PPT support_Webinar Keeping girls in school_Experience of Côte d_Ivoire__English_Final

24 APRIL 2024
WEBINAR FOR SHARING EXPERIENCE ON
INNOVATIVE APPROACHES TO KEEPING GIRLS IN SCHOOL IN SWEED COUNTRIES: THE CASE OF CÔTE D’IVOIRE
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PRESENTATION OUTLINE
1. INTRODUCTION
Introduction to the presentation on innovative approaches to keeping girls in school in SWEDD countries: the case of Côte d'Ivoire
2. SYSTEM IN PLACE
Presentation of the SWEDD project in Côte d'Ivoire to keep girls in school.
3. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS
Discussion of the roles and responsibilities of the various stakeholders involved in keeping girls in school
5. LESSONS LEARNED
Presentation of lessons learned from the SWEDD project in Côte d'Ivoire.
4. A FEW PROVISIONAL RESULTS
Few results obtained thanks to innovative approaches
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INTRODUCTION (1/3)
Like most countries in sub-Saharan Africa, Côte d'Ivoire has a predominantly young population, with just over 30% of school-age children between the ages of 10 and 24, according to the RGPH 2021.This young population is sexually active at an early age, thus increasing the overall fertility weight of the population. It is also highly vulnerable to STIs, HIV infection and the consequences of high-risk pregnancy, as well as to other health problems. In the last decade (2010-2020), the situation of teenage pregnancies, including those in school, has been a constant concern for both parents and governments. In terms of basic education and training for girls, there are major disparities between primary and secondary education. Statistics from the Ministry of National Education and Literacy (MENA) show that gross enrolment rates are as follows
92% girls versus 100% boys in primary school
secondary school: 46.2% girls versus 100% boys

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INTRODUCTION (2/3)
The school completion rate was also very low, at around 36% in 2015. Analysis by geographical area showed that the proportion of girls repeating their lower secondary school year varied from 28% to 48.7% in the 36 Regional Departments of National Education, with an average of 40.2%.Furthermore, according to a recent study by the Ministry of Education, 17.5% of girls are at risk of dropping out of lower secondary school.

However, governments have put in place various measures to address these challenges, namely:

Compulsory School Law (compulsory schooling from age 6 to 16).
Law against child marriage.
Law against child labor
Decree deferring schooling for girls and boys,
Decree on the code of conduct for education staff,
Collection of legal and non-legal texts

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Despite its measures to protect teenagers and keep them in school, the situation remained worrying and required innovative solutions. With the support of development partners, the SWEDD program emerged as one such solution, and its implementation involved a number of interventions. Implementation of the SWEDD program in Côte d'Ivoire.
INTRODUCTION (3/3)
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During phase 1 (from 2015 to 2019) the interventions of the Education component were mainly led by NGOs. This revealed shortcomings in certain areas of action that were not their specialties and the results therefore sometimes fell short of the expectations of the Ministry of National Education. (NGO results table phase 1 )
INDICATORS
Phase I (2015 – 2019)
PLANNED
ACHIEVED
%
Number of operational safe spaces
934
825
79% (78/ 99) 88% (29/ 33) 74% (49/ 66) (5/ 8)
Number of girls who received coaching
28030
17/63
23:12
Number of skills transmitted per safe space
26
6
23/08
Number of girls fed
–
2,200
110%
Number of girls supervised in pedagogy
10,000
0
0%
(Results table shows the limitations of NGO interventions in the school setting)
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To remedy this, the PCU, in consultation with the coordination of education supported by the Ministry of Education hierarchy and the UNFPA technical assistant, advocated with the World Bank for the effective involvement of school actors and the consideration of the school ecosystem by redefining the roles and responsibilities of each stakeholder

An intervention strategy document has been developed to guide all actors and give each their role

The Ivorian experience of keeping girls in school as part of the SWEDD project has been achieved through the combination of several interventions and the distribution of roles and responsibilities of stakeholders ( between school stakeholders and NGOs) in order to enhance the potential of each

SOME DETAILS OF THE INTERVENTIONS

School Safe Spaces
– Deliver life skills lessons in safe and friendly spaces
Provide a framework for exchange and guidance with adolescent girls on sexual and reproductive health, gender and human rights issues
Collect the concerns of adolescent girls and provide them with useful guidance.
School feeding
Select and involve local CBOs in the feeding of beneficiaries
Provide daily meals to girl students meeting vulnerability criteria
Provide adolescent girls with a safe and balanced diet once a day.

Tutoring courses
In differentiated instruction
– Provide teenage girls with courses to remedy ( previous) learning difficulties in French and Mathematics,
– Monitor the progress of adolescent girls for their integration into their level (current)
REMINDER OF PHASE 1 OF THE PROJECT

STAKEHOLDER ROLES AND RESPONSIBILITIES
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IN GENERAL
SCHOOL ACTORS
RESPONSIBILITIES
Organize and monitor SWEDD project activities,
Set up the structures necessary to carry out the project activities,
Facilitate their implementation and reduce obstacles to the implementation of the project,
Mobilize all skills to increase project results,
Train school actors on the implementation strategy,
Coordinate project activities in the regions
Validate the activity documents,
Plan space schedules in the schedules of students and mentors,
Hold school committee meetings to resolve any difficulties during the activity,
NGOs RESPONSIBILITIES

Set up management documents for activities related to education and the UCP,
Strengthen the skills of school actors on the use of tools,
Support school actors in carrying out activities,
Collect, check the proof of activities and pay the bonuses allocated to school actors,
Ensuring a favourable external environment,
Support GBV case management,
Success factors of the project
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FACILITATION OF SCHOOL SAFE SPACES
ROLES OF THE SCHOOL ACTORS
Set up school committees,
Organize the selection of mentors,
Organize the selection of beneficiary girls,
Training Mentors,
Inform the girls' parents and obtain parental consent,
Provide activity rooms for mentors and mentees,
Develop the national progression of animation in Safe Spaces (ES),
Supervise ES facilitators,
Validate mentors' reporting documents,
ROLES OF NGOS
Monitor beneficiary selection,
Collect activity reports from mentors, school committees and regional coordinators,
Train actors on reporting tools,
Collect data on the beneficiaries of safe spaces,
Handle financial processing and bonus payments for facilitators,
Handle financial processing and bonus payments for facilitators
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SCHOOL FEEDING
ROLES OF THE SCHOOL ACTORS
Preparing the catering area,
Organize the selection of beneficiary girls,
Inform the girls' parents and obtain parental consent,
Creating a menu
Supervising and monitoring school catering
Supervise canteen workers,
ROLES OF NGOS
Select CBOs and set their specifications
Training canteen staff in hygiene and food composition
Setting upand equipping CBOs
Monitoring beneficiary selection
Collect data on catering beneficiaries
Financial processing and payment of CBO invoices and other premiums
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DIFFERENTIATED INSTRUCTION SUPPORT COURSE
ROLES OF SCHOOL ACTORS
Prepare assessments of beneficiary girls' levels
Train actors on reporting tools
Test administration
Select girls to benefit from MATH and French courses
Inform parents of selected girls
Establish a timetable for supervising teachers
Monitor supervising teachers
Supervise of teacher trainers
ROLES OF NGOS
Monitor the selection of beneficiaries of differentiated pedagogy
Collect activity reports from teacher trainers and supervisors
Collect data and draw up statistics on the beneficiaries of differentiated teaching (level of development)
Ensure financial processing and payment of premiums for teachers and supervisors
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COORDINATION PROCESS AND INFORMATION CHANNEL
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PROCESS
COORDINATION PROCESS FOR SCHOOL ACTORS
Central education coordination (made up of a select committee and a committee extended to include representatives of other central departments)
Regional coordinators (made up of actors from the regional departments)
School committees (one committee per school, composed of school actors )
COORDINATION SYSTEM FOR NGO ROLES
Central coordinating bodies of NGOs
Project managers by region
Zone managers or zone supervisors
Regional monitoring and evaluation officers
Field agents
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INFORMATION CHANNEL
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2021-2023  INTERMEDIATE RESULTS
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INTERMEDIATE RESULTS (1/3)
SAFE SCHOOL SPACES
SAFE SCHOOL SPACES
2021
2022
2022
2023
2023
2024
TOTAL
EXPECTED TARGET
45.128
70.980
98892
215000
REACHED TARGET
25. 974
69.496
90 000
In progress
185470
COMPLETION RATE
57,55%
97,6%
91%
86,26%
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INTERMEDIATE RESULTS (2/3)
SCHOOL FEEDING
SCHOOL FEEDING
2021
2022
2022
2023
2023
2024
TOTAL
EXPECTED TARGET
2000
3000
5000
5000
TARGET REACHED
2200
3000
5000
In progress
5000
COMPLETION RATE
110%
100%
100%
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INTERMEDIATE RESULTS (3/3)
PEDAGOGICAL SUPPORT COURSES
PEDAGOGICAL SUPPORT COURSES
2021
2022
2022
2023
2023
2024
TOTAL
EXPECTED TARGET
9024
14197
25440
30318
REACHED TARGET
0
7070
25140
In progress
32210
COMPLETION RATE
0%
50%
98,82%
106%
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COMPARATIVE RESULTSPHASE I AND PHASE II
INDICATORS
Phase I (2015 – 2019)
EXCLUSIVE NGO ACTORS
Phase II (2021-2024)
WITH THE INVOLVEMENT OF SCHOOL ACTORS
FORECAST
ACHIEVED
%
FORECAST
ACHIEVED
%
No. of mentors trained
468
468
100%
767
767
+ 114in progress
112%
No. of operational safe spaces
934
825
88,33%
1488
1488
+ 1488in progress

200%
No. of girls benefiting from safe spaces
28020
17163
61,23%
215000
95470
+ 90 000
in progress
86,26%
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INDICATORS
Phase I (2015 – 2019)
EXCLUSIVE NGO ACTORS
Phase II (2021-2024)
WITH THE INVOLVEMENT OF SCHOOL ACTORS
FORECAST
ACHIEVED
%
FORECAST
ACHIEVED
%
No. of skills acquired per safe space
26
6
23,08%
28
28
100%
No. of beneficiaries of Differentiated Pedagogy courses
14000
0
0%
30318
7070 + 25140 in progress
106%
Number of food SUPPORT beneficiaries
2000
2200
110%
5000
3000 + 2000 in progress
100%
COMPARATIVE
RESULTS

PHASE I AND PHASE II
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LESSONS LEARNED
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LESSONS LEARNED (1/2)
The Ministry of Education has taken ownership of the project by drawing up an assessment of phase 1, and then lobbying the WB for the effective involvement of school actors in the implementation of interventions. This ownership is a real asset

The ministerial decree formalizing sectoral coordination has given weight to this coordination, which can directly instruct regional actors on the actions to be taken.

The involvement of school actors has enabled massive participation of beneficiaries through planning in beneficiaries' timetables and the adoption of a progression of skills acquisition for girls (100% of skills provided)

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The support of the Ministry of Education through its communication campaign "Stronger together" has made the project's environment even more favorable and visible.

The existence of a favorable environment is a real asset for keeping girls in school.

The right distribution of tasks between school and civil society actors enabled stakeholders to act in their areas of competence to maximize results

LESSONS LEARNED (2/2)
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CONCLUSION
The experience of keeping girls in school in Côte d'Ivoire, as part of the SWEDD project, has been achieved through a combination of several key interventions.

The existence of an enabling environment for action and the complementarity of several stakeholders, each acting in their own field of competence, were necessary for the implementation of a program that addresses the levers of sustainable retention of girls in school. Also, the ownership of actions by the technical ministry (MENA) seems to have been by far the most important asset in achieving the objectives.

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