DRC MINISTRY OF EDUCATION

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Hilda Scott
7 years ago
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1 DRC MINISTRY OF EDUCATION Improve access to education to vulnerable children (in the street) in Kinshasa through piloting an CC and in kind transfers

2 CONTEXT The population of DRC is estimated to be 65 million people. The country is the second largest and forth most populous on the African continent. The weak basic social infrastructure is partly a consequence of the decadelong civil war, from which the DRC emerged in The prolonged fighting destroyed much of the country s already weak basic social infrastructure and reduced the already limited annual per capita expenditures in education. Decades of Government mismanagement and the recent armed conflict have undermined development and precipitated a collapse of the country s economic, social and physical infrastructure, which are constraints to the education.

3 SITUATION ANALYSIS (Diagnostic) The education system in the DRC is in a poor and depressed state and is unable to provide a good foundation to build healthy, environment-friendly and child rightsconscious communities. Daily existence is dogged by social fragility and household poverty and ability of communities to participate fully in basic education remains weak. The announcement of provision of free primary education for children in grades 1-3 by the President of the DR of Congo an opportunity, but field visits illustrate that some schools are creating other type of fees that the parents of school children have to pay. Consequently, school fees are still a barrier for access to school, in particular for children from poor families. the EFA/MDG goals. It will also strengthen the equity focus in education. The new budget for education for 2011 is yet to be made public, but past years indicate annual budget deficits which have to be supplemented by the international community to maintain current levels of service delivery. In 2008 for example, government provided 48% of the budget while households provided 37% and donors 15% of the sector budget (Source: EPSP Strategic Plan 2010/ /16).

4 SITUATION ANALYSIS (Diagnostic) Cultural practices, such as early marriages and pregnancies, hamper the schooling of lot of adolescents, in particular girls. Girls are also use in domestic works or in street trade, to help their mother. The majority of street children have been rejected from their parental or care takers households after accusations of witchcraft. Many schools and factories were destroyed during the last 10 years (conflicts, lootings). In Kinshasa there has been a great influx of people (refugees, rural migration) and the supply of school has not been able to follow the demand. The financial system is not also modernized and Congolese are afraid about bank due to several lootings. Currently lot of international organisation working in the field encounter great problem to make cash transfers in the provinces

5 WHY A CC AND IN KIND TRANSFERS PROJECT? To meet the rights of vulnerable children (street children) in Kinshasa by improving their access to education through CC and in kind transfers

6 TARGETING Mapping (Proxy means test) the most vulnerable households with school aged children. Income and status of parents (less than 1.5$/day/person) Disintegrated families (separation, divorce, orphans etc.) Family size Dimension 1 Children of primary school age who are not in primary school or higher Dimension 2 Children of lower secondary school age who are not in primary school or higher Dimension 3 Children who are in primary school but at risk of dropping out Dimension 4 Children who are in lower secondary school but at risk of dropping out

7 TARGETING Double targeting Households (using proxy means test) Children who are attending school With the involvement of communities

8 CO RESPONSABILITIES Targeted households and children will receive cash and in kind only if children remain in school and follow the entire annual cycle (less than 4 days absence/month without medical justification) Also good performance Payment and verification every 3 months Default compliance 1st warning + visit by social workers (REJEER) 2 nd default compliance : progressive deduction

9 LEVEL OF BENEFITS For the households the amount should cover the monthly consumption (40 $ which is the basic wage of a teacher). Households should receive $25 For the children the amount should cover indirect school fees (uniform, manuals, examination fees, transportation, etc), approximatively $40 (average indirect school fees is $60)

10 PAYMENT MECHANISM No trust in bank system Weak IT network Cash delivery by social workers through community involvement.

11 INSTITUTIONAL MECHANISM Anchorage the project in the Ministry of education Put together government, civil society and communities in a steering committee Develop clear TORs for the different levels: Government, civil society and communities Put in place a relevant MIS and a plan of communication/training to sensitize and train communities to foster their participation

12 MONITORING AND EVALUATION Design a M&E plan (objectives, sequence, team, etc) at the beginning of the process while objectives and targets are set up. Strengthen technical capacity of the team. Develop/define tools to collect and analyze data. Choose participatory methods. Use evidence resulted from data to re oriente, re focus the implementation.

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