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Content of this section:

 
-CA27 Solidarity-Women
-Concrete Action 07
-Concrete Action 08
-Concrete Action 13
-Concrete Action 14
-Concrete Action 15
-Concrete Action 25
-Concrete Action 26
 

You are here:   Foresight Process > Concrete actions > Concrete Action 15


Direct link: www.millennia2015.org/concrete_action_15  

Millennia2025 Solidarity-Women

=> #M2025 

 

 

 

The concrete actions of
the Millennia2025 Women and Innovation Foundation, PUF

 

Integrating the gender perspective into the education system – Gender at school, a reality

 

=> through the involvement of suppliers of goods or services

=> through the mobilization of citizens, donors and financial partners

 

 

Summary: That action consists in training school teachers and involved people on gender issues and guiding them to put it into practice while respecting boys and girls specificities.

 

Keywords: Education; Equality; Discrimination; Awareness; Equal rights; Societal change; Values

 

 

=> [pdf]

 

 

    Construction of the concrete action

 

  

   QCA-1. Author(s) of the action

 

Who proposes the action? Is it an individual or a group? From which country or region does the author come?

 

Halima Fodi and the Nigerian association of educators for development (ANED). It is an NGO leaded by Halima Fodi.

 

 

 

   QCA-2. Issues (or strategic axes) of the action

 

To which strategic priorities (one or more) does the action answer? Thank you for giving the number of the strategic priority:

www.millennia2015.org/Strategic_Axes

 

Strategic axe 5. To give the same rights to the girls than to the boys in the fields of education and training, to open all the channels and to commit them in common projects.

 

 

 

   QCA-3. Ultimate aims of the action

 

What are the ultimate aims of this action? What are the expected results? 

 

Help making school environment safer and more equitable for students and especially for girls.

 

Implementing activities for education stakeholders (parents, teachers, government, students)

 

Aim: Contributing to the implementation of strategies that take into account gender within the education system

 

That action consists in equipping stakeholders through trainings and awareness campaigns, in guiding them when they acquire capacities so that those tools are efficient.

 

 

 

   QCA-4. Level of governance of the bearers of the action

 

To which level of governance this action could be tackled (local, regional, national, international level)?

 

 

It can be applicable to all levels: local, regional and national.

 

 

 

   QCA-5. Title of the action

 

What is the title of the action? Thank you for giving a brief and explicit title without using verbs

 

Gender at school, a reality.

 

 

 

   QCA-6. Short presentation of the action

 

What is the content of that action? Thank you for giving a meaningful description of the action (maximum 5 lines) 

 

Education sector diagnosis shows that iniquities continue. Despite of strategies for integration of gender, stakeholders do not enforce them. They must be trained on gender issues and guided to put them into practice while respecting boys and girls specificities. School authorities, teachers and communities will ensure that girls fully benefit from an education of quality.

 

 

 

   QCA-7. Actors of the action 

 

Who could develop and implement the action?

Civil society organisations

 

Who will be the leaders of the action ?
Leaders of the action will be ANED and inspections through focal points of girls schooling.

 

Who will be the stakeholders to involve?
At a local level:
Stakeholders to involve are pedagogical supervisors, community-based organizations, CGDES, APE, AME, opinion leaders, religious leaders, teaching profession and inspectors.


Those groups will contribute and will make the action implementation easier by accepting it without protesting against it.


Religious leaders can use their religious knowledge to convince the community adhering. They are the more influent channels.

The group of state departments contribute to the implementation because they have direct link with the primary beneficiaries.
Students will learn about gender issues and integration.

 

At a regional level:

Regional directions will be in charge of supervising inspections. Those authorities have the capacity to influence teachers and supervisors for the good implementation of the project.

 

NGOs and local associations which have already an experience about GIA, microcredit...; surgeons who have the ability to repair fistula

 

 

 

   QCA-8. Human and financial needs

 

What are the financial and humans means needed for the action? Thank for explaining why they are needed.

 

Human needs: 2 trainers for 8 days, moderators, group leader, tutors, coordinator and a part-time accountant.

 

Financial needs:
Activity 1 : Commitment forum :                                   2 203 000F
Activity 2 : Meeting for emulation and follow up :            1 192 000F
Activity 3 : Training in gender and human rights :           7 062 000F
Activity 4 : Guidance implementation:                           4 789 750F
Activity 5 : Following of the supervision :                       3 080 000F
Activity 6 : Follow up and monitoring :                          2 854 000F
Activity 7 : Operating costs  :                                       5 040 000F
Activity : Audit and                                                     1 000 000F
evaluation :                                                               500 000F
                       
Total sum  :                                                             27 720 750F CFA

 

 

   QCA-9. Innovation of the action

 

Why is the action innovation compared with what already exists?

 

Those different stakeholders has never worked together
=> Setting up a top-down and bottom-up vertical dialogue between the government, parents, teachers and students

 

 

 

   QCA-10. Duration of the action

 

How long must the action last before assessing its impact?

 

The action will last for 24 months.

 


 

   QCA-11. Target audience

 

 

Who will be the direct beneficiaries?
1.741 students among who 662 girls from 5 schools during 24 months.
30 teachers and 2 supervisors during 24 months
15 members from community association during 24 months

 

Who will be the indirect beneficiaries? At the end of the action, how many people will be affected during a determined period (3, 6, 9 or 12 months)?

8.754 children from districts of the town, community-based organizations, inspections and schools.

 


 

 

  

 

 

    Assessment

 

 

   QCA-12. Monitoring and assessment

 

What is the system of monitoring and assessment of the action?
- During the forum that has been planned, a scoreboard for the project will be elaborated and define roles and responsibilities of all stakeholders. A detailed planning of activities and results with progress indicator will help periodically evaluating the project.
Pedagogical supervisors will be in charge of the follow up of learning practices.


- Coordinator will be in charge of the monitoring and will organize quarterly meetings with stakeholders in order to discuss about the reached results and about the activities' orientation.


- An external evaluation will be realized after 12 months of activities to highlight the best practices, the problems and barriers pf the project


- A final evaluation will be conducted 3 months before the end of the project and a financial audit will be conducted at the end of the project. Evaluation and audit will be conducted by consultants


What will be the quantitave criteria of assessment?

The follow up is the most relevant tool for the success. It will be realized by the group leader, the pedagogical supervisors and the coordinator.


Internal follow up and evaluation will be based on monitoring records (for supervisors, teachers, community-based organizations) related to gender integration in the system.

 

At an external level, an evaluation and an audit will be realized by consultants.

 

Organization of a forum and a meeting of follow up/emulation
- 5 schools will be supervised;
- 1.741 beneficiairies among who 120 tutored students;
- 300 CI and CP books available;
- 10 CI and CP guides available ;
- 5 bundles of supplies;
- 5 active tutors;
- 150 girls with learning and/or psychosocial difficulties;
- 50 awareness sessions;
- Implementation of 5 school governments;
- 10 official presentation of school results
- 6 sessions of CAPED

 

Rent of a moto and car; hiring of a coordinator, supplementary wage for the accountant; bundle of fungible equipment.

 

15 teachers from 5 schools will be trained in gender and human rights as well as 15 members of community-based school organizations and 2 supervisors.

 

15 teachers from 5 schools will be trained in mentoring tutoring as well as 15 members of community-based school organizations and 2 supervisors.

 

14 outings for follow up and supervision, 8 follow up by the NGO and the administration, a mid-term evaluation and another one at the end of the project as well as an audit at the end of the project.

 

What will be the qualitative and quantitave criteria of assessment?

- Is gender take into account by the teacher after the checking in the monitoring record?
- Is gender well understand (discussion with the teacher and class observation?
- Relationship teacher/student; student/student

 

 

 

   QCA-13. Duplication of the project

 

Is the action duplicable in other contexts or other areas? If yes, how?

 

The action is replicable in other countries because for each school, community-based organizations are created. Few of them are trained for the good development of their activities.

 

 

 

   QCA-14. Durability of the action

 

How will the action be durable on the long run?

 

Durability of the action will be ensured by the participative approach. Members of the structure will receive adequate trainings to guide learning. That section will be added in the status. So they will pursue their activities with more expertise and efficience.

 

 

 

   Additional remarks

 

That action which includes a basic work will help communities better understand role of schools. Thus, the community will be more responsible regarding their children education. Thanks to gender understanding, girls who are the women of tomorrow will no longer be prejudiced.

 

 


   Projet manager 

 

Halima Fodi and the Nigerian association of educators for development (ANED), Niger.

 

 

 

 

 

Direct link: www.millennia2015.org/concrete_action_15

   
   
 

 

 Millennia2025 Woment and Innovation Foundation  

Millennia2025
Women and Innovation Foundation,
Public Utility Foundation

 

Fondation Millennia2025
Femmes et Innovation,
Fondation d'utilité publique

 

 

Institut Destrée - The Destree Institute

The Destree Institute, NGO official partner of
UNESCO (consultative status) and 
in Special consultative status with
the United Nations ECOSOC since 2012 

 

L'Institut Destrée, ONG partenaire officiel de
l'UNESCO (statut de consultation) et 
en statut consultatif spécial auprès de l'ECOSOC
des Nations Unies depuis 2012

 

 

UNESCO

Millennia2015
International conference,

with the patronage
of the UNESCO 

 

Conférence internationale
Millennia2015,

avec le patronage
de l'UNESCO

www.millennia2015.org   ©   Institut Destrée - The Destree Institute