What country partners say about GPE

From Burkina Faso to Tajikistan, from Niger to Uganda, partners from ministries of education, grant agents, coordinating agencies and civil society give their views on the value that GPE brings to their countries and work.

March 04, 2019 by GPE Secretariat
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1 minute read
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A collage of different GPE Partners
Anne-Marie Sawadogo, Project Officer, Education/Vocational Training, AFD, Burkina Faso. Credit: GPE/Kelley Lynch
Anne-Marie Sawadogo
Project Officer, Education/Vocational Training, AFD, Burkina Faso

GPE has been a real catalyst for education. Its arrival in Burkina Faso made other donors see that they could trust the country. That trust brought more donors to the table and helped us to secure more funding. GPE has really listened to the local group of education donors to understand how the country works. GPE helped gather them and it finances their decisions through the pooled fund. GPE is a partnership of trust.

Martha Ekirapa, Deputy Director of Education, Ministry of Education Kenya.
Martha Ekirapa
Directrice adjointe à l'éducation, Ministère de l'éducation, Kenya

This exposure that the GPE has given us, by us meeting together, over 65 countries across the world, has really added a lot of value in the way we contribute to the policy making decisions back in our countries.

Hashim Elskeikh, Basic Education Recovery Project Manager, Minister of Education Sudan
Hashim Elskeikh
Chef du projet de redressement de l'éducation de base, Ministère de l'éducation, Soudan

The [GPE] funds really contributed positively to the improvement of education in my country. There are remarkable results related to changes in perception of communities towards education. The fund of GPE is designed in a way to go directly for results and impact on education. For example, we constructed more than 1,600 classrooms, and this really created changes for students. Now students are studying in a decent classrooms and facilities. Also GPE provided textbooks, something no other partner is supporting. In general, GPE interventions in my have had a very positive impact on the quality of education.

Ernest Mada, Director of Cabinet, Ministry of National Education Central African Republic
Ernest Mada
Directeur de Cabinet, Ministère de l’éducation nationale, République Centrafricaine

GPE is the largest platform that funds education in the world. Its first value is about budget. After the GPE Replenishment Conference in Dakar, we received a funding announcement of $31.6 million to address both emergency and initial reconstruction issues. This is an extremely important contribution given the difficulties that the CAR has experienced in recent years and which have a very serious impact on the education system.

Leocadie Fontaine, Chief Education Officer Ministry of Human resources and Development Dominica
Léocadie Fontaine
Responsable de l'éducation, Ministère des ressources humaines et du développement, Dominique

Three years ago we were granted US$2 million from GPE to implement the OECS education sector strategy [US$0.5 million each for Dominica, Grenada, St Lucia and St Vincent and the Grenadines]. Our focus has been on teacher training, curriculum development and assessment, and leadership. We get support from different donor agencies, but GPE has allowed us to work on the implementation of the regional education sector plan. While the focus is on the 4 islands, other islands have benefited from it.

Said Nuridin, Minister of Education and Science, Republic of Tajikistan. Credit: GPE/Carine Durand
Said Nuridin
Ministre de l'Éducation et des Sciences, Tadjikistan

I am very grateful to GPE and all of our donors and partners for their extended support. In the last 10 years we improved the quality of education in Tajikistan and achieved the goals we agreed on. The support that GPE has provided for the education reform process has been invaluable, priceless. It will be reflected as a golden goal in our history.

Dr. Richard Belio Kipsang, Principal Secretary at the Ministry of Education Science and Technology, Kenya. Credit: GPE/Kelley Lynch
Dr. Richard Belio Kipsang
Premier Secrétaire, Ministère de l'éducation, des sciences et de la technologie, Kenya

Over the past three years, partners have been working through GPE and I can say for sure there is a return on investment for the resources. GPE has been very important in the methodology of moving to a curriculum that will be based on competency. Our children are better today than they were three years ago before we started this program.

Juan José Villa Chacon, Director for Economy, Trade and Governance, European Union Delegation, Niger. Credit: GPE/Kelley Lynch
Juan José Villa Chacon
Chef de la Section économie-commerce-gouvernance de la Délégation de l’Union Européenne, Niger

From a financial and technical point of view, GPE shows the way to donors who otherwise may not be involved in the education sector.

Yolanda Barahona, Education Adviser at the National Convergence Forum (FONAC), Honduras. Credit: GPE/Carolina Valenzuela
Yolanda Barahona
Conseillère en Éducation au FONAC, Honduras

…The most important thing about the involvement of GPE is that it integrates with the country’s process. The country determines what the needs are and what it wants the financing for. That is not what we have been accustomed to. Usually it is the cooperating partners that bring in their own programs and sell them to us. It is just the opposite in this case: we will have to sell this plan to them.

Jean Adetona. Credit: GPE/Chantal Rigaud
Jean Adetona
Coordinateur du programme du GPE au Bénin

GPE allowed Benin to increase the number of classrooms and to keep children at school at noon to allow them to study well in better conditions.

Yacynthe Gbaye
Yacynthe Gbaye
Économiste principal, Banque mondiale, Bénin

GPE is the "melting pot" of dialogue between all the technical and financial partners in the education sector. It is around this project that all the donors meet. Debates are held together, priorities are defined together.

Dr. Yombo Paul Diabouga, Secretary General, Ministry of Education, Burkina Faso. Credit: GPE/Kelley Lynch
Dr. Yombo Paul Diabouga
Secrétaire général, Ministère de l'éducation nationale et de l'alphabétisatisation. Burkina Faso

Demand for education is high in Burkina Faso. We have a young population: 70% are below 20 years of age. The issue of human capital is essential to our development. From infrastructure to teacher training, thanks to the GPE we are reaching those who are most remote and giving any child who is out of school—and their parents—the opportunity for social mobility and a better life.

Adama Ouedraogo, Co-Team Leader of GPE’s Support to Quality Education Project, the World Bank, Niger. Credit: GPE/Kelley Lynch
Adama Ouedraogo
Chef d'équipe, Projet de soutien à l’éducation de qualité, Banque mondiale Niger

The main value added of GPE is the flexibility for its financing. Unlike other donors where resources focus on a specific geographical area or theme, GPE looks at the government’s own resources and other donors’ resources, then fills the gaps. That is important.

Alex Kakooza, Permanent Secretary, Ministry of Education & Sports, Uganda. Credit: GPE/Livia Barton
Alex Kakooza
Secrétaire permanent, Ministère de l'éducation et des sports, Ouganda

GPE has helped us put a spotlight on education in Uganda. The GPE process brings together government partners and donors which improves coordination and enables us to do things differently and better.

Ghislain Kouton
Ghislain Kouton
Agence française de développement, Bénin

GPE helped support the implementation of the sector plan. GPE has contributed significantly to improving access, not only through the construction of classrooms, but especially at the level of retention with the establishment of school canteens and school kits in disadvantaged municipalities. These were actions that were not supported by other partners.

Halima Fodi, President of the Association Nigérienne des Educateurs pour le Développment, Niger. Credit: GPE/Kelley Lynch
Halima Fodi
Présidente de l'Association nigérienne des éducateurs pour le développement, Niger

Thanks to GPE, the government now calls on CSOs to work together to design and implement education projects. For me, it’s most important that these projects focus on girls’ education. Because GPE insists that civil society have a seat at the table, we are now working closely with the Ministry of Education to design and implement a variety of strategies aimed at keeping girls enrolled in school.

Bachirou Taïrou
Bachirou Taïrou
Chef de projet, BACH Development Consulting, Bénin

In school canteens funded by GPE, women buy local products and prepare things that children are used to. There are fewer losses. The GPE school lunches are very adapted and very integrated with the communities. There have been increases in the number of students and children come regularly to school.

Marcial Solis Paz, Presidential Commissioner for Quality Education, Honduras. Credit: GPE/Carolina Valenzuela
Marcial Solis Paz
Commissaire présidentiel pour une éducation de qualité, Honduras

GPE has played a key role from the beginning of the process. If it wasn’t for the US$500,000 GPE grant we might have not been able to produce the education sector plan, or it would have cost us much more to do so. Being able to rely on GPE and the continuing support from the World Bank has helped us immensely in this process and enabled us to complete the plan successfully. We know that GPE will have a fundamental strategic role to play in helping achieve the SDGs.

Daniel Wesonga, Elimu Yetu Coalition, Kenya. Credit: GPE/Kelley Lynch
Daniel Wesonga
Coalition Elimu Yetu, Kenya

The GPE program brought in a structured way of collaborating between civil society and government ministries. The GPE processes have improved accountability and management. The systemic change is a big contribution that we attribute to GPE.

Lucia Elmi, UNICEF Tajikistan Representative. Credit: GPE/Carine Durand
Lucia Elmi
Représentante de l’UNICEF, Tadjikistan

The local education group (LEG) was created by GPE to put all key actors working on education and development together. The LEG put in place for education in Tajikistan is now a model for other ministries. It creates a coordination spirit that goes beyond what is linked to funds.

Abdou Mamane Lokoko, Coordonnateur du Rosen, Président du Conseil d’Administration (PCA), Niger. Credit: GPE/Kelley Lynch
Abdou Mamane Lokoko
Coordonnateur du ROSEN, Président du Conseil d’Administration, Niger

Most of the population in our country is located in the rural areas. GPE has contributed significantly to ensuring that education is free for all, especially for these vulnerable students, by providing school materials to all students, building classrooms and providing school furniture.

Michele Crimella, Program Manager at the Education and Social Protection, Delegation of the European Union to the Republic of Tajikistan. Credit: GPE/Carine Durand
Michele Crimella
Responsable de programme – Éducation et protection sociale, Délégation de l'Union européenne

The boost that GPE gave to Tajikistan is the culture of monitoring. The E.U. has a strong reliance on GPE to lead the implementation of the national strategy. The added-value of GPE is the way they formalize and support a clear vision of what countries want to achieve.

Leah Rotich, Director General of the Basic Education Department at the Ministry of Education Science and Technology, Kenya. Credit: GPE/Kelley Lynch
Leah Rotich
Directrice générale du Département de l'Éducation de Base, Ministère de l'éducation, Kenya

The GPE fund has allowed us to carry out studies, one of which is the national assessment for learning achievement. This has helped the Ministry identify some of the challenges that the education system is undergoing at the implementation level and we are able to identify and address challenges faced by learners, teachers and education officials. The studies are very expensive.

Braham Moumouni, National Coordinator, Coalition Nigérienne des Associations Syndicats et ONG de la Campagne EPT, Niger. Credit: GPE/Kelley Lynch
Braham Moumouni
National Coordinator, Coalition Nigérienne des Associations Syndicats et ONG de la Campagne EPT

GPE funding has played a key role in boosting the government’s motivation and its decision to dedicate 20% of the country’s budget to education.

Tomoko Shibuya, Chief of Education, UNICEF Niger. Credit: GPE/Kelley Lynch
Tomoko Shibuya
Directrice pour l'éducation, UNICEF Niger

GPE is important in providing additional funding to important themes—including equity issues, girls’ education, wealth and geographical disparity—that the government may not have the resources to support. Through GPE we can ensure that these things are taken into account in sector planning.

David Waweru, CEO WordAlive Publishers, Kenya. Credit: GPE/Kelley Lynch
David Waweru
Directeur général, Worldalive Publishers, Kenya.

GPE’s collaborative, multi-sectoral approach is delivering education results in partner countries and transforming education in Kenya. As a private sector player, I’ve participated in one of the GPE-funded projects, which is greatly improving competencies in early grade mathematics and strengthening education management in Kenya.

Saodat Bazarova, Senior Operations Officer, the World Bank, Tajikistan. Credit: GPE/Carine Durand
Saodat Bazarova
Spécialiste principale des opérations, Banque mondiale, Tadjikistan

When I think about GPE’s work in Tajikistan, I think about happy children and teachers who got new schools with new furniture, digital learning materials, school facilities, curriculum and teacher training. GPE helped to strengthen the management capacity at all levels. Now these things are properly planned and managed.

Mohamed Boubacar Ould Khattary, Director of ENI-NKTT, Mauritania. Credit: GPE/Kelley Lynch
Mohamed Boubacar Ould Khattary
Directeur de l'école École normale des Instituteurs de Nouakchott, Mauritanie

GPE has helped us train our teachers to provide better quality education in primary school. This program has funded and equipped the schools with many tools and programs—all of this in order to improve the quality of the teaching.

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