Children in Local Development (CHILD)

Releasing Energy for ChangePractical Experiences from Ethiopia

Presentation to SCN | Rome | 28 February 2007By Jakob Mikkelsen

Head, Nutrition and Education Section, WFP Ethiopia

A CHILD schoolSchool woodlot

Vegetable garden, compost and well

Local demonstration of SLM

Local households practicing techniques demonstrated in school

Clean separate latrines

School fence for security

Grinding mill for income generation

Roof water harvesting

Safe access

Playground

Classrooms in good repair

HIV club

Context• Ethiopia: 77 million people. 85% rural rain-fed subsistence agriculture. USD

per capita per year: 100. 47% children <5 stunted, 11% wasted and 38% underweight.

Net Enrolment Rate 68% in 2004/05

Literacy rate show urban-rural discrepancy and clear gender bias with 49.9% for men/boys and 26.6% for women/girls.

National drop-out rate at 14.4% in primary schools and 3.7% repetition rate. Only 3.8% attaining higher education.

Recurrent and capital spending of US$ 4.15 per student per year combined with underdeveloped community capacity results in pressure on basic school services and infrastructure, negatively affecting quality of education.

Ethiopia is amongst the countries in the world with the highest rate of school age children with special needs, mainly attributed to impairments from malnutrition.

Background• CHILD commenced in 2003 with pilot of ‘synergies’

between School Feeding/Food for Education (FFE) and MERET/FFW in 5 schools – experience used for writing CHILD Guidelines

• CHILD started with Canadian Impact Grant - $100,000 for 108 schools in 2005

• 100 more schools from WFP budget in 2005• 94 more schools with UNDP/NBI in 2006• 37 essential package schools with funds from

Princess Haya of Jordan and UNICEF in 2006

Synergies

BoE School

Feeding Programme

BoA/BoE led LLPPA planning

tool

BoA MERET

LLPPA site & plan

Community based plan

for self-help

Links to other orgs,

NGOs & activities

Practical activities in school and community

Resources (food, NFIs, Cash)Training & Capacity BuildingGuidelines & technical support

Programme Monitoring

Ownership Building & Development

Encouragement & Problem Solving

Food for Education in Ethiopia• Up to 639,000 children fed

everyday in 1,030 schools in 2006 (8% more than in 2005).

• Enrolment increase is 6.7% above the average (2005)

• Attendance rate is 90% and dropout is 5.4% lower than national average

• Gender ratio has improved by 35.6% more than average in Girls’ Initiative schools

Challenges• Only 72% of schools have latrines (mostly only 1 or 2

for 100s of students and not separate girls/boys)• Only 59% of schools have water (including streams)• Close to 100% of government allocations for schools

are used for salaries in many areas• HIV/AIDS and malaria, including girls’ caretaking role• Only 1% disabled children have access to education• Highly politicised aid/development environment• Weak decentralisation process to woreda level with

demotivated staff and low education budgets

CHILD as a response• Problem-solving based practical approach• Action-based partnership at local level – enabling

local Government and CSOs to do their job more effectively

• Flexibility in diverse environment• Capacity building existing structures to work better

together – systemic approach• Focus on sustainability and high-impact• Release community-level energy• More efficient use of existing resources/knowledge

CHILD structure and processMoE SF Focal Person

RBOE SF Focal Person

WEO SF Focal Person

Development Agents

Woreda Expert Group

Woreda Edu. & Tra. Man. Board

Kebele Edu. & Tra. Man. Board

PTAs & School Directors

WFP CO

WFP SO

PartnersTechnical and Resource Support

Site Implementers

Focal Points

Design features• Supports existing

systems/structures• Based on existing WFP

capacity and comparative advantage

• Founded in community-led participatory planning

• Avoids duplication

Tools for change• CHILD manuals – core and periphery building

blocks• Planning manual / toolkit• Support modules (HIV, Gender, Education,

Nutrition, Technical, Income Generation)• Ready-to-Use blank plans

• RBM frameworks• Training teams / packages• Action Based Monitoring checklists

CHILD 1 guidelines and resource library

Rationalised M&E kit

Community Planning

Tool

Environment & sustainablelivelihoods

Girls in Education

HIV/AIDS &Community

Development

Health & Nutritionat home & school

Education &Life-long learning

Long-termcommunity

developmentstrategies

School Feeding

Standards

Capacity building• TOT 6 days – local government staff (8 per

woreda) Education, Health, Water, Agriculture, Administration, Women’s Affairs, Youth Institutes

• Training 6 days – local level (7 per school) Directors, PTA, Extension Workers, Women’s Rep, Kebele (village) Administration

• Experience sharing workshops• Follow-up and exchange (newsletters, ideas)• Refresher training (cascade/peer2peer

approach)

Local level processes

Problem identification; situation analysis; community mapping; resource mapping; time mapping

CHILD

-3yr and 1yr Activities plans

-Resource, monitoring, implementation plan

Consolidated CHILD woreda annual plan

-Monitoring, resource, follow-up plan

Woreda support and resources

Requests for assistance through woreda development plan

RBM data

Local resource mobilisation

Better use of woreda vehicles and equipment

Identification of synergies with UN, NGO, Gov programmes

Practical, feasible, realistic, achievable, effective activities

Community mobilisation and solidarity

Local resource mobilisation

Regional support teams

Woreda offices: Education, Health, Water, HAPCO, Administration, Women, Youth

Kebele administration, teachers, directors, DAs, HEWs, PTA members, farmers, Women’s Assoc., Youth Assoc. school children, other stakeholders

Regional

District

Local

12 CHILD steps to community planning• 1. Introduction at woreda level• 2. Conduct woreda assessment• 3. Preliminary stakeholder meeting with possible partners• 4. Introduce at site level and discuss CHILD concept• 5. Problem identification and Situation analysis• 6. Mapping the school and linkages with the community• 7. Identify possible activities• 8. Making a draft community plan• 9. Presenting the plan to the Synergy Group and woreda• 10. Creating the community plan with work norms• 11. Implementation and monitoring• 12. Evaluation and review

CHILD experience• IMPACT! Some CHILD schools have exceeded

all expectations: classrooms, latrines, water, gardens, clubs, income generation, satellite schools, kindergartens, outreach, stoves, pride

• Partnership – PCI, UNDP, NBI, EPA, UNICEF, PSI, GTZ… many more at site level

• Donors – diversified (DFID, Norwegian Embassy, Canada), private (SAP, Princess Haya, Friends of WFP)

• Policy engagement – JRM, SHN, ESDP III

Results• Examples based on lower-scenario estimates from

field-level follow-up for the first 200 CHILD schools:• 400 new classrooms• 300 good school gardens (demonstration and income)• 200 active Anti-AIDS clubs• 160 schools with income generation (dairy, chickens, coffee)• 80 new latrines and hygiene facilities• 80 nurseries/woodlots• 50 sports fields• 40 new school fences• 20 new water systems

The Essential Package• CHILD is forming the basis of a learning model of

the EP in Somali – the one of the most challenging development environments in Ethiopia

• CHILD can address all the 12 components independently through intensive ‘directed’ local mobilisation of communities, local government and CSOs; or,

• CHILD can be used to integrate more resource intensive EP interventions whilst maintaining community participation and ensuring sustainability

Focusing Resources on Effective School Health• CHILD has the potential to address the core FRESH

components

• School health policies• Provides practical experience and partnership environment to engage

in policy dialogue• Water, sanitation and the environment

• Through temporary ‘home grown’ solutions and attracting partners• Skills-based health education

• Practical action through school clubs, community outreach and linking schools with health workers

• School-based health services• Practical health activities at school level, attracts partners and helps

communities proactively link with local health institutions to claim their rights

THANKS