Development objective: Improve access to education in a safe environement for pre-primary and primary age children, in particular girls and disadvantaged children; train teachers and provide a monitoring framework and support to increase the quality of education; and improve governance in the sector through better management tools, monitoring and evaluation of the ministry
In September 2018, the GPE Board approved US$6.3 million in accelerated funding to CAR, to provide pre-primary and primary students with a range of interventions, including classrooms in areas where displaced families are located, learning materials, meals, water, sanitation and hygiene infrastructure and additional teachers as well as training for them.
The program has four components to support the implementation of the revised Transitional Plan:
Component 1, designed to improve the school supply and the learning environment for better access to pre-primary and primary education, has three sub-components that will be implemented with NGO support. Sub-component 1 provides for the construction of 50 new hangar-type classrooms to improve learning conditions; 100 semi-permanent pre-primary classrooms in tents for schools without a pre-primary level; and water, sanitation and hygiene infrastructures (refurbishment/construction of 70 latrine blocks and construction of 16 wells) to raise the proportion of girls in school. Sub-components 2 and 3 provide respectively for schools targeted by the project to be equipped with school bench desks; and in order to relieve families, for children attending school to be provided with a meal and girls with hygiene kits. Sub-component 3 will also include a school enrollment campaign.
Component 2 has four sub-components to ensure that children have access to an inclusive, quality and protective education service during emergency situations. Sub-component 1 provides for temporary learning and child protection spaces (ETAPES) to be set up on displacement sites and for host community school-intake capacity building to ensure an emergency supply of education for children out of school. Sub-component 1 also provides for a six-day training course for ETAPES parent-teachers; parent-teachers to be paid a monthly bonus of XAF35,000; a training course for ETAPES pre-primary teachers and ETAPES fitted with suitable pre-primary furniture; outreach activities for pre-adolescents and adolescents to reduce the risks of sexual abuse, different types of exploitation and other at-risk behavior; and psychosocial support for children affected by the conflict. With sub-component 2, 48,000 school kits will be prepositioned in places decided on in consultation with the Education Cluster and the Ministry for Primary, Secondary and Technical Education and Literacy (MEPSTA) Emergency Unit. MEPSTA’s emergency management capacities will be built and the government will be supported with the implementation of the Safe Schools Declaration under sub-components 3 and 4.
Component 3 is intended to improve the quality of primary and pre-primary education. Under subcomponent 1, the funding will continue to work on the activities implemented by the previous GPE grant: pre-service training for two cohorts of teachers (3rd year for the 2nd cohort of 500 teachers and 2nd year for the 3rd cohort of 500 teachers); and a six-day in-service training course on teaching techniques for approximately 600 teachers. Teachers who attend the in-service training course will also benefit from follow-up by sector heads. Sub-component 2 provides for pre-primary training for teachers newly recruited in pre-primary classes created by the project and teacher handbooks for final year pre-primary classes; and a pre-primary kit to be provided to each of the classes created. It is also plans to provide the 100 pre-primary parent-teachers with subsidies once they have been trained. Sub-component 3 provides for e-readers, introduced since 2015, to be supplied to teachers with Expertise France, Libraries Without Borders, the Bangui Alliance Française and UNICEF.
Component 4, with its three sub-components, provides for vehicles for the key ministry directorates, assistance to the Permanent Technical Secretariat with its coordination role, and light refurbishment of the Regional Teacher Training Centers (CPR); assistance with holding workshops on key topics and organizing joint interdepartmental missions; development of educational programs that can be broadcast over the school broadcasting system; and education management information system (EMIS) capacity building.