June 2013 December 2013

Transkript

1 104.N.506.b.4. Eco Schools Programme in Malawi, Tanzania and Uganda Danish Outdoor Council (DOC)/Friluftsrådet million DKK June 2013 December 2013 Eco-School in Kenya 5.78m DKK ( ) Eco Community School in Uganda 9.97m DKK ( ; June 2013) Eco-Schools Programme in Malawi, phase II 5.1m DKK (2011- July 2013) Strategy for the Danish support to Civil Society in the development countries (The Civil Society Strategy) , Support through the private organizations. Other forms of cooperation with NGO s N/A Jane Werngreen Rosales Einar Hebogård Jensen Danida will contribute a total of DKK 3,377,526 to support Danish Outdoor Council s Eco-Schools programme in East Africa (Malawi, Tanzania and Uganda). The contribution will cover a transition period until the organisation can apply for programme funding with Civil Society in Development (CISU) during Autumn 2013.

2 2 The objective with Danish Outdoor Council s (DOC) programme is to promote the principles of Education for Sustainable Development (ESD) in Malawi, Tanzania and Uganda through primary education and strengthened school-community cooperation on sustainable utilization of natural resources as a tool for community development. The right to education is universal and inalienable and enshrined in international law through several conventions. Not only do all people have the right to receive quality education but they also have the right to the knowledge and skills that will enable them to contribute economically and socially and that will enable them, if necessary, to lift themselves out of poverty and gain the means to contribute to and participate in their communities. Children s right to education is the main rationale behind this programme. In Uganda, Malawi and Tanzania the educational sectors are still grappling to meet the obligations in relation to children s right to education. Progress towards universal primary education (UPE) has been impressive in Tanzania which has increased its Net Enrolment Ratio (NER) by 50 percentage points since 1999, to reach 99 per cent in By contrast, Uganda and Malawi have seen their enrolment ratios in primary education decline since Over the past decade, Uganda, Tanzania and Malawi have achieved gender parity in primary education. However, the risks of dropping out of school are still higher for girls than for boys in both Malawi and Uganda. Once children are enrolled, the challenge is to get them through school. The challenge is particularly acute in Malawi and Uganda where only around one third of the children starting primary school survive to the last grade. Malawi faces severely low retention rates in the early years of the primary cycle specially pronounced for children coming from homes with low income. By the end of primary school, less than one quarter of these students remain in school. In Tanzania, the survival rate to last grade is considerably higher. Thus despite high primary education enrolment rates, the countries remain far from the goal of UPE as suggested by primary completion rates of only 67 per cent in Malawi, 57 per cent in Uganda and 81 per cent in Tanzania - and even lower for low-income groups. In many contexts the teaching and the learning that pupils acquire are disconnected from the world and the challenges they face after school and in adult life. In short, basic education often does not provide pupils with the necessary life skills. Furthermore, the rapidly growing population and its increasing pressure on natural resources, creates a need for basic education that provide pupils with other skills than just academic skills. Especially the world s poor are highly dependent on competencies and practical skills to sustainably manage those natural resources which constitute the basis for their livelihood. This programme seeks to contribute to improving this situation. This programme follows the general guidelines for Danida support to civil society organisations, and therefore the administration costs of the programme constitutes less than 7 per cent of the total programme grant. Of the total grant, approx. DKK 900,000 will cover costs in Denmark, primarily for capacity development and training of local partners in the countries as well as development of training and teaching materials. Throughout the implementation of the previous projects and project phases in the three countries, the programme has experienced great support from national and local authorities. Should this support change, it would be a challenge for the programme. This is however unlikely

3 3 to occur as the support until now has been stable and in Uganda the local partner has received international recognition for its work with the Eco-Schools concept. The programme will cover a transition period from June December 2013 and builds on the results and experience of the on-going three projects in Malawi, Tanzania and Uganda. The DOC underwent a desk review in January 2013 with the objective to assess the organisational capacity to convert from programme organisation to framework organisation. The DOC received very positive feedback for their high level of performance both professionally and administratively. However, the DOC has had no experience with the programmatic approach. In addition, the DOC would not be able to meet the framework agreement requirements for the organisation s own financial contribution to the development work, and it was therefore decided that the organisation in the future will seek funding from the project and programme funds (programmatic modality) provided by Danida but administered by Civil Society in Development (CISU). The project in Malawi ends in July 2013 and the project in Uganda runs out in June 2013 which is why bridge funding for these projects is necessary. The project in Tanzania, which has been funded by CISU, ends in June As CISU does not offer any bridging mechanisms for grants, it is deemed necessary to join the three projects under one transition grant. This has two purposes: 1) To ensure a smooth transition for the DOC and its partners towards working with a programmatic approach in the three countries. The organisation is ready for this approach, and valuable experiences and best practices can be shared across the countries. 2) The second purpose is to ensure continuation of activities and partnerships. The transition funding will ensure that activities can continue until CISU has its programmatic modality ready, for which larger organisations can apply. The DOC programme seeks to consolidate and develop the national Eco-Schools programmes as a tool for action-learning in primary schools and sustainable development of rural communities in the three countries. The Eco-Schools concept offers schools and surrounding communities an action-learning programme tailored to address local needs and local environmental problems. The learning concept stimulates learning through reflection and hereby strengthening the action competences of the individual pupil. Focus is on how to handle local aspects of environment and natural resource management using school micro projects as learning centres. The teaching methods involved put the individual child and its relation to its closest environment in focus, whereby synergies between acquired action competences among the pupils and locally adapted natural resource management techniques can be obtained. The results of the approach includes better schooling, a better environment, and means to alleviate poverty for the benefit of pupils, schools, and local communities in the area. The Eco-Schools concept stimulates and promotes democratic and participatory approaches that provide learners with an opportunity to experience active citizenship in the school and community. Some of the important perspectives in the teaching strategies and methods that the programme will pursue include: Sustainable use of natural resources Environmental education as cross-cutting issue Students involvement and participation in decision making processes Children as active learners: Pupils investigate, ask questions and find answers

4 Reflection, critical thinking and ability to act Conflicting interests in the use of natural resources Development of visions and thoughts of a better world Democratic approaches to problem solving Interactions and collaboration with surrounding communities on problem solving Empowerment of pupils parliaments introducing human (children) rights issues The programme will consist of three components: 4 Component 1: Strengthened capacity for NGO partners, teachers and DOC and other stakeholders to implement the national Eco-Schools programmes. This component will focus on the transition towards a programmatic approach and ensure an enhanced focus on the integration of a human rights based approach in the future programme starting in In the formulation process of the new programme, emphasis will be placed on identifying new strategic partners as well as identifying specific activities to promote human rights especially the right to education. Component 2: Enhanced quality of teaching in primary schools through the Eco-School concept of learning with the active integration of environmental projects and new teaching methodology. The strategy is bottom-up with the objective to build a critical mass of Eco-Schools in the three countries. Technical assistance to the schools as well as monitoring of teaching will continue. The schools will receive support for the implementation of criteria that leads to the international Eco-School certification. Strengthening of the capacity of the local communities to copy new techniques for sustainable use of natural resources and income generating activities form part of this component as well as exchange visits among the participating schools. Component 3: Advocacy to promote Eco-Schools as an efficient tool for Education for Sustainable Development and the right to education. The building of a critical mass of Eco-Schools will form the basis for advocacy. The critical mass will demonstrate that the programme approach and methodology work in practice and thereby ensure the continued support from the education authorities. During the transition period, focus will be on the documentation of results and lessons learned. The cooperation with local and central authorities will continue. The advocacy will focus on the right to education, and the component will ensure organisation and capacity development of pupils and local communities. The primary target group consists of: Country Schools Pupils Teachers Malawi Tanzania Uganda The secondary target group is: Selected community based organisations (i.e. women s groups) approx. 75 per cent women.

5 5 The community population approx people - (approx. 50 per cent men and 50 per cent women) Local leaders, politicians and authorities, with special focus on environmental and educational sectors. Education authorities at district level with special focus on Primary Education Advisors. National education and environmental authorities and their institutions, as well as universities and teachers colleges. Partners: Malawi: CCJP-Catholic Commission for Justice and Peace, WESM-Wildlife and Environmental Society of Malawi; Tanzania: WCST-Wildlife Conservation Society of Tanzania; Uganda: CECOD-Conservation Efforts for Community Development their employees and members. The tertiary target group National Civil Society Organisations and other authorities and institutions more broadly. Teachers and pupils in Denmark who are affiliated with the Danish Eco School Programme (Grønt Flag Grøn Skole). In Malawi, the project has been challenged by a deteriorating macro-economic situation in 2012 and by the fact that the local partner did not perform as expected. This created delays in project implementation with regards to the development of teaching materials. Thus the project organisation was reorganised to ensure that the activities were implemented according to the agreed plans. In spite of the delays, solid results were reached during the project period: 40 schools (out of 65 project schools) have initiated local environmental projects in collaboration with the local community. 130 teachers have received intensive training on the Eco-Schools concept and methodology together with local representatives of educational authorities. The project continues to have great support from local as well as central authorities. In Tanzania, a pilot project was initiated in 2010 and a Tanzanian version of the Eco-Schools was established in 15 schools in Kisarawe and Dar es Salaam districts. Focus has been on the capacity of local partners with regards to implementing the Eco-Schools programme. Teaching materials have been produced and training programmes for 200 teachers have been implemented together with the education authorities. The local community and pupils are participating actively in the local environmental projects. The teachers are actively applying both the environmental project and the teaching methodologies. And there are some examples of the projects being copied in the local community. The project continues to have the support from local as well as central authorities. During the first phase of the project in Uganda, which ran from , a Ugandan version of the Eco-Schools was established in 15 schools in the Southern Western part of Uganda. Teaching materials were produced and training programmes for teachers were implemented together with the education authorities. An external evaluation of the first phase documents the relevance of the project including the fact that both pupils and teachers apply learning in practice both at school and at home. This means that they are mobilising their own resources. Phase 2 of the project has enhanced knowledge and experience with the local partner, and further developed the content of the teaching resources of the programme and has developed strategic cooperation with Ugandan teaching institutions. At the end of 2012, the project had 245

6 6 participating schools (2500 teachers and pupils) in the Eco-Schools programme. There is now a well-functioning cooperation between a local university and teachers colleges with regards to professional training of teachers, which creates a good basis for the support of the longer term goals to institutionalise Eco-Schools in the education sector. The project in Uganda received international recognition during COP18 in Doha where the local partner was awarded the Land for Life award. The programme is well in line with the overall Danish Development Strategy Right to a better life, insofar that it seeks to combat poverty and work with a human rights based approach. It targets the education sector which promotes social progress in the target countries. Furthermore, the programme of Eco-Schools contributes to the promotion of the principles of Education for Sustainable Development in line with Danish strategies on green growth. (In 1000 DKK) Budget lines: 2013 Total % 1. Programme activities Other activities Administration and auditing Programme budget in total Programme activities Total % 1. Focus areas/sectors: Component Component Component Unallocated Budget margin 2% Programme activities in total (81% of the grant) Other activities 2013 Total Monitoring and reviews Feasibility studies, Evaluation & Information in Denmark 0 0 Total (10% of the grant) Administration og auditing Auditing costs Administration costs (6.5% of the grant) Total (9% of the grant) Other donors 0 0 There are no significant risks connected to this grant. 1 Divided by countries: Uganda 872,000 (32%), Malawi 422,000 (16%), Tanzania 443,000 (16%), Regional and Global activities 715,000 (27%), Unallocated 245,000 (9%).

7 7 The programme will be implemented in close cooperation with the current local NGO-partners: Malawi: Catholic Commission for Justice and Peace (CCJP) The organisation was established in 1992 with the objective to promote justice and peace including respect for human rights in Malawi. The organisation is Christian-Catholic but collaborates with a wide range of partners of different religious beliefs. CCJP has actively participated in the political life of Malawi, and the organisation has great experience with advocacy, including many valuable contacts in the ministries and with civil servants. CCJP s approach to natural resource management and education stems from the human rights perspective. With its participation in this project, CCJP wishes to focus more on natural resources and education, including children s right to education and the practical and ideological reasons why children do not go to school or drop out during their years in school. CCJP s primary role in the programme is to be responsible for the development and the central coordination of the Eco-Schools programme in Malawi in collaboration with Wildlife and Environment Society of Malawi (please refer to the description below) WESM. CCJP undertakes project and programme implementation with regards to the technical development of curricula, advocacy as well as the collaboration with relevant authorities locally and nationally. CCJP s broad experience with human rights based approaches will provide valuable knowledge and support for regional partners in Uganda and Tanzania. Malawi: Wildlife and Environmental Society of Malawi (WESM), The association was established in 1947 and its objective is to promote knowledge about and interest in nature and environmental conservation at all levels of society. WESM is a democratic member based grassroots organisation that advocates for sustainable use of wildlife and other natural resources with special attention on protection and conservation of animal species and their habitat, and to create sustainable living conditions for human beings. WESM has a great and yearlong engagement in environmental education of school children through Wildlife clubs. The total member base includes more than 8000 members. WESM s primary role in the programme is to contribute to the technical development of the Eco-Schools programme and to support the spreading of the programme through the network of Wildlife clubs. Tanzania: Wildlife Conservation Society of Tanzania (WCST) Established in 1988, the organisation has now more than 2000 members of which many hundreds are members from Wildlife clubs at primary schools. WCST is the national NGO partner of Birdlife International. Their mission is to promote conservation of fauna and flora of Tanzania for the sake of mankind. The organisational strategy is focused on advocacy, facilitation of sustainable management of natural resources, protection and conservation of special natural areas, inclusion of local communities and environmental education in schools. WCST has strong working relationships with national authorities, such as the ministries of education and environment. WCST is represented in the national Education for Sustainable Development Steering Committee coordinated by the National Environment Management Council. The primary role of WCST in the programme is to develop and coordinate the Eco- Schools programme in Tanzania. Uganda: Conservation Efforts for Community Development (CECOD) CECOD was established in 1999 with the purpose of preserve and protect the environment and at the same time improve the livelihoods and create sustainable development in society.

8 8 CECOD has more than 35 members. The members are all grassroots organisations. The organisation works with several aspects of sustainability with special focus on improving living conditions of rural communities. Through the partnership with DOC, CECOD has built considerable capacity in environmental teaching and education (Eco-Schools), organisation of local community groups and advocacy. CECOD and the Eco-Schools programme has received two international prices, the most recent in 2012, the Land for Life Award. The primary role for the organisation in the programme is to undertake the technical development and dissemination of Eco-Schools with special focus on the development of partnerships with teacher s colleges, universities and national authorities. As the most experienced Eco-School partner in the three countries, CECOD will play an essential role in offering best practices to the partners in Malawi and Tanzania, also with regards to coordinating a network of strategic partners in Uganda who supports the Eco-Schools concept.

9 9 Malawi Malawis økonomi er stærkt afhængig af landbrug, og landet har relativt få mineralressourcer. Den makroøkonomiske situation i landet har været særdeles anstrengt igennem mange år, som følge af betydelig gæld samt mangel på økonomiske reformer. Landet har oplevet en voksende inflation, som mærkes særlig hårdt af de fattigste befolkningsgrupper. 5 pct. af Malawis befolkning lever i landområderne, hvor langt størstedelen ernærer sig ved eksistenslandbrug. Befolkningstilvæksten i landet skaber et massivt pres på naturressourcerne, og i kombination med afhængigheden af landbruget er store dele af befolkningen særdeles sårbare overfor bl.a. ændringer i klimaet. Udfordringerne i Malawis uddannelsessektor er massive. Gratis grundskoleundervisning blev formelt indført i 1995, men uddannelsessystemet er stadig langt fra at indfri ambitionen. Grundskolen præges af utilstrækkelig infrastruktur, ulige adgang til og svingende kvalitet i undervisningen, ekstremt høje elev-lærer ratioer (80:1), meget høje frafaldsrater og dårlig indlæring. Malawi er således meget langt fra at indfri målet om gratis grundskoleuddannelse for alle. Samlet set gennemfører kun 35 pct. grundskoleuddannelsen, og for lavere indkomstgrupper er tallet endnu lavere. Udviklingen af et stærkt civilsamfund lider under det dårlige uddannelsesniveau. Før 1994 fandtes der næsten ingen NGO er i Malawi, og mange af dem, der siden er opstået, varetager kun servicefunktioner. Først i de seneste år har en række civilsamfundsaktører for alvor engageret sig i politisk arbejde omkring landets udvikling. Tanzania I Tanzania er fattigdommen et stort problem, da 33 pct. af befolkningen, på næsten 48 mio. indbyggere, lever under fattigdomsgrænsen. Landet er blandt verdens fattigste med en BNI per indbygger på 540 USD. Landets økonomi er primært baseret på landbrug, som udgør over halvdelen af BNP og beskæftiger godt 75 pct. af arbejdsstyrken. Inden for Tanzanias grunduddannelse er der sket store fremskridt. Godt 99 pct. af børnene i den skoledygtige alder blev i 2008 indskrevet i grunduddannelse, hvilket er en fremgang på 50 pct. siden Der er lige så mange piger som drenge, der starter i skole. Udfordringen er at få eleverne til at færdiggøre grunduddannelsen, idet godt 19 pct. af eleverne dropper ud af skolen inden det syvende og sidste skoleår. En anden udfordring er kvaliteten af undervisningen. Flere undersøgelser peger på nødvendigheden i at øge antallet af elever, der når et tilfredsstillende læringsniveau. Samtidig ses store forskelle på tværs af regioner samt land og by. Der er primært behov for flere lærere samt flere og bedre undervisningsmaterialer. Uganda Fra 1996 til 2010 er fattigdommen i Uganda mere end halveret og har således allerede opnået dette overordnede MDG mål. Uganda er dog fortsat et af de fattigste lande i verden med en høj befolkningstilvækst som én af Ugandas største udfordringer. Ugandiske kvinder har en af verdens højeste fødselsrater hver kvinde føder i gennemsnit næsten 7 børn, hvilket svarer til en befolkningstilvækst på skønnet 3,2 pct. Den høje befolkningstilvækst vanskeliggør levering af sociale ydelser til en hastigt stigende befolkning herunder uddannelse. Dog er andelen af børn (også piger), der indskrives i grundskole steget markant og ligger langt over gennemsnittet for udviklingslande, men graden af analfabetisme fortsat er høj (31 pct.). Den stigende befolkningstilvækst kombineret med et lavt uddannelsesniveau fastholder en meget stor del af befolkningen i afhængighed af små eksistenslandbrug og skaber samtidig et stort pres på naturens ressourcer med stigende miljøproblemer til følge.

10 10 Komponentmål 1: Styrket kapacitet hos Friluftsrådet, NGO-partnerne, lærere og andre interessenter til at implementere de nationale Eco-Schools programmer Indikatorer: NGO-partnerne har øget deres viden om den menneskerettighedsbaserede tilgang og evne til at anvende denne i Eco-Schools programmerne. Anbefalingerne fra kapacitetsgennemgangen af Friluftsrådet er implementeret, herunder opkvalificering/dokumentation af M&E metoder samt NGO-partnernes udarbejdelse af anti-korruptions politikker og procurement policy guidelines. Opdaterede kontekstanalyser i de tre lande er gennemført, herunder baseline study af den faktiske ressourceallokering til de deltagende skoler sammenlignet med nationale politikker/standarder og desk review af menneskerettighedsrelaterede problemstillinger inden for grunduddannelse. Programansøgning udarbejdet i tæt samarbejde med NGO-partnerne og andre strategiske partnere. Lærere på de deltagende skoler har modtaget træning i aktivitetsbaserede undervisningsmetoder. Lokale og centrale myndigheder har viden om og kapacitet til at bakke op om til Eco- Schools programmerne. Kapacitetsopbygning af andre organisationer og strategiske partnere med henblik på senere udbredelse/opskalering af Eco-Schools programmet gennem en netværkstilgang (Uganda). Fælles aktiviteter omfatter bl.a.: - Workshop i Tanzania med deltagelse af NGO-partnerne, Friluftsrådet og relevante eksterne oplægsholdere med henblik på i) styrkelse af partnernes kapacitet til anvendelse af en menneskerettighedsbaseret tilgang, ii) opsamling på kontekstanalyser og iii) udarbejdelse af foreløbigt udkast til programdokument. - Workshop i Malawi med deltagelse af NGO-partnerne og Friluftsrådet med følgende outputs: i) opkvalificering af M&E metoder og redskaber, ii) drøftelse af anti-korruptions politikker og procurement policy guidelines, iii) kapacitetsopbygning af NGOpartnerne vedrørende organisering af Eco-Schools programmerne lokalt, nationalt, regionalt og internationalt. - Workshop i Danmark med deltagelse af NGO-partnerne og Friluftsrådet (i forlængelse af NGO-partnernes deltagelse i National Eco-Schools Operators Meeting, som afholdes i Europa). Det primære fokus vil være at udveksle erfaringer omkring udarbejdelse af undervisningsmaterialer, der understøtter aktivitetsbaseret læring og principperne bag UBU. Opholdet vil omfatte besøg på danske Eco-Schools.

11 11 De primære aktiviteter i de enkelte lande er: - NGO-partnernes udarbejdelse af anti-korruptions politikker og procurement policy guidelines. - Træning af lærere på de deltagende skoler i aktivitetsbaserede undervisningsmetoder. - Træning af relevante repræsentanter for lokale undervisningsmyndigheder (Vejledningskoordinationscenter - CCTs (Centre Coordinating Tutors), primary education advisors, inspectors etc.) i Eco-Schools undervisningsfaglige indhold. - Kapacitetsopbygning af andre organisationer og strategiske partnere med henblik på udbredelse/opskalering af Eco-Schools programmet gennem en netværkstilgang (Uganda). - Udvikling af træningsredskaber omkring den menneskerettighedsbaserede tilgang til brug for de lokale NGO-partnere. Komponentmål 2: Styrket kvalitet i grundskoleundervisningen gennem Eco-Schools med aktiv anvendelse af miljøprojekter og nye metoder i undervisningen Indikatorer: 330 grundskoler anvender Eco-Schools programmets metodiske tilgang med aktiv anvendelse af miljøprojekter og nye undervisningsmetoder. Eco-Schools certificeringsordning udarbejdet i samarbejde med nationale interessenter og øvrige samarbejdspartnere (Malawi og Tanzania). Samarbejdet om det undervisningsfaglige indhold mellem skoler og relevante repræsentanter for lokale undervisningsmyndigheder er styrket. Lokalsamfundenes kapacitet til at iværksætte nye teknikker til naturressourceforvaltning og indkomstgenerering er styrket. De primære aktiviteter i de enkelte lande er: - Teknisk rådgivning om undervisningsmetoder og miljøprojekter i de deltagende skoler. - Udarbejdelse af Eco-Schools certificeringsordning (Malawi og Tanzania). - Træning af lokalsamfundene med henblik på iværksættelse af nye teknikker vedrørende naturressourceforvaltning og indkomstgenerering. - Styrkelse af lokalsamfundenes kapacitet og organisering (Uganda/Malawi), herunder træning af grupper i lokalsamfundet med henblik på at målgruppen på eget initiativ etablerer låne-/sparegrupper under allerede eksisterende nationale programmer (Uganda). Komponentmål 3: Fortalervirksomhed for udbredelsen af Eco-Schools som effektivt redskab til Undervisning for Bæredygtig Udvikling og retten til uddannelse Indikatorer: Eco-Schools programmets best practices er dokumenteret og formidlet til relevante målgrupper i hvert af de tre lande. Fortalervirksomhed er videreført på distrikts- og nationalt niveau. Strategi for fortalervirksomhed med udgangspunkt i en menneskerettighedsbaseret tilgang er udarbejdet til brug for det forventede program.

12 Strategier for udbredelse af Eco-Schools i de respektive lande. De primære aktiviteter i de enkelte lande er: 12 - Dokumentation af best practices vedrørende undervisningsmetoder, brug af miljøprojekter som demonstration af bæredygtig anvendelse af naturressourcer etc. - Iværksættelse af oplysningsaktiviteter om Eco-Schools målrettet relevante aktører med henblik på programmernes videre opskalering og forankring. - Udarbejdelse af strategi for fortalervirksomhed. - Lokal NGO-partners fortsatte dialog med centrale undervisningsmyndigheder om læseplansrevision (Uganda).