Component 2:- Increasing access to basic education for out-of-school children, especially girls

Component 2: Increasing Access to Basic Education for Out-of-School Children, with a Focus on Girls ($43.0 million)

This component will support the participation of more girls and Out-of-School children in basic education and promote inclusion and gender equality.

The main objective of this component is to support the inclusion and promote gender equality in basic education. The component will also increase the number and quality of female teachers in the teaching service of the participating states while providing capacity-building and operational support to LGEA and school-level stakeholders (gender advisors, Social Mobilisation Officers (SMOs), SSOs, SBMCs, school staff). In addition, sensitization, outreach and community mapping will be conducted to encourage families to send their girls to school.

This component will have 3 sub-components:

Sub-Component 2a: Girls’ Access to Primary Education (US $32.2 million)

This component will provide scholarships support to girls in primary schools in order to encourage increased their enrollment thereby promote gender inclusion and equality in basic education.

All poor households with female pupils enrolling in Primary 1 in the school year could be eligible subject to the following criteria:

  • registration at the beginning of session,
  • daily attendance for minimum of four days in a week,
  • punctuality and staying in school until closing for not less than 80% of required period.

The eligible expenditures for funding under this sub-component are all expenditures to cover the education and related costs of sending their children to school in order to aid access, retention of pupils and improve learning outcomes in school. These include:

  • indirect costs for girls’ school attendance such as transportation
  • direct cost such as pupils’ materials to support access and retention such as uniforms, shoes, book, bags, etc.
  • Feeding of the Pupil

Table 5.5: Girls Scholarships Education (Number of Scholarships/Beneficiaries per State)

Years

Girls’ scholarships education (number of scholarships)

Kano

2015

7000

2016

14000

2017

25600

2018

30057

Total

76657

Key results will include:

  • More girls enrolling and completing basic education.
  • Reduction in out-of-school children
  • increase in number of Pupils who are punctual and stay in school until closing for at least 80% of the required period
  • Gender Parity in basic education.
  • increased number/percentage of Pupil beneficiaries from remote locations and the poorest communities

 

Sub-Component 2b: Scholarships for Female Teachers (US $3.9 million)

This sub-component will support the inclusion of girls in basic education and promote gender equality by providing scholarships to female teachers who will be encouraged to act as mentors and role models to girl Pupils in schools and the communities. Eligible female teachers will receive funding on the basis of having complied with criteria including registration and at least 80% attendance of the course.

Specifically, the sub-component will support:

  • Women who already have jobs in the system to upgrade their qualifications
  • Women who have the minimum qualifications (5 credits with Math’s& English) but have financial constraints with the admission process, to enter a training program
  • Existing Female Teacher Training Scholarship Scheme introduced by UNICEF and implemented by GEP 3 which supports the identification, selection, and costs of female secondary school leavers to apply for and attend colleges of education; qualify as holders of National Certificate of Education (NCE); and receive a commitment of employment and deployment to rural areas from participating state governments
  • Kano’s scholarship for female secondary school leavers who enroll at the state’s college of education
  • Female secondary school leavers to become teachers through pre-service colleges of education

Also the sub-component will provide funds to support accessibility and retention of qualified female teachers in service through:

  • contribution to course fees, learning materials, and transportation
  • benefit for a minimum of 1 year to a maximum of 3 years of training
  • help to ensure that female teachers secure the needed qualifications to be properly accepted in the teacher profession and to grow/develop as a teacher[1]
  • A stipulated bond would be signed by beneficiaries

                                                                   

This Sub-Component will also support increase in participation of women in schools and in school based management thus ensuring participation of women in decision making for schools.

[1] As indicated in the PAD of September 2014, par. 91, p. xvi

Table 6.6: scholarship amount per female teacher.(Based on existing schemes)

States

Amount of Scholarship per Female Teacher

Kano

N50,000 (approx. USD 312)

 

Table 7.7: Scholarship for Female Teachers (Proposed Number Beneficiaries per State)

Years

Number female teacher scholarship

Kano

2015

550

2016

300

2017

886

2018

583

Total

2319

Key results will include:

  • increased number of female teachers who are supported to receive their qualifications and remain in teaching
  • increase in the supply of qualified female teachers who will then have a greater opportunity to progress in teaching and education management
  • increase in girls’ enrollment and retention rates in primary schools
  • increase in girls transition rates into junior secondary school through scholarship recipients’ mentorship and role modeling
  • increase in girls’ academic performance
  • improved public perception and support for girls education in the NIPEP states

 

Sub-Component 2c: Community Mobilization and SBMC Training (US $6.9 million)

This sub-component will provide capacity-building and operational support to LGEA and school-level stakeholders (gender advisors, Social Mobilisation Officers (SMOs), SSOs, SBMCs, school staff) on issues affecting girls’ retention and ensure SIG-supported activities are designed with gender sensitivity.

Funds from this sub-component willalso complement and leverage ongoing and planned activities of DP programs and government at federal and state levels. This will be through:

  • community mapping to identify the children out of school and carry out any needed systematic sensitization and enrolment campaigns to encourage families to send their girls to school.
  • access and retention of children in school, by contracting CSOs to work with LGEA officials in Civil Society and Government Partnerships to train and mentor SBMC members.
  • setting up of confidential systems for reporting and addressing any form of abuse or violence in all public schools.
  • strengthen community and civil society voice and accountability in basic education with SBMCs as the vehicle for articulating community demand for quality, inclusive basic education,
  • target an additional 12,000 schools and school-based management committees (SBMC), approximately
  • support for child protection initiatives; provide/revise existing SBMC training in this area; and provide support that links the resolution of issues to the satisfaction of the victims through the justice system
  • conduct a Community Education Management Information System (C-EMIS) to enable communities identify out of school children and carry out any needed sensitization and enrollment campaigns
  • support civil society-government partnership to strengthen community engagement
  • activate, train and provide mentoring and monitoring support to SBMCs for increased civil society and community voice and improved accountability
  • support state Departments of Social Mobilization and UBEC at the national level to roll out SBMCs to more schools
  • identify and support initiatives to sensitize, train, and develop schools that might not meet the eligibility criteria for SIGs in the first year.
  • support capacity development to support execution
  • capacity development provided to Social Mobilization Departments at both SUBEB and LGEA level to lead, implement, and monitor SBMC development
  • capacity development for SMD and SMOs to include the SBMC Monitoring System
  • capacity development provided at all levels to further institutionalize this monitoring system, providing information on where government should invest resources to support school improvement and school numbers as well
  • capacity development for CSOs and SMOs on report and case study writing and the monitoring tool as part of their orientation training prior to mentoring and monitoring.
  • capacity development for SBMCs to increase support and create a space for girls’ and women’s voices through women’s and children’s sub-committees of the SBMC
  • training on child protection to build on existing SBMC mentoring support and addresses concerns around security for and violence against girls.
  • training on school-based management across a range of areas including managing resources, monitoring schools, supporting teaching and learning, and addressing the issues of concern to
  • the girl-child, with emphasis on strengthening awareness of security issues, particularly for girls drawing on materials from the Safe School Initiative in its modules and the recent Education and Conflict Study by ESSPIN
  • training for SBMCs includes the following modules: SBMC Roles and Responsibilities; Conducting SBMC Meetings; School Development Planning; Managing Resources; Monitoring (including measuring progress, involving children and the wider community); Child Protection, Welfare and School Safety

Table 8.8: Proposed Number of School to receive SBMC training support.

Years

Number of schools to receive SBMC training support and outreach

Kano

2015

1840

2016

1300

2017

900

2018

779

Total

4819

Key results will include:                                                 

  1. increased capability of communities and civil society to articulate demand for inclusive, quality basic education services
  2. increase in school enrollment and attendance; and access and retention rates
  • increase in the usage of data monitoring systems in decision-making for education processes, policies, and programs
  1. data collected through the C-EMIS  summarized at LGEA and State level to provide broad and nuanced data on the numbers of  out of school children and the root causes—for analysis and response by government
  2. data collected supports state Out of School surveys and other documents including the Annual School Census to help states plan for the children who are out of school, and those SBMCs are supporting to enroll and remain in school
  3. community mapping that SBMCs, local education officials and local CSOs use to identify and follow-up on children specifically stated to be out of school
  • community and local level data gathering also supports advocacy and sensitization efforts to increase stakeholder awareness on the OOC problem
  • data used by SBMCs and local governments to lobby government to increase resources to education on the supply side (including the need for more classrooms and teachers in schools)
  1. data results used for other advocacy efforts such as the HILWA group that develops work plans and carry out activities to support increased opportunities for girls and women in basic education. HILWA now has members across a number of Northern states including non-GEP 3 states
  2. increase in number of Mothers Associations, and children’s and women’s SBMC sub-committees
  3. strengthened accountability of SBMCs and on education through decentralized mechanisms
  • SBMCs’ reports successfully audited and 80% execution on activities set out in the SIPs