in decision making mechanisms, Socioeconomic situation of youth or Gender issues) o Capacity building for IBIS partners, youth organizations and other relevant CSOs (see section 7.1 for details on capacity building topics). Seminars and Debates (this includes the creation of an open space for Seminars and Workshops of IBIS partners and CSOs; support to public debates on socioeconomic and political development of education; support to public debates on topics relevant to youth; movie nights showing documentaries on citizenship and political participation.) o Library and IT Facilities (Internet facilities for IBIS partners and civil society and promote the production and launching of literary works) o Life-skills activities for youth (to be further defined by the market analysis and needs study in the transition phase)
. Activities with Alliance 2015 (Focus on teacher training in participatory methodologies, transparency in the management of schools, particularly in the area of the ADE funds, monitoring the implementation of local curriculum, and sharing of working methodologies): 58
o Activities at national level (Advocacy initiatives by IBIS and Concern including: promote the discussion among the CSO’s working in Education about the curriculum of basic education, particularly encouraging the implementation of the local curriculum; Influence the curriculum of teacher training, particularly in the use of participatory methodologies; Promote annual meetings with educational authorities on all levels on the implementation of the regulation of school boards) o Activities at provincial and district levels (Promote/support monitoring of ADE funds by school boards at district level; Promote/support monitoring of free school books distribution by school boards at district and provincial levels; Monitor the local curriculum implementation in schools; Disseminate the Happy School concept; Exchange visits among school teachers supported by Alliance members; Exchange visits among staff of Alliance members) o Synergy between Concern and IBIS (Joint partnerships with organizations operating in the same geographical areas as IBIS and Concern; Share participatory methodologies used in teacher training; share the methodology "Ladder for Life"; Organize two annual meetings to exchange experiences between Concern and IBIS; Implement studies / research using CEDESC facilities)
59
ANNEX 2: DETAILED BUDGET
Please refer to the separate Excel File for the detailed budget and budget notes.
60
ANNEX 3: MAPPING OF CIVIL SOCIETY ORGANISATIONS RELEVANT TO THE EDUCATION SECTOR
Type and name of organisation Thematic focus (area of intervention) Main beneficiaries
1. IFP Quelimane - Teacher Training Teacher Training Courses for Basic Education, Acting teachers, trainees and SDEJT Institute established in 2006, and technicians in 4 districts subordinated to the Ministry of Education and Culture, with the mission to train teachers for basic education 2. MEPT - Education for All Movement, Advocacy for a quality education for all children, youth, adults and wider community formalized in 2008 for all districts of Zambézia Province 3. AMME - Women and Education Advocacy: Education: promotion of education for women as a Teachers of all levels, in 8 Districts Association, founded in 1995. means of raising their awareness about cultural, social and economic status of Mozambican society
4. Kukumbi- Organization for rural Education and gender; Governance and human rights; Women, girls and elderly people caring for development, established in 1998 OVC, SB and CC members Risk and disaster reduction and HIV-SIDA
5. ONP - National Teachers’ Organisation Advocacy: Improvement of attitudes and practices of the Teachers and other education employees in formalized in 1981 teachers and the interpretation of the teaching curriculum and all districts of Zambézia Province local curriculum
6. PI - Child Parliament, created 2000 Advocacy: Promotion of the rights and duties of the Children All children from 0 to 18 years old Monitoring of the implementation of child rights to all stakeholders responsible for overseeing the implementation of Located in the 17 Districts of Zambézia rights and duties of the Child Province
7. ACEAM - School Board Association, Advocacy: School Board members, Parents and 61
created in 2009 Promotion of Democracy in schools, adult education and Communities of Alto Molócuè district quality of basic education
8. School Board Forum , in process of Advocacy: School Board members, OVC’s in the legalization HIV/AIDS context, girls and communities of Democratic in schools through Information and Communication Milange district
9. AMER - Association for development of Advocacy: Women, girls, OVC in and outside rural Women and girls in education education; people affected and infected by formalized in 2009 Promotion of girls’, women’s and OVC rights to education HIV/AIDS in Milange district
Health: prevention and fight against HIV/AIDS
10. ACJPD - Associação Centro Juvenil Educational and pedagogical training / information, moral, Children, adolescents and youth in Alto Padre Dehon cultural and spiritual needs of children, adolescents and youth Molócué district
Mapping of International NGOs and Donors which support the Sectors of Education and Youth with headquarters in Quelimane
Type and name of organisation Thematic focus (area of intervention) Main beneficiaries and Location 1. Save the Children Promotion of environmental sanitation in schools SB members and children
DPS and SDMAS in 3 districts: Mopeia, Morrumbala and Inhassunge,
2. World Vision Improve teaching quality. Construction of school Teachers and SB members, SDEJT, DPEC infrastructures. Advocate for rights and duties of children. Food technicians, Child Parliaments and security, health, HIV-AIDS communities in 3 districts: Namacurra, Morrumbala, Mocuba
3. CONCERN Quality education SB members, teachers and communities in 2 districts: Chinde and Inhassunge Risks and disasters: Flood warning in the context of the lower Zambezi River 62
ANNEX 4: IBIS’ CENTRE FOR DEVELOPMENT AND CIVIL SOCIETY (CEDESC)
1. Introduction
IBIS will establish a Centre for Development and Civil Society (CEDESC) in Quelimane, the provincial capital in Zambézia. The CEDESC will be the centre of IBIS’ support to its partner organizations and other CSOs at the provincial level, and will be the central place for the capacity building of partner organizations, public debates and the conduction of studies. The centre will establish a conducive environment for a comprehensive support for local civil society that combines different components of technical support and financial assistance with solid facilitation, mentoring and coaching efforts.
The specific purposes of the CEDESC are to be a source of various capacity building opportunities for IBIS partners and others, to coordinate studies for evidence based advocacy, to conduct regular public debates on issues of common concern, to contribute to improvement of public policies on education at provincial and district level. The CEDESC will also focus on generating the developmental space for youth and girls to address the need for certain specific skills, such as IT training, entrepreneurial training, technical skills training, etc.
The CEDESC centre is being established as a necessary investment to address the urgent needs for capacity building and support needed, which characterizes the civil society organizations in particular at provincial level in Zambézia. It is therefore not envisioned that the centre eventually will be a sustainable, partner-run entity, but rather it is seen as a time specific necessary investment supported and run directly by IBIS to enable the creation of a space for dialogue and development of civil society and other stakeholders that will later take on its own momentum. Once the required capacity has been achieved and all those who have been served by the CEDESC have gained their voice and their own mechanisms for sustained development, the CEDESC and IBIS’ support to it will no longer be required. But it will take time for the civil society in Mozambique to get there and therefore the CEDESC is going to be a necessary investment for at least the full program period of 5 years.
2. The experiences from CDC and CEDER feeds into the new CEDESC:
The centres have showed its relevance both to IBIS74 and partners. The centres are contributing significantly in strengthening the institutional and organizational capacity of the partners; strategic planning and management, program management, solid knowledge on
74 The key added value that a development agency as IBIS Mozambique brings into the partnership approach is to provide capacity building. Related to this the current centers are visible and concrete in the local context and has turned out to be a very effective way in building the capacities of the partners. Further to this the centers have turned out to be important in fundraising where potential donors see the capacity building centers as the materialization of the added value that IBIS bring into a program or a project. 63
thematic issues and more and better access to information are associated with the centres. Concrete examples of results for partners and IBIS are:
In the last two years CEDER was responsible for more than 12 training session on topics such as management and leadership of CSO’s, financial management, project cycle, strategic planning, monitoring and evaluation, evidence based advocacy, gender and HIV-AIDS, basics of local governance and its legal framework, etc. About 18 public debates were organized in CEDER covering issues related to citizenship, such as citizen participation on decision making process, public sector reforms and power decentralization, poverty observatory in Niassa, sharing experiences on budget monitoring and tracking initiatives as well as topics related to women in politics. 3 research studies were conducted at the CEDER covering issues related to composition and performance analyses of district consultative forums in Niassa, gender perspective on FDD75 access and analysis of women’s participation in politics. Community development centres in Alto Molocue and Milange are well known due to their contribution to local development agenda, including providing life skills training. CDC’s are acknowledged for helping vulnerable girls and boys in obtaining the necessary skills and competencies they need to be well integrated in the in society. CDC’s IT centre is mainly used for IT training of young people where as the library is mainly used by teachers looking for additional training material. The meeting rooms are regularly used by partners for workshops and debates.
Based on the above experiences, IBIS Mozambique has conceptualized the creation of the Centre for Development and Civil Society, CEDESC. The move for CEDESC is based both on the staff contribution for the new IBIS structure, and IBIS background and experiences working on education, rural development and citizenship. The centres as a new way of working, was proposed by the IBIS field staff during the change management process, based on the argument that it will increase effectiveness in terms of partners support, synergy among programs and partners, evidence based advocacy, technical and financial resources.
The general feedback from partners, local communities, local government institution and other stakeholders in regards to the ideas of establishing CEDESC have been very positive, because of it relevance in terms of common learning, information sharing and coordination/ collaboration among organizations. No similar centres exist in these two provinces.
3. CEDESC – Context and Concept.
Since 2008, IBIS Mozambique has been focusing on implementing gradually more through partner organizations. Nevertheless, IBIS has recognized that a precondition to implement a partnership driven program at provincial level in Zambézia is the establishment of a strong support structure with the capacity to provide assistance to local partners. This is due to the fact that organizations at provincial and district level are very weak and the surrounding
75 Fundos de Desenvolvimento (Local Development Funds) 64
environment (government and the ruling party) is not favourable towards creating strong and independent civil society organization.
By defining the support structures as a Centre for Development and Civil Society we expect to establish a methodology and environment for a comprehensive support for local civil society at provincial and district level. Our experience with working in partnership with local organizations in Niassa, Zambézia and Cabo Delgado, demonstrate that in order to empower local partners we need a long and comprehensive support plan that combine different components of technical support and financial assistance with solid facilitation, mentoring and coaching efforts.
IBIS´ long time experiences working in districts and at provincial levels provide us with in- depth knowledge on how the establishment impose an corporative model for civil society where CSO’s are seen as a complement to the their (party/government) activities, rather than a relationship based on pluralism where local organizations are seen as autonomous, free and independent with the right to represent their own interests. Local organization with an independent and critical agenda are often criticized and censured by the establishment.
The pluralistic approach is more in line with IBIS values, and therefore we need to nurse and facilitate an environment that allow organizations to be free and independent, to uphold the right to be critical, demand justice and play the oversight role as watchdog to the state. The Centre for Development and Civil Society is seen as an important contribution to strengthen the civil society and support the development of a critical mass in the province of operation.
Apart from the above justification, support structures at provincial level ensure effectiveness and efficiency in EPAC implementation and documentation of results. It is also expected that through CEDESC , IBIS will be able to document better its experiences/knowledge and transfer it (as part of support program) to the partners and others stakeholders. Further to this the CEDESC is seen as a possibility to strengthen the coordination and promotion of goods donor ship with other INGOs, particularly among Alliance 2015 members.
4. Objectives, Activities and Target Groups of CEDESC
“In 2013, IBIS is known as an organisation that supports partner driven programs using a Right based Approach. Its expertise in building the capacity of partners and in facilitating CSO networks between local and national level is recognized. IBIS is known, together with its partners, for being very strong in the areas of Education and Governance. IBIS is known for being effective, creative and innovative in program implementation, including developing new methodologies and approaches”
“The Vision for Core production 2013” was formulated at the management strategy seminar in 2009 in order to guide the direction of changing the program approach from direct implementation to facilitation of partnership driven programs. The Centre for Development and Civil Society is linked to the ambition of a) IBIS being recognized for its expertise in building the capacities of partners as well as facilitating network, b) its strong capacity within education and governance and lastly c) known for effective, creative and innovative 65
methodologies and approaches.
The centre, CEDESC, is seen as an investment and means to reach the vision 2013. In this context, the CEDESC has 4 specific objectives:
1. To be a source of various capacity building opportunities for IBIS partners and others 2. To coordinate the conduction of studies in issues of concern common to a group of IBIS partners and other relevant stakeholders (Evidence based advocacy) 3. To conduct regular Public debates on issues of common concern to the IBIS partners and other relevant stakeholders 4. To contribute for improvement of public policies on education and governance sector at provincial and district level.
Activities at the Centre
The objectives will guide the following activities at each centre:
. Partners attend regularly capacity building courses in the centre, depending on their needs (See Curriculum further down). Courses are also open to other CSOs’ participation upon application, and where relevant, also to staff from relevant government institutions. . At least once a month the centre opens it doors to the public to a debate. These debates can be IBIS led or partner-led, and the partners will decide the issues to be debated, as well as arrange the debate in collaboration with IBIS. . Research is conducted from the centre. The topic of the research is decided by the partners, focusing on an issue of common concern for this group of partners. Researcher will often be contracted consultants. The centre contains an office for ad-hoc researchers, which work from the centre. . IBIS’ partners also use the centre beyond participating in the capacity building courses. The Centre offers facilities for the partners to use in their work: Meeting room, Internet café, Library. These facilities are also open to other CSOs and others, e.g. students, upon signing in. . The IBIS trainers have their office space in the centre, where they prepare their work and follow the partners. These trainers are responsible for a number of the capacity building courses, and will develop and conduct the course content in collaboration with country office advisors. . The centre has a rather big, open space outdoors, which is suitable for theatre plays, concerts and other public performances and gatherings.
Examples of courses offered as part of the curriculum of Organizational Development are:
Management and Leadership of CSO´s – Get the Basics Right Financial Management Strategic management and development of Strategic Plans Planning, Monitoring and Evaluation Project Development Advocacy and Public Communication 66
Examples of courses offered as part of the curriculum of Thematic Areas are:
Local Governance – get the basics right Budget tracking and monitoring of the education sector Women’s political influence and Gender Children’s Rights and Youth HIV/AIDS Prevention/Escada para Vida (Ladder for Life) Training of School boards in their role and responsibilities Democratic and inclusive School management – leadership and management skills for school directors – get the basics right Teacher training – Local Curriculum, Didactics, Participative methods, Local Natural resource and other local environmental issues.
Target groups of the Centre:
Partners of IBIS Pupils, teachers, school board members, school directors Youth Other CSOs Government institutions Students and other in the public
4. Management Structure and Staffing
It is envisioned that the centre will also be IBIS provincial office. The overall responsibility for the management of the Centre lies with the Centre Manager, who will plan and coordinate capacity building courses, coordinate the public debates and studies/researches. The Centre Manager is also in charge of staff and the daily management of the centre.
Each centre has 2 Program Officers and 1 financial management adviser/controller. These POs and the adviser will conduct the capacity building courses in the centre, and be responsible for a portfolio of partnerships. The 2 Program Officers, the Financial Adviser and the Centre Manager represent the EPAC team at the provincial level. The EPAC team have direct access to the technical and administrative support from the Country Office.
The CEDESC are line managed by the Program Director at CO, who upholds the technical responsibility for ensuring high quality performance in his/her TP area.
The finance and administration has to a large extend been centralized in Maputo and the functions at the provincial level are limited to administration of CEDESC and controlling of partners.
The Centre will have a Management Board consisting of representatives from IBIS partners, strategic partners and possibly the critical friends of the EPAC program. Representatives of the IBIS Partners will be elected on the annual partner forum, and the strategic partners will
67
be suggested by the partners, but appointed by IBIS.
Running the CEDESC – costs
The CEDESC will basically be the local IBIS offices as we know them today. Besides from being the workplace for the IBIS employees, the CEDESC will also, just like today, include a community service centre with an internet café, library etc. for the partners and other stakeholders. In addition, the CEDESC will offer various capacity building activities, public debates, meetings, events etc. The costs related to running the CEDESC can be divided into two parts. The ordinary running costs for the CEDESC are expected to be lower than the cost for running the IBIS offices today, as the number of staff will be reduced due to the shift from direct implementation to partnership driven programs. There will of course be increased costs related to capacity building activities, public debates, research and studies but these costs will be budgeted as part of the EPAC costs. Some investments most be expected in order to ensure infrastructure and facilities at the CEDESC centre.
Challenges for the CEDESC
Some of the challenges that IBIS has faced in its work with the existing centres, both CEDER and CDC’s, have been linked to (1) staff with limited abilities and competencies to deal with partners demands in terms of training, (2) optimize the use of center facilities by partners and other relevant stakeholders such as the library, meeting room, internet service, (3) the ownership of the centre by the partners.
In order to deal with those challenges, partners will be included in the overall management of the centres (Conselho de Gestão), with enough space to influence and participate in decision making regarding the various activities. Looking into the future the issue of partner’s, and other relevant stakeholders, ownership to the centres will be a key issue and special attention will be drawn to this.76 The Angola experience will also be useful in the design of training approaches, e.g. “innovative training approach to capacity building”.
When it comes to the challenges regarding the staff competencies, this will be dealt with partly through focused capacity building of core staff and partly by using external professionals with specific technical expertise.77 The core staff will have competencies to respond to trainings in the areas of education, governance, financial management, and organizational development. A resource base will be built, containing trainers and consultants that can be drawn upon to complement the competencies of IBIS core staff.
77 In order to secure the quality and professionalism in the capacity building offered by IBIS Mozambique in future, it is the strategy to have few but more qualified staff and make increasingly use of external professional with technical core competencies in areas of need. 68
ANNEX 5: IMPLEMENTATION PLAN FOR EPAC 2012-2016
ACTION RESPONSIBLE TIME FRAME Transition phase 2011 2012 2013 2014 2015 2016 EDEC phase-out activities Establishment of the CEDESC EPAC Development of training curriculum and materials for CEDESC EPAC Identify the 20 EPAC supported schools with partners Planning and developing monitoring tools EPAC Identification and establishment of new partnerships EPAC Baseline study for EPAC thematic program EPAC Conduct a study on need for life-skills for youth EPAC Objective 1 Participative methodologies: Design and development of training materials and teacher training courses/workshops EPAC/Partners Local curriculum: Development of training manuals/materials and teacher training courses/workshops EPAC/Partners Didactic/teaching material: Inventory of the required didactic/teaching material and workshops for didactic/teaching material development with teachers EPAC Supervision and technical support: Development of supervision toolkit and support to teachers/SBs activities. EPAC/Partners Cross-cutting issues (gender, HIV-AIDS & environment): Development of training manuals/materials and teacher training courses EPAC/Partners Local teacher trainers: Conceptualization, identification, development of training materials and actual training of local teacher trainers EPAC/Partners 69
Establishment of libraries at EPAC supported schools: Building infrastructures and purchase of books EPAC/Partners Promote cultural and sporting activities for young people and the establishment of girls’ clubs at EPAC supported schools. Partners Support School Boards in taking action to prevent school drop out of pupils, especially girls and orphans and vulnerable children. Partners Support School Boards in identifying orphans and vulnerable children in their communities and support their official registration. Partners Promote School Board initiatives to provide material (didactic material, food and clothes) and psychosocial support to orphans and vulnerable children. Partners Documentation of Happy School concept: Description, photos, videos of the lessons learnt EPAC/Partners Local level replication and advocacy: Exchange visits among schools for sharing of best practices, use community radios as a tool to raise teacher, pupils and community awareness about quality education, youth and girls rights, share best practices of Happy Schools at meetings with School Board Forum and with educational authorities. Partners National level advocacy: support to partners to disseminate local level evidence of quality education through meetings with national educational authorities and other educational CSOs. Partners Objective 2 Support schools in revitalization of school boards (elections) Partners Training of School Boards members in inclusive and democratic management of schools (roles, democratic principles, accountability mechanisms, human rights, gender rights) Partners Training of School Boards members in planning and budget monitoring Partners 70
Training of SB members in strategies for evidence-based advocacy Partners Exchange visits among SBs members Partners Training of School managers in school management Partners Training of ZIP coordinators including education technicians in inclusive and democratic management of schools Partners Advocating SDEJTs for appointing female teachers as schools managers and sensitize female teachers to become school managers Partners Designing school management tools (Elaboration of development and annual plans; Elaboration of school regulations, including code of conduct for students, teachers and school managers.) Partners Support the creation of School Board Forums in 4 districts and their activities EPAC Train School Boards and School Board Forums in planning and budget monitoring and in regulations for Consultative Councils Partners Advocate for School Board Forum’s participation in their respective Consultative Council for planning and budget tracking of the education sector. Partners HIV/AIDS: Training of School Boards members in Ladder for Life methodology Partners Objective 3 Promote and support the creation of District Forums of School Boards as mechanism for advocacy at district level. Partners Support the involvement of District Forums members at District Consultative Council meetings. Partners Training of District Forums members in budget tracking Partners Support District Education Budget Monitoring by SB Forums. Partners Radio debates on protection of children’s and girls’ rights. Partners Creation of provincial working groups of CSOs in relevant EPAC/Partners 71
advocacy/monitoring campaigns Promotion of provincial coalitions of CSOs working in Education EPAC/Partners Support radio/ debates on issues relevant to civil society participation into education Partners Promote and support the creation of Provincial Forums of School Boards as a mechanism for advocacy at provincial level EPAC/Partners Revitalization of FEDUZA in Zambeze province EPAC/Partners Promote and support the creation of a Youth Parliament in the province of Zambézia EPAC/Partners Support the formalization of youth organizations EPAC Support monitoring of public policies relevant to youth EPAC/Partners Support advocacy work of MEPT within education sector EPAC Support Global Week of Education EPAC Support national meetings with participation of provincial focal points of MEPT (Education for All Movement) EPAC Support national partner organizations participation in MINED technical working groups. EPAC Advocate the change of school boards’ mandate from 2 years to 4 Partners Advocate the appointment of school directors by their performance and merits and not by party loyalty Partners Advocate for funds allocation to DPE and SDEJT for school supervision Partners CEDESC: Research/Studies EPAC CEDESC: Capacity building for IBIS partners, youth organizations and other relevant CSOs EPAC CEDESC: Library and IT Facilities EPAC CEDESC: Life-skills activities for youth EPAC Activities with Alliance 2015 at national level EPAC Activities with Alliance 2015 at provincial and district level EPAC Synergy between Concern and IBIS EPAC 72
ANNEX 6: ROLE, RESPONSIBILITY AND COMPETENCIES OF EPAC STAFF
Below please find the roles and responsibilities between Country Office and Field Office, including the Centre for Development of Civil Society (Centro de Desenvolvimento da Sociedade Civil (CEDESC)):
COUNTRY OFFICE: Overall role and Competencies and – key areas Frame work responsibility
Country Director: Competencies: IBIS Global strategies and policies is the overall frame Overall management - Comprehensive management and leadership skills (program, work finance and H&R) - Comprehensive knowledge of the political, economical and social Country strategy, thematic context program documents, Well positioned in the - Comprehensive management experience within tong term Partnership strategy and Mozambican context. development assistance. - Fundraising and networking skills Fundraising strategy - Interpersonal skills guides the local frame work. Management and leadership Key areas: Performance agreement & Organizational - Overall management of IBIS Mozambique including responsibility for Performance System program management and finance. (OPS) - EPAC management, including development of coherent program within IBIS overall strategy framework;
Strategic direction of the - Line management of program directors; Fundraising for EPAC and project activities, including assistance to HO programs - Country Director part of in private fundraising in Denmark; management group (MG) - Implementing Alliance 2015 strategy in the country in relation to education program and synergies beyond; in IBIS (HO), Program Program management & - Overall monitoring including overall responsibility for donor financed Management Team (CO) development activities; Oversight of partner issues, specifically signing of partner and Fundraising Team agreements and grant approval (CO) 73
Program Director of Competencies: - Global strategies on EPAC: education & advocacy - Program management and leaderships skills, including financial & - Country strategy & administrative thematic program - Human resources skills document EPAC, Program Management of - Training skills - Partnership strategy & the Thematic program - Analytical skills partnership manual - Interpersonal skills - Mainstreaming strategy - Networking for Gender, HIV/Aids, - Advocacy strategy for education Key areas: - Strategy for creating synergies between - Direct responsible for managing & implementation the EPAC program thematic programs - Responsible for managing partnerships, FO and CEDESC - Performance - Program development and fundraising agreement & - Line manage program officer (Maputo), and centre manager Organizational (Quelimane), Performance System - Supporting networking and advocacy of partners at all levels to (OPS) influence policy; - Fundraising strategy - M&E, documentation and reporting to donors & head office - Synergies within the program and between TP programs, Horizontal & vertical Program Director part of - Relation building to HO and peer groups Program Management - Participate in methodology development within thematic areas Team & Fundraising Team - Capacity building of staff & partners - Alliance 2015 - Report writing skills in Portuguese and English
Senior Program Competencies. - Country strategy & Officer: thematic program - Project Management skills document EPAC, - Facilitation and Training skills - Curriculum for - Analytical skills CEDESC - Report writing skills in Portuguese and English - Partnership strategy & - Interpersonal skills partnership manual 74
- Mainstreaming strategy for Gender, HIV/Aids, Key areas: - Advocacy strategy for governance and - Management and facilitation of partnership at the national level education - Responsible for develop a tailormade M&E system for EPAC in line with - Strategy for creating overall guidelines and to coordinate the implementation of the same at synergies between national and local level thematic programs - Capacity building of field staff in facilitation of partnership. - Organizational - Participate in various activities at CEDESC including training of performance system partners, public debate and studies. - Fundraising strategy - Evidence based advocacy at the national level - Contribute to program development and fundraising Program officer is member - Alliance 2015 of Program Management Team and Fundraising Team. Head of Finance: Competencies: Global policies and guidelines; FIMM and Finance &Administration - Management and leaderships skills Personnel policies. - Financial management skills - Human resources experience IBIS Moçambique - Interpersonal skills Financial & administrative
Manual Support function to core production Partnership manual Key areas: Donor requirements
- Financial management (planning, budgeting, budget revision, controlling and periodical statements and management information) Head of finance and - Accounting and donor reporting. Administration is a - Controlling of projects. member of the program - HR administration, incl. salaries, and HR development. management team and - IT setup, maintenance and support. fundraising team - Partner disbursement and controlling - Financial and administrative support to FO and CEDESC 75
FIELD OFFICE including CEDESC: Overall role and Competencies and – key areas Frame work responsibility
Center Manager: Competencies - Country strategy & thematic program Daily Management of FO & - Management and leadership skills documents, the Centre for Development - Research skills - CEDESC Curricula of Civil Society (CEDESC) - Networking skills - Partnership - Training skills strategy & - Report writing skills partnership manual - Mainstreaming Daily management of strategy for partner driven program Key areas: Gender, HIV/Aids, development and - Advocacy strategy - Daily management & implementation of the EPAC program, including for governance and implementation in the management and facilitation of partnership, daily management of education province CEDESC, . - Strategy for - Ensure a vibrant and professional driven CEDESC creating synergies - Line manage staff at FO/CEDESC between thematic - Ensure high quality performance in capacity building of partners and programs other stakeholder - Performance - Manage and facilitate studies and debates related to the EPAC agreement & program Organizational - Secretary for the CEDESC board performance - Ensure that CEDESC is well known and positioned towards the civil system society, NGO community, government authorities and other - Fundraising stakeholders strategy - Contribute to fundraising - Local advocacy Centre Manager is the - M&E, Documentation and reporting to CO secretary to the - Alliance 2015 CEDESC board.
Program team meeting (weekly)
Program staff meetings 76
(national and local) twice a year
Program staff meeting with other TP´s once per year.
Program Team: Competencies -Program officers: Country strategy & thematic program - 2 Program officers - Project management skills within education documents, - 1 financial - Facilitation and Training skills advisor/controller - M&E skills an other analytical skills Curriculum for - Report writing skills CEDESC - Interpersonal skills Program implementation Partnership strategy & Key areas partnership manual
Partnership implementation - Facilitation of partnership driven program implementation inline with Mainstreaming strategy EPAC for Gender, HIV/Aids, - Manage a partner portfolio according to guidelines, - Conduct tailermade capacity building of partners Advocacy strategy for Assessment and capacity - M&E and documentation of results. governance and building of Partners - Contribute to program development and fundraising education - Participate in methodology development within thematic areas - CEDESC: Strategy for creating 1. to conduct capacity building activities based on high quality training synergies between CEDESC activities (curriculum) thematic programs 2. To facilitate and coordinate the conduction of studies 3. To conduct regular Public debates on issues of common concern to Organizational the IBIS partners performance system
Fundraising strategy Competencies – financial advisor/controller: Program officers and - Financial management skills including controller skills financial advisor is a - Facilitation and training skills 77
- Financial reporting skills part of the Program Team in Quelimane.
Key areas - Financial adviser/controller: Program staff meetings (national and local) - Institutional capacity assessment of partners twice a year - Build the capacity of the partners in financial management and administration (systems, policies, reporting, accounting etc) Program staff meeting - Controlling and auditing of partners - CEDESC; Training courses within finance and admin of partners, with other TP´s once CSO´s and other stakeholders per year. Administration Support function to core production: - IBIS Mozambique Financial Manual - administrative and logistical support to CEDESC and Program Team - IBIS Mozambique - Administrative Administrative Manual assistant - Logistic officer - Servant
In addition, the EPAC program staff at Field Office level will have access to technical assistance within Gender, Education, Governance and Fundraising at the CO level, and for the purpose of implementing activities in the CEDESC, external consultants and specialists will be contracted.
78
ANNEX 7: ORGANOGRAM FOR IBIS MOZAMBIQUE AND FOR EPAC
IBIS Mozambique: Country Director
Prog. Dev. and
Governance Programme Communication advisor
Program Manager Program Manager Program Manager Program Head of Finance (Access to Manager & Administration Information) Women in Politics (Citizenship) (Education) IT
Program Officer Hi Administrative Assistant Program officer Gender Advisor Program officer Program officer Accountant Financial advisor
Center Manager: Center Manager: CEDER Lichinga CEDESC Quelimane Treasurer Logistics and driver
Project Officer: Program Officer: Program Officer: Project Officer: Education Education Governance/CS Governance/CS Senior Controller Servent
Financial Adviser Financial Adviser Controller Administrative Controller Assistant 79 Administrative Assistant Servente Servente
Logistics & Driver
EPAC Program:
Program Manager
(Education)
Program officer
Center Manager: CEDESC Quelimane
Program Officer: Project Officer: Education Education
Financial Adviser
Administrative Controller Assistant
Servant
Logistics & Driver
80
ANNEX 8: DOCUMENTS CONSULTED
Poverty and Wellbeing in Mozambique: 3rd National Poverty Assessment” (MPD- DNEAP, 2010). Action Plan for Poverty Reduction (PARP) 2011 -2014). Activity Plan and Education Sector Budget, MINED, 2011 Article 78 of the Constitution of the Republic of Mozambique Basic Education Regulation, MINED, 2003 CIP: Bulletin on political process in Mozambique, n°44, 11/01/2010). CIP: bulletin on the political process in Mozambique, n°1, 11/09/2009 Civil Society Organisations: actors in movement. French Embassy -–SCAC- Maputo. DIPLAC For Gender Equality in Mozambique - A profile of gender relations, SIDA, 2007 Formative Monitoring Mission report;2010 Gender Strategy of the MoE, 2007 IBIS EDEC Document C IBIS Education for Change Strategy – 2005 IBIS strategic documents MINED National Planning Directorate Database, 2011 MINED REGEB, 2003 O País online 13/6/11 PEEC 2006 – 2010/2011 Pobreza e Bem-Estar em Moçambique: Terceira Avaliação Nacional, 2010 Poverty and Wellbeing in Mozambique: 3rd National Poverty Assessment” (MPD- DNEAP, 2010 Primary Curriculum Reform – Specific Study – Evaluation of the Education and Culture Strategic Plan 2006 – 2010/2011, MINED, 2010 Primary Curriculum Reform, MINED, 2010 Report of program final evaluation; Report on the Demographic Impact of HIV-AIDS in Mozambique / INE, MOH, Population Studies Center-EMU Report on the Demographic Impact of HIV-AIDS in Mozambique 2008/ INE, MOH, Population Studies Center-EMU Report on the Survey on the Situation of Free School Books, MS Moçambique, 2010 Reports (OPS, annual reports); Reports of training and monitoring of critical friends; Reports on the Quality Education, SACMEQ, 2010 Republic of Mozambique BRnº12 I Série Resolution No. 4 / 96 to March 20 School Board Manual, MINED, 2003 School Board Support Manual Source: European Union Electoral Observatory Final Report). Strategic Plan for Education (PEE) 2012 - 2016 Study on Quality of Teaching Report – Evaluation of the quality of education services from the beneficiary perspective, CESC &MEPT 2011Baseline Study ; The Civil Society Organizations: actors in motion the French Embassy - Maputo- SCAC
81