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Global Partnership for Education
Nepal provides access to schooling to children in its most disadvantaged districts
The government provides Madrasas as well as other schools with scholarships for girls (NPR 400 per girl) plus salary support for teachers and provides textbooks (if they add the broader curriculum).
Credit GPE/Kelley Lynch Image Description For boys this isn’t a problem, but when it comes to girls, there is certain criteria that needs to be met in order to bring as many girls to school as possible. And for that having female teachers, especially for the primary level is very important. So, when schools come to register with the government, we always ask them how many female teachers they have for primary section. Credit GPE/Kelley Lynch Image Description The GATE program (Girls Access to Education) is a flexible schooling program (FSP). This is for girls aged 10-14. It is a nine month course that allows them to quickly catch up with the basics and then, according to their age group and ability at the end of the program, they are put into mainstream education in whatever class is determined to be appropriate. Image Description For retention (and even enrolment), providing lunch and/or snacks to the students helps a lot. The government has prepared a healthy diet menu so there are specific items that are cooked on specific days. The schools have started their own canteens where they cook and give food to the children. Credit GPE/Kelley Lynch Image Description When schools are making toilets the District check that they build separated toilets for boys and girls. The girls’ toilet should be in an area where they do not have to pass through the boys' area, so the boys don’t see when the girls are going to the toilet. Sanitary napkins are also provided to girls. These are one of the reasons that parents are more willing to send the girls to school—because that used to be a big problem before. Credit GPE/Kelley Lynch Image Description Each school has a suggestion box so people can share with the authorities what exactly the students and teachers need, especially the girls and female teachers. So, someone has a duty to open them twice a week and if there any suggestions, the school will figure out how to address them. Credit GPE/Kelley Lynch
Program development grant guidelines
The guidelines explain the objectives of program development grants, which countries are eligible to apply, the grant's duration, and the roles and responsibilities of the various partners.
Document type Policies and guidelines Contribution Date Fri, 01/17/2014 - 12:00 Approving Date Fri, 01/17/2014 - 12:00 Review Date Fri, 01/17/2014 - 12:00 Document Year 2020 Search keywords Guidelines, grant guidelines SummaryThe guidelines explain the objectives of program development grants, which countries are eligible to apply, the grant's duration, and the roles and responsibilities of the various partners.
In rural Nepal, Dipesh is back in school
How are students doing 5 years after the earthquake in Nepal?
Though still in construction, the family has been able to go back in their house for a year. The stairs and the back of their house fell down the steep hillside during the earthquake.
Credit GPE/Kelley Lynch
Dominica
Dominica is member of the Organization of Eastern Caribbean States (OECS) and as such is being supported by GPE alongside Grenada, Saint Lucia, and Saint Vincent and the Grenadines.
The OECS recognizes the importance of improving the quality of education as part of the solution to improving social and economic development in the region.
On average, OECS countries spend over 17% of the national budget on education and between 5-7% of GDP.
The OECS countries have made good progress in access to basic education, which is expanded to universal levels with some countries implementing universal early childhood education, but some challenges remain with regard to access, equity, and quality.
The overarching goal of education outlined in the 2012-2021 OECS Education Sector Strategy (OESS) is to contribute to the socio-economic advancement of the OECS through a quality education system that enables learners of all ages to reach their true potential.
The OESS is results-oriented, focuses on learning outcomes, and provides a strategic approach aimed at strengthening leadership, management, and accountability systems within the education sectors in the region.
The OESS outlines seven objectives:
- Improve the quality and accountability of leadership and management by:
- Establishing professional development programs for school leaders across the region
- Strengthening accountability, knowledge management, and legal frameworks within which school leaders operate.
- Improve teachers’ professional development by:
- Recruiting and retaining qualified teachers and teacher trainers/educators
- Improving teacher management
- Increasing the number of qualified teachers operating within their field of expertise across schools in the OECS.
- Improve the quality of teaching and learning by:
- Providing different approaches that engage learners in creative learning experiences
- Improving achievement for all learners and ensure that they acquire the core competencies in the areas of literacy, numeracy, and technology.
- Improve curriculum and strategies for assessment by:
- Providing students with access to curricula that is based on defined learning outcomes
- Increasing students’ engagement and achievements, with levels of attainment matching international benchmarks
- Developing a regional education and skills strategy that meets the needs of individuals, communities, and employers in the 21st century context.
- Increase and expand access to quality early childhood development services by:
- Improving the quality of early childhood development services to meet the needs of children from birth to age five, including the most vulnerable
- Increasing funding for early childhood education programs by developing and implementing a strategy that encourages public-private partnerships
- Strengthening inter-sector, parent, and community collaboration and partnerships.
- Provide opportunities for all learners in technical and vocational education and training by:
- Providing introductory technical and vocational training for primary school students
- Creating a qualification framework that enables learners to move seamlessly between vocational and academic qualifications.
- Increase provision for tertiary and continuing education by:
- Improving funding mechanisms for tertiary and continuing education institutions across the OECS
- Improving governance systems and processes
- Improving the quality of programs and research offered by tertiary and continuing education institutions.
Also, the OESS covers the following cross-cutting themes: improving achievement levels in the core subjects of literacy, numeracy and technology; strengthening boys’ education; achieving equality of access to the marginalized and economically disadvantaged; strengthening disaster risk reduction and management measures; establishing effective knowledge management systems; and integrating technology in the classroom.
Read more Read less Latest blogs and news February 03, 2020 Setting students up for success in Eastern Caribbean states With support from GPE, the Eastern Caribbean states of Dominica, Grenada, St Lucia, and St Vincent and the Grenadines are investing in curriculum, teacher development and school leaders to improve student... June 20, 2019 Dominica highlights importance of leadership in education At a two-day national leadership forum, the Secretary of the Ministry of Education and Human Resource Development in Dominica highlighted the importance of leadership and management in the education sector... March 04, 2019 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... Sign up for email alerts about Dominica Latest grantCastries Seventh Day Adventist Primary School.
CREDIT: Meng He Development objective: Use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the Member Countries. Allocation: US$2,000,000 Years: 2016-2019 Grant agent: World Bank Disbursements: US$1,962,560The main objectives of the US$2 million GPE grant are to:
- Use quality learning standards to support evidence-based teaching and learning at the primary level by:
- Reviewing the harmonized curriculum to clarify grade-level learning standards for primary education in literacy, numeracy, science, and social studies.
- Developing a learner-centered assessment framework to monitor the achievement of learning standards.
- Developing and implementing guidelines for using the learning standards and formative classroom assessment.
- Improve teacher practices at the primary level by:
- Reviewing the teacher training programs in member countries.
- Reviewing classroom practices in member countries to understand current practices and identify capacity gaps.
- Developing a teacher professional development course and school-based professional learning communities to improve classroom practices.
- Carrying out competence-based professional development activities for teachers in the member countries.
- Establishing an online community of practice for teachers to access online instructional resources and share lesson plans and experiences.
- Strengthen primary school leadership and accountability by:
- Developing a school leader training program based on professional standards.
- Carrying out competence-based training and certification activities for school leaders.
- Developing a handbook for school principals/leaders to guide school leadership and management.
- Initiate the strengthening of sector monitoring & evaluation capacity by:
- Process monitoring of the teachers and school leader professionals development activities.
- Establishment of national routines for ongoing monitoring of learning standards and assessment using available data and additional research.
- Monitoring of teacher classroom practices through the use of the classroom assessment scoring system.
- Carrying out annual regional and country-level program reviews.
The Organization of Eastern Caribbean States Commission received a US$298,500 Education Sector Plan Development Grant to finalize and appraise the OESS and a US$316,000 Program Development Grant to develop a multi-country program implementation grant application in 2014. The World Bank acted as grant agent for both grants.
Source: World Bank Project Appraisal Document. March 2016
Read more Read less GrantsAll amounts are in US dollars.
Program implementation 2016-2019 2,000,000 1,962,560 World Bank Progress report Grant type* Years Allocations Disbursements Grant agent Sector plan development 2018 450,150 World Bank 2014 298,500 285,239 World Bank Program development 2014 316,000 314,839 World Bank TOTAL 3,064,650 2,562,638*These grants were allocated to the Organization of Eastern Caribbean States to be shared among Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
Education sector progressThe graphs below show overall progress in the education sector in Dominica, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Saint Vincent and the Grenadines
Saint Vincent and the Grenadines is member of the Organization of Eastern Caribbean States (OECS) and as such is being supported by GPE alongside Dominica, Grenada and Saint Lucia.
The OECS recognizes the importance of improving the quality of education as part of the solution to improving social and economic development in the region.
On average, OECS countries spend over 17% of the national budget on education and between 5-7% of GDP.
The OECS countries have made good progress in access to basic education, which is expanded to universal levels with some countries implementing universal early childhood education, but some challenges remain with regard to access, equity, and quality.
The overarching goal of education outlined in the 2012-2021 OECS Education Sector Strategy (OESS) is to contribute to the socio-economic advancement of the OECS through a quality education system that enables learners of all ages to reach their true potential.
The OESS is results-oriented, focuses on learning outcomes, and provides a strategic approach aimed at strengthening leadership, management, and accountability systems within the education sectors in the region.
The OESS outlines seven objectives:
- Improve the quality and accountability of leadership and management by:
- Establishing professional development programs for school leaders across the region
- Strengthening accountability, knowledge management, and legal frameworks within which school leaders operate.
- Improve teachers’ professional development by:
- Recruiting and retaining qualified teachers and teacher trainers/educators
- Improving teacher management
- Increasing the number of qualified teachers operating within their field of expertise across schools in the OECS.
- Improve the quality of teaching and learning by:
- Providing different approaches that engage learners in creative learning experiences
- Improving achievement for all learners and ensure that they acquire the core competencies in the areas of literacy, numeracy, and technology.
- Improve curriculum and strategies for assessment by:
- Providing students with access to curricula that is based on defined learning outcomes
- Increasing students’ engagement and achievements, with levels of attainment matching international benchmarks
- Developing a regional education and skills strategy that meets the needs of individuals, communities, and employers in the 21st century context.
- Increase and expand access to quality early childhood development services by:
- Improving the quality of early childhood development services to meet the needs of children from birth to age five, including the most vulnerable
- Increasing funding for early childhood education programs by developing and implementing a strategy that encourages public-private partnerships
- Strengthening inter-sector, parent, and community collaboration and partnerships.
- Provide opportunities for all learners in technical and vocational education and training by:
- Providing introductory technical and vocational training for primary school students
- Creating a qualification framework that enables learners to move seamlessly between vocational and academic qualifications.
- Increase provision for tertiary and continuing education by:
- Improving funding mechanisms for tertiary and continuing education institutions across the OECS
- Improving governance systems and processes
- Improving the quality of programs and research offered by tertiary and continuing education institutions.
Also, the OESS covers the following cross-cutting themes: improving achievement levels in the core subjects of literacy, numeracy and technology; strengthening boys’ education; achieving equality of access to the marginalized and economically disadvantaged; strengthening disaster risk reduction and management measures; establishing effective knowledge management systems; and integrating technology in the classroom.
Read more Read less Latest blogs and news February 03, 2020 Setting students up for success in Eastern Caribbean states With support from GPE, the Eastern Caribbean states of Dominica, Grenada, St Lucia, and St Vincent and the Grenadines are investing in curriculum, teacher development and school leaders to improve student... August 23, 2018 Education sector plan development grant for the Organization of Eastern Caribbean States. August 2018 The Global Partnership for Education Secretariat approved US$450,150 for the Organization of Eastern Caribbean States (OECS) to develop an education sector analysis and update the education sector plan. ... April 23, 2018 Re-engineering teacher education in the Eastern Caribbean 100 education professionals participated in the OECS Regional Teacher Education Conference organized by UNICEF, USAID and GPE in an effort to establish mechanisms for developing evidence-based approaches to... Sign up for email alerts about Saint Vincent and the Grenadines Latest grantTwo school girls look at the camera. St Vincent & the Grenadines.
CREDIT: Martin Wippel Development objective: use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the Member Countries. Allocation: US$2,000,000 Years: 2016-2019 Grant agent: World Bank Disbursements: US$1,962,560The main objectives of the US$2 million GPE grant are to:
- Use quality learning standards to support evidence-based teaching and learning at the primary level by:
- Reviewing the harmonized curriculum to clarify grade-level learning standards for primary education in literacy, numeracy, science, and social studies
- Developing a learner-centered assessment framework to monitor the achievement of learning standards
- Developing and implementing guidelines for using the learning standards and formative classroom assessment.
- Improve teacher practices at the primary level by:
- Reviewing the teacher training programs in member countries
- Reviewing classroom practices in member countries to understand current practices and identify capacity gaps
- Developing a teacher professional development course and school-based professional learning communities to improve classroom practices
- Carrying out competence-based professional development activities for teachers in the member countries
- Establishing an online community of practice for teachers to access online instructional resources and share lesson plans and experiences.
- Strengthen primary school leadership and accountability by:
- Developing a school leader training program based on professional standards
- Carrying out competence-based training and certification activities for school leaders
- Developing a handbook for school principals/leaders to guide school leadership and management.
- Initiate the strengthening of sector monitoring & evaluation capacity by:
- Process monitoring of the teachers and school leader professionals development activities
- Establishment of national routines for ongoing monitoring of learning standards and assessment using available data and additional research
- Monitoring of teacher classroom practices through the use of the classroom assessment scoring system
- Carrying out annual regional and country-level program reviews.
The World Bank is the grant agent for this grant and the coordinating agency.
The Organization of Eastern Caribbean States Commission received a US$298,500 Education Sector Plan Development Grant to finalize and appraise the OESS and a US$316,000 Program Development Grant to develop a multi-country program implementation grant application in 2014. The World Bank acted as grant agent for both grants.
Source: World Bank project appraisal document. March 2016
Read more Read less GrantsAll amounts are in US dollars.
Program implementation 2016-2019 2,000,000 1,962,560 World Bank Progress report Grant type* Years Allocations Disbursements Grant agent Sector plan development 2018 450,150 World Bank 2014 298,500 285,239 World Bank Program development 2014 316,000 314,839 World Bank TOTAL 3,064,650 2,562,638*These grants were allocated to the Organisation of Eastern Caribbean States to be shared among Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
Education sector progressThe graphs below show overall progress in the education sector in Saint Vincent and the Grenadines, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Saint Lucia
Saint Lucia is a member of the Organization of Eastern Caribbean States (OECS) and as such is being supported by GPE alongside Dominica, Grenada and Saint Vincent and the Grenadines.
The OECS recognizes the importance of improving the quality of education as part of the solution to improving social and economic development in the region.
On average, OECS countries spend over 17% of the national budget on education and between 5-7% of GDP.
The OECS countries have made good progress in access to basic education which is expanded to universal levels with some countries implementing universal early childhood education, but some challenges remain with regard to access, equity, and quality.
The overarching goal of education outlined in the 2012-2021 OECS Education Sector Strategy (OESS) is to contribute to the socio-economic advancement of the OECS through a quality education system that enables learners of all ages to reach their true potential.
The OESS is results-oriented, focuses on learning outcomes, and provides a strategic approach aimed at strengthening leadership, management, and accountability systems within the education sectors in the region.
The OESS outlines seven objectives:
- Improve the quality and accountability of leadership and management by:
- Establishing professional development programs for school leaders across the region
- Strengthening accountability, knowledge management, and legal frameworks within which school leaders operate.
- Improve teachers’ professional development by:
- Recruiting and retaining qualified teachers and teacher trainers/educators
- Improving teacher management
- Increasing the number of qualified teachers operating within their field of expertise across schools in the OECS.
- Improve the quality of teaching and learning by:
- Providing different approaches that engage learners in creative learning experiences
- Improving achievement for all learners and ensure that they acquire the core competencies in the areas of literacy, numeracy, and technology.
- Improve curriculum and strategies for assessment by:
- Providing students with access to curricula that is based on defined learning outcomes
- Increasing students’ engagement and achievements, with levels of attainment matching international benchmarks
- Developing a regional education and skills strategy that meets the needs of individuals, communities, and employers in the 21st century context.
- Increase and expand access to quality early childhood development services by:
- Improving the quality of early childhood development services to meet the needs of children from birth to age five, including the most vulnerable
- Increasing funding for early childhood education programs by developing and implementing a strategy that encourages public-private partnerships
- Strengthening inter-sector, parent, and community collaboration and partnerships.
- Provide opportunities for all learners in technical and vocational education and training by:
- Providing introductory technical and vocational training for primary school students
- Creating a qualification framework that enables learners to move seamlessly between vocational and academic qualifications.
- Increase provision for tertiary and continuing education by:
- Improving funding mechanisms for tertiary and continuing education institutions across the OECS
- Improving governance systems and processes
- Improving the quality of programs and research offered by tertiary and continuing education institutions.
Also, the OESS covers the following cross-cutting themes: improving achievement levels in the core subjects of literacy, numeracy and technology; strengthening boys’ education; achieving equality of access to the marginalized and economically disadvantaged; strengthening disaster risk reduction and management measures; establishing effective knowledge management systems; and integrating technology in the classroom.
Read more Read less latest blogs and news February 03, 2020 Setting students up for success in Eastern Caribbean states With support from GPE, the Eastern Caribbean states of Dominica, Grenada, St Lucia, and St Vincent and the Grenadines are investing in curriculum, teacher development and school leaders to improve student... January 10, 2019 5 New Year’s resolutions for the Global Partnership for Education As we start 2019, we share some of our New Year’s resolutions to ensure more children are in school and learning. August 23, 2018 Education sector plan development grant for the Organization of Eastern Caribbean States. August 2018 The Global Partnership for Education Secretariat approved US$450,150 for the Organization of Eastern Caribbean States (OECS) to develop an education sector analysis and update the education sector plan. ... Sign up for email alerts about Saint Lucia Latest grantGirls walking to school in St Lucia.
CREDIT: Meng He Development objective: use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the Member Countries. Allocation: US$2,000,000 Years: 2016-2019 Grant agent: IBRD Disbursements: US$1,962,560The main objectives of the US$2 million GPE grant are to:
- Use quality learning standards to support evidence-based teaching and learning at the primary level by:
- Reviewing the harmonized curriculum to clarify grade-level learning standards for primary education in literacy, numeracy, science, and social studies.
- Developing a learner-centered assessment framework to monitor the achievement of learning standards.
- Developing and implementing guidelines for using the learning standards and formative classroom assessment.
- Improve teacher practices at the primary level by:
- Reviewing the teacher training programs in member countries.
- Reviewing classroom practices in member countries to understand current practices and identify capacity gaps.
- Developing a teacher professional development course and school-based professional learning communities to improve classroom practices.
- Carrying out competence-based professional development activities for teachers in the member countries.
- Establishing an online community of practice for teachers to access online instructional resources and share lesson plans and experiences.
- Strengthen primary school leadership and accountability by:
- Developing a school leader training program based on professional standards.
- Carrying out competence-based training and certification activities for school leaders.
- Developing a handbook for school principals/leaders to guide school leadership and management.
- Initiate the strengthening of sector monitoring & evaluation capacity by:
- Process monitoring of the teachers and school leader professionals development activities.
- Establishment of national routines for ongoing monitoring of learning standards and assessment using available data and additional research.
- Monitoring of teacher classroom practices through the use of the classroom assessment scoring system.
- Carrying out annual regional and country-level program reviews.
The World Bank acted as grant agent for both grants.
The Organization of Eastern Caribbean States Commission received a US$298,500 Education Sector Plan Development Grant to finalize and appraise the OESS and a US$316,000 Program Development Grant to develop a multi-country program implementation grant application in 2014. The World Bank acted as grant agent for both grants.
Source: World Bank project appraisal document. March 2016
Read more Read less GrantsAll amounts are in US dollars.
Program implementation 2016-2019 2,000,000 1,962,560 IBRD Progress report Grant type* Years Allocations Disbursements Grant agent Sector plan development 2018 450,150 World Bank 2014 298,500 285,239 IBRD Program development 2014 316,000 314,839 IBRD TOTAL 3,064,650 2,562,638*These grants were allocated to the Organisation of Eastern Caribbean States to be shared among Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
Education sector progressThe graphs below show overall progress in the education sector in Saint Lucia, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Grenada
Grenada is member of the Organization of Eastern Caribbean States (OECS) and as such is being supported by GPE alongside Dominica, Saint Lucia, and Saint Vincent and the Grenadines.
The OECS recognizes the importance of improving the quality of education as part of the solution to improving social and economic development in the region.
On average, OECS countries spend over 17% of the national budget on education and between 5-7% of GDP.
The OECS countries have made good progress in access to basic education, which is expanded to universal levels with some countries implementing universal early childhood education, but some challenges remain with regard to access, equity, and quality.
The overarching goal of education outlined in the 2012-2021 OECS Education Sector Strategy (OESS) is to contribute to the socio-economic advancement of the OECS through a quality education system that enables learners of all ages to reach their true potential.
The OESS is results-oriented, focuses on learning outcomes, and provides a strategic approach aimed at strengthening leadership, management, and accountability systems within the education sectors in the region.
The OESS outlines seven objectives:
- Improve the quality and accountability of leadership and management by:
- Establishing professional development programs for school leaders across the region
- Strengthening accountability, knowledge management, and legal frameworks within which school leaders operate.
- Improve teachers’ professional development by:
- Recruiting and retaining qualified teachers and teacher trainers/educators
- Improving teacher management
- Increasing the number of qualified teachers operating within their field of expertise across schools in the OECS.
- Improve the quality of teaching and learning by:
- Providing different approaches that engage learners in creative learning experiences
- Improving achievement for all learners and ensure that they acquire the core competencies in the areas of literacy, numeracy, and technology.
- Improve curriculum and strategies for assessment by:
- Providing students with access to curricula that is based on defined learning outcomes
- Increasing students’ engagement and achievements, with levels of attainment matching international benchmarks
- Developing a regional education and skills strategy that meets the needs of individuals, communities, and employers in the 21st century context.
- Increase and expand access to quality early childhood development services by:
- Improving the quality of early childhood development services to meet the needs of children from birth to age five, including the most vulnerable
- Increasing funding for early childhood education programs by developing and implementing a strategy that encourages public-private partnerships
- Strengthening inter-sector, parent, and community collaboration and partnerships.
- Provide opportunities for all learners in technical and vocational education and training by:
- Providing introductory technical and vocational training for primary school students
- Creating a qualification framework that enables learners to move seamlessly between vocational and academic qualifications.
- Increase provision for tertiary and continuing education by:
- Improving funding mechanisms for tertiary and continuing education institutions across the OECS
- Improving governance systems and processes
- Improving the quality of programs and research offered by tertiary and continuing education institutions.
Also, the OESS covers the following cross-cutting themes: improving achievement levels in the core subjects of literacy, numeracy and technology; strengthening boys’ education; achieving equality of access to the marginalized and economically disadvantaged; strengthening disaster risk reduction and management measures; establishing effective knowledge management systems; and integrating technology in the classroom.
Read more Read less Latest blogs and news February 03, 2020 Setting students up for success in Eastern Caribbean states With support from GPE, the Eastern Caribbean states of Dominica, Grenada, St Lucia, and St Vincent and the Grenadines are investing in curriculum, teacher development and school leaders to improve student... August 23, 2018 Education sector plan development grant for the Organization of Eastern Caribbean States. August 2018 The Global Partnership for Education Secretariat approved US$450,150 for the Organization of Eastern Caribbean States (OECS) to develop an education sector analysis and update the education sector plan. ... April 23, 2018 Re-engineering teacher education in the Eastern Caribbean 100 education professionals participated in the OECS Regional Teacher Education Conference organized by UNICEF, USAID and GPE in an effort to establish mechanisms for developing evidence-based approaches to... Sign up for email alerts about Grenada Latest grantKindergarten students from the Seventh Day Adventist Primary School in Grenada reading.
CREDIT: USAID/Carol Gaskin Development objective: use quality learning standards to support evidence based teaching and learning at the primary level; improve teacher practices at the primary level; strengthen primary school leadership and accountability and initiate the strengthening of sector monitoring and evaluation capacity in support of evidence-based strategic management and decision-making, all in the member countries. Allocation: US$2,000,000 Years: 2016-2019 Grant agent: World Bank Disbursements: US$1,962,560The main objectives of the US$2 million GPE grant are to:
- Use quality learning standards to support evidence-based teaching and learning at the primary level by:
- Reviewing the harmonized curriculum to clarify grade-level learning standards for primary education in literacy, numeracy, science, and social studies.
- Developing a learner-centered assessment framework to monitor the achievement of learning standards.
- Developing and implementing guidelines for using the learning standards and formative classroom assessment.
- Improve teacher practices at the primary level by:
- Reviewing the teacher training programs in member countries.
- Reviewing classroom practices in member countries to understand current practices and identify capacity gaps.
- Developing a teacher professional development course and school-based professional learning communities to improve classroom practices.
- Carrying out competence-based professional development activities for teachers in the member countries.
- Establishing an online community of practice for teachers to access online instructional resources and share lesson plans and experiences.
- Strengthen primary school leadership and accountability by:
- Developing a school leader training program based on professional standards.
- Carrying out competence-based training and certification activities for school leaders.
- Developing a handbook for school principals/leaders to guide school leadership and management.
- Initiate the strengthening of sector monitoring & evaluation capacity by:
- Process monitoring of the teachers and school leader professionals development activities.
- Establishment of national routines for ongoing monitoring of learning standards and assessment using available data and additional research.
- Monitoring of teacher classroom practices through the use of the classroom assessment scoring system.
- Carrying out annual regional and country-level program reviews.
The Organization of Eastern Caribbean States Commission received a US$298,500 Education Sector Plan Development Grant to finalize and appraise the OESS and a US$316,000 Program Development Grant to develop a multi-country program implementation grant application in 2014.
The World Bank acted as grant agent for both grants.
Source: World Bank Project Appraisal Document. March 2016
Read more Read less GrantsAll amounts are in US dollars.
Program implementation 2016-2019 2,000,000 1,962,560 World Bank Progress report Grant type* Years Allocations Disbursements Grant agent Sector plan development 2018 450,150 World Bank 2014 298,500 285,239 World Bank Program development 2014 316,000 314,839 World Bank TOTAL 3,064,650 2,562,638*These grants were allocated to the Organization of Eastern Caribbean States to be shared among Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
Education sector progressThe graphs below show overall progress in the education sector in Grenada, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Ethiopia
Ethiopia has made tangible progress in the education sector. The system expanded from having 10 million learners a decade ago to more than 25 million learners today. The country has been able to maintain and improve the learning achievement in key subjects. For instance, in 4th grade, the total number of students achieving basic proficiency or higher in all subjects increased from 505,000 in 2011 to 792,000 in 2015 (57% increase).
To bolster up this upward trend, Ethiopia developed a sector plan for 2015/16 to 2019/20. The Education Sector Development Program V (ESDP V) is guided by the vision to maintain the momentum of expanding equitable access to quality general education, establish technical and vocational education and training institutes in all woredas, strengthen tertiary education institutions and provide lifelong learning opportunities so that all can contribute and benefit from rapid growth and economic change in Ethiopia.
Six priority programs have been selected in this regard with their respective goals:
- To improve the management of the education system to increase institution performance and student achievement,
- To improve the quality of general education in order to motivate children to complete primary and secondary school and provide them with the knowledge, skills and values that would help them become productive and responsible citizens,
- To give all children access to pre-primary education for school preparedness and access to nearby institutions where they can complete full eight years of primary education and two years of general secondary education,
- To create a learning society by providing adult and non-formal education related to lifelong learning opportunities that will contribute to personal, societal and economic development,
- To produce a lower-and middle-level, competent, motivated, adaptable and innovative workforce,
- To produce competent graduates who possess appropriate knowledge, skills and attitudes, to promote knowledge and technology transfer based on national development and community needs through research, and to ensure that education and research promote principles of freedom in exchange of views and opinions based on reason, democratic and multicultural values.
The ESDP V also focuses on eight crosscutting issues that affect education including gender, special needs, HIV/AIDS, environmental protection, education in emergencies, school health and nutrition, and drug and substance abuse prevention.
Read more Read less Latest blogs and news December 23, 2019 Jalale’s story: Yesterday a student, today a teacher A teacher who recently graduated compares how the teaching methods she learned at the Sebeta College of Teacher Education in Ethiopia have improved from what she herself experienced when she was in primary... October 31, 2019 Announcing a new GPE initiative to strengthen national learning assessment systems As part of GPE’s Assessment for Learning (A4L) initiative, the Analysis of National Learning Assessment Systems (ANLAS) is a resource for partner countries to build effective and sustainable learning... October 16, 2019 Welcome to Meskerem School, a model in Bahar Dar, Ethiopia The Meskerem School in Ethiopia has made extraordinary progress in improving the quality of education for its students despite challenges. What’s its recipe for success? Sign up for email alerts about Ethiopia Latest grant Development objective: Improving the quality of General Education (Grades 1-12) throughout the country. Allocation: US$100,000,000 Years: 2017-2019 Grant agent: World Bank Disbursements: US$85,502,418The current GPE grant of US$100 million is channeled into improving learning conditions in primary and secondary schools and strengthening institutions at different levels of educational administration. Seven other development partners are involved in supporting the general education program in Ethiopia along with GPE: the World Bank, DFID, Finland, UNICEF, Italy, Norway, and USAID.
The GPE-funded program has six components:
- Curriculum implementation and teaching and learning materials, which emphasizes improving the quality of learning and relevance of curriculum, and increasing the supply of teaching and learning materials from kindergarten to grade 12;
- A teacher development program, which seeks to enhance the quality of teaching in general education through pre-service and in-service teacher training and continuous professional development;
- A school improvement program, which supports the strengthening of school planning to improve learning outcomes, and to partly fund school improvement plans through school grants;
- A system management and capacity building program, which includes education management information system (EMIS), quality assurance systems, and capacity building programs;
- ICT in education, which aims to build ICT infrastructure and skills within the education sector by:
- supporting the development of a policy framework that will guide all ICT in general education initiatives by establishing a national institution
- provision of E-cloud infrastructure to improve learning conditions in 300 secondary schools and 10 teacher training institutions
- integration of ICT into teaching and learning through a Learning Management System
The objectives for the variable part of the grant, to achieve results in learning outcomes, equity and efficiency, are the following:
- Reduce the proportion of low performing primary schools (Level 1 in inspection standards) in the region with highest share of these schools;
- Improve the learning environment of pre-primary classes in two emerging regions by increasing the capacity of facilitators to deliver an early childhood education curriculum package;
- Improve the gender balance in school leadership by increasing the number of trained female primary school principals;
- Encourage more inclusive learning environments by increasing the school grant allocation to support special needs;
- Reduce Grade 1 dropout rates in the region with the highest dropout rate.
The Federal Ministry of Education leads the program in partnership with the World Bank as grant agent.
Source: World Bank project appraisal document. September 2016
Read more Read less GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2017-2019 100,000,000 85,502,418 World Bank Progress report 2014-2018 100,000,000 100,000,000 World Bank Progress report 2010-2013 97,828,573 97,828,573 World Bank 2008-2013 69,535,734 69,535,734 World Bank Sector plan development 2016 187,170 67,774 UNICEF Program development 2019 200,000 World Bank 2016 199,000 165,433 World Bank TOTAL 367,950,477 353,099,932GPE has also provided the Basic Education Network in Ethiopia (BEN-E) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progressThe graphs below show overall progress in the education sector in Ethiopia and, GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Papua New Guinea
In 2015, PNG operationalized a national education plan (NEP) for basic education. The plan which originally covered the years 2015-2019, was recently extended until 2020 and identifies six focus areas for interventions:
- Access and equity
- Teachers and teaching
- Learning
- Alternate pathways (including TVET)
- Local management
- System strengthening.
Gender equality is also a cross-cutting theme reflected across the entire plan and its implementation.
The plan provides strategic direction for an integrated approach to education and focuses on improving the quality of education for all. The NEP was endorsed by all partners including civil society organizations in 2017 following an independent appraisal.
In 2017, PNG revived the education sector improvement program (ESIP) committee as the local education group in the country. The purpose of the ESIP committee is to facilitate effective and efficient education development in PNG through better information exchange and coordination between the National Department of Education and development partners working in the education sector.
Blogs and news April 11, 2019 Building a strong partnership to improve learning in Papua New Guinea A new program supported by GPE and partners aims to improve primary students' learning outcomes in math and science, especially in the low performing provinces. April 10, 2019 How the GPE Multiplier shifted incentives for better learning in Papua New Guinea PNG’s example demonstrates how the Multiplier mobilizes more funding, fosters partnerships, and reduces fragmentation—a more effective way to strengthen a country’s education system. April 08, 2019 Global Partnership for Education scales up funding for children’s education More than US$176 million approved in new grants to Benin, Burundi, Nepal, Papua New Guinea, Tanzania and Uzbekistan. Sign up for email alerts about Papua New Guinea Latest grant Development objective: Improved lower primary student learning outcomes in math and science in low performing provinces through strengthened pre-service and in-service teacher education, expanded access to teacher training for female teachers and improved access to textbooks. Allocation: US$7,400,000 Years: 2019-2022 Grant agent: Save the ChildrenThe PNG program is financed by a US$7.4 million grant that includes US$3.5 million from the GPE Multiplier, which will mobilize US$10.6 million in additional co-financing from the Government of Japan.
The additional financing from the Government of Japan and the GPE Multiplier grant will support PNG to improve the quality of learning in classrooms by supporting the National Department of Education to develop, procure, and distribute elementary math textbooks and teachers’ manuals in the most disadvantaged and poorly performing provinces. In addition, ESPIG Multiplier funds will also contribute to scholarships to female students’ teachers.
The implementation grant finances the boosting education standards together (BEST PNG), which is fully aligned with the country’s educational priorities and strategies, and benefits from strong national and development partner ownership.
The grant focuses on improving lower primary student learning outcomes in math and science in low performing provinces through strengthened pre-service and in-service teacher education, expanded access to teacher training for female teachers, and improved access to textbooks and teacher’s manual.
GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2019-2022 7,400,000* - Save the Children 2011-2015 19,200,000 19,200,000 IBRD Completion report TOTAL 26,600,000 19,200,000* Amount includes both a GPE Multiplier grant and an implementation grant.
GPE has also provided the Papua New Guinea Education Advocacy Network (PEAN) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progressThe graphs below show overall progress in the education sector in Papua New Guinea, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
The Gambia
Over the past 15 years the ministry of basic and secondary education has focused on improving access, equity, quality and relevance, and improved sector management. Thanks to these efforts, more children go to school, education infrastructure has improved, teacher supply has increased, and teachers have been better supported through content and pedagogical training.
While the country made considerable progress in the earlier part of the decade, for the last 5 years, key education indicators have stagnated, and the system faces several challenges related to access, equity, learning outcomes and efficiency.
The Education Sector Strategic Plan 2016-2030 represents a crucial step in articulating the country’s priorities and educational vision, covering all education sub-sectors, from early-childhood to higher education, and including specific strategies to improve equity, efficiency and learning outcomes.
The plan, appraised in August 2017, was endorsed by the local education group in November 2017.
Latest blogs and news March 01, 2019 The Gambia launched education improvement project with grants from World Bank and GPE Thanks to US$35 million in grants from the World Bank and GPE, The Gambia launched its Education Sector Support Program to promote early childhood development, and boost access to basic education and... February 21, 2019 3 examples of mother tongue education to improve learning GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help... November 01, 2018 African young people raise their voice for education On the occasion of Africa Youth Day, we highlight the efforts of African youth advocates and activists promoting quality education for all. We are grateful them for their activism to keep education high on... Sign up for email alerts about The Gambia Latest grantA girl in The Gambia.
CREDIT: Allan Hopkins Development objective: Increase access to early childhood development and basic education and improve quality of teaching and learning. Allocation: US$5,300,000 Years: 2018-2022 Grant agent: IBRD Disbursements: US$4,933,203The education sector support program (ESSP), supported in part by a US$5.3 million GPE grant, aims to increase access to early childhood and basic education. This is achieved by improving school infrastructure, offering second-chance programs and conditional cash transfers, and providing quality improvement interventions such as a curriculum reform, textbook distribution, teacher standards development and training, and strengthening EMIS and monitoring of learning outcomes. The program has three components.
The goal of component 1 is to enhance access to early childhood and basic education by constructing early childhood and lower and upper basic education classrooms; establishing a small fund for special needs modifications; offering transportation to schools in targeted communities; introducing a targeted incentive program in select districts; expanding support to koranic schools; piloting a second chance education program; and conducting sensitization campaigns and consultations.
Component 2 aims to improve the quality of teaching and learning by the sequenced revision of the curriculum for early childhood through Grade 9 with a focus on STEM (science, technology, engineering and mathematics) and English, the development of a coherent strategy framework for teacher training and management to improve teacher effectiveness, as well as through the targeted support to recruitment and deployment efforts.
The goal of component 3 is to provide technical and institutional support by enhancing the system for continuous implementation of assessment of learning outcomes, strengthening data systems, funding of a service delivery indicators exercise, and enhancing capacity to support data driven policies at the national level.
GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2018-2022 5,300,000 4,933,203 IBRD Progress report 2014-2018 6,900,000 6,900,000 IBRD Progress report 2009-2013 27,998,912 27,998,912 IBRD Completion report 2006-2008 9,400,000 9,400,000 IBRD 2004-2005 4,000,000 4,000,000 IBRD Sector plan development 2016 443,362 - IBRD 2012 250,000 249,717 IBRD Program development 2017 199,800 - IBRD 2013 197,500 195,341 IBRD TOTAL 54,689,574 53,677,173GPE has also provided the Education for All Campaign Network, The Gambia (EFANet) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progressThe graphs below show overall progress in the education sector in The Gambia, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Pakistan
The delivery of education services in Pakistan is severely impacted by economic, political and security challenges that the country has been facing for some years.
The 18th Amendment to the Constitution of Pakistan, approved in 2010, devolved responsibility for education delivery and spending to provincial governments. The federal ministry retains some limited mandates, mainly in curriculum development, accreditation and the financing of research and development.
See a comprehensive interactive map of education rankings across Pakistan.
Balochistan SindhBalochistan faces many challenges in the education sector including a large number of out-of-school children, high dropout rates, wide gender disparities in education indicators and poor quality of teaching and learning in the classroom.
In 2015/2016, Balochistan allocated 20% of its total budget to education (source: Public Financing of Education in Pakistan)
The government of Balochistan is committed to addressing the multiple challenges in the education sector and has identified the issue of poor access to education as the most important priority and the greatest challenge.
The Balochistan Education Sector Plan 2013-2018 focuses on the following priorities:
- Improving access and equity for all girls and boys to school by:
- Building and upgrading schools in communities where there is little or no access to school.
- Improving transition rates between levels (early childhood education to primary, primary to middle, middle to high).
- Reducing dropout by improving learning outcomes.
- Expanding alternate forms of delivery including private sector management, community school development, among others.
- Improving the quality of education by:
- Developing the capacity of education managers and professionals including teachers, examiners, curriculum and textbook developers.
- Developing learning standards and benchmarks.
- Improving assessment capacity.
- Preparing a new school language policy conducive to learning.
Governance and management improvements are central to the BESP, which focuses on improving managerial capacity for management and supervision, and improving information collection mechanisms and their use.
Education outcomes remain weak in Sindh. Inequities in access to education occur between districts, rural and urban areas, the poor and the non-poor, and between genders. Generally, girls in rural areas as well as boys and girls from households in the lowest income quintiles are at the highest risk of being out of school.
Improving governance and accountability within the education system, notably through the better management of teachers and resources, is seen as the most important undertaking to foster improvements in education outcomes.
The Sindh Education Sector Plan 2014-2018 focuses on increasing access to education for the most-marginalized children including girls, and improving learning outcomes along with governance and accountability of the education sector.
The main objectives of the plan are:
- Increasing equitable access to quality early childhood education, primary, and secondary education with the aim of eliminating social exclusion, enhancing transitions, promoting social cohesion and providing greater opportunities for access, participation and learning to marginalized groups, particularly girls.
- Improving the quality of learning outcomes by providing teachers with tools to conduct ongoing classroom assessments of learning in core subjects such as reading and mathematics, increasing funding for quality-enhancing inputs such as reading materials, science equipment and textbooks, as well as quality assurance standards focusing on learning outcomes rather than inputs.
- Strengthening the governance and service delivery by improving capacity at the school, district, and provincial levels including but not limited to agreed school standards and strong public-private partnerships.
- Enhancing equitable resource allocation and improving the fiscal sustainability and effectiveness of educational expenditure, thereby fostering transparency and accountability in the use of public resources.
Development objective: Increase school enrollment and retention in project supported schools, with a special focus on girls’ participation, and to develop mechanisms for information collection and use for improved management of education
Allocation: US$34,000,000
Years: 2014 - 2019
Grant agent: World Bank
Disbursements: US$34,000,000
The US$34 million GPE grant allocated to Balochistan, supervised by the World Bank, aimed to:
- Improve access and equity by expanding access through community school mechanisms and supporting transition to higher levels of education. In addition to this, a special focus will be given to teacher professional development and improved learning environment to make sure that teachers have adequate pedagogical skills to teach children in higher grades.
- Improve quality of early childhood education in the newly established schools through teacher capacity building and provision of simple teaching and learning management tools for them. School information systems will be enhanced to improve the validity of data and increase accountability of teaching and learning in schools.
- Provide technical assistance for improved capacity for management and monitoring, to support the establishment of systems and procedures for effective planning and implementation of the project activities, and at the same time develop robust monitoring systems.
The Balochistan local education group (LEG) is chaired by the Education Department (SED) and includes representatives from the education department, Canada, DFAT-Australia, UNESCO, UNICEF, USAID, Germany, the World Bank and civil society organizations. UNICEF is the coordinating agency.
Development objective: Strengthen the institutional capacity to generate, disseminate and use information to support the implementation of key reforms
Allocation: US$65,730,921
Years: 2014 - 2018
Grant agent: World Bank
Disbursements: US$65,730,921
The US$66 million GPE grant aimed to strengthen the institutional capacity to generate, disseminate and use information to support the implementation of key reforms under the education sector plan. It was supervised by the World Bank.
The funds financed two components:
- Systems strengthening, which supports interventions in the following three reform areas:
- Sindh School Monitoring System to support the design and roll out of a school monitoring system for collecting, analyzing, disseminating and using data on specific school-level indicators, including student enrollment and teacher presence.
- Human Resources Monitoring and Information System to strengthen the management of teaching and non-teaching staff.
- Communications strengthening to design a communications strategy and other communication and consultation activities.
- Program support, focused on technical, advisory, and capacity-building support to develop, implement, and monitor the focus areas under the project.
The Sindh LEG includes 35 members including representatives from the Sindh Education and Literacy Department (ELD), Canada, DFID, JICA, UNESCO, UNICEF, USAID, the World Bank, the European Union, private sector and civil society organizations. UNICEF is the coordinating agency.
GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Sector plan development 2012 250,000 249,717 UNICEF Program development 2013 190,000 188,092 World Bank Balochistan Program implementation 2014-2019 34,000,000 34,000,000 World Bank Progress report Sector plan development 2018 460,350 - UNICEF Sindh Program development 2019 200,000 - World Bank Program implementation 2015-2017 65,730,921 65,730,921 World Bank Completion report Sector plan development 2017 499,400 - World Bank TOTAL 100,870,321 100,168,730GPE has also provided the Pakistan Coalition for Education - An initiative of Society for Access to Quality Education (PCE) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progressThe graphs below show overall progress in the education sector in Pakistan, and GPE data for Balochistan and Sindh show the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Nigeria
Nigeria is the largest country in Africa in terms of population and has approximately 20% of the total out–of-school children population in the world. Adding to this challenge is the demographic pressure with about 11,000 newborns every day that overburdens the system capacity to deliver quality education.
In the Northern part of Nigeria, almost two-thirds of students are functionally illiterate.
The states of Jigawa, Kaduna, Katsina, Kano, and Sokoto have shown commitment to improving their education systems, but they face severe challenges including high poverty levels, low enrollment, gender disparities, poor quality and relevance, poor infrastructure and learning conditions.
An additional challenge is the direct threat to schooling, especially for girls, emanating from political insecurity through insurgent activities, and attacks on schools.
Each state created an education sector plan to outline its priorities and objectives.
Jigawa
The Education Sector Strategic Plan highlights four policy objectives:
- Improving access and expanding opportunities.
- Ensuring quality and relevance of education provision.
- Improving educational planning and management.
- Ensuring sustainable funding and improved financial management.
The education sector plan also establishes 17 clear initiatives to support these policy objectives, including establishing free education for girls at all levels and free education for all people with special needs.
Kaduna
The Education Strategic Plan 2006-2015 focuses on:
- Providing access to good quality schooling to all children of school age, attaining gender parity, and a student-teacher ratio of 40:1 per class.
- Raising the quality of education to ensure that students acquire permanent literacy, numeracy, life skills, and cognitive capacity.
- Bettering performance in both school and public examinations ensuring better progression rates and higher completion rates for all students.
- Improving planning and management of educational services and institutions to ensure effective delivery of education.
- Ensuring accountability to all stakeholders including communities, civil society organizations, and the private sector.
Kano
The Education Strategic Plan details numerous targets revolving around 5 main areas:
- Ensuring equitable access to basic education through addressing both supply and demand factors.
- Improving educational quality through reducing class sizes, increasing the availability of instructional materials, and improving teacher quality.
- Expanding technical and vocational opportunities relevant to the needs of industry and local communities.
- Gradually increasing education financing and introducing school grants to support school development.
- Ensuring that all schools have school development plans, school-based committees, and boards of governors to improve school governance.
Katsina
The Education Sector Strategic Plan emphasizes strategic policy objectives and interventions that address 5 major challenges in its education system :
- Inadequate coverage and an unsatisfactory level of access
- Poor quality and relevance
- Infrastructural insufficiency and decay
- Inefficient management and system inefficiency
- Non-sustainable funding and adequate resourcing.
The strategic interventions include increasing community participation, increasing advocacy and sensitization, improving teachers’ welfare packages, and providing teachers with re-training.
Sokoto
The Strategic Education Sector Plan prioritizes 4 policy goals :
- Improving the learning performance of pre-school children in 23 local government areas.
- Contributing to improvement in net primary school, enrollment, retention, and educational attainment.
- Providing basic education, vocational, and life skills for out of school children and women through non-formal education.
- Increasing enrollment and retention of children.
The sector plan also specifies four key areas of intervention including constructing schools, purchasing essential learning materials, providing equipment and machineries, and capacity building.
Read more Read less Blogs and news August 07, 2019 In Kaduna State, Nigeria, computer teachers and librarians benefit from a training on e-learning Computer teachers and librarians in public secondary schools across the Kaduna State in Nigeria are benefiting from a training on e-learning. Financed by a GPE implementation grant, the training aims to... June 20, 2019 Local government in Nigeria distributes 68,000 instructional materials Chikun education officials in Kaduna State, Nigeria, announced the distribution of over 68,000 instructional materials to 255 primary schools in their jurisdiction, made possible by a US$21.5 million grant... May 14, 2019 In Nigeria, talking pens are helping thousands of children learn A good example of how technology and innovation can help improve education. Sign up for email alerts about Nigeria Latest grantOvercrowded classrooms and broken infrastructure at Janbulo Islamiyya Primary School, Roni, Jigawa State, Nigeria
CREDIT: GPE/Kelley Lynch Development objective: to improve access and quality of basic education in selected states, with particular attention to girls’ participation. Allocation: US$100,000,000 Years: 2015-2019 Grant agent: IBRD Disbursements: US$84,329,491The GPE grant of US$100 million is supporting the Nigeria Partnership for Education Project (NIPEP). The project primarily focuses on supporting the five states mentioned earlier in the implementation of their education sector plans.
The three main components supported by the GPE grant are:
- Improving the effectiveness of schools and learning outcomes by providing grants to support school improvement plans and teacher professional development.
- Supporting the inclusion of girls in basic education and promoting gender equality through providing cash transfers to encourage girls' participation, scholarships for women to attend colleges of education, capacity-building and operational support on issues affecting girls' retention and gender sensitivity.
- Supporting robust monitoring and evaluation, regularizing the annual assessments of student learning, and financing impact evaluations of school improvement grants and girls' scholarship programs.
The federal ministry of education and the ministries of education of the five selected states lead the program in partnership with the World Bank as the grant agent. DFID is the coordinating agency.
Source: World Bank project appraisal document. May 2015
GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2015-2020 100,000,000 84,329,491 World Bank Progress report Sector plan development 2019 418,000 232,961 World Bank 2013 249,900 232,961 World Bank Progress report Program development 2013 480,000 476,992 World Bank Progress report TOTAL 101,147,900 85,039,444GPE has also provided the Civil Society Action Coalition for Education for All (CSACEFA) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progressThe graphs below show overall progress in the education sector in Nigeria, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Niger
The government of Niger is focused on improving the long run performance of the education sector through launching several major reforms.
The education sector in Niger faces several challenges that negatively affect the sector’s progress. Universal primary education coverage and completion is hindered by a high population growth rate, low enrollment rate, and high dropout rate. Access and completion is worse among vulnerable groups including girls in rural areas, children in nomadic areas, and children with disabilities. Niger’s education sector is also affected by frequent weather shocks.
The education & training sector plan for 2014-2024 reaffirms the commitment of the government to making education and training a priority.
The plan outlines a series of priorities, including:
- Improve the quality of basic education by introducing mother tongue instruction in early grades, bettering pedagogical supervision, and increasing the supply of teaching and learning materials.
- Continue the recruitment of state-paid contract teachers and decrease reliance on civil service teachers.
- Establish a new recruitment and redeployment strategy to relocate teachers to rural areas.
- Develop incentive programs to increase girls’ enrollment and retention.
- Extend pre-school coverage through community structures and constructing classrooms, especially in rural areas.
- Implement a school construction program to adequately meet population pressures.
- Improve the learning environment through curricula revision, decreasing the pupil/teacher ratio, and producing contextualized materials.
- Create an environment conducive to improving the relevance of higher education to create skilled human capital through various programs involving teacher development, strengthening scientific research, and expanding higher education offers.
- Implement a literacy and non-formal education program to reach those who have never attended school or have dropped out.
The current GPE program began in 2014 and focuses on improving access to schooling, retention, and quality of the teaching and learning environment at the basic education level.
The three components of the grant are:
- Increase equitable access to and retention in basic education by addressing both supply and demand-side constraints. This includes replacing or constructing classrooms, adding important school infrastructure, implementing school feeding programs, and incentives for girls' education.
- Improve the quality of teaching and learning in the two cycles of basic education by increasing the provision of teaching and learning materials, reviewing curriculum, providing pre-service and in-service teacher training, and improving learning outcomes in reading and math.
- Support efficient use of resources to improve access and quality by developing management and institutional capacity at all levels of the education system.
The ministry of national education leads the program with the World Bank as the grant agent. The European Union and UNICEF are the coordinating agencies.
GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2014-2019 84,200,000 80,046,124 World Bank Progress report 2009-2012 7,515,736 7,515,736 World Bank Completion report 2005-2008 8,000,000 8,000,000 World Bank 2004-2005 5,000,000 5,000,000 World Bank Sector plan development 2018 482,007 - UNICEF 2013 249,650 237,792 UNICEF Program development 2013 124,440 123,927 World Bank TOTAL 105,571,833 100,923,579GPE has also provided the Coalition of Trade Union Associations and NGOs of the EFA Campaign in Niger (ASO-EPT) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progressThe graphs below show overall progress in the education sector in Niger, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Nepal
Nepal's School Sector Development Plan (SSDP 2016-2023) focuses on improving education quality and builds on the achievements of the previous School Sector Reform Plan (2009-2016) and the Education for All Program (2004-2009).
The SSDP is a seven-year plan, supported by a pooled funding mechanism, with a joint financing arrangement between the government and 8 development partners, with high donor coordination and use of the public financial management system.
Under the federal system, the provincial and 753 local governments are responsible for basic education provision. At the federal level, the Ministry of Education, Science and Technology (MOEST) serves as the executing agency for SSDP. A newly established Center for Education Human Resource Development is tasked with preparing annual work plans and budgets and the annual strategic implementation plans.
Nepal has made impressive gains in improving access and equity in education in recent years, demonstrated for example by the achievement of gender parity in basic and secondary education and the increase of Dalit students in schools.
Improving the quality of education is at the heart of SSDP, due to low learning levels and inequity in learning outcomes. To address this, activities include improvements in the learning environment, pedagogical practice, curriculum, textbooks and learning materials, student assessments and the examination system.
Close to 260,000 teachers work in the basic education system (public and private).
A large variety of stakeholders participate in the planning and monitoring of the SSDP, through a well-established and coordinated joint planning and review mechanism. Two joint sector reviews take place each year.
Latest blogs and news October 04, 2019 Celebrating all teachers World Teachers' Day is on October 5. January 25, 2019 A truly global assembly of education activists From November 13 to 18, education civil society leaders met in Kathmandu, Nepal, for a series of exceptional events - six days full of discussions, exchange of ideas and sharing of experience. October 05, 2018 Stories of education’s unsung heroes World Teacher’s Day is the occasion to celebrate teachers, who are on the front line of ensuring children’s right to education is realized. Discover some of their stories, like Bin Nou in Cambodia, Lalao in... Sign up for email alerts about Nepal Latest grantShakuntala Badi is 13 years old and studies in Class 5B at Adarsha Saula Yubak Higher Secondary School, Bhainsipati. She is the only blind student in her class.
CREDIT: GPE/NayanTara Gurung Kakshapati Development objective: Improve the quality, equitable access, and efficiency of basic and secondary education by supporting the government's School Sector Development Program Allocation: US$24,200,000 Years: 2019-2021 Grant agent: World BankThe US$24.2 million implementation grant, approved in March 2019, is made up a a regular allocation of US$9.2 million and a GPE Multiplier grant of US$15 million. The program’s objective is to improve the quality, equitable access, and efficiency of basic and secondary education by supporting the government's School Sector Development Program. The program provides additional financing to the existing World Bank Nepal School Sector Development Program (US$185 million).
The GPE grant follows the World Bank's program for results instrument, with a fixed part of 60% and a results-based portion of 40% with 10 targets supporting the areas of equity, efficiency, and learning.The GPE Multiplier grant is leveraged through an additional funding of US$163.86 million from the Asian Development Bank to support disaster risk reduction and comprehensive school safety, and US$3.5 million from USAID for inclusive education.
The GPE grant directly supports key SSDP results areas clustered into three result areas:
- Improved teaching-learning and student learning outcomes to improve early grade learning levels, textbooks and learning materials, student assessments and examination system, teacher/school management and accountability.
- Improved equitable access to basic and secondary education: Pro-poor interventions, such as preparation of a database on out-of-school children, provision of grants to learning centers and schools, provision of pro-poor and pro-science scholarships for poor and marginalized students.
- Strengthened education system, sector planning, management and governance: Enhanced fiduciary system, improving and operationalizing the grants management system, operationalizing a web-based EMIS and improving self-reported EMIS data by schools, integrating SSDP activities in local governments' annual plans and budgets and providing open data on conditional grants released to schools.
All amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2019-2021 24,200,000* World Bank 2016-2019 59,300,000 59,219,165 World Bank Completion report 2010-2014 117,760,473 117,760,473 World Bank Sector plan development 2015 465,774 365,559 UNICEF Program development 2014 179,700 155,322 World Bank TOTAL 201,905,947 177,500,519* includes a regular implementation grant of US$9.2 million and a Multiplier grant of US$15 million
GPE has also provided the National Campaign for Education - Nepal (NCE Nepal) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progressThe graphs below show overall progress in the education sector in Nepal, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Rwanda
Rwanda considers education a critical investment for the country’s future growth and development. This is evidenced by the increased share of the national budget allocated to the education sector, which is projected to increase from 17% in 2012/13 to 22% in 2017/18.
In the past few years, the education system in Rwanda has gone through an impressive period of growth especially in terms of access. Still, the country faces many challenges such as the onerous task of double-shift teaching for the primary school teachers and the language transition from French to English for grades 4 and above, which has been very difficult for teachers who do not have adequate time to improve their proficiency in English language.
The concepts of universal equitable access and quality education provision are the foundation of the Education Sector Strategic Plan (ESSP) 2013/14 -2017/18. This plan builds upon the national priority of making quality twelve-year basic education available for all children and also reflects the country’s mission to make education at all levels more accessible.
The ESSP outlines three main goals:
- Promoting access to education at all levels
- Improving the quality of education and training
- Strengthening the relevance of education and training to meet labor market demands.
Equity in access to education is emphasized to ensure that disadvantaged students, such as girls, the poor and the disabled, have access to quality learning opportunities.
The following expected outcomes have been developed based on the goals mentioned above:
- Expand access to 12 years of basic education
- Increase access for students with special needs
- Improve learning outcomes across primary and secondary education
- Ensure qualified, suitably-skilled and motivated teachers
- Increase equitable access to relevant, high-quality, demand-driven TVET programs
- Increase equitable access to affordable higher education
- Improve access to school readiness programs
- Strengthen performance in science, technology and innovation at all levels
- Increase access to Adult Basic Education to improve adult literacy and numeracy
- Improve administrative and management support services.
The US$25.2 million grant approved in May 2015 was one of the first grants allocated by GPE under its new funding model, where 30% of the grant amount is linked to specific results.
The grant was transferred directly to the government's budget in support of the implementation of the Education Sector Strategic Plan.
Rwanda chose the following indicators for the results portion of the grant:
- Equity: monitor the rate of children enrolled in pre-primary school, with a target of 17% in 2017 in the 22 poorest performing districts, compared to a baseline of 10% in 2014.
- Efficiency: publish education statistics, disaggregated by district.
- Learning: assess Grade 6 students and results used to inform the country's teaching and learning practices.
The ministry of education leads the Education Sector Working Group in Rwanda, which includes development partners and representatives from civil society organizations. There is a good collaboration among the education partners in the country. The coordinating agency is UNICEF.
GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2015-2018 25,200,000 25,200,000 DfID Completion report 2011-2014 70,000,000 70,000,000 DfID 2009-2010 35,000,000 35,000,000 World Bank Completion report 2007-2010 70,000,000 70,000,000 World Bank Sector plan development 2017 323,750 - DfID Program development 2019 121,776 - DfID 2018 139,487 - DfID TOTAL 200,785,013 200,200,000GPE has also provided the Rwanda Education For All (REFAC) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progressThe graphs below show overall progress in the education sector in Rwanda, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Guinea
Guinea’s Strategic Poverty Reduction Document, the DSRP, identifies education and training as a priority sector and defines four national priorities for education:
- Continuing to work towards achieving universal primary education and expanding basic education, while reducing disparities.
- Improving the quality and relevance of teaching and learning at all levels.
- Developing better programs and training at technical, vocational, and higher education levels in line with national economic needs.
- Strengthening governance in the education sector by improving the efficiency of the system’s management and reinforcing the decentralization process.
Guinea has made considerable progress in recent years, particularly in increasing access to education. The education sector still deals with many challenges related to coverage, efficiency, quality, and equity.
The transitional Education Sector Plan 2015-2017, which has been extended until 2018, outlines numerous objectives related to access, quality, relevance, and governance. These include:
- Expand pre-school coverage and reduce disparities between rural and urban areas.
- Accelerate access and improve retention through school construction, teacher recruitment, and payment restructuring in difficult areas.
- Increase school demand through establishing canteens, distributing school supply kits, and social mobilization campaigns.
- Encourage girls’ enrollment and retention through creating associations of mothers and mentors, and providing training on the benefits of schooling.
- Develop inclusive schools for handicapped children to promote access through disability mapping.
- Improve access to college and increase the transition rate from primary to college for all children.
- Develop access to technical education and training that meets the skilled labor needs for the nation’s development.
- Invest in the creation and rehabilitation of schools for public training.
- Develop public-private partnerships for managing training institutions and modernize learning.
- Accommodate growing enrollment in higher education by restructuring the academics of major institutions, rehabilitating and extending existing infrastructure, revitalizing distance education, and promoting incentives to increase female access to scientific and technical studies.
A girl solves a math problem on the blackboard. Alphabaria school, Dabola Area, Guinea. May 2016.
CREDIT: GPE/Adrien Boucher Development objective: improve access and learning in basic education and literacy of under-served populations, strengthen the Ministry of Pre-University Education and Literacy's capacity in evidence-based management, and support the implementation of the Education sector's short-term Ebola strategic response plan. Allocation: US$37,800,000 Years: 2015-2019 Grant agent: World Bank Disbursements: US$37,800,000The latest GPE-funded grant of US$37.8 million in Guinea (2015-2018) focuses on improving access and learning in basic education for under-served populations, and strengthening evidence-based management. The GPE grant contributes to a pooled fund to which France, IDA and UNICEF also contribute (France: US$12 million; UNICEF: US$1 million; IDA: US$1 million).
The three components of the pooled fund program are:
- Improve coverage and equity in access to basic education for in school and out-of-school children by providing new classrooms, latrines, wells, and furniture, as well as supporting the roll-out of new functional literacy campaigns.
- Improve the quality of teaching and learning conditions at the primary and lower secondary levels through teacher training and pedagogical support, providing teaching and learning materials, and improving decentralized and school-based management.
- Enhance the governance and management of the education sector through monitoring and evaluation to support an evidence-based approach to policy and strategy design.
The Ministry of Education leads the program with the World Bank as grant agent and UNICEF as coordinating agency.
Source: World Bank project appraisal document, July 2015 and restructuring paper, March 2016
GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2015-2019 37,800,000 37,800,000 World Bank Progress report 2010-2014 24,000,000 24,000,000 UNICEF 2008-2014 40,000,000 40,000,000 World Bank Completion report Sector plan development 2018 218,055 UNICEF 2017 219,401 - UNICEF 2012 250,000 241,360 World Bank Program development 2014 150,000 136,539 World Bank TOTAL 102,637,456 102,177,899 Education sector progressThe graphs below show overall progress in the education sector in Guinea, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Cote d'Ivoire
As the country emerged from a period of prolonged conflict in 2011, the education system has been expanding rapidly. Over the past six years, it has been possible to increase access to schooling by simply increasing access in underserved areas. However, as the primary system approaches universal access and, eventually, universal primary completion, it will need to significantly improve the quality of education as well as adapt the access to schooling to accommodate children who live in isolated rural communities, in “encampments” and work on plantations, or in national forests, these in addition to children who have special needs.
The country implemented a Transitional Education Plan (TEP) for the 2012–2014 period, extended its implementation through the 2015–2016 prior to the adoption of the new ten-year strategy.
The ten-year Education and Training Sector Plan (Plan Sectoriel Education/Formation 2016–2025) was appraised in 2016, adopted by the government in May 2017 and endorsed by the development partners.
The sector plan's costed multi-year action plan covers the period 2017–2020 and includes a total of 19 sources of external funding.
Latest blogs and news March 21, 2019 What education activists say and do about the privatization of education At a meeting in Cote d’Ivoire last month, education activists from around the world gathered to adopt the Abidjan Principles on the human rights obligations of States to provide public education and to... June 27, 2018 For girls, conflict can mean the end of school Juliana, Bendu and Rumana, three girls living in GPE partner countries affected by fragility and conflict have one thing in common: they had to overcome several barriers to get a quality education. Read... March 23, 2018 8 faces of girls’ education from around the world Read 8 stories of girls around the world which highlight the great progress that has been done in ensuring girls have access to quality education and the challenges that still remain. Sign up for email alerts about Cote d'Ivoire Latest grant Development objective: Increase access to preschool and improve learning outcomes in beneficiary primary schools in participating regions Allocation: US$24,100,000 Years: 2018-2022 Grant agent: IBRD Disbursements: US$9,112,498The Education Service Delivery Enhancement Project (ESDEP) aims to increase access to preschool and improve learning outcomes in beneficiary primary schools in participating districts.
The project intervenes in six of the country’s 31 regions at both the preschool and primary levels. It is designed to complement two ongoing IDA-funded projects aimed at poverty reduction and social safety nets.
The project aims to bring 90 rural community preschools up to minimum quality standards, increase from 6% to 15% the proportion of second graders with “intermediate or high” scores on EGRA reading tests and from 24% to 35% on EGMA math tests, increasing the proportion of teachers applying new teaching practices. The main indicators are disaggregated for gender, and the program activities are designed to improve gender equality at preschool, primary enrollment and primary learning outcomes levels.
Component I- Improve conditions for improved learning outcomes: (i) pilot a community-based preschool model with support for adapted training for educators and establishment and monitoring of minimum standards; (ii) in-service teacher training, pedagogical advisor support and student learning assessment to support improvements to reading and mathematics learning in primary schools.
Component II- Strengthen education sector management and accountability: (i) cash transfers to local schools to facilitate improvements and local decision-making, (ii) cash transfers to schools based on students’ performance on standardized tests, and (iii) support for targeted studies, policy notes and sector documents for enhanced capacity for education policy and service delivery.
Component III- Improve teaching and learning environment for beneficiary schools: Support infrastructure improvements in primary schools using a community-managed approach.
Component IV- Project implementation and evaluation: (i) funding of the project implementation unit, and (ii) support to evaluations both of project implementation and randomized impact evaluations.
The variable part (linked to results) of the grant is as follows:
- Equity: The share of children in preschool education who are enrolled in a community-based facility will increase from the current baseline of 1.1% in 2016 to 10.1% in 2021.
- Efficiency: The average weekly number of hours taught by lower secondary teachers will increase from 15.6 to 18.1.
- Learning: The standardized learning assessment test scores in reading and mathematics for grade 3 and grade 4 will increase from 35.6 to 50.
All amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2018-2022 24,100,000 9,112,498 IBRD Progress report 2012-2017 41,400,000 41,349,657 IBRD Completion report Sector plan development 2016 220,219 173,561 UNICEF Program development 2017 200,000 - IBRD TOTAL 65,920,219 50,635,716 Education sector progressThe graphs below show overall progress in the education sector in Cote d'Ivoire, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Comoros
The education sector in Comoros is beset by the difficulties resulting from the incomplete process of decentralization begun in 2011. Persistent shortcomings may still be observed in the coordination, implementation and monitoring of national policies on education. These failures are attributable to the lack of clarity in defining and assigning the roles and responsibilities of each entity at the central level of the islands, as well as at the local level.
The Government of the Union of Comoros has developed a Transitional Education Sector Plan (TEP) for the years 2017/18 to 2019/20. The plan was validated by the Council of Ministers and endorsed by development partners, members of the local education group, in October 2017.
The TEP covers the entire sector. It proposes key strategies for developing the governance and management of the sector, as well as for improving system access and equity, quality and relevance. The plan has been developed on the basis of data from the CSR conducted in 2012, as well as from annual school data for the period 2013-2015 and from an institutional and performance analysis of the system conducted in 2016 with support from the Dakar Pole (UNESCO-IIPE).
It is accompanied by a budgeted triennial action plan for the period 2018-2020 that was developed from a 2016-2026 simulation model and is aligned with a medium-term expenditure framework developed in collaboration with the Ministry of Finance. It is also accompanied by a 2018-2020 policy letter and a macrofinancial framework note.
In Comoros, the local education group has been in place for several years and is co-chaired by the Secretary General of the Ministry of Education and the coordinating agency (Embassy of France since June 2016). It meets each month and brings together representatives of the national authorities, from both central government and the islands, as well as the principal international and national partners (UNICEF, European Union, Maeecha (local NGO), AFD, World Bank, Teachers Union).
Latest blogs and news October 07, 2019 Cross-country exchanges to improve joint sector reviews Madagascar’s education joint sector review (JSR) served as the opportunity for representatives from four GPE partner countries to meet and discuss how to improve or organize JSRs for the first time, as a... April 29, 2019 Statement by Alice Albright on the devastating cyclones in Comoros and Mozambique In the wake of the powerful Cyclone Kenneth that hit Comoros and Mozambique over the weekend, we extend our deepest sympathies to the families of those who lost their lives and to all who have suffered from... May 23, 2018 Global Partnership for Education approves over US$45 million in grants to Cabo Verde, Cambodia, Chad, Comoros and Somalia Cabo Verde, Cambodia, Chad, Comoros and Somalia (Somaliland) are set to receive new grants from the Global Partnership for Education (GPE) totalling more than US$45 million. Sign up for email alerts about Comoros Latest grantA popular folk tale character is used to tell a story and better explain the lesson to the students. Comoros
CREDIT: GPE/Adrien Boucher Development objective: increase access and improve student retention through infrastructure rehabilitation, increased school accessibility for vulnerable and disabled children and reduction of repetition rates. Allocation: US$2,300,000 Years: 2018-2021 Grant agent: UNICEF Disbursements: US$88,059The Transitional Education Project for the Union of the Comoros (PTEUC), supported by a US$2.3 million GPE grant, combines country-wide interventions with innovative initiatives that have been tested on a sample of institutions (50 public primary schools located on the three islands and representing 15% of the total number of primary schools in the country), or in a geographic area (Moheli).
The project focuses on the primary education level and consists of the following components:
Component I. Governance and Oversight
- Capacity development in the area of governance on an experimental basis at the grassroots level across 50 project schools (targeting public schools only). The outcomes expected include an increase of 15 points in the average scores for French and mathematics achievement tests, a jump of 6 points in retention rates, and a reduction of 5 points in the repetition rate.
- Improvements in the use of school data at the national level through the provision of support for producing statistical yearbooks; and the development of a common culture in the area of oversight, by training actors at the grassroots level involved in the 50 pilot schools to use available statistical data to inform their decisions.
- Improvement of accounting management in the four financial affairs departments (of the Ministry and the three Commissions of the islands), and the development of oversight and monitoring of the TEP (organization of annual sector reviews) and of the GPE program (establishment of four focal points in the national administration offices). Organization of a PASEC-type assessment in 2020, as a follow-up to that conducted in 2017 under the GPE program and also included here.
Component II. Quality
- Pedagogical support to all 4,300 public and private school teachers across the island to complement the assistance already in place or programmed by other partners, including continuing training of teachers in early learning and learning assessment, learning assessments and the supply of teacher kits.
- Distribution of French and mathematics textbooks and teacher guides for the four levels of primary, to ensure that every child has a textbook in the basic disciplines of the revised curriculum.
Component III. Equity
- Develop equity and gender equality by focusing on the standardization of the school entry age for girls and boys, and by improving retention rates in Moheli on the basis of the successful experience in the Nyumakele region of Anjouan. The expected outcomes for the island are a reduction in rates of absenteeism of girls and improvement of their rates of retention.
- Strengthening inclusion by taking account on an experimental basis of the needs of children with disabilities, through measures to adapt classroom facilities, provide devices for the hearing and vision impaired, and train teachers in sign language. The aim is to ensure that, at the end of the project, the attendance rate of children with disabilities is the same as that of other pupils.
Component IV. Project Management. Grant Agent support relates mainly to the management costs that constitute, for the most part, the costs incurred by UNICEF-Comoros and whose coverage includes human resources, logistics, operational support and a contribution towards audit expenses.
Read more Read less GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2018-2021 2,300,000 88,059 UNICEF 2013-2018 4,600,000 4,582,233 UNICEF Completion report Sector plan development 2012 150,000 150,000 UNICEF Program development 2017 200,000 UNICEF 2016 444,274 352,099 UNICEF TOTAL 7,694,274 5,172,391 Education sector progressThe graphs below show overall progress in the education sector in Comoros, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Chad
Chad's education sector has completed a transition period between the Interim Strategy for Education and Literacy (SIPEA), which was initially planned to run from 2013 to 2015 and was officially extended until the end of 2016, and Chad’s Interim Education Plan (PIET), which was validated in September 2017 to cover the period from 2018 to 2020.
There were proposals in 2016 to develop a ten-year plan covering the period from 2017 to 2026, but this objective was not fulfilled because the financial crisis was so severe that it was impossible to develop a viable funding model that was consistent with education data.
Instead, a new approach and a new transitional plan were adopted that place greater emphasis on the resilience of the education sector and other issues.
The local education group in Chad is chaired by the Secretary General of the Ministry of Education and the lead donor is Swiss Cooperation. The Group’s members include representatives of trade unions, civil society, donors, such as Agence Française du Développement (AFD), the Islamic Development Bank (IsDB), the World Bank, and United Nations bodies, including the World Food Program (WFP), UNICEF, UNESCO and UNHCR.
Latest blogs and news October 07, 2019 Cross-country exchanges to improve joint sector reviews Madagascar’s education joint sector review (JSR) served as the opportunity for representatives from four GPE partner countries to meet and discuss how to improve or organize JSRs for the first time, as a... June 20, 2019 What GPE does to support education for refugee children June 20 is World Refugee Day. For the children who are trapped in the chaos of having to leave their homes and sometimes their families behind, being able to continue to receive an education is a normalizing... May 27, 2019 Interview with Alice Albright: “Education for all by 2030: we need to speed up the pace” In an interview to Vita International, Alice Albright provided an overview of GPE, and urged that more needs to be done if we want to want to achieve SDG 4: quality education for all by 2030. Sign up for email alerts about Chad Latest grantA boy writes on a slate in an outside classroom. Chad
CREDIT: Educate a Child Development objective: Strengthen primary education supply and demand, improve the quality of primary education, improve non-formal education and adult literacy programs, and strengthen sector management Allocation: US$27,844,830 Years: 2018-2021 Grant agent: UNICEF and UNESCO Disbursements: US$2,695,847The Project to Strengthen Education in Chad (PREAT), supported by a GPE grant of US$ 27.8 million, supports Chad’s Interim Education Plan that contributes to the government's efforts to preserve and broaden access to primary education, improve completion rates and increase literacy rates.
The program aims to strengthen basic education in Chad in the context of fragility that requires preservation of the education supply and support for strengthening the quality of education and management of the system. As was the case for the previous program, UNICEF and UNESCO were chosen to be the GPE grant agents after a transparent and inclusive selection process.
Component 1 aims to improve access to primary education by improving primary school infrastructure. Chad has some 40,000 classrooms, of which 23,247 (58%) have been built with non-durable materials (mud, straw, or open-air classrooms). Consequently, there is a huge need to improve and expand primary school infrastructure. The project will contribute to the construction of 180 classrooms in areas with the worst school infrastructure, equip 30 schools with water supplies, latrines, whiteboards, slates and teacher chairs in order to promote a more equitable distribution of resources, mitigate regional disparities and cope with climate risks and disasters more effectively. In addition, this component also has the objective of providing primary school teachers with employment contracts and subsidy payments in order to improve teachers’ credentials, relieve parents and communities of the excessive burden of funding education, and rationalize teacher management with a contractual and regulatory approach.
Component 2 aims to improve supervision and teaching conditions by providing reading, math and science textbooks, slates and teacher's guides for primary education. Grades 1 and 2 will receive two textbooks (reading and math) and Grades 3 to 6 will receive three textbooks (reading, math and science). Component 2 also seeks to improve continuing education for teachers and supervisors in the primary education sector through a continuing education plan, and improve the learning outcome assessment system by introducing a national learning outcome assessment system for the formal and non-formal education sectors.
The objective of Component 3 is to improve the availability and quality of non-formal literacy training and basic education by increasing access for adults aged 15 or older to literacy programs, developing quality education and empowerment and facilitating the social, educational and occupational reintegration of out-of-school children aged 9 to 14.
Component 4 aims to improve system management capacities by strengthening oversight and management capacities. This will be achieved by designing and implementing a training plan for key players at the Ministry of Education and by supporting the Interim Education Plan management and oversight structure and supporting the strategic departments involved in implementing the program. This component also has the objective of drafting and institutionalizing the school-zone map for basic education and for conceiving and implementing the school-zone map, modernizing and strengthening the EMIS and experimenting with its decentralization in ten regions.
Read more Read less GrantsAll amounts are in US dollars.
Grant type Years Allocations Disbursements Grant agent Program implementation 2018-2021 19,237,506 246,362 UNICEF 2018-2021 8,607,324 2,439,485 UNESCO 2016-2017 6,955,170 6,695,219 UNICEF Progress report 2013-2017 40,140,000 39,911,516 UNICEF Completion report 2013-2017 7,060,000 6,933,935 UNESCO Sector plan development 2016 250,000 - UNESCO 2014 106,000 - UNESCO Program development 2018 182,669 - UNICEF 2016 199,605 - UNICEF 2014 143,213 129,820 UNICEF TOTAL 82,881,487 56,356,288 Education sector progressThe graphs below show overall progress in the education sector in Chad, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
{country-graph}
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
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