UNICEF Guinea-Bissau Support to Education for All Implementation In

: UNICEF Guinea-Bissau

Support to Education for All Implementation in Guinea-Bissau

Progress Report to the Global Partnership for Education (GPE)

February 2016 1

TABLE OF CONTENTS

I. LIST OF ACRONYMS 3 II. SUMMARY SHEET 4 III. BACKGROUND 5 IV. EXECUTIVE SUMMARY 10 V. PROJECT DESCRIPTION 11 VI. RESULTS ACHIEVED 12

VII. CHALLENGES ENCOUNTERED AND MEASURES TAKEN 43 VIII. LESSONS LEARNT AND RECOMMENDATIONS 43 IX. FUND UTILISATION 44 X. PARTNERSHIP 45 XI. COMMUNICATION AND VISIBILITY OF GPE 45 XII. 2016 WORKPLAN 48 XIII. EXPRESSION OF GRATITUDE TO THE GPE 49 ANNEX 1: Results Matrix 50 ANNEX 2. Donor Report 53 ANNEX 3. ESSP Sub-strategies’ meetings with education partners 54 ANNEX 4. LEG Members 56 ANNEX 5. LEG MINUTES 03.07.2015 57 ANNEX 6. Donor Report Feedback Form 58

I. LIST OF ACRONYMS

EMIS Education Management Information System EFA Education for All ESSP Education Strategic Sector Plan GER Gross Enrolment Rate LEG Local Education Group INDE National Institute for Development of Education (Portuguese acronym) INE National Institute of Statistics (Portuguese acronym) MDGs Millennium Development Goals MoE Ministry of Education MICS Multiple Indicator Cluster Survey NAR Net Attendance Rate NER Net Enrolment Rate NGO Non-governmental organisation PRSP Poverty Reduction Strategic Plan RESEN Education Sector Analyses (Portuguese acronym) UNESCO United Nations Education, Scientific and Cultural Organisation UNICEF United Nations Children’s Fund UPE Universal primary education

II. SUMMARY SHEET

Country Guinea-Bissau Country Programme Cycle 2008-2015 Programme Component Basic Education and Gender Equality Donor Global Partnership for Education Grant Title Support to Education for All Implementation in Guinea Bissau Grant Number SC130195 Period May 2013 – March 2017 Total Grant Amount 12,840,000 USD (including recovery cost) Type of Document Annual Report (March 2015 – February 2016) Funds utilised from 8,246,227 USD (including commitments) 01.01.2013 to 21.02.2016 Geographic Focus Guinea Bissau Beneficiary Population Children and Teachers of Basic Education (1-6 grade) at national level Partners Local Education Group (EU, Portuguese Cooperation, World Bank, WFP, UNICEF, ADPP, Plan International, IPHD, FEC, Effective Intervention, ESSOR, among others) UNICEF Contacts Mr. Abubacar Sultan, UNICEF Representative: [email protected] Mr. Antero Pina, UNICEF Deputy Representative: [email protected] Ms. Cristina Brugiolo, UNICEF Chief of Education: [email protected]

III. BACKGROUND

Guinea Bissau has a population of 1.5 million people (INE, 2009), of whom 19.1 per cent are children under five years old, and 51.5 per cent are females. Guinea Bissau covers an area of 36,125 km2, including the Bijagos archipelago, which is composed of about 80 islands. Cashew nuts are the principal source of export income with the harvest from April to June.

The country, with fragile political and constitutional institutions is struggling to overcome the effects of several coups d’etat, the last of which, a military coup in April 2012, aggravated the already fragile economic development, worsened security, affected rule of law and overall provision of services to the populations, rendering the country 178th in the 2015 Human Development Index.

Presidential and Legislative elections took place in April and May 2014, replacing a post-coup transition Government by democratically elected institutions (new President of Republic, National Parliament and Government). It restored constitutional order in the country, brought new hope for long term stability and the perspective of economic growth and human development. The new Government developed a long term vision (Terra Ranka - 2016-2025) for the development of the country and a donor round- table took place in March 2015 in Brussels, where donors pledged one thousand million euros.

Nevertheless, political uncertainty characterised the second half of 2015 with the dismissal of the Government by the President, the nomination of a new Cabinet which was declared unconstitutional by the Supreme Court and the nomination, in October, of another new Cabinet. The Government’s programme for 2016 and the national budget have not been adopted till now, due to the political situation.

This protracted situation of crisis over the years has had a particular negative impact in the area of education. Pre-primary education and early learning have seen, in Guinea Bissau, a strong development in the past decade, despite the almost absent involvement of the Government and the political instability that slowed down growth and economic and social development.

Latest MICS data show (below), that on average the attendance to the year of pre-school has slightly decreased from 2010, for all the wealth quintiles, except for the poorest one. The poorest one has seen a sharp increase, particularly in rural areas, bringing us to the conclusion that:

a) Pro-poor interventions by development partners worked, in the last four years and; b) Communities are extremely resilient in the country and when the Government is absent, they are extremely active in service delivery.

Chart 1: School readiness, 2006-2014 (in percentages)

47 50 45 46 45 43 40 33 35 32 30 30 31 28 29 27 30 27 27 26 26 23 23 25 19 20 20 15 10 10 11 8 10 6 7 4 5 0 Girls Boys Urban Rural Poorest Middle Richest 20% 20% 20% 2006 2010 2014 2006 national average 2010 national average 2014 national average

Source: INE/MICS (2006, 2010 and 2014).

In terms of Gross Enrolment Rates (GER), Guinea Bissau has been increasing its enrolment in primary education (grade 1-6) over the years, with the latest data pointing at the rate of 123. This data however demonstrate a slow increase in enrolment despite primary education being free of charge.

Chart 2: GER Primary 1999-2013

Source EMIS/RESEN

Analysing the GER data, together with the percentage of children out of school, it is easy to see how difficult the situation is regarding enrolment in primary education in the country. Having a percentage of out of school children (aged 6-11) at 44.2 and with a GER at 123, Guinea Bissau is clearly not able to attract children to its schools. The system is not able to enrol children at the right age, nor is able to retain them in order to complete a full cycle of primary education.

Table 1: Estimation of out of school children (6-24 years old)

% Never Children % never % Dropped children Age Group Population went to out of went to dropped out out of school school school out school 6 - 11 235,695 99,932 4,252 104,184 42,4% 1,8% 44,2% 12 - 14 109,963 25,263 3,556 28,819 23,0% 3,2% 26,2% 15 - 24 318,488 92,869 68,081 160,950 29,2% 21,4% 50,5% Total 664,146 218,064 75,889 293,953 32,8% 11,4% 44,3% Source: RESEN/EMIS 2015.

The data showed above is even more worrying considering that for this 44.3% of children presently out of school there are no alternative opportunities for learning and, if they decide to go back to the formal school system, they are bound to drop out after the first or the second year of schooling.

Presently, data for Net Enrolment Rate (NER) is not consistently collected, however surveys, like MICS, have been collecting data in order to calculate the Net Attendance Rate (NAR).

Chart 3: NAR Primary 2006-2014

Source: INE/MICS (2006, 2010 and 2014).

Net attendance data showed by MICS indicates a decrease of 4 points from the previous NAR of 2010, indicating a worsening situation of the education system overall. This negative trend of attendance in primary education has multifaceted root causes like the political instability that affected the country in the recent years, the series of teachers’ strikes that occurred almost every year and the slow development of the system, both in terms of increasing learning opportunities (new classrooms for increasing number of pupils) and quality of education (less and less qualified teachers are able to retain children in school). While the decrease is sharper for the urban population, it seems that rural girls have

7 not been particularly affected by the decrease: this is an interesting finding, however, considering that the attendance by rural girls is largely much lower than the one of the other categories, we can assume that it has reached a plateau that is, in general, not affected by external factors.

IV. EXECUTIVE SUMMARY

In this context, the contribution of the Global Partnership for Education (GPE) in Guinea-Bissau has been critical for the development of the sector. Through the project ‘Support to Education for All Implementation in Guinea Bissau’, the GPE has provided crucial support in the effort to achieve the originally set Millennium Development Goals (MDGs) and Education for All (EFA) goal of universal primary education1. The project, which is now starting (February 2016) its fourth and last year of implementation, has injected an important lifeline of funds and interventions to a stagnant sector that lacks investment and reforms. Out of the total pledged contribution of US$ 12,840,000, which was fully received, US$ 8,246,227 have been utilised until 21.02.2016, including commitments, which means a 69% of implementation rate.

The key results achieved to date, through this project in the education sector are:

 Increased Availability of Adequate School Infrastructure and Facilities: The project targets to increase enrolment of girls and boys through the construction and equipment of 205 new classrooms and 75 new latrines. So far, a total of 130 new classrooms were already constructed: 55 classrooms during the first two years (in Gabu, and Oio regions) and during the present third year, another 75 new classrooms (in Quinara, Tombali and Biombo regions). Out of the 75 latrines targeted, a total of 50 were already constructed: 25 during the first two years (in Gabu, and Oio regions) and, another 25 new latrines (in Quinara, Tombali and Biombo regions), during the present third year. The new classrooms were also equipped with school desks for students and desks for teachers: a total of 5,200 students’ desks (2,200 in the first two years and 3,000 are under construction) and 130 teacher’s desks (55 in the first two years and 75 under construction). It is estimated that the new completed and equipped classrooms will benefit around 9,100 children/year, in a total of 60 schools (27 in the first two years and 33 in the present third year).

 Increased Availability of Learning Resources: The project aims to improve quality of education through distribution of textbooks, curriculum revision and teacher training. During the reporting period, between March and April 2015, 69,169 kits of textbooks were distributed to the children from 1st to 6th grade in public, community and private schools. This added to the 307,015 kits distributed at the beginning of the school year (October 2014), which totalises 376,184 children benefitting of new textbooks. To support the school year 2015-2016, 38,362 boxes of 100 sticks of chalk were purchased and delivered to the Ministry of Education. Curriculum revision process continued, with technical support of Minho University, through Calouste Gulbenkian Foundation, along with efforts to harmonize the various in-service teacher training modules, in collaboration with UNESCO.

 Strengthened Management Capacity: In this third year, in order to contribute significantly to improve the efficiency of education planning, the Education Management Information System (EMIS) was continuously developed and planning and analysing skills were strengthened. The education sector diagnosis (RESEN) and a Learning Achievements Assessment Report were finalised

1 The length of the project bridges the MDGs with the SDGs and the Education 2030 Agenda; 9

and validated, the Political Letter of Education was elaborated and approved at the MoE level and the Education Sector Plan was elaborated, with the involvement of the education partners.

Table 2: Project objectives and results

Project Objective: Improved learning and teaching environment in primary education in Guinea Bissau

Base- Achieved Cumulative Target Values PO Level Results Description (indicator Unit line Indicators 2015/201 definition etc.) (2010) 2013/14 2014/15 2015/16 6 Number of students enrolled 1. Pupil-classroom in all grades of primary ratio Nr 68 n/a 68 67 65 education divided by the number of classrooms in primary education Number of textbooks in 2. Pupil – textbook each subject matter ratio in principal provided to students of subject matters Nr 3:1 1:1 2:1 2:1 1:1 primary education divided (Portuguese, Math, an by the number of students Natural Sciences) of primary education.

3. Additional qualified The cumulative number of teachers at the additional qualified primary primary level resulting Nr 0 0 150 350 600 teachers (i.e., additional due from project to the project). intervention Number of individuals who 370,000 4. Direct project 250,000 300,000 310,000 benefit directly from the of which beneficiaries (number) of which of which of which project. Nr 0 around (of which female) 120,000 130,000 150,000 50% female female female female

V. PROJECT DESCRIPTION

In this country context, the GPE project aims to contribute to the objectives and goals set in key government strategic planning instruments (ESSP, PRSP):

 Contribute to the achievement of the Government’s three year ESSP objectives, which are aligned with those of the Poverty Reduction Strategic Plan (PRSP) and envisage increased access to social services and basic infrastructure and build human capital necessary for sustained economic growth, promote technical and vocational training to meet the demands of the economy based on skilled labour, and to empower poor communities through better education and training.

 Achieve universal primary education (UPE) with improved quality of services and contribute to the attainment of two education-related MDGs by 2020 (universal primary education and gender parity2).

The project aims to mitigate the impact of the political crisis and the recurrent teachers’ strikes on the education sector and to ensure that the interventions have maximum impact on the education system within a four years’ timeframe3, through the following strategic components:

 Objective 1: Increased Availability of Adequate School Infrastructure and Facilities o Expected Result 1: Coverage of primary education increase via construction and equipment of about 201 classrooms (50 classrooms in year 1; 151 classrooms in years 2 and 3) with focus on the rural areas and view to increase the proportion of schools offering the full cycle of primary education (1-6 grades)

 Objective 2: Increased Availability of Learning Resources o Expected Result 2: Quality of teaching and learning in all three cycles of primary education, through distribution of textbooks to about 300,000 students, conclusion of the on-going curriculum review to make the contents of learning more relevant, and pre-service and in-service teacher training harmonization

 Objective 3: Strengthened Management Capacity o Expected Result 3: Functioning of the education system improved, by strengthening the management capacity of the technical departments of the MoE.

2 As stated in the project document. Education 2030 targets and objectives will be part of the new Strategic Plan 2016-2025, under finalization; 3 The original project was for three years, it was extended in 2015 to four years, until March 2017; 11

VI. RESULTS ACHIEVED

1. Objective 1: Increased Availability of Adequate School Infrastructure and Facilities

Table 3: Specific targets of Key Result 1:

Key Result One: Increased Availability of Adequate School Infrastructure and Facilities Achieved Cumulative Target Values PO Level Results Base-line Description (indicator definition Unit 2013/1 2014/1 2015/ Indicators (2010) 2015/16 etc.) 4 5 16 5. Additional The cumulative number of classrooms at the additional classrooms constructed primary level resulting Nr 0 130 50 76 75 or rehabilitated at the primary level from project (i.e., additional due to the project). intervention (number) 6. Schools with The number of schools having a adequate sanitation Nr 700 +52 705 715 730 latrine facilities

Construction of classrooms, latrines and provision of school equipment

During its third year of implementation, UNICEF and Ministry of Education (national and regional level) undertook a comparative analysis of education indicators and visits in order to identify schools to be prioritised for the school construction intervention. The regions of Tombali, Quinara and Biombo were identified, particularly in remote and rural areas, for the construction of 75 new classrooms and 25 latrines, separated for boys and girls, creating conducive conditions for around 5,250 children to learn in school.

In order to ensure quality and timeliness of construction, UNICEF launched a competitive bidding (February-March 2015) in order to select private construction companies from local market, private cabinet of studies for the supervision of the works, while a construction specialist within the UNICEF Guinea Bissau country office assured the overall technical supervision, alongside the infrastructure division within the Ministry of Education, through periodic mission fields.

Construction works started in June and finished by mid-February 2016.

Table 4: List of schools where 75 new classrooms and 25 latrines where constructed

Nr. Nr. Nr. of Nr. of Model of SECTOR SCHOOLS Students Teachers classrooms latrines Latrines desks desks BIOMBO REGION 1 EB Quisana 2 1 Mixed 2 40 2 QUINHAMEL 2 EB Vila Flor 2 0 40 2 3 EB Quiuta 3 2 2+U 60 3 4 EB Ponta Vincente 2 0 40 2 SAFIM 5 EB Ponta Rocha 2 0 40 2 6 EBC Djall I 2 2 Unico 2+U 40 2 7 EB Suru 2 1 Misto 2 40 2 8 EB Quecete 2 1 Misto 2 40 2 9 EB Biquedje 2 1 Misto 2 40 2 PRABIS 10 EB Bumine 2 0 40 2 11 EB Pefine I 2 2 Unico 2+U 40 2 12 EB Pefine II 2 0 40 2 13 EB Cupul 3 2 Unico 2+U 60 3 SUBTOTAL BIOMBO REGION 28 12 560 28 TOMBALI REGION 1 EB.Tchambu Sanha 3 2 Unico 2+U 60 3 BUBA 2 EB.Bubatumba 1 2 0 40 2 3 EB.Companhe 2 0 40 2 4 EB.Tumbra 2 0 40 2 EMPADA 5 EB Bulel Samba 2 0 40 2 6 EB N'Tunghane 2 0 40 2 7 EB Madina de Baixo 2 1 Unico 2+U 40 2 FULACUNDA 8 EB Gampara 3 0 60 3 SUBTOTAL TOMBALI REGION 18 3 360 18 QUINARA REGION 1 EB Quebo 5 4 0 80 4 2 EB Dakarzinho 2 1 Misto 2 40 2 QUEBO 3 EB Gandambel 2 0 40 2 4 EB Lenguel 2 1 Misto 2 40 2 5 EB Caboxanque 2 1 Unico 2+U 40 2 BEDANDA 6 EB Bedanda 3 1 Unico 2+U 60 3 7 EB Gandua 2 0 40 2 8 Com. Catche Mansunco 2 1 Misto 2 40 2 9 EBC Cabulol Balanta 2 1 Misto 2 40 2 CATIO 10 EB Botche Mende 2 1 Misto 2 40 2 11 EB Canhe Na Ntungue 4 1 Unico 2+U 80 4 12 EB Cumenu 2 2 Unico 2+U 40 2 SUBTOTAL QUINARA REGION 29 10 580 29 TOTAL 33 75 25 0 1500 75

Picture 1: Plant of classrooms buildings

Picture 2: Three new classrooms at Gampara school (Quinara region)

Picture 3: Interior of a new classroom at Mende school (Tombali region)

Picture 4: Detail of the black board and closet at Quebo 5 school (Tombali region)

Picture 5: Detail of balcony at Bedanda school (Tombali region)

Picture 6: New classrooms at Caboxanque school (Tombali region)

UNICEF during 2015 worked on the design for the school latrines. In particular, the overall design was improved and includes now, besides the water tank, a group hand-washing station, allowing several children to wash their hands at the same time, utilizing less amount of water.

Picture 7: design of new latrines including hand wash station

Picture 8: Children washing hands at EB Cumebu school (Tombali region)

Picture 9: New latrines at Cumebu school (Tombali region)

Picture 10: Water tank at Madina de Baixo school (Quinara region)

Similarly, the tender process for the manufacturing of school desks was carried out and contracts for selected carpentry workshops were assigned. The carpentry companies have built 1,500 school desks for students and 75 teachers’ desks and delivery to the 33 schools is expected to take place by the end of February, providing students better learning conditions.

The third and final phase of construction, under the GPE project, foresees the construction of additional 76 classrooms and 25 latrines. Through the analysis of EMIS data, visits to the field and the request of the Minister of Education, continental islands in Quinara, Tombali and Cacheu and the Bijagos archipelago were identified as the most disadvantaged areas of the country were children have less opportunities to go to school. Additionally, other areas in the regions of Bafatá and Gabu were identified as having lack of schools until 6th grade and having the highest percentage of student’s attending schools in poor condition classrooms (tree branches, straw huts or mud bricks, often unusable during the rainy season, and sometimes even posing risks of falling down on children).

Together with central and local authorities, assessment missions are being undertaken in order to select the schools. Bids for both construction and quality assurance are expected to be launched by the end of March 2016 and construction is foreseen to take place from May to November 2016.

GPE funds also supported the rehabilitation of six primary schools in the Autonomous Sector of Bissau (SAB), which were severely damaged by the heavy rainy season of 2014. On August 25th 2014, UNICEF received a request from the Government, through the Minister of Education, requesting support to urgently rehabilitate several classrooms in six primary schools in the peri-urban area of the Autonomous Sector of Bissau, seriously damaged by months of rain and lack of maintenance. The damaged classrooms were denying access to education to almost 7,000 children and posing serious risks to their safety.

In light of this, a request was presented to the LEG members, at the meeting held on 27th August 2014, during which education partners agreed to temporarily utilize the amount earmarked for the construction of one teachers’ training center, to rehabilitate the above mentioned damaged schools. Consequently it was agreed that the requested amount would be made available by MoE and utilized for its original intention, as soon as the funding would be released by the Ministry of Finance. This would ensure that original results, targets and beneficiaries of the GPE proposal, would not be changed.

The rehabilitation took place during 2015 and all the allocated funds were utilised. Due to the current political instability, the Government has not been able to make these funds available, despite the efforts of the Minister of Education and the Minister of Economy and Finance. To overcome this situation, during the LEG meeting held on 19th February 2016 it was proposed and approved the introduction of this activity within the component “Increased Availability of Adequate School Infrastructure and Facilities” and consequently a reallocation of funds minor than 10% (for details on the reallocation, see section on LEG meetings).

Picture 11. School “5 de Julho” before the rehabilitation

Picture 12. School “5 de Julho” after the rehabilitation

Picture 13. School “Amizade Guiné-Bissau/Suécia” before the rehabilitation

Picture 14. School “Amizade Guiné-Bissau/Suécia” after the rehabilitation

Picture 15. School “Salvador Allende” before rehabilitation

Picture 16. School “Salvador Allende” after rehabilitation

2. Objective 2: Increased Availability of Learning Resources

Table 5: Specific targets of Key Result 2:

Key Result 2: Increased Availability of Learning Resources Base- PO Level Results Achieved Cumulative Target Values Description (indicator Unit line Indicators definition etc.) (2010) 2015/16 2013/14 2014/15 2015/16 1,356,271 7. Textbooks textbooks Number of textbooks purchased and/or Nr 0 purchased 0 500,000 1,000,000 distributed to all distributed and primary schools. distributed 9. Curricula for grades 1-2 developed Yes/ Number of available No Ongoing No Yes Yes and reviewed No curricula

Number of teachers 10. Teachers enrolled enrolled in all primary in teacher training Nr 662 662 662 662 816 education teachers schools training college in any given academic year. 11. Teacher training Number of teacher institutions training schools constructed and Nr 0 Ongoing 0 0 3 constructed and equipped equipped as a result of project intervention. A set of minimal competencies 12. Competency (academic, pedagogic) framework Yes/ No No No Yes Yes required for a teacher No established in Guinea-Bissau to be considered qualified teacher. 13. Training plans In-service teachers’ developed based on Yes/ training plans competency No No No No Yes No developed with the framework support of the project.

14. Certification Process to approve process established teachers training plan Yes/ for training activities No No No No Yes and to certify No competencies of

individual teachers.

The project aims to improve quality of education through distribution of textbooks, curriculum revision of basic education cycle and teacher training.

Textbooks

Following the distribution undertaken from October to December 2014 (at the beginning of the school year 2014-2015), where a total of 307,015 textbooks sets were distributed, a second phase of textbooks 23 distribution took place between March and April 2015, in order to distribute the reaming 69,169 sets to the schools where there was still need, benefiting 69,169 children.

Table 6: Second phase of textbooks distribution

1st grade 2nd grade 3rd grade 4th grade 5th grade 6th grade Total S.A.B. 6,757 5,686 4,671 4,187 3,867 1,551 26,718 BIOMBO 2,505 2,092 1,422 1,222 1,178 562 8,981 TOMBALI 1,013 854 371 387 208 157 2,990 QUINARA 1,199 753 351 402 231 43 2,978 CACHEU 1,761 1,167 828 601 866 270 5,492 INGORE 765 459 196 43 140 105 1,707 BOLAMA BIJAGOS 508 201 99 38 86 96 1,028 OIO 2,112 1,517 681 634 432 195 5,571 BAFATÁ 2,866 1,501 786 540 283 148 6,124 GABU 3,133 2,189 1,071 752 277 156 7,579 Total sets distributed 22,618 16,418 10,478 8,806 7,568 3,282 69,169 2nd phase

This second phase of distribution was undertaken in strong partnership with the MoE in order to improve capacities both at central and regional level. The General Directorate of Education (DGE) was directly responsible to collect the list of schools and number of books still needed after the first round of distribution. Information was spread through the Reginal Directorates and through local and community radios. UNICEF was responsible for the transport of the books from Bissau to the Regional Directorates of Education (DREs) and these last ones were responsible for the distribution up to school level. To this effect, a meeting with all Regional Directors took place at the beginning of March 2015 to discuss the chronogram of the distribution, together with the budget and to improve the monitoring tools such as the way bills to control the number of books delivered to each school. After the distribution, monitoring missions took place, by UNICEF and MoE officers from central level, and the final evaluation of this process was very positive.

Picture 17 and 18: Students in Biombo region with textbooks during a monitoring visit of the textbook distribution

During the month of September 2015, UNICEF and the DGE already started organizing the printing of textbooks for the school year 2016-2017. Together with GEPASE (Planning and Statistics office), the number of textbooks to be printed were calculated based on estimations from the data of school year 2012-2013. With support from INDE (National Institute for the Development of Education), all textbooks were revised, particularly orthography, and sent to an editing company. A detailed chronogram was also developed, with DGE and DREs, aimed at undertaking the distribution during the month of September 2016, in order to guarantee that all children start the school year with the textbooks in their hands since the first day. A workshop to this effect is foreseen to take place during March 2016, to continue planning, budgeting and designing of monitoring tools with all DREs, DGE and UNICEF. A communication campaign to ensure that textbooks are not sold by parents or any other person involved in the distribution is also foreseen.

In order to support the Ministry of Education during a very difficult time, and ensure smooth start of the school year 2015-2016, the project (together with other UNICEF funds) supported the procurement of chalk to all primary schools in the country (38,362boxes of 100 sticks of chalk each).

Curriculum Revision

During the present reporting period, and after the successful re-establishment of contacts among the MoE, the Portuguese Calouste Gulbenkian Foundation (FCG) and Minho University, a first mission of FCG took place at the end of March 2015. This mission had as result the establishment of the partnership framework among the three institutions. A second mission took place at the end of July 2015 and the joint work continued through email. Until now, the following results have already been achieved:

1. Memorandum of Understanding between the MoE and FCG signed in July 2015 2. Framework Document of the curriculum revision developed, discussed at MoE scientific council level and is currently under validation by the Minister of Education;

3. A project document (Basic Education Curriculum Reform in Guinea-Bissau- RECEB) for the curriculum revision was agreed, including activities, chronogram and budget; 4. A Programme Cooperation Agreement (PCA) was signed between FCG and UNICEF in December 2015.

Next steps will include the development of programs and pedagogical materials (1st-4th grade), monitoring the implementation of the curriculum reform, encouraging the articulation of the curriculum reform with progress in other education domains, and promoting the strengthening of teaching proficiency as well as proficiency in Portuguese as a working language. Teachers and schools of 2nd cycle (5th-6th years) will also participate in the implementation and development of the curriculum reform, as well as Teacher’s Training Schools 17 de Fevereiro and Bolama.

Teacher Training

In the area of teachers´ training, INDE continued to be supported by UNESCO, through a project which was completed in December 2015 (an extension from the planned date of July 2015). In order to avoid duplication of actions, the GPE project has not undertaken activities in this area during UNESCO project implementation. Nevertheless, in view of planning the activities to be implemented after the UNESCO project, GPE project supported the organisation of different meetings with the General Directorate of Higher Education (DGES), INDE and the Dean of Amílcar Cabral University, in December 2015 and January 2016. During the last one, the following activities were proposed in order to revamp the High School of Education (ESE), which was established by Law in 2010 but has never been fully implemented:

1. Revision of ESE internal statute; 2. Elaboration of ESE organogram; 3. Elaboration of ESE internal regulations; 4. Elaboration of Statute of Polytechnic Teachers Career; 5. Revision of pre service teacher training curriculum.

The above activities are a priority for the education system in the country, not only to improve the quality and functioning of the three existing pre-service teacher training schools (17 de Fevereiro, Bolama and Tchico Té) but also to prepare the functioning of the three teachers training centres under construction thanks to the GPE project.

Construction of three (3) Teacher Training Centres

Regarding the construction of three Teacher Training Centres in Buba (Quinara), Bafatá and Cacheu, the technical documentation was completed and the bidding process was launched in October 2015. The contracts with the three selected enterprises were signed in December and the construction works started in January 2016. Due to the dimension of the centres and the construction period of only 15 months (until March 2017), a UN Volunteer Civil Engineer has joined the UNICEF team in order to guarantee a close monitoring by UNICEF, together with MoE, besides the close follow up of the supervising company.

Picture 19: Plan of Bafatá Teacher Training Center

It is estimated that starting from 2020, around 100 qualified teachers will be ready to work in primary and secondary schools, outside the capital Bissau.

Picture 20: Topographic works at Bafata future Teacher Training Centre site

Picture 21: Buba future Teacher Training Centre site already cleaned

3. Objective 3: Strengthened Management Capacity

Table 7: Specific targets of Key Result 3:

Key Result 3: Strengthened Management Capacity

Cumulative Target Achieved PO Level Results Base-line Values Description (indicator Unit Indicators* (2010) 2013/ 2014/ 2015/ definition etc.) 2015/16 14 15 16 15. System for learning assessment in primary Evaluation of second Yes / No education (national No Yes No No Yes grade and fourth grade + Score examination system students developed)

16. Education statistics produced and published Education statistics six months after the end Yes/No 700 Ongoing No Yes Yes year book of the school year

17. Young professionals recruited Nr 0 0 0 60 60

Education Management Information System (EMIS)

Under the GPE project, GEPASE (MoE statistics and planning department) continued receiving technical support from the UNESCO Institute of Statistics (UIS).

The software tool Stats Education was installed in GEPASE computers, training was given to officers on how to use it and statistical data up to the school year 2012/2013, with exception of 2010/2011, was inserted and processed.

During April 2015, a cascade training was given to 45 sectorial statisticians, who then trained, at sectoral level, 1,800 school directors on how to fill the EMIS questionnaires for 2014/2015 school year data collection.

These questionnaires have been collected by GEPASE, but with some difficulties and delays, due to the weak capacities of school directors and regional statisticians to fill in the questionnaires (even if training was given) and lack of transport.

In order to overcome this, new training is under planning and a supplementary printing and collection is envisaged to take place during March 2016, in order to replace the questionnaires presenting problems. After the data is inserted and processed, the statistical annual book will be edited, printed and disseminated. The questionnaires for 2016/2017 will also be printed and distributed. Taking into account the difficulties in establishing a timely process of data collection, an exercise of rethinking the collection strategy will be done between GEPASE, UNICEF and UIS.

Photo 22. GEPASE team working on statistical data

Master in Sector Policy and Management of the Education System (PSGSE)

Five MoE officers were enrolled and participated in an on-line Master in Sector Policy and Management of the Education System, a collaboration between the University Cheikh Anta Diop and the Pole of Dakar /UNESCO. This training package, particularly developed for African Education Ministries’ staff aims at strengthening the capacity of management, financing and evaluation of educational systems. The 5 (five) officials attended the first face to face introductory module, in Dakar (October 2014) and continued up to the 3rd module, out of the seven planned, (mid-February). Unfortunately the MoE officers have pulled out and were not be able to complete the course, scheduled to finish in November 2015.

Short training modules

With support from Pole de Dakar, the following three short training modules were programmed in order to strengthen the capacity of MoE officers at both national and regional level:

- Module 1: Management of Education System; - Module 2: Education statistical analysis; - Module 3: Education financing (2 sessions).

The first module took place already in January 2016, from 25th to 29th, with the participation of 44 MoE officers: 33 from the regional level (directors, inspectors and statisticians), 9 from national level (3 from GEPASE, 2 from INDE, 2 from FGE and 2 from inspection) and 3 from human resources, administration

30 and finances and school infrastructures. The second module is foreseen to take place in March 2016, and the third one, first session in May and the second in June 2016.

Picture 23: MoE officers during one of the 1st module sessions, in the newly equipped training/meeting room

Support in Equipment

In order to enhance MoE operational capacities, the following equipment was purchased and delivered to MoE, during a ceremony with mass media coverage that took place in April 2015: 14 computer desktops, 20 laptops, 14 UPS, 1 printer, 1 scanner, 1 Split e 2 Toyota double cabin pickups.

In addition one training/meeting room was also equipped with tables, chairs, one bookshelf, one data show with screen, a white board and two air conditioning units. This training room will be utilized not only for project activities, such as training sessions, but also to allow MoE to have a proper room to meet with partners and accommodate short term technical assistance, saving the continuous investment of renting external conference rooms.

Picture 24: Ceremony of hand over to MoE

Picture 25: Part of the material handed-over during the ceremony

Picture 26: the two Toyota pick up, handed over to MoE

RESEN

In July 2015 RESEN main results were officially presented to key partners and MoE officers at central and regional level, international and national NGOs and other civil society organizations such as teachers unions and local associations (in a total of 84 participants). During the workshop, which was organized as a 2-days event, each participant received the draft version of the executive summary translated into Portuguese and provided the opportunity to reflect on the achievements and the challenges of the sector.

The final translation of the whole document has meanwhile been completed and the printing and distribution of the full document is foreseen for the first quarter of 2016.

Learning Achievements Assessment

During the month of June 2015, 22 MoE officers received one week training session on learning assessment data analysis. The Learning Achievements Assessment results were shared during the RESEN launch and the report has already been translated to Portuguese. The printing and distribution of the document is foreseen for the first quarter of 2016.

Education Sector Strategic Plan (ESSP)

In April 2015, a two weeks workshop took place in Dakar to undertake the financial simulation and to establish milestones for the ESSP, with the participation of 9 MoE officers, one officer from Ministry of Economy and Finances, one representative of teachers’ union, one UNICEF officer and the technical team of UNESCO. The minister of Education participated during the second week of the workshop, when the different financial scenarios were presented, discussed and chosen. Consequently the Policy document and the Financial Framework Note were finalised, translated and approved by MoE.

Picture 27. Session work at Dakar: discussions on the simulation model, with MoE, UNICEF, UNESCO and Pole de Dakar team.

This work was followed by five consecutive partners´ meetings, over the months of May and June, when around 25 sub-strategies for the development of the sector were consensually identified. The subgroups constitution and thematic discussed during the first four meetings (20 may, 03 June, 10 June and 16 June) are described at Annex 3. ESSP Sub strategies’ meetings with education partners. There was one extra meeting, the 19th June, where each group presented the result of the work and discussions took place at the plenary.

Education partners included financial and technical donors, national and international NGOs and teachers unions, allowing wide share of experiences and expertise. This work should lead to a stronger ownership of the Plan. These sub-strategies constitute the backbone of the ESSP, which was finalized and translated to Portuguese and is now under validation by the MoE technical team. Next phases will include final validation by education partners, editing, printing and dissemination.

Picture 28. Group 1 - Managing and piloting of the education system, during a sub-strategy session of the ESSP

Picture 29. Group 2 – Equity and Access, during a sub-strategy session of the ESSP

Picture 30. Group 3 – Quality of Education, during a sub-strategy session of the ESSP

Picture 31. Group 4 - Higher-Education, during a sub-strategy session of the ESSP

Picture 32. Group on Early childhood, during a sub-strategy session of the ESSP

Picture 33. Ministry of Education and General Directors during the extra session for conclusions of the sub strategies work

Study on Early Childhood Parental Competencies

In view of supporting multisectorial programming on ECD, MoE, supported by UNICEF Guinea-Bissau and regional office (WCARO), developed and implemented a country-adapted survey on Parental Competencies, which aimed at describing and analyzing the knowledge and practices that families, particularly mothers, have with regards to their children, in a large set of domains.

A national team was created, including MoE and National Statistics Institute (INE) officers which collaboratively worked on the preparation of instruments and the operationalization of the survey. The survey was conducted between the months of April and May, countrywide, with a sample of 769 households involving 831 children from 6 months to 6 years old and enabled to collect contextualized empiric evidences that will support planning processes and investments in early childhood development.

The main conclusions of this study are:  Mothers only spend an average of 63 minutes throughout the day in a specific activity with their child, which is limited when compared to Cape Verde, Mauritania, or other countries where this study has also been done;  Only half of the inquired mothers think that parents influence the development of their child and also believed to have little or no influence on the development of their child;  Communication/ interaction between mother and child is very limited, particularly in families residing in the south of the country and in families where the mother did not attend or poorly attended school;  Only 35% of mothers interacts with their child between the age of 6 and 35 months and 28% with children beyond 3 years of age;  Only 47% of mothers of children more than 3 years old, introduce the meaning of number and direction and only 55% of children have graphical activities, which reveals missed opportunities for these children, in the perspective of its entry into primary school;  Only 32% of children under 15 months benefit from a medical follow-up, at best, every three months; 66% do not visit a doctor except in case of illness; 11% of mothers think that diarrhea in children goes away alone and 19% said that they should not give anything to drink to the child. Almost half of the mothers does not mention rehydration salts as a relevant response;  Only 18% of children have three meals throughout the day and 27% of mothers says that the child sometimes or often do not have enough food in qualitative terms; there is a poor level of diversity because only 47% of children regularly consume a maximum of three types of food (27%, even less than 3);

The final document has been translated to Portuguese and validation of data, printing and dissemination is foreseen by April 2016.

Study on Vocational Training

In view of further completing the RESEN information, a further agreement was signed with Pole de Dakar to support the completion of a study on technical and vocational training. A first mission took place in October 2015 and the study is under development.

Local Education Group

During the period of this report, a total of seven Local Education Group (LEG) meetings were successfully organized, creating a space for debate and coordination of the education sector.

Table 8. LEG Meetings Date Meeting

06 March Local Education Group

28 April Local Education Group + GPE secretary visit + UNESCO 08 May Extra meeting on ESSP with UNESCO team 03 July Local Education Group 11 September Local Education Group 11 December Local Education Group

Of particular importance were the discussions on the donors’ round-table and the development of the new Education Sector Strategic Plan 2016-2025. Thematic sub-group were created and the one for early childhood met eight times, developing clear terms of reference and targets for the year 2015. During several LEG meetings, education partners shared their projects and results through Power point presentations, followed by debates.

Chart 4. LEG Sub-groups

LEG

Reference Group for ESSP (GEPASE)

Basic Education Secondary and Social action and literacy higher education (DGASCE) (INDE) (DGES)

Pre-school - GLEPI (DGE - DSPI)

TVET (DGE - DSETP)

During LEG meetings, GPE project implementation was regularly shared and important decisions were discussed. At the 3rd July 2015 meeting, besides the no-cost extension as previously described (Teachers’ Training Centers paragraph), it was also presented and approved the following reallocation:

Table 9. Reallocation July 2015 GPE Total New Total COMPONENTS REALLOCATED Description budget Budget 1. Increased Availability of Adequate School Infrastructure and Facilities 4,000,000 -340,000 3,660,000

1.1 Classrooms and latrines The cost of classrooms and latrines construction construction was less than foreseen 3,200,000 -100,000 3,100,000 leaving a balance of 100,000 USD The cost of school equipment 1.2 School equipment production was less than foreseen, 800,000 -240,000 560,000 leaving a balance of 150,000 USD. 2. Increased Availability of Learning Resources 4,800,000 340,000 5,140,000 2.1 Textbooks 1,600,000 0 1,600,000

2.2 Curriculum revision 500,000 0 500,000 The cost of construction of the three teacher training centres is higher than budgeted. On the other side, due to UNESCO project intervention, the budget for in service and preservice teacher training should be lower than 2.2 Teacher training 2,700,000 340,000 3,040,000 budgeted. 3. Strengthened Management Capacity 3,100,000 0 3,100,000

3.1 Capacity Development of the Education Sector 1,625,000 0 1,625,000

3.2 Sector Studies 575,000 0 575,000 Despite the extension, project 3.3 Project Management 900,000 0 900,000 management costs remain the same. Contingency costs 100,000 0 100,000 TOTAL PME 12,000,000 0 12,000,000 340,000 3% reallocated

Later, at the meeting held on 19th February 2016, another reallocation of funds minor than 10% was proposed and approved, in order to take into account the rehabilitation of six primary schools in the Autonomous Sector of Bissau (SAB), as an activity within the component “Increased Availability of Adequate School Infrastructure and Facilities”, as follows:

Table 10. Reallocation February 2016 Revised budget Amount Components TOTAL GPE (approved by Observations reallocated GLE Feb. 2016) 1. Increased Availability Partial reallocation of 617.000 USD of Adequate School (emergency rehabilitation of 6 schools Infrastructure and at SAB sector) due to under over Facilities 4,000,000 4,523,000 523,000 estimation of equipment costs 1.1 Classrooms and latrines construction 3,200,000 1.2 School equipment 800,000 2. Increased Availability Budget for TTC and textbooks was of Learning Resources 4,800,000 5,267,000 467,000 underestimated 2.1 Textbooks 1,600,000 2.2 Curriculum revision 500,000

2.2 Teacher training 2,700,000 41

Some activities have not been implemented: recruitment of young 3. Strengthened professionals for MoE; PSSP master Management Capacity and some policies were not developed(Literacy Policy and Early 3,100,000 2,110,000 (990,000) Childhood Policy) 3.1 Capacity Development of the Education Sector 1,625,000 3.2 Sector Studies 575,000 3.3 Project Management 900,000 Contingency costs 100,000 100,000

TOTAL PME 12,000,000 12,000,000 990,000 8% reallocated

Due to the budget reallocation, some activities planned, will not be implemented. These activities are mainly related to: a) Hiring of around 60 young professionals. This activity was foreseen in the original budget, however the Ministry had no strategy for recruitment and retention within the education system of these additional human resources; b) ECD Policy: this important activity was supposed to follow the Parental Competencies Study, which was undertaken in 2015 and is currently under validation. Because of the importance of this activity and the limited time available under the GPE project, UNICEF has taken full responsibility to support the Government in developing the Policy; c) PSSP Master: regrettably the five MoE officers who enrolled in the Master did not succeed in completing the first compulsory modules and had to drop out of the programme.

Picture 34. Education partners at a GLE meeting that took place at the newly equipped meeting room

VII. CHALLENGES ENCOUNTERED AND MEASURES TAKEN

Since August 2015 and after one year of political stability following June 2014 elections, the political environment in Guinea-Bissau has been marked by tensions and divisions within the ruling African Party for the Independence of Guinea and Cape Vert (PAIGC) and among the sovereign organs of the State. During this period, the parties engaged in political and legal battles over the appointment of a new Prime Minister, the formation of a new Government and the adoption of the Government’s programme, which has not been adopted till now. This situation has brought difficulties in the implementation of the Project. For two months (mid-August to mid-October 2016), the Minister was not present at the Ministry building, leading to a slower decision making, which affected the timely development of the Education Strategic Plan.

Besides the political instability that causes difficulties and small delays in the overall implementation of the GPE project, another challenge was the delay in the process of preparing the bidding for the three Teacher training centres. This type of construction, both in terms of size and technical specifications, requires complex bidding documents, which take a long period to be prepared and a long period of construction. To overcome these delays, a no cost extension of one year was submitted and approved by LEG and then by GPE Secretariat.

Furthermore, it is to note that the current GPE project was developed and approved several years ago (2010-2011), including activities, targets and budget. Due to the limited capacities of Guinea-Bissau institutions and the recurrent political crisis, its implementation was slow and some activities became either too ambitious to implement or not fully relevant. This is the case, for example of the activity foreseeing the hiring of around 60 young professionals within the Ministry of Education. As of date, the Ministry did not plan neither a hiring nor an occupational strategy for these additional human resources, therefore the activity needed to be dropped. Another activity which incurred in changes and delays was the one linked to teacher training (establishment of a competency framework, development of training plans and establishment of a certification process for training activities). Because of an on-going UNESCO project and the difficulties to find a consensus on this important piece of work, this activity will probably need to be included in the next phase of GPE.

VIII. LESSONS LEARNT AND RECOMMENDATIONS

During 2015, the GPE Executive Secretariat and Monitoring Committee was redefined and counts now with one executive secretary, one administrative and 3 coordinators, each of them responsible for one of the three components of the project. This redefinition and further operationalization has facilitated and accelerated the exchange of information and decision-making between UNICEF and MoE, leading to improvements on implementation of project activities, finding solutions for unexpected situations and achievement of results, which has been a positive experience.

Another positive experience was the fact that the second phase of the textbooks distribution was led by the MoE, through the supervision of the General Directorate of Education and directly implemented by the Regional Directorates of Education. This good practice reinforces ownership and strengthening of MoE capacities. 43

IX. FUND UTILISATION

Table 11. Fund Utilization

Approved GPE Components and Sub- Approved Budget BALANCE components Budget Reallocation Funds Utilised Feb 2016 till 22.02.2015 A B C D 1. Increased availability of adequate school infrastructure and facilities 4,000,000 4,523,000 2,935,113 1,587,887 1.1 School Construction 3,200,000 2,617,577

1.2 School Equipment 800,000 317,537 2. Increased Availability of Learning Materials 4,952,607 5,267,000 3,639,657 1,627,343 2.1 Textbook 1,600,000 1,009,869

2.2 Curricular Revision 552,607 83,385 2.3 In service teacher training 2,800,000 2,546,402 3. Improved Education Sector Management Capacity 2,947,393 2,110,000 1,671,457 438,543 3.1 Capacity Development of the Education Sector 1,425,000 653,335

3.2 Sector Studies 622,393 506,034

3.3 Project Management 900,000 512,087

Contingencies 100,000 100,000 - 100,000

TOTAL GPE 12,000,000 12,000,000 8,246,227 3,753,773

% of Grant Utilization 69% 31%

X. PARTNERSHIP

The originally-defined principal actors and partners of the project have been:

 UNICEF, as Managing and Coordinating Entity;  The technical departments of MEN, in terms of planning, implementation and monitoring to ensure adherence to national strategies;  Members of the Local Education Group (LEG) as a reference group for planning, monitoring and supervision of the activities (Annex 3. List of LEG members)  Private sector for the construction and supervision of classrooms and latrines;

On top of them, more partners have been involved in the project, including the Parents’ and Students’ Associations, teacher unions, UNESCO (UIS and Pole de Dakar), Calouste Gulbenkian Foundation and Minho University. It is noteworthy that some of these partnerships reach beyond Guinea-Bissau, tapping on regional and global resources.

XI. COMMUNICATION AND VISIBILITY OF GPE

During the reporting period, efforts were made to ensure GPE visibility. Various events were organized in the framework of the Project activities, such as a ceremony with mass media coverage that took place in April 2015 to hand over equipment and vehicles to the MoE, the RESEN validation workshop and the GLE meetings and the ceremony of the 1st stone of construction, ate the Bafata Teacher training Centre, that took place the 26th February 2016. In addition, references to the GPE were made in key speeches, not only by the Ministry of Education as well as the UNICEF Representative. Some visibility tools were produced such as the sign boards for new classrooms, TTC under construction, folders and rollups and for the newly equipped training room, containing the GPE logo. Picture 35. Bafata Teacher training centre sign board

Picture 36. Rollups

Picture 37. Folders design

Picture 38. Speech by UNICEF Representative at the ceremony of the 1st stone of construction of the Bafatá Teacher Training Centre, with the presence of the Ministry of Education, the Responsible for Guinea Bissau at the GPE Secretariat and the Prime Minister of Guinea Bissau

Picture 38. First stone ceremony

XII. 2016 WORKPLAN

Table 12. 2016 Workplan 2016 GPE Components and Sub-components and Planned Activities for 2015 1st 2nd 3rd 4th Budget 2016 T. T. T. T. 1. Increased availability of adequate school infrastructure and facilities 1,450,000 1.1 School Construction Construction of 75 new classrooms and 50 latrines 1,450,000 1.2 School Equipment School desks for children and teachers for 75 classrooms 2. Increased Availability of Learning Materials 605,000 2.1 Textbook 180,000 Distribution of textbooks 1 - 6 national level 180,000 2.2 Curricular Revision 100,000 Revision of curriculum and manuals 100,000 2.3 In service teacher training 325,000 Construction of 3 Teacher Training Centres 300,000

Elaborate strategic documents for Teacher Training 25,000 3. Improved Education Sector Management Capacity 347,000 3.1 Capacity Development of the Education Sector 177,000

Finalise the Education Management Information System (EMIS) 67,000 Strengthening MEN capacities on administration and management of the education system (42 technicians at 3 modules) 40,000 To identify and support the MEN 70,000 3.2 Sector Studies 170,000 Elaborate, publish and disseminate the study on parent behaviour on early childhood 35,000 Finalise the RESEN, Chart on Educative Policy, Education Sector Plan and 3 years Action Plan 80,000

Publish and disseminate the validated learning assessment 30,000 To conclude the Study on technical vocational education and training (TVET) 25,000 TOTAL 2,402,000

XIII. EXPRESSION OF GRATITUDE TO THE GPE

The Ministry of Education and UNICEF Guinea Bissau would like to take this opportunity to thank the GPE for its contribution to promoting improvements in the quality of education for children and communities in Guinea Bissau.

ANNEX 1: Results Matrix

Project Objective: Improved learning and teaching environment in primary education in Guinea Bissau

Cumulative Target Values Responsibility Description (indicator PO Level Results Base-line Data Source/ Unit Frequency for Data definition etc.)

Indicators Core (2010) 2012/13 2013/14 2014/15 Methodology Collection Number of students enrolled in all grades of 1. Pupil-classroom primary education divided ratio Nr 68 68 67 65 Annual MEN GIPASE by the number of classrooms in primary education Number of textbooks in 2. Pupil – textbook each subject matter ratio in principal provided to students of subject matters Num 3:1 2:1 2:1 1:1 Annual MEN GIPASE primary education divided (Portuguese, Math, ber by the number of an Natural Sciences) students of primary education. 3. Additional The cumulative number of qualified teachers at additional qualified Num the primary level X 0 150 350 600 Annual MEN GIPASE primary teachers (i.e., ber resulting from additional due to the project intervention project). 4. Direct project Number of individuals 250,000 of 300,000 beneficiaries 310,000 of who benefit directly from Num which of which (number) (of which X 0 which 150,000 Annual MEN GIPASE the project. ber 120,000 130,000 female) female female female Intermediate Result (Component One): Increased Availability of Adequate School Infrastructure and Facilities

5. Additional The cumulative number of classrooms at the additional classrooms primary level constructed or GIP resulting from X Number 0 50 76 75 Annual MEN rehabilitated at the ASE project intervention primary level (i.e., (number) additional due to the project).

Responsibility Description (indicator PO Level Results Base-line Data Source/ Unit Cumulative Target Values** Frequency for Data definition etc.)

Indicators* Core (2010) Methodology Collection 6. Schools with The number of schools adequate sanitation having a latrine Number 700 705 715 730 facilities

Intermediate Result (Component Two): Increased Availability of Learning Resources

7. Textbooks Number of textbooks purchased and/or distributed to all Number 0 0 500,000 1,000,000 Annual MEN GIPASE distributed primary schools.

9. Curricula for grades 1-2 developed and Yes/No No No Yes Yes reviewed

Intermediate Result (Component Two): Improved teacher training

Number of teachers 10. Teachers enrolled enrolled in all primary in teacher training Number 662 662 662 816 Annual MEN GIPASE education teachers schools training college in any given academic year. 11. Teacher training Number of teacher institutions training schools constructed and Number 0 0 3 constructed and equipped equipped as a result of project intervention. A set of minimal competencies 12. Competency (academic, pedagogic) framework Yes/No No No Yes Yes required for a teacher established in Guinea-Bissau to be considered qualified teacher. 13. Training plans In-service teachers’ developed based on training plans competency Yes/No No No No Yes developed with the framework support of the project.

Responsibilit Description PO Level Results Base-line Data Source/ Unit Cumulative Target Values** Frequency y for Data (indicator

Indicators* Core (2010) Methodology Collection definition etc.) 14. Certification Process to approve process established teachers training for training activities plan and to certify Yes/No No No No Yes competencies of individual teachers. Intermediate Result (Component Three): Improved Education Sector Management Capacity

15. System for SEE SPECIFIC learning assessment in METHODOLOGY Yes/No primary education X No No No Yes Annual MEN GIPASE http://coreindicat +Score (national examination (2) ors system developed) 16. Education statistics produced and published six months Yes/No No No Yes Yes Annual MEN GIPASE after the end of the school year 17. Young professionals Number 0 0 60 60 MEN DAF recruited

ANNEX 2. Donor Report

53 ANNEX 3. ESSP Sub-strategies’ meetings with education partners

Coordenador ETN - ESTRATEGIAS / RESPONSAVEIS Mamadu Saliu Jassi Coordenador 20 Maio 3 Junho 10 Junho 16 Junho Participantes: 5 + 31 + 34 + 13 + 17 + 12 = 112 / Sala 1.1 Estratégia para a 1.5 Estratégia para a 1.1 Estratégia para a 1.5 Estratégia para a disponibilidade de dados e sua implementação, seguimento, disponibilidade de dados e implementação, seguimento, 8h30 - utilizacao no processo de avaliação de um fundo para as s sua utilizacao no processo de avaliação de um fundo para as s 10h30 planificação Jassi/ GEPASE escolas (reparticao de custos, planificação Jassi/ GEPASE escolas (reparticao de custos, ferramentas de gestao e de ferramentas de gestao e de seguimento) Caciano /DAF seguimento) Caciano /DAF 1. DAF, 2. RH, 3. DR, 4. IGE, 5. SG, 6. RH, 7. 1.2 Estratégia para a 1.6 Estratégias para o 1.2 Estratégia para a 1.6 Estratégias para o GEPASE, 8. DGE, 9. DRE, 10. INDE, Sala 1: planificacao das construções desenvolvimento Institucional planificacao das construções desenvolvimento Institucional 11. MEF/DGO, 12. FP, 13. CF/ANP 1. Gestao e 10h50 - escolares e para a execução (organização, padrões, escolares e para a execução (organização, padrões, Plano Estratégico Institucional/ GLE: Pilotagem - 13h00 Lolo Nhaga/ GEPASE responsabilização, medidas de Lolo Nhaga/ GEPASE responsabilização, medidas de 14. UNICEF - Cristina Brugiolo e 15. Daniel Alfredo controlo e de seguimento) Alfredo controlo e de seguimento) Alfredo Simoes, 16. RECEPT-GB - Vença Mendes, 17. Gomes /GEPASE /GEPASE ESSOR - Mara Lopes, 18. Cooperação 3. Qualidade - 1.3 Estratégia para a atribuição 1.7 Preparação do orçamento e 1.3 Estratégia para a 1.7 Preparação do orçamento e Portuguesa - Fábio Sousa, 19. FEC - Sofia Alves, Fatima e gestão do pessoal docente mobilizacao dos recursos publicos atribuição e gestão do mobilizacao dos recursos publicos 14h00 - 20. PLAN - Aruna Mane , 21. UE - Barbosa (3.7) Donaldo /RH Mario/ARPI pessoal docente Donaldo Mario/ARPI 16h00 22. SINAPROF, 23. SINDAPROF, 24. APEE, 25. /RH AIDA, 26. PAM, 27. Représentant du Privé Total: 27 + 4 = 31 1.4 Estratégia para a 3.7 Estratégia para a 1.4 Estratégia para a 3.7 Estrategia para a implementação, o seguimento e implementação de regras e de implementação, o seguimento implementação de regras e de 16h00 - gestão de subsídios para zonas mecanismos de seguimento do e gestão de subsídios para mecanismos de seguimento do 18h00 difíceis Elia/DAF ensino privado Geraldo/DGE zonas difíceis Elia/DAF ensino privado Geraldo/DGE

2.1 Estratégia para reduzir as 2.6 Estratégia para a 2.1 Estratégia para reduzir as 2.6 Estratégia para a entradas tardias na escola implementação de mecanismos de entradas tardias na escola implementação de mecanismos de 8h30 - 1. DGASCE, 2. DGE, 3. GEPASE, 4. DRE, 5. Francisco/DGE certificacao, de exames nacionais Francisco/DGE certificacao, de exames nacionais e 10h30 INDE, 6. IGE, 7. DAF, 8. IGE e de gestao do fkluxo dos alunos de gestao do fkluxo dos alunos Ensino Básico e Alfabetização/ GLE: Geraldo/DGE Geraldo/DGE 9. UNICEF - Patricia Rosa, 10. PLAN - Lucy 2.2 Etratégia para completar as 2.7 Estratégias para a melhoria do 2.2 Etratégia para completar 2.7 Estratégias para a melhoria do Monteiro, 11. PLAN - Joao Paulo Formoso da escoasincompletas (assegurar a acesso dos alunos que estão as escoasincompletas acesso dos alunos que estão Costa, 12. RECEPT-GB - Hoji Fausto da Cunha, Sala 2: 10h50 - continuidade, construcacao de orentados para o encino (assegurar a continuidade, orentados para o encino secundario 13. Effective Intervention - Filipa Silva, 14. 2. Equidade e 13h00 salas de aula, afectação de secundario ou o ensino supeiror construcacao de salas de ou o ensino supeiror Augusto ADPP GB - Paula Leite, 15. ADPP GB - Malam Acesso - professores, organização) Augusto Barreto/DGE aula, afectação de Barreto/DGE Camará, 16. ANADEC/ESSOR – Iancuba Indjai, Geraldo Eugénio/IGE professores, organização) 17. IPHD - Maurice Gomis, 18. Cooperação Indeque 2.3 Estratégias para reduzir a 3.2 Estratégia para a melhoria do 2.3Eugénio/IGE Estratégias para reduzir a 3.2 Estratégia para a melhoria do Portuguesa- Fábio Sousa, 19. FEC - Carmen 3. Qualidade - repetência (decisões de tempo de aprendizagem repetência (decisões de tempo de aprendizagem Aiveca, 20. Instituto Camões - Emília Rodrigues Fatima 14h00 - repetição, medidas para (supressao do triplo turno, repetição, medidas para (supressao do triplo turno, 21. APEE, 22. SINAPROF, 23. SINDEPOF, 24. Barbosa 16h00 crianças e jovens em horarios das cantinas, etc.) crianças e jovens em horarios das cantinas, etc.) PAM, 25. Représentants écoles dificuldade) Geraldo/DGE Augusto Barros/IGE dificuldade) Geraldo/DGE Augusto Barros/IGE communautaires et des 26. Madrasa, 27. AIDA Total: 27 + 7 = 34 2.4 Estratégia para o assumir 3.3 Medidas para melhorar a 2.4 Estratégia para o assumir 3.3 Medidas para melhorar a das escolas comunitarias e das disponibilidade manuais escolares das escolas comunitarias e disponibilidade manuais escolares e 16h00 - madrassas Allende/ e seu uso nas salas de aula Cirilo das madrassas Allende/ seu uso nas salas de aula Cirilo 18h00 INDE /DGE INDE /DGE

54 2.1 Estratégia para reduzir as 2.6 Estratégia para a 2.1 Estratégia para reduzir as 2.6 Estratégia para a entradas tardias na escola implementação de mecanismos de entradas tardias na escola implementação de mecanismos de 8h30 - 1. DGASCE, 2. DGE, 3. GEPASE, 4. DRE, 5. Francisco/DGE certificacao, de exames nacionais Francisco/DGE certificacao, de exames nacionais e 10h30 INDE, 6. IGE, 7. DAF, 8. IGE e de gestao do fkluxo dos alunos de gestao do fkluxo dos alunos Ensino Básico e Alfabetização/ GLE: Geraldo/DGE Geraldo/DGE 9. UNICEF - Patricia Rosa, 10. PLAN - Lucy 2.2 Etratégia para completar as 2.7 Estratégias para a melhoria do 2.2 Etratégia para completar 2.7 Estratégias para a melhoria do Monteiro, 11. PLAN - Joao Paulo Formoso da escoasincompletas (assegurar a acesso dos alunos que estão as escoasincompletas acesso dos alunos que estão Costa, 12. RECEPT-GB - Hoji Fausto da Cunha, Sala 2: 10h50 - continuidade, construcacao de orentados para o encino (assegurar a continuidade, orentados para o encino secundario 13. Effective Intervention - Filipa Silva, 14. 2. Equidade e 13h00 salas de aula, afectação de secundario ou o ensino supeiror construcacao de salas de ou o ensino supeiror Augusto ADPP GB - Paula Leite, 15. ADPP GB - Malam Acesso - professores, organização) Augusto Barreto/DGE aula, afectação de Barreto/DGE Camará, 16. ANADEC/ESSOR – Iancuba Indjai, Geraldo Eugénio/IGE professores, organização) 17. IPHD - Maurice Gomis, 18. Cooperação Indeque 2.3 Estratégias para reduzir a 3.2 Estratégia para a melhoria do 2.3Eugénio/IGE Estratégias para reduzir a 3.2 Estratégia para a melhoria do Portuguesa- Fábio Sousa, 19. FEC - Carmen 3. Qualidade - repetência (decisões de tempo de aprendizagem repetência (decisões de tempo de aprendizagem Aiveca, 20. Instituto Camões - Emília Rodrigues Fatima 14h00 - repetição, medidas para (supressao do triplo turno, repetição, medidas para (supressao do triplo turno, 21. APEE, 22. SINAPROF, 23. SINDEPOF, 24. Barbosa 16h00 crianças e jovens em horarios das cantinas, etc.) crianças e jovens em horarios das cantinas, etc.) PAM, 25. Représentants écoles dificuldade) Geraldo/DGE Augusto Barros/IGE dificuldade) Geraldo/DGE Augusto Barros/IGE communautaires et des 26. Madrasa, 27. AIDA Total: 27 + 7 = 34 2.4 Estratégia para o assumir 3.3 Medidas para melhorar a 2.4 Estratégia para o assumir 3.3 Medidas para melhorar a das escolas comunitarias e das disponibilidade manuais escolares das escolas comunitarias e disponibilidade manuais escolares e 16h00 - madrassas Allende/ e seu uso nas salas de aula Cirilo das madrassas Allende/ seu uso nas salas de aula Cirilo 18h00 INDE /DGE INDE /DGE 1. INDE, 2. GEPASE, 3. DGE Sala 3. 2.5 Estratégias para melhorar e 2.5 Estratégias para melhorar e Primeira Infância / GLE: 2. Equidade e diversificar a oferta de pré- diversificar a oferta de pré-escolar 4. UNICEF -Carla Jauad, 5. PLAN - Lucy 8h30 - Acesso - escolar Olimpia/DGE Olimpia/DGE Monteiro, 6. RECEPT-GB - Victor Rodrigues, 7. 10h30 Geraldo ESSOR/ANADEC - Quecuta Indjai, 8. Indeque Cooperação Portuguesa - Fábio Sousa, 9. FEC - Sala 3. 3.5 Estratégia para a 3.5 Estratégia para a Paula Oliveira Qualidade - harmonização dos programas harmonização dos programas 10. FED 10h50 - Fatima do pré-escolar e do secundário do pré-escolar e do Total: 10 + 3= 13 13h00 Barbosa Mandau/INDE secundário Mandau/INDE

3.1 Reforço da formação inicial 4.1 Estratégias para o 3.1 Reforço da formação 4.1 Estratégias para o 1. ENI, 2. ENS, 3. IG, 4. DGE e contínua (professores de desenvolvimento institucional do inicial e contínua (professores desenvolvimento institucional do Ensino Secundário e Superior / GLE: matemática, desenho visual, ensino superior (organização, de matemática, desenho ensino superior (organização, Sala 4. 5. UNICEF - Ana Forjaz, 6. Cooperação 14h00 - etc., formação dos inspectores, responsabilidades, medidas de visual, etc., formação dos responsabilidades, medidas de 3. Qualidade - Portuguesa - Maria Lurdes Caiado, 7. FEC - 16h00 educadores do pré-escolar, os controle e de seguimento) inspectores, educadores do controle e de seguimento) Fatima Sofia Alves, Instituto Camões, Domingos professores do ensino Fodé/DGES pré-escolar, os professores do Fodé/DGES Barbosa Gomes, 8. FEC - Catarina Ramirez, 9. secundario) Fatima/INDE ensino secundario) 4. Ensino Cooperação Brasileira - Fatima/INDE Superior - 10. SINAPROF, 11. SINDEPROF, 12. ADPP, 13. Fode Mane 4.2. Estratégia para a 3.5 Estratégia para a 4.2. Estratégia para a 3.5 Estratégia para a harmonização AD, 14. Plan, 15. IC, 16. FED atualização dos professores do harmonização dos programas do atualização dos professores dos programas do pré-escolar e do 16h00 - Total: 16 + 1 = 17 ensino superior Zaida/UAC pré-escolar e do secundário do ensino superior Zaida/UAC secundário Mandau/INDE 18h00 Mandau/INDE 1. IGE, 2. DGE, 3. GEPASE Grupo da Acção Social / GLE: Sala 5: 4.3 Estratégia para melhorar as 3.4 Estratégias para melhorar o 4.3 Estratégia para melhorar 3.4 Estratégias para melhorar o condições do ensino superior ambiente escolar Paulina as condições do ensino ambiente escolar Paulina Mendes/ 4. PAM - Jose Cabral, 5. RECEPT-GB - 6. David 4. Ensino Peda, 7. IPHD - Silvina Tavares, 8. IPHD - Superior - Raimundo /DGES Mendes/ superior Raimundo /DGES DGASCE 8h30 - Augusto Sa Fode Mane DGASCE 13h00 9. APEE 3. Qualidade - Total: 9 + 3 = 12 Fatima 55 Barbosa ANNEX 4. LEG Members

Institution Type of Institution Name LEG Role Ministry of National Education (MEN) Government Odete Semedo (Minister) Chairperson GPE Coordination Committee Government Mamadu Saliu Jassi Secretariat GPE Coordination Committee Government Alfredo Gomes Member UNICEF UN Abubacar Sultan Co-chairperson UNICEF UN Cristina Brugiolo Secretariat UNICEF UN Ana Teresa Forjaz Secretariat European Union (EU) Donor Piero Valabrega Member Portuguese Cooperation Donor Fabio Sousa Member World Bank (WB) Donor Carmen Pereira Member Spanish Agency for International Development Cooperation (AECID) Donor Luis Bolea Member International Partership for Human Development (IPHD) NGO Adrian Balan Member Association de Solidarite Internationale (ESSOR) NGO Mathilde Bullot Member Fundacao Fe e Cooperacao (FEC) NGO Sofia Alves Member Effective Intervention NGO Filipa Silva Member Development Aid From People to People (ADPP) NGO Agostinho Lima Member PLAN International NGO Lucy Monteiro Member World Food Programme UN José Cabral Member INDE Government Fatima Barbosa Member UNESCO UN Policarpo Member Other Institutions SINAPROF Teacher's Union Luis Nancassa Ad-hoc Member SINDEPROF Teacher's Union Laureano Ad-hoc Member Confederacao das Associacoes Estudantis da Guine-Bissau (CONAEGUIB) Student's Platform Lamine Indjai Ad-hoc Member Associacao de Pais e Encarregados de Educacao (APEE) Parents' Platform Papa Landim Ad-hoc Member RECEPT-GB Education Platform Vitor Rodrigues / Raul Gomes Ad-hoc Member PNUD UN Gabriel Dava Ad-hoc Member Brazil Donor Ad-hoc Member Cuba Donor Ad-hoc Member Aldeia SOS NGO Nelson Medina Ad-hoc Member

56 ANNEX 5. LEG MINUTES 03.07.2015

57 ANNEX 6. Donor Report Feedback Form (to be completed by readers)

Donor Report Feedback Form

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