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Sample BIP and MP for Projects IMPROVING READING, ACCESS, AND ACCOUNTABILITY IN THE DRC (ACCELERE!) PROJECT CONFLICT SENSITIVITY ANALYSIS AND IMPLEMENTATION STRATEGY RE-SUBMITTED 31 MAY 2016 DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. IMPROVING READING, EQUITY, AND ACCOUNTABILITY IN THE DRC (ACCELERE!) PROJECT Contract No. AID-660-C-15-00001 United States Agency for International Development (USAID)/Education Office USAID Contracting Officer’s Representative: Mr. John Stamm Conflict Sensitivity Analysis and Implementation Strategy Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – May 2016 CONTENTS ACRONYMS ................................................................................................................ 1 SECTION 1: EXECUTIVE SUMMARY ........................................................................ 1 A. Introduction and Objective .............................................................................. 1 B. Methodology ................................................................................................... 1 C. Conflict Analysis.............................................................................................. 2 D. Key Project Recommedations ......................................................................... 2 E. Conflict-Sensitive Implementation Strategy .................................................... 3 SECTION II: INTRODUCTION .................................................................................... 4 A. Background ..................................................................................................... 4 B. Objective ......................................................................................................... 5 C. Methodology ................................................................................................... 6 D. Parameters and Limitations ............................................................................ 8 SECTION 2: CONTEXT ............................................................................................. 10 A. National Level ............................................................................................... 10 B. Katanga Province .......................................................................................... 15 C. Equateur Province ........................................................................................ 17 D. Kasai Oriental Province ................................................................................ 17 E. Kasai Central Province ................................................................................. 18 F. North and South Kivu Provinces ................................................................... 18 SECTION 3: CONFLICT ANALYSIS ......................................................................... 20 A. National-Level Analysis ................................................................................. 20 B. Community-Level Connectors and Dividers .................................................. 29 C. Haut-Katanga Province ................................................................................. 32 D. Equateur Province ........................................................................................ 35 E. Kasai Oriental Province ................................................................................ 36 F. Former Kasai Occidental Province................................................................ 36 G. North and South Kivu Provinces ................................................................... 37 H. ACCELERE! and Conflict .............................................................................. 38 SECTION 3: RECOMMENDATIONS ......................................................................... 39 A. Project Recommendations ............................................................................ 39 B. Conflict Sensitivity Implementation Strategy ................................................. 44 SECTION 4: CONCLUSION ...................................................................................... 49 ANNEX 1: SOCIETAL RISK FACTORS THAT INTERACT WITH ACCELERE! ........ 50 ANNEX 2: LESSONS LEARNED FROM OTHER LITERACY PROGRAMS IN DRC 53 Vas-y Fille .............................................................................................................. 53 EAGLE ................................................................................................................... 54 OPEQ ..................................................................................................................... 54 ANNEX 3: CONFLICT SENSITIVITY RESOURCES AND TOOLS ........................... 56 ANNEX 4: FOCUS GROUP DISCUSSION GUIDES ................................................. 57 Groupe de Discussion – Guide – Directeurs .......................................................... 57 Groupe de Discussion – Guide – Enseignants ....................................................... 59 Conflict Sensitivity Analysis and Implementation Strategy Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – May 2016 Groupe de Discussion – Guide – Parents, Membres du COPA/COGES, Leaders Locaux (Communauté de l’École Primaire) ............................................................ 61 Groupe de Discussion – Guide – Staff CRS .......................................................... 63 Groupe de Discussion – Guide – Staff CAP ........................................................... 65 Groupe de Discussion – Guide – Parents, Membres du COPA, Leaders Locaux (CRS/CAP) ............................................................................................................. 67 ANNEX 5: KEY INFORMANT INTERVIEW GUIDES ................................................ 69 UNICEF – National Level ....................................................................................... 69 ACCELERE! Staff in Lubumbashi .......................................................................... 70 ACCELERE! Staff in Goma .................................................................................... 71 Sous Proved .......................................................................................................... 72 Chef de la Division des Affaires Sociales – Katanga .............................................. 74 Chef de la Division des Affaires Sociales – Nord Kivu ........................................... 76 Katanga – UNICEF ................................................................................................ 78 Katanga – Caritas .................................................................................................. 79 Conflict Sensitivity Analysis and Implementation Strategy Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – May 2016 ACRONYMS ACCELERE! Accès, Lecture, Redevabilité et Rétention Projet (Improving Reading, Equity, and Accountability in the Democratic Republic of Congo) ADF Allied Democratic Forces CAP Centre d’Apprentissage Professionnel (professional learning center) COPA Comité de parents (parents’ committee) COGE Conseil de gestion d’école (school management committee) CSA-IS Conflict Sensitivity Analysis & Implementation Strategy CRS Centre de Rattrapage Scolaire (remedial learning center) DAC Development Assistance Committee DFID (UK) Department for International Development DRC The Democratic Republic of the Congo FARDC Forces Armées de la République Démocratique du Congo (Armed Forces of the Democratic Republic of the Congo) FDLR Forces Démocratiques de Libération du Rwanda (Democratic Forces for the Liberation of Rwanda) FPE Free Primary Education ICG International Crisis Group IDP Internally displaced person IRB Institutional Review Board GDRC Government of the DRC LUCHA Lutte pour le Changement MONUSCO Mission de l’Organisation des Nations Unies pour la Stabilisation en RD Congo (The United Nations Organization Stabilization Mission in the Democratic Republic of the Congo) NGO Non-Governmental Organization OECD Organization for Economic Cooperation and Development OCHA Office for the Coordination of Humanitarian Affairs PIE Plan Intérimaire de l’Éducation (Interim Plan for Education) SECOPE Service Technique de l'Administration Centrale de l' Enseignement Primaire, Secondaire et Professionnel (Technical Service of the Central Administration of Primary, Secondary and Professional Teaching) UNICEF United Nations Children’s Fund USAID United States Agency for International Development Conflict Sensitivity Analysis and Implementation Strategy Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – May 2016 SECTION 1: EXECUTIVE SUMMARY A. Introduction and Objective This report provides a conflict-sensitive analysis of the Improving Reading, Equity and Accountability project in the Democratic Republic of the Congo (DRC). USAID in collaboration with the United Kingdom Department for International Development (DFID) has committed to implementing a primary education initiative to improve equitable access to education and learning outcomes for girls and boys in the Democratic Republic of the Congo (DRC). This collective initiative, entitled ACCELERE! (Accès, Lecture, Rétention et Redevabilité or access, reading, retention and accountability), aims to support the Congolese government’s goals for the education sector –
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