Improving Reading, Equity, and Accountability in the DRC ...

October 2016 This publication was produced for review by the United States Agency for International Development (USAID). It was prepared by Chemonics International Inc. for ACCELERE! Activity 1.

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FINAL SUBMITTED OCTOBER 12, 2016 CONTRACT NO. AID-660-C-15-00001 United States Agency for International Development (USAID)/Education Office USAID Contracting Officer’s Representative: Mr. John Stamm

IMPROVING READING, ACCESS, AND ACCOUNTABILITY IN THE DRC (ACCELERE!) ACTIVITY 1 YEAR 2 ANNUAL WORK PLAN OCTOBER 2016 – SEPTEMBER 2017

1 YEAR 2 WORK PLAN Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – Activity 1 October 2016

CONTENTS Acronyms ............................................................................................................................................... 2 Section I. Introduction .......................................................................................................................... 4

A. Background to the ACCELERE! Activity 1 Work Plan for Year 2 .......................................... 4 B. ACCELERE! Project Overview and Activity 1 Results Framework ......................................... 4 C. Consortium, Partners and Stakeholders ..................................................................................... 5

C.1. The ACCELERE! Activity 1 Team ........................................................................................ 5 C.2. Linkages to Government of DRC Institutions ........................................................................ 6 C.3. ACCELERE! Grantees and Private Sector Partners ............................................................... 7 C.4. Linkages with other USAID/USG-funded and DFID-funded projects and Other Donors ..... 8

Section II. ............................................................................................................................................... 9 A. Operations .................................................................................................................................. 9 B. Central Level Coordination, Collaboration, and Communications Activities ........................... 9 C. Provincial and Subdivision Outreach and Roll-Out ................................................................. 10 D. Grants Program Management .................................................................................................. 11

R 1.1.3. Grants to parent committees to support income-generating activities. ........................... 11 R 1.2.1. Grants to NGOs to support CRS and CAP ..................................................................... 11 R 1.3.3. Grants for access activities and retention ....................................................................... 11

E. Monitoring, Evaluation, Learning and Other Cross-Cutting Actions ...................................... 11 E.1. PMEP Implementation .......................................................................................................... 11 E.2. EGRA/SSME ........................................................................................................................ 12 E.3. Operations Research ............................................................................................................. 13 E.4. Formative/Summative Assessment ....................................................................................... 14 E.5. Coordination and Collaboration with MEL (Activity 3) ...................................................... 14

Section III. Year 2: Technical Activities ........................................................................................... 15 Result 1. Equitable Enrollments to Quality Education Environment Increased ............................... 15

Result 1.1. Barriers to Access for Primary Education Reduced ................................................... 15 Result 1.2. Access to Alternative/Accelerated Learning Programs (ALPs) that Address Out-of-School Children and Youth Needs Increased ............................................................................... 15 Result 1.3. Community and School Collaboration and Partnerships to Support Access to Education Strengthened ................................................................................................................ 16 Result 1.4. Quality of Education Environments Improved .......................................................... 17

Result 2. Improved Education Quality ............................................................................................. 19 Result 2.1. Quality of instruction at the primary level improved ................................................. 20 Result 2.2. Teaching and learning materials used in the classroom effectively. .......................... 22 Result 2.3. Community participation to support school‐based and extra‐curricular learning increased. ...................................................................................................................................... 23

Result 3. Improved Governance and Accountability by Stakeholders ............................................. 24 Result 3.1. Development and implementation of policies for improved access and learning strengthened. ................................................................................................................................ 24 Result 3.2. School leadership and management strengthened. ..................................................... 25 Result 3.3. Community and civil society oversight and accountability at local and sub‐province levels increased. ........................................................................................................................... 25

Appendix 1. Draft Year 2 Gantt Chart (Attached) .......................................................................... 27 Appendix 2. List Of 25 Targeted Subdivisions In ACCELERE! 1 ................................................. 28


ACRONYMS AL Accompagnateur de Lecture (“literacy mentor”) ALP Alternative/Accelerated Learning Program APS Annual Program Statement ASSP Accès aux Soins de Santé Primaire Project (DFID) BENF Bureau de l’Education Non Formelle du Ministère des Affaires Sociales CAP Centre d’Apprentissage Professionnel CATED Centre d’Appui Technique de l’Education CCC CRS/CAP Coordinators CDCS Country Development Cooperation Strategy CELTA Centre d’Etudes en Linguistique Théorique et Appliquée CENADEP Centre National d’Appui au Développement et à la Participation Populaire COASCE Consortium des Organisations et des Acteurs de la Société Civile du Secteur de

l’Education COGES Comité de Gestion Scolaire ComCon Comité de Concertation ComOff Compliance Officer CONEPT Coalition Nationale de l’Education Pour Tous COO Communications and Outreach Officer COP Chief of party COPA Comité de Parents CONGD Conseil National des Organisations Non-Gouvernementales de

Développement CRS Centre de Rattrapage Scolaire CSO Civil Society Organization DCOP Deputy chief of party DFID United Kingdom Department for International Development DGENF Direction Générale de l’Education Non Formelle DIPROMAD Direction des Programmes et Matériels Didactiques DIVAS Division des Affaires Sociales DRC Democratic Republic of the Congo EAC Qatar Foundation’s Educate a Child Program EAGLE Empowering Adolescent Girls to Lead through Education (USAID) EGMA Early Grade Mathematics Assessment EGR Early Grade Reading EGRA Early Grade Reading Assessment EGR-MC EGR monitoring councils EGRS Early Grade Reading Skills ELAN Ecole et Langues Nationales en Afrique ELIKIA Elikia Village Project in the DRC EPA Education Policy Advisor FHI360 Family Health International 360 FLS Fundamental Literacy Skills GDRC Government of the DRC GPE Global Partnership for Education ICT Information & Communication Technology IGE Inspecteur General de l’Education IPP Inspecteur Provincial Professionnel ACCELERE! Improving Reading, Equity, and Accountability in the DRC LCDP Local Capacity Development Plan LCM Lead Community Mobilizer


LQAS Lot Quality Assurance Sampling LOE Level of Effort MC Mobilisateur Communautaire ML Mobilisateur de la Lecture MAS Ministère des Affaires Sociales MDT Materials Development Team MEPS-INC Ministère de l'Enseignement Primaire, Secondaire et Initiation à La Nouvelle

Citoyenneté MEPT Ministère d’Enseignement Professionnel et Technique OOSC Out-Of-School children OPEQ Opportunities for Equitable Access to Quality Education (USAID) OpMan Operations Manager PAQUED Projet d’Appui à la Qualité de l’Education (USAID) PM Procurement Manager PMEP Performance Monitoring and Evaluation Plan PMU Project Management Unit PPP Public-Private Partnership PROSEB Projet de Soutien à L'Éducation de Base PROVED Head of the provincial education office for the MEPS-INC ProVIC Programme de VIH Intégré en DRC PSIS Provincial School Improvement Specialist PTL Provincial Team Leader RFA Request for Application SAF Strategic Activities Fund SCM School-Community Mobilizer SDP School development plan SEA Senior Education Advisor SERNAFOR Service National de Formation SGM Senior Grants Manager SIA School Improvement Advisor SIC School Improvement Coordinator SIP School Improvement Plan SMES Senior M&E Specialist SRGBV School-related gender-based violence SSME Snapshot for School Management Effectiveness STTA Short-term technical assistance STS School-to-School International Sous-PROVED Head of the sub-provincial education office for the MEPS-INC TLM Teaching and Learning Material UNICEF United Nations Children’s Fund USAID United States Agency for International Development Vas-y Fille! Valorisation de la Scolarisation de la Fille(DFID) WASH Water, Sanitation, and Hygiene

4 YEAR 2 WORK PLAN Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – Activity 1 September 2016

SECTION I. INTRODUCTION

A. Background to the ACCELERE! Activity 1 Work Plan for Year 2 During the first year of the ACCELERE! Activity 1 contract, the original project Year 1 period of performance was modified and extended through September 30, 2016. This Annual Work Plan covers the second project year, now defined as October 1, 2016 to September 30, 2017. The change was made to align the project year (and related work plan, annual report, and other key deliverables) with the U.S. government fiscal year and activities of other partners, as well as to better align project performance indicators to the DRC school year. This ACCELERE! Activity 1 Annual Work Plan for Year 2 thus summarizes the activities that project staff and short-term technical assistants (STTA) will undertake during the period starting on October 1, 2016 and ending September 30, 2017. It should be read in conjunction with the Year 2 Gantt Chart in Appendix I, which provides the detailed timeline and sequence for implementation of major activities, the staff and short-term technical assistance responsible for each activity, other staff involved, partners involved, and key milestones.

B. ACCELERE! Project Overview and Activity 1 Results Framework USAID, in collaboration with the United Kingdom Department for International Development (DFID) has committed to implementing a primary education initiative to improve equitable access to education and learning outcomes for girls and boys in the Democratic Republic of the Congo (DRC). This collective initiative, entitled USAID/UKAID ACCELERE! (Accès, Lecture, Rétention et Redevabilité or access, reading, retention and accountability), aims to support the Congolese government’s goals for the education sector – improved access, quality and governance – and particularly their commitment to free universal basic education and improved learning outcomes. These goals are articulated in the Plan Intérimaire de l'Éducation (PIE), the Education Sector Strategy, and other reform efforts led by the Ministère de l'Enseignement Primaire, Secondaire et Initiation à La Nouvelle Citoyenneté (MEPS-INC). As one component of this joint program, Activity 1 of ACCELERE! is led by Chemonics International under the Improving Reading, Equity, and Accountability in the DRC contract with USAID (AID-660-C-15-00001) awarded with a period of performance running from May 2015 to May 2020 and a total estimated cost of $134 million. Consortium partners also include FHI 360, Cambridge Education, School-to-School International, and Caritas Congo. The purpose of ACCELERE! is to improve educational outcomes for boys and girls in select education provinces in the DRC. To contribute to achieving this purpose, ACCELERE! Activity 1 will support education service delivery in public primary schools (including écoles conventionnées run by religious networks) in 25 education subdivisions across six provinces: Haut-Katanga, Lualaba, Kasai Central, Kasai Oriental, Equateur and Sud-Ubangi. In addition, Activity 1 will support non-formal alternative/accelerated learning programs (ALPs), including centres de rattrapage scolaire (CRSs) in these 25 subdivisions as well as in targeted areas of North and South Kivu provinces, and in vocational centres d’apprentissage professionnel (CAPs) in target areas of the Kivus and conflict-affected zones in Haut-Katanga and Lualaba. ACCELERE! Activity 1 also works to ensure that girls and boys benefit equally from project activities and that all assistance is conflict-sensitive and disability-inclusive. ACCELERE! Activity 1 has three expected Results and associated Intermediary Results (IRs):


Result 1. Increase equitable access to a quality education environment, through: 1.1 Reduced barriers to access for primary education 1.2 Increased access to alternative/accelerated learning programs 1.3 Strengthened community and school collaboration and partnerships to support access to education 1.4 Improved quality of education environments Result 2. Improve education quality, through: 2.1 Improved quality of instruction at the primary level 2.2 Effective use of teaching and learning materials in the classroom 2.3 Increasing community participation to support school-based and extra-curricular learning. Result 3. Improve governance and accountability by stakeholders, through: 3.1 Strengthened development and implementation of policies for improved access and learning 3.2 Strengthening school leadership and management 3.3 Increased community and civil society oversight and accountability at local and sub-provincial levels. Also in support of ACCELERE!’s purpose of improving educational outcomes for boys and girls in select education provinces in the DRC, the focus areas of the three other activities are: Activity 2. Improved governance and accountability This activity will implement a systems strengthening program that will improve governance and accountability in the education sector, with a particular focus on the primary education sector. Activity 3. Independent evaluation This activity will assess the overall program (across Activities 1, 2, and 4) in order to assess the impact of the program in terms of its contribution to the education sector in line with the overall program objective. Activity 4. Reducing the number of out-of-school children in the DRC This activity seeks to help reduce the number of children out of school in DRC by addressing specific barriers to education for girls and boys through innovative solutions. The ACCELERE! Activities collectively support USAID/DRC’s Development Objective 2 of “lives improved through coordinated development approaches in select regions,” and work in the Kivus supports the Transition Objective 3 of a “foundation for durable peace strengthened in eastern DRC.” In turn, this work helps to contribute to the topline goal of USAID’s Country Development and Cooperation Strategy (“Long-term transition to more effective and empowering development in the DRC supported”) as well as DFID’s Country Operational Plan for the DRC (“Government supported to enable it to provide and finance basic services in the long term”).

C. Consortium, Partners and Stakeholders C.1. The ACCELERE! Activity 1 Team

• Chemonics International. Chemonics leads the overall strategic vision and coordination of ACCELERE! Activity 1 both internally with consortium partners and externally with project funders, the GDRC, and other key external partners in in accordance with its contract with USAID. Chemonics also manages field implementation, logistics regarding the procurement and distribution of education materials, grants, and high-level engagement through participation in national and


provincial level roundtable working groups. Chemonics also leads monitoring and evaluation (M&E) efforts and the establishment and oversight of the Operations Research (learning) agenda.

• FHI 360. FHI 360’s primary role is to strengthen the delivery of reading instruction through

materials revision and development, in-service training, and the development of teacher coaching, both for formal Grades 1 through 4 as well as for CRS programs. They also contribute technically to the promotion of community and family engagement in learning, development of pilots of incentives for student and teacher performance, and support the integration of gender-sensitive, disability-inclusive, and conflict-sensitive approaches into ACCELERE!’s work.

• Cambridge Education. Cambridge supports the MEPS-INC to create and implement new policies

that support the achievement of ACCELERE!’s objectives. Cambridge also supports the updating and creation of achievable standards for school performance and an accompanying School Monitoring and Support Framework to guide education managers and citizens alike to evaluate and promote school performance.

• School to School International. STS leads the design of teacher and student assessments and tools

to monitor the effectiveness of materials developed, supports the design of M&E tools, leads conduct of Early Grade Reading Assessments (EGRA) in Years 2 and 4, and supports the Operations Research plan with management of the studies on the ground and contribution of principal investigators for certain research questions.

• Caritas Congo. Caritas contributes to critical school-community-level base information collection

and analysis for project operations and programming, and is expected to contribute to the community mobilization aspects of the project.

C.2. Linkages to Government of DRC Institutions

ACCELERE! Activity 1’s collaboration with GDRC institutions is progressively more active and constructive. At the national level, Chief of Party Sergio Ramírez-Mena and, more recently, our short-term Strategic Advisor for Reading and Teacher Professional Development, have increased the level of interaction and engagement in key strategic areas of discussion such as the harmonization of the reading programs supported by USAID/UKAID and the upcoming PAQUE/GPE program. The discussions with the Ministère de l'Enseignement Primaire, Secondaire et Initiation à La Nouvelle Citoyenneté (MEPS-INC) are ongoing to ensure clear linkage and coordination at the school level. ACCELERE! Activity 1 continues to coordinate mechanisms such as the quarterly partners’ meeting, the bi-monthly ACCELERE! Activities meeting, meetings with relevant other education partners, and one-on-one meetings with MEPS-INC and Ministere des Affaires Sociales (MAS) counterparts as needed. Within the MEPS-INC, the project in Year 2 will continue to forge close ties with the Direction des Programmes et Matériels Didactiques (DIPROMAD), the Service National de Formation (SERNAFOR), the Inspectorate General, the Planning/Statistics Department, and the Cellule d’Appui Technique de l’Education (CATED). To ensure consistent collaboration and coordination of activities, the project will soon begin the renovation of a space in the DIPROMAD offices to serve as our base within the ministry and begin embedding certain ACCELERE! Activity 1 Result 2 and Result 3 staff at the central ministry level. Also in keeping with the ACCELERE! Activity 1 embedding plan, the project will finalize discussions at the sub-national level in order to secure and occupy space within Sous-ProvED subprovincial MEPS-INC offices to embed our deputy provincial team leaders and sub-provincial


coordinators, and to serve as a base for our local mobilizers. We will also be embed in each province new Provincial School Improvement Specialists currently being recruited. As part of its technical support to the MEPS-INC, the project will continue to strengthen its working relationships with DIPROMAD and SERNAFOR staff especially in the areas of materials development and validation, policy analysis, and data management. The project will engage its counterparts as much as possible when contemplating the technical needs and corresponding technical assistance required in each result level. During Year 2, the project will explore the possibility of holding bi-annual review meetings in line with the agenda of the National Steering Committee in order to continue strengthening ties and capacity of our GDRC counterparts. The project will continue to support periodic joint missions to Haut-Katanga and Lualaba, the Kasais, and the Kivus with key officials and technicians from the DIPROMAD, SERNAFOR, CATED and Ministère des Affaires Sociales (MAS) secretariat, such as for the training of trainers and teachers in the reading programming supported by ACCELERE!. We continue to seek opportunities to share information with the Ministère d’Enseignement Technique et Professionnel (METP) and the Ministère de la Jeunesse for our work related to the centres d’apprentissage professional (CAPs). Our capacity strengthening efforts, coupled with ACCELERE! Activity 1-supported EGRAs and Activity 3-supported evaluations, will help determine which activities may start to be more fully taken up and autonomously run by the GDRC starting in Project Year 4.

C.3. ACCELERE! Grantees and Private Sector Partners

Grantees. During Year 2 and continuing throughout the life of project, ACCELERE! Activity 1 will launch and provide follow-up to the initial in-kind grants that included motorcycles, computers and modems which will soon be awarded to local authorities in Haut-Katanga and Lualaba to support the project operations. At the end of Year 1, the project’s grants team completed the review of the fixed-price grants based on their capacity and results of their due diligence. The grants will be issued and implemented at the beginning of Year 2 in accordance with USAID and US Government regulations governing grants under contracts and USAID ACCELERE! Activity 1 grant management policies. The project’s Senior Grants Manager and provincial staff will be taking the lead in monitoring the kick-off of these grants in advance of the upcoming school year. Private-sector partners. The project will continue to pilot activities in implementation of at least one partnership started during Year 1. As announced in Year 1, the project will be testing and piloting a teacher support application through a Public-Private Partnership (PPP) with Orange Telecom as planned in Chemonics’ original proposal for ACCELERE!, using mobile technology to support teacher professional development around reading. Initial meetings were held in July 2016 with Mr Nono Wahema, Coordinator of the MEPS-INC’s Cellule de Communication to discuss how to best craft the partnership with Orange in support of the ministry’s ICT plans and policies. During the first quarter of Year 2, the project will further flesh out the parameters of the technology pilot and PPP in support of it, doing so together with the MEPS-INC Directorate of Communication and other key ministerial stakeholders to confirm their support. In particular, we will ensure that the application supported by Orange aligns with the MEPS-INC ICT platform as has been established by PROSEB and UNESCO. The Orange-ACCELERE-MEPS-INC PPP will be formalized at the beginning of Year 2 with an anticipated technology pilot serving a subset of schools in the subdivisions of Haut-Katanga in early 2017. Other private-sector partnerships started in Year 1, such as the sponsorship of and participation in television and local radio airtime to promote on-time enrollment (together with UNICEF) and support for reading (led by the new National Reading Observatory), will continue to support the start of the 2016-2017 school year.


In the first quarter of Year 2, the project will work with an international PPP specialist to develop and fine-tune ACCELERE! Activity 1’s public private partnership strategy. The goal is to have a broad sweep of all potential PPP partners in business sectors such as service delivery, banking and telecommunications that expand the project’s reach beyond mining and other extractive industries.

C.4. Linkages with other USAID/USG-funded and DFID-funded projects and Other Donors

During Year 2, the project will continue to strengthen its collaboration with the other ACCELERE! Activities through the bi-monthly, quarterly and annual presentations. The project is reaching to the leadership of other USAID- and DFID-funded education projects such as EAGLE and Vas-y Fille! to ensure efficiency and better impact in the common geographic and programmatic zones of intervention, especially in the provinces and subdivisions targeted in Year 2. In addition, the ACCELERE! Activity 1 Kinshasa team will continue to seek opportunities to work towards equity in access to quality education through a stronger linkage with EAGLE, Vas-y-Fille!, la Pépinière, the Education in Crisis and Conflict Network (ECCN), PAQUE/GPE and the soon-to-close PROSEB. Furthermore, we will begin to establish linkages across sectors, particularly with USAID-funded health programs in our target areas to build synergies around creating healthy school environments (Result 1.4), such as better linkages to nutrition; water, sanitation and hygiene initiatives; and deworming campaigns. Additional synergies will be scoped out with other USAID partners to integrate mass communication campaigns and work with common partners such as rural radio, via linkages with partners like Internews. During Year 2, we anticipate that additional opportunities to collaborate locally with banks and goods and service delivery companies. The COP and the project’s provincial teams in Haut-Katanga and Lualaba, the Kasais, and the Kivus will continue to monitor opportunities that help consolidate and, if possible, expand the project’s outreach to schools and students. The project leadership will attend at least one quarterly coordination meetings among donor-funded program leaders in Kinshasa to streamline these discussions.


SECTION II.

A. Operations By the end of Year 2, ACCELERE! Activity 1 will be operating at its full capacity in terms of offices, eight in total: in Kinshasa, Lubumbashi, Kananga, Mbuji Mayi, Goma, Bukavu, and, beginning early 2017, Mbandaka and a small outpost in Gemena. The Kinshasa office serves as the hub for technical and management leadership and point of contact for USAID, DFID, and the GDRC. The provincial field offices in Lubumbashi, Goma, Bukavu, Mbuji Mayi and Kananga will serve in Year 2 and beyond as points of coordination and deployment of activities for each province and corresponding subdivisions. We will open our Mbandaka office and Gemena outpost by April, 2017 in order to prepare the myriad of activities necessary to hit the ground running for the 2017-2018 school year. During the first quarter of Year 2, the operations and human resources teams will continue to ensure that critical technical positions for subdivision team leaders, mobilizers and school improvement coordinators are recruited and on-boarded. The Kinshasa and Lubumbashi offices will continue to support the provincial team leaders and their staff on project policies and procedures for local procurement, training, travel and local short term support. The team will be properly on-boarded and mentored to enable activity implementation for their support during the 2016-17 school year starting in September. Grants of motorcycles and IT equipment for counterpart staff will be further considered in the Kasais, Equateur and Sud-Ubangi provinces after careful analysis and discussion with local ministry counterparts. The goal is to have offices properly equipped to meet the challenging logistics of hard-to-reach communities and schools, and this support could be granted through ACCELERE! Activity 1’s grants program. The project will continue to invest in better connectivity and ongoing troubleshooting of computer systems in order to maintain reliable communication with each office for day-to-day operations, as well as for emergency situations.

B. Central Level Coordination, Collaboration, and Communications Activities

ACCELERE! Activity 1 will continue in Year 2 to work in close coordination with USAID, DFID, ministry and other partners throughout the year. As was done for the preparation of this Year 2 Annual Work Plan, we will again ensure their inputs are taken into account during a highly participatory process for the development of the Year 3 Annual Work Plan development process starting in June 2017. During this period, the goal is to prepare a well thought-out and realistic work plan in line with the funders’ performance calendars and seeking specific leverage points with our ACCELERE! partners’ activities. Throughout Year 2 and beyond, the project will seek to pursue common interventions, especially in the areas of access and retention of girls in the targeted zones (particularly with Activity 4 partner UNICEF) and around education governance and accountability as relates to ACCELERE! Result 3.

The ACCELERE! 1 Activity 1 Staff Onboarding training package includes: 1. Introduction to ACCELERE! and Activity 1, including vision, goals, terminology and expected results 2. Presentation on Chemonics Living our Values 3. Presentation on business ethics and compliance 4. Presentation of the ACCELERE! Activity 1 Field Office Manual and project policies and procedures 5. Review of employee’s employment contract, questions and answers 6. Customized one-on-one sessions with technical mentor and respective unit leader


The project plans to continue building on the communications activities from Year 1, such as the Open House conducted on April 29, 2016, as well as disseminating success stories through USAID social media. Communications activities will be led by our local communications officer and in close coordination with the USAID communications office.

• Communications about the project. o National level. Chief of Party Ramírez-Mena and Senior Education Advisor Leila

Bogoreh will continue to meet regularly with high-level MEPS-INC officials to provide updates of the project and strengthening working relationships. It is important for the project leadership to continually liaise with MEPS-INC and MAS officials in order to jointly implement activities and get continuous feedback. The high-level ACCELERE! Steering Committee will meet during the first quarter of Year 2 (around November 2016) to follow up on the recommendations and action items from the Technical Monitoring Committee, as well as the feedback received from our MEPS-INC counterpart visits to the field. In addition, we will continue to support and actively participate in the meetings of the ACCELERE! Technical Monitoring Committee once a quarter, starting with the first meeting in Year 2 anticipated in October.

o Provincial and subdivision level. The governor,the minister of education and most importantly the PROVED for each province are key contacts for the project’s operations at the provincial level. As the PROVED’s buy-in is critical, the provincial team leaders (PTLs) with the support of the deputy chiefs of party will ensure that quarterly review meetings are held to discuss progress to date, challenges and next steps to continue working at the provincial level. Every effort will be made to ensure these meetings are planned ahead and as much as possible coincide with the regular USAID quarterly provincial meetings and field visits. During Year 1, the project focused on the on-boarding and mentoring of the four PTLs in order to support them to establish and maintain strong lines of information sharing, and gather suggestions for the best way for the project can meet its objectives for their respective provinces. Coaching of PTLs will continue in Year 2 through our deputy chiefs of party and will extend to the two new offices that will be opened in Mbandaka and Gemena later in the year.

o Engaging USAID partners at the local level. Following the successful exchanges during the USAID provincial partners meetings, the project will continue to accompany and participate in quarterly field visits to the targeted provinces in order to engage other USAID local partners and seek synergies among the projects.

C. Provincial and Subdivision Outreach and Roll-Out

During the third quarter of Year 2, ACCELERE! Activity 1 begin rolling out its operations to Equateur and Sud-Ubangi provinces per the project’s roll-out schedule (see Appendix 2). Based on the initial baseline data conducted during the final month of Year 1, the project will be able to assess firsthand the numbers of schools, teachers and students that will be served in the targeted subdivisions of Mbandaka, Bikoro and Gemena. An initial set of trips will be scheduled as a follow-up to the conversations with the mission team to meet the PROVEDs and their staff members in order to formally present the project’s goals and objectives for their provinces. Furthermore, an operations team will follow the initial technical visits to provide support in the selection of an appropriate office space.


D. Grants Program Management During Year 2, ACCELERE! Activity 1 will continue to award in-kind grants as well as providing grants to supports activities planned by other stakeholders. This will include:

R 1.1.3. Grants to parent committees to support school development plans, including for income generation.

We are currently examining the possibility of providing grants to school-communities via their COGES school management committees and COPA parent associations to support relevant activities of the school development plans they will establish with ACCELERE! Activity 1 support. If an appropriate mechanism is found, these grants would be allocated in time for the 2017-2018 school year, at the end of Year 2. In the meanwhile, currently grant-making to local NGOs early in Year 2 will provide other support to COGES and COPAS, such as to promote sustainable income-generating activities to enable parents to reduce the direct cost of education so that children are not prevented from going to school by an inability to pay school fees.

R 1.2.1. Grants to NGOs to support Accelerated/Alternative Learning Programs

To provide learning opportunities to children who have not entered school before the maximum age and children who have not completed the normal curriculum of formal education, the program in Year 2 will provide grants to local NGOs first in 13 sub-provinces and then, for the 2017-2018 school year, in all 25 sub-provinces to support the operation of primary level CRSs, establish new CRSs, and strengthen their management. In the Kivus and conflict-affected areas of Haut Katanga and Lualaba, grants will also be made to local NGOs to support their work with vocation CAP centers for youth. The project will work with the MAS to revise training materials covering the learning curriculum, the training and upgrading of teachers, and student assessments. We will also implement our Local Capacity Development Plan (Annex 1) to strengthen the organizational and technical capacities of these local partners to increase the effective use of grant funds and better sustain their work to strengthen ALPs.

R 1.3.3. Grants for access activities and retention

The program will continue with grant support to organizations whose applications were selected and approved during the first call for grant applications launched in 2016 in support of ACCELERE! Result 1. Due to the nature of compliant grant-making and the challenges to making awards within the context of the DRC where local grantee capacity and organizational resources are low, the project will propose a two-tier strategy that will enable a faster roll-out and support to the emerging school-communities. The project will continue to discuss opportunities and feasibility to boost local COGES/COPAs through start-up mini-grants for Year 3, while continuing to focus on implementing the existing grants program to project stakeholders.

E. Monitoring, Evaluation, Learning and Other Cross-Cutting Actions

E.1. PMEP Implementation During Year 2, the ACCELERE! Activity 1 Monitoring & Evaluation (M&E) team will continue to implement the project PMEP and support technical teams under Results 1, 2, and 3 and grants, in the


implementation and monitoring of their activities. Under the leadership of the ACCELERE! Activity 1 Director for M&E, the M&E team will work closely with each technical team to monitor the implementation of activities and collect relevant information to feed into the Indicator Tracking Table. All data collected will be entered and imported into the ChemResults system. Data collected and reported each quarter will also help the technical team in reviewing and adapting their implementation plan, to ensure targets will be reached by the end of Year 2. In the first quarter of Year 2, we will revise the current approved version of the PMEP in order to include targets for the population-based indicators for which targets are currently lacking due to delays in establishing the project’s final list of targeted subprovinces. Since that list was confirmed we have been working to get all of the data required to calculate the remaining targets and will have these to include in the revised PMEP to be shared in November, 2016. Periodic meetings will be held with key provincial and subdivision counterparts to share the progress of the project’s M&E activities and share expected targets for the coming period. These reviews, in addition to the bi-annual meetings organized by USAID with implementing partners and provincial governments, will also feed into the ACCELERE! Steering Committee meetings, with reporting on performance indicators. As part of capacity building in collaboration with MEPS-INC, we will share our PMEP – to be updated together with the Year 1 Annual Report submitted at the beginning of Year 2, along with data collection plan, with our key MEPS-INC and MAS partners, at the central and provincial levels, to ensure mutual understanding of how ACCELERE! Activity 1 activities will be monitored and evaluated, clarify their roles and responsibilities as per their engagement and involvement in data collection, and specify how ACCELERE! Activity 1 will support them. Local data collection teams will be made up of relevant education administration staff at the provincial and subdivision levels, appointed by the provincial authorities as ACCELERE! Activity 1 focal points, in addition to ACCELERE! Activity 1 staff. Teams will be trained on ACCELERE! Activity 1 tools to ensure information will be collected from all population targets and will cover a wide geographic scope. Guidelines on the ACCELERE! Activity 1 M&E plan will be developed and shared among colleagues and partners from MEPS-INC and MAS, which will include specifications for tools to be used and information on how the data flow system will work, as well as roles and responsibilities. In addition, as support to and in collaboration with DRC’s education management and information system (EMIS), ACCELERE! Activity 1 will move forward with its initial coordination meetings with the CTSE (Cellule Technique pour les Statistiques de l’Education), in charge of the EMIS, to ensure ACCELERE! Activity 1 digitized tools may be synced into the EMIS. This will contribute to the institutionalization of tools such as the School Report Card and Status of Education Brief across the DRC. As part of collaboration with other implementers of the joint ACCELERE! program, we will work closely with ACCELERE! Activity 3 partners to ensure coordination for the Activity 1 performance review and impact evaluation studies.

E.2. EGRA/SSME The ACCELERE! Activity 1 Research and Assessment team will work with MEPS-INC counterparts to administer an early grade reading assessment (EGRA) for Grade 2 students and snapshot for school management effectiveness (SSME) at the end of the school year. This EGRA/SSME, which will target the Haut-Katanga and Lualaba educational provinces following the implementation of the full Grade 1 and


modified Grade 2 reading program in Kiswahili, will feed into ACCELERE! Activity 1’s key outcome-level indicator data, and measure project results at the highest level. The selection process that began in Year 1 for the local subcontractor for EGRA/SSME administration will conclude early in the second quarter of Year 2. The project will be in close collaboration with ACCELERE! Activity 3 under the Monitoring, Evaluation, and Coordination Contract (MECC) to ensure that sampling strategy and instruments, especially, are fully aligned so as to achieve comparability with the Year 3 EGRA to be administered by MECC. For instance, we anticipate holding a joint instrument review workshop together with the key offices of the MEPS-INC before data is collected, and would welcome MECC’s participation in enumerator training workshops as well.

E.3. Operations Research

Following the Annual Update of the ACCELERE Activity 1 Operations Research (OR) Plan, ACCELERE! Activity 1 along with its DRC counterparts will continue addressing the complexity of the DRC’s operations environment by exploring a number of updated research questions that are related to implementation of priority ACCELERE! Activity 1 activities. Selected OR topics are linked to the three ACCELERE! 1 key results, namely access, quality, and governance. During Year 2, the project will continue administration of the first OR study launched in Year 1, and will conduct at least three additional studies. The first OR study, launched in August 2016, consists of two phases of research on teacher motivation and incentives to inform the pilot of teacher non-monetary incentives systems to begin later in Year 2 under Result 1.4. The draft report from the first phase is expected at the very beginning of Year 2, and the second phase of that study will be conducted towards the end of the first quarter of the year. A follow-up study

Early in Year 2, we will initiate three more studies. The first of these is slated to begin in the first quarter of Year 2 and relates primarily to Result 1, researching unresolved questions surrounding challenges related to adolescent girls’ education, and in particularly how communities might be more effective in promoting adolescent girls’ access to and retention in school, as well as their safety and academic success once there.

The other studies to be initiated early in Year 2 are critical to informing implementation of Result 2, as well as to DRC policy regarding language of instruction and teacher placement with regard to oral language skills in national languages. These two studies will be conducted simultaneously. The first of these is for socio-linguistic mapping of school-communities. This study will be led by a subcontractor specializing in linguistics and selection through a competitive solicitation process who will design, implement, and report out in order to better identify the common national/local language spoken in ACCELERE!-target schools. The conclusions of this study must include recommendations on how the project should address any found issues associated with standardized national language policy. This research will be carried out together with staff from sub-provincial and possibly provincial education offices in target areas, supported by local researchers/enumerators. In order to facilitate ownership on the GDRC’s side, this study will also involve qualified technicians from the central MEPS-INC and from CELTA. For cost-effectiveness purposes, this study will be combined with the teacher language ability study. Also, the implementation of the socio-linguistic mapping of school-communities will involve ACCELERE! Activity 1 M&E officers and other relevant project staff (such as community mobilizers) as much as possible in the training on data collection for this sample-based mapping exercise. This will help address the needs of the project, the DRC Government and community partners who will be in better position to adapt or use some of the same tools for data collection in all target schools.


The second of the Year 2 studies relevant to Result 2, conducting in conjunction with the study above by the same subcontractor, will assess teacher language ability. This research will be carried out together with staff from sub-provincial and possibly provincial education offices in target areas, supported by local researchers/enumerators. It will also involve qualified technicians from the central MEPS-INC to ensure ownership and strengthen local assessment and research capacity as a secondary objective to conducting the study itself. Identifying and working with a local co-principal investigator will be paramount. Also, the subcontractor will include relevant ACCELERE! project staff (such as community mobilizers or reading support facilitators) as much as possible in the training on data collection for this sample-based mapping exercise to allow both GDRC and community partners to adapt or use some of the same tools for data collection in all target schools.

The final study currently planned for Year 2 will be that to study the implementation of the new coaching model we will help launch in Year 2 in support of the ACCELERE!-supported reading program. This study will be designed by our short-term Strategic Advisor for Reading and Teacher Professional Development. Given that ACCELERE! Activity 3 is currently planning an impact evaluation related to coaching, we have begun discussions with the Activity 3 team to inform them of our implementation plans for coaching this year and explore how their evaluation could link with our operations research. The purpose of the latter is to closely study how the coaching is being implemented in order to hone the model and plan for its adaptation to further provinces. The impact evaluation, in contrast, would measure any difference in outcomes at the teachers and students level attributable to the coaching intervention. In this way, the evaluation and research will be very complementary. Our Activity 1 Monitoring, Evaluation and Learning (MEL) team will remain in close touch with ACCELERE! Activity 3 regarding their proposed evaluation agenda through bi-monthly partners meeting and ad hoc meetings on this specific evaluation -research question as needed.

E.4. Formative/Summative Assessment In order to learn about the effectiveness of strategies set in place by ACCELERE! 1 that aim at improving students’ reading skills, the ACCELERE! Activity 1 assessment team will conduct three quarterly summative/formative assessments in Activity 1-supported schools. This activity will involve MEPS-INC experts so as to ensure the same understanding of progress and difficulties that the project is undergoing. These assessments are designed to inform project technical leadership for better decision making. In addition, their results would feed into School Report Cards and Status of Education Briefs.

E.5. Coordination and Collaboration with MEL (Activity 3) Per ACCELERE!’s design and vision, the project’s M&E team members are committed to sharing and contributing to the broader ACCELERE! efforts led by the sister project ACCELERE! Activity 3 MECC. For this reason, the project will continually coordinate and hold periodic meetings to promote a stronger and cohesive research agenda in line with the project’s objectives and alignment with MEL’s core activities for Year 2. Specifically, the project will promote an ad-hoc research group within the technical committee group to gain MEPS-INC buy-in to the research agenda and its objectives. Furthermore, the M&E team will continue to provide feedback and engage the MEL team in its proposed impact evaluation design and implementation plan submitted to USAID in July 2016.


SECTION III. YEAR 2: TECHNICAL ACTIVITIES The Technical Activities component of this work plan is organized by the three ACCELERE! Activity 1 result areas outlined in Section I.A.

Result 1. Equitable Enrollments to Quality Education Environment Increased

Result 1.1. Barriers to Access for Primary Education Reduced To promote access, retention and mitigate the risk of post-project drop-out, ACCELERE! 1 will continue to expand its grants program to other local partners in order to support the activities that reduce and sustainably tackle the socio-economic barriers to sending their boys and girls to school. This will include support to income generation activities for parents or for the school to offset school fee burdens; it may include small infrastructure rehabilitation that will improve the school-going experience. Additional support through grant making will target reducing barriers for disabled students. Finally, ACCELERE! 1 will provide Grade 1 and 2 formal school and ALP pupils with a basic school kit (backpacks, notebooks, pens, etc.) and teachers with a basic teaching kit (chalk, notebooks, pens, etc,) through a procurement process and design a distribution plan of school kits for the 25 sub divisions in the six provinces. Finally, we will instruct our community mobilizer and other local staff to look out for cases where schools and CRS are sending away children for failure to pay operational school fees. If such cases are found, these staff will inform their provincial project leadership who in turn will inform the Commission Mixte d’Analyse des Flux Financiers Ascendants (CMAFFA), which is co-chaired by USAID.

Result 1.2. Access to Alternative/Accelerated Learning Programs (ALPs) that Address Out-of-School Children and Youth Needs Increased

Grant and ALPs teacher training

In order to provide access to education for girls and boys who have never enrolled or have interrupted their education, ACCELERE! 1 will support in Year 2 local CSOs to expand their non-formal Accelerated Learning Programs (ALP) supporting CRS and CAP. In targeted sub provinces, ACCELEREA1 will start the grants application process for existing local partners to expand their ALPs to more pupils or create ALPs where they don’t exist, ACCELERE! 1 will launch grant process that will concern the national and local ALP network and carry out the partner selection process in collaboration with DGNEF (Direction de l’Education Non Formelle). ALP pupils will be provided with a basic school kit (notebooks, pens, etc.) with the technical support of the R2 ACCELERE! 1 will train ALP teachers in reading in Kiswahili in the partnership with the DGNEF (Nun formal Education Direction) in the 25 SP and in North and South Kivu. Needs assessment and implementation of a learning program in the CAPs Before rolling out the activities with the CAPs, a needs assessment will be conducted to build on the knowledge and experience to deepen the ACCELERE 1 understanding of the very specific contextual challenges that will influence the CAP implementing success The need assessment should inform the project in the area of:


a. Education and Conflict i. How conflict has shaped non formal education especially in the CAP in the target areas

ii. Opportunities for positive impact on conflict dynamics iii. Important differences between the target regions. The needs assessment will include

interviews and focus groups among CAP community stakeholders and provincial and national MEPSP, MAS and ETP representatives on the effect of conflict; analysis of the impact of the Violence-Free Schools model on conflict dynamics; and quantitative measures of regional differences supported by data on internal displacement in DRC.

b. SRGBV, Gender Norms and Behaviors: Understanding

i. Knowledge, attitudes and practices related to SRGBV among girls and boys ii. Knowledge, attitudes and practices related to SRGBV among teachers and school

administration iii. Knowledge attitudes and practices related to RH and HIV prevention iv. Existing local and school policies and structures to respond to SRGBV and their

effectiveness

How CAP community address SRGBV. The existing linkage between the formal education and CAP and the existing opportunities in the local market for student coming from the CAP. We will conduct a quick survey of the local market to identify where most employment opportunities lie and will support CAPs to develop programming to meet those needs for male/female youth. The study will assess the need in terms curricula and education materials inform if they are update and if they respond to the CAP learning needs. The assessment will identify the needs in terms of training and trainers capacity in the sector.

Result 1.3. Community and School Collaboration and Partnerships to Support Access to Education Strengthened

The R1.3 activities are designed to promote access, retention of girls and boys therefore the community involvement is needed through the Parents Committee to carry out community mass campaign or door-to- door campaign and through this result grants will be awarded to local partners to implement this approach. ACCELERE! 1 will leverage partnerships with the existing COPAs to spearhead community information campaigns with messages promoting on-time enrolment, championing the importance of education for girls and boys, and combating socio-cultural barriers to girls’ education. This work will emanate from the school development plan work that COPAs and COGES will undertake with help from the project under R3.3. This will include gender-focused elements including aspects of classroom and school safety to ensure that environments are gender-sensitive and conducive to conflict and violence free instruction and learning practices. By actively leveraging existing community commitment to education, ACCELERE! 1 through Result 1 aims to build communities’ capacities to implement local strategies to improve equitable access. This comes in the form of mass-media and local “Back to School Campaigns” as well as other community-led girls’ education awareness activities. Community involvement, including girls’ and boys’ participation, in the lifecycle of the project is a key contributor to project sustainability of ever increasing girls’ enrolment, retention and learning


ACCELERE! 1 will deliver mass media “back to school campaigns” in partnership with MEPS-INC, MAS, and UNICEF and posters promoting on-time enrollment, especially for girls. Public awareness messages about girls’ rights and access to education will also be distributed throughout the year. Each COPA will develop complementary awareness raising activities for their community. For example, COPAs may organize radio listener groups in cooperation with community radio stations broadcasting programs featuring girls’ education issues made available by ACCELERE or initiate door-to-door school enrolment campaigns in the 25 SP + North and South Kivus. For this Year 2, ACCELERE! 1’s grants program will support local NGO partners to implement activities that support access, retention and achievement and sensitization of parents and other community members through door-to-door and media campaigns to raise awareness of the benefits of ALPs for out-of-school, older girls, and boys. As mentioned in the Grants Section D, the project will consider innovative alternatives to boost active COGES/COPAS with micro-grants to support specific targeted improvements in Year 3. The project will conduct feasibility reviews and liaise with the MEPS-INC to jointly collaborate on these initiatives.

Result 1.4. Quality of Education Environments Improved Activities under R1.4 include working to make schools safer and more conducive to well-being and successful learning, including efforts to reduce school-related gender-based violence (SRGBV) and to promote student health. Inputs to achieve this IR include promoting the development and implementation of a comprehensive “safe schools” approach in target zones, including training for key actors (students, teachers, and community counselors) using adapted Doorways manuals and other pyscho-social and gender-sensitive training and engagement with school-community actors in both primary schools and targeted CRS. (The approach and training will have two adapted versions – one for the primary schools and another for the CRS, each respectively context-appropriate with regard to the ages and needs/issues of the learners, school management and oversight systems, and nature of community engagement in formal schools.) These approaches in turn aim to develop locally-led systems for violence reduction, increased attention to well-being, and immediate response and referral systems when SRGBV and other violence happen. In Year 2 the project will focus on compiling the comprehensive safe schools definition and approach that ACCELERE! will promote with ministry and religious school networks, building from considerable experience with safe schools approaches in the DRC to arrive at a consolidated model that is scaleable and sustainable. This includes a focus on increasing knowledge and change attitudes and behaviors related to SRGBV and gender equality in school-communities, including expansion of the Violence-Free Schools model by using the Doorways Modules, including linking school-based SRGBV reporting and referral systems to existing health, psychosocial and legal services in the broader community; and a grants program for local partners to support R1.4 activities. More specifically, ACCELERE! 1 will implement the following activities under R1.4 during Year 2:

• Establish with key ministerial and other stakeholders a common understanding of what constitutes a “safe school” for formal public schools and CRS in the DRC. The ACCELERE! 1 PMEP includes the Standard F indicator tallying the number of schools meeting “safe school criteria” as is to be defined together with education authorities. In Year 2 of the project, we will work with counterparts in Kinshasa and at the provincial level to codify a common understanding of the minimum standards regarding the measures a school needs to implement to be considered a


“safe school.” This definition will drive the precise content and nature of safe schools interventions that the project will then help to test this year in time to introduce the approach at scale starting at the end of Year 2 in time for the 2017-2018 school year. Anticipated elements of these interventions are those listed below.

• Train teachers, administrators, COPA members and student leaders on SRGBV prevention by using adapted Doorways Modules I, II & III. ACCELERE! 1 will train teachers and administrators using Doorways Module III, which is the component of USAID’s Safe Schools curriculum targeted at teachers. At the end of Year 1, this module, along with Modules I and II were condensed and adapted to the Congolese context in conjunction with MEPS-INC (DIPROMAD). Doorways III addresses the use of positive discipline techniques, abolishment of corporal punishment, and the creation of participatory rights and responsibilities agreements to guide classroom conduct, among other topics. ACCELERE! 1 will work with local ministry and other partners to provide training in each sub-province. Once teachers are trained, they will use the student-focused Doorways I curriculum, to hold regular Life Skills classes. Only student leaders, identified through a criteria-based selection process, who will receive Doorways I training. Finally, two community members from each school-community will be trained with Doorways II to serve as focal points.

• Identify and train SRGBV focal points, particularly to facilitate referral systems. As part of the project’s broader community engagement approach, ACCELERE! 1 community mobilizers will support COPA, COGES and student leaders in the process of identifying and training one female and one male teacher from each school to serve as focal points at the school level, as well as one female and one male community member to serve as focal points outside of the school. These focal points will be responsible for supporting SRGBV activities and serve as “first responders” for students in cases of SRGBV in the school and the school-community. Other responsibilities will include facilitating coordination and linkages with other community support services in the SRGBV referral network. This approach will be tested in Year 2 at a larger scale and will inform the honing of this approach before it is scaled up in the coming school year.

• Assist school-communities to establish school-based reporting and referral mechanisms that link to existing community services. As outlined above, the focal point and teachers in each school will serve as “first responders” to provide safe reporting channels for students who experience SRGBV and refer them to existing health, legal and psychosocial services as available and appropriate. Focal teachers’ roles will include assisting students and their families to report cases to school and external authorities, such as police. We will introduce tools that school-communities can use to map local services and existing referral networks (or update mapping), create service directories, and implement referral procedures that link directly to health-facility and community-based SRGBV services (through established referral networks where they exist). Students and parents will be made aware of how to report SRGBV at school and the availability of support for those who experience SRGBV, including through Doorways training and parent sensitization sessions. We will also encourage school-communities to establish SRGBV sub-committees under the COGES or oversight groups, with community focal points as leaders of such a committee or group. These groups can provide an additional layer of protection and access to a greater number of resources and services. The oversight groups are particularly useful when a teacher is a perpetrator and teacher focal points do not feel comfortable reporting their fellow colleagues.


• Train teachers on MEPS-INC-approved Codes of Conduct. Under the EAGLE project, the Ministry validated a Code of Conduct for schools that provides expectations and guidance for teachers, administrators and students on how to treat each other in the classroom and around the school environs. Codes of Conduct booklets and posters can be printed and distributed first to the pilot schools and then to the rest of the school.

• Discussion Series to Address Gender Inequality in the School-community. In collaboration

with the Africa Bureau at USAID Washington, EAGLE developed a Discussion Series to address deep-seated gender inequality in the school-community. We will encourage community members to include the discussion series in their school development plans and will provide support through our trained community mobilizers to train local facilitators to lead these discussions. They address issues of power and gender among members of the community that have a connection to the schools. These Discussion Series, very much in line with SASA! (Kiswahili for “now”) – a globally proven approach to addressing gender inequality – has been very effective in changing knowledge, attitudes and behaviors.

• Strengthen school-level ties with health and child protection interventions. ACCELERE! 1

will reinforce these connections with the aim of integrating heath programs for students attending both formal schools and CRS. The aim is to leverage and catalyze better synergies with existing health-related initiatives in or around target zones, attracting interventions to enable girls and boys in target schools to benefit from health campaigns and interventions, such as deworming and micronutrient supplementation, WASH, and adolescent sexual and reproductive health programs to increase persistence and attainment in primary schools or its equivalent. ACCELERE! 1 will identify partners in the targeted subprovinces implementing complementary programs that can create synergies in support of ACCELERE-supported schools and CRS. As noted above, this work will be done particularly in coordination with USAID-funded health programs in our target areas.

• ACCELERE! 1 will solicit applications and provide grants to local partners to implement different activities designed to make schools safer and more gender equitable in the 13 Sub Provinces throughout Haut-Katanga, Lualaba, Kasai Central and Kasai Oriental.

Result 2. Improved Education Quality Under Result 2, Improved Educational Quality, ACCELERE! Activity 1 is providing resources to improve the quality of instruction at the primary level (IR 2.1), increase the effective use of teaching and learning materials in the classroom (IR 2.2), and increase community participation to support school-based and extra-curricular learning (IR 2.3). All of this result area focuses on improving reading, beginning with national languages (Kiswahili, Lingala, and Tshiluba) and oral French and then introducing written French as well. Year 2’s planned activities build on those undertaken during year 1, including the “bridge work plan” period of June-September 2016. Year 2’s planned activities also reflect the technical direction received from USAID in April and May 2016.


Result 2.1. Quality of instruction at the primary level improved

2.1.1 Teaching and learning materials development During year 2, the project’s Result 2 (R2) materials development team will be making greater efforts to ensure that materials are well validated and quality controls on the layout, design and content are well aligned with the level of teaching and learning in the targeted schools. A series of periodic field testing visits will be conducted through the development of the materials by the Kinshasa team. With the opening of the Kasais offices, the development of the Tshiluba materials will also benefit from a closer approach and working relation with the MEPS-INC authorities of the two provinces. For year 2, the Result 2 team will tackle the following areas. In quarter 1 and 2 of year 2, the R2 team will test the 2nd edition of the teacher and student materials for Kiswahili and oral French for grade 2 in formal primary schools in Haut-Katanga. The team will revise these materials as needed after they are tested. These materials are composed of the teacher’s guide, student manual, leveled texts and read out-loud story books for dialogic reading with the students. Also, during year 2 the team will develop, test, and revise (as needed) the teacher and student materials for a) Kiswahili grades 3 and 4, b) oral French grades 3 and 4, c) Lingala grades 1-4, and d) Tshiluba grades 1-4. To do so, the project will be adding 5 new additional staff to the materials development team. Short term technical assistance will also be provided to the local team throughout the process for capacity building and quality assurance. In quarter 3, the R2 team will submit and seek approval of the above-mentioned primary school materials, both from USAID and from the Ministry’s validation committee. Approval by the Ministry’s validation committee will likely be expedited because the materials development work will be undertaken in collaboration with a team of DIPROMAD specialists, who will work on site at critical moments with the rest of the R2 team. Third, the R2 team will plan the adaptation, elaborate, test, and revise for use in the non-formal accelerated learning program (CRS) the reading materials (i.e., teacher’s guide, student manual, decodable reading texts and read out-loud story books) developed for primary schools. Given that the Kiswahili and oral French materials were developed for the first semester of CRS Level 1 during the year 1 bridge plan period, the work in Year 2 will include the second semester of Level l and all of Level 2 for these languages, as well Levels 1 and 2 for Lingala and Tshiluba. The ALP work will continue to draw upon the materials from the formal schools while also building in adaptations specific to older learners. Though some initial audience research was conducted in April of Year 1, Level 1 Kiswahili and oral French materials will be tested so that results from this testing can inform future development and adaptation of the oral French program. Fourth, the R2 team will submit and seek approval of the above-mentioned CRS materials, both from USAID and from the Ministry’s validation committee. Approval by the Ministry’s validation committee will again likely be expedited because the materials development work will be undertaken in collaboration with a team of DIPROMAD specialists, who will work on site at critical moments with the rest of the R2 team.


2.1.2 Training of trainers and teachers During year 2, the project’s R2 teacher training team will be tackling the following areas. First, the R2 team will conceptualize and develop, seek approval of, and finalize and print the modules for training grades 1-4 primary school teachers on content and pedagogy for teaching reading in Kiswahili, Lingala, and Tshiluba as well as oral fluency and reading in French. Second, the R2 team will organize training of trainers (TOT) workshops and then provide supervisory guidance and support to the trainers when they organize workshops for school directors and teachers focused on the content and pedagogy for teaching reading in Kiswahili, Lingala, and Tshiluba as well as oral fluency and reading in French. Third, the R2 team will extend the processes of teachers’ formative assessment of student literacy skills to include primary school in Katanga. Fourth, the R2 team will identify/adapt teacher training modules focused on transversal themes (e.g., classroom management, gender, violence). This will be followed by the R2 team conducting training of trainers (TOT) workshops and then provide supervisory guidance and support to the trainers when they organize workshops for school directors and teachers focused on the knowledge, skills, and attitudes related to these transversal themes. Fifth, the R2 team will conceptualize and develop, seek approval of, and finalize and print the teacher training modules for CRS facilitators in the content and pedagogy for teaching reading in Kiswahili, Lingala, and Tshiluba as well as promoting oral fluency and reading in French. This work will pertain to levels 1 and 2 of the non-formal accelerated learning program (CRS). Once the materials have been approved, the R2 team will conduct training of trainers (TOT) workshops and then providing supervisory guidance and support to the trainers when they organize workshops for school directors and facilitators on developing literacy skills of CRS students.

2.1.3 Training and support to coaches and supervisors During year 2, the project’s R2 team will be tackling the following areas. First, the R2 team will identify the AL’s and supervisors. Second, the R2 team will finalize the tools for training in the knowledge, skills, and attitudes needed for effective instructional supervision as well as the fact sheets on the program of teacher professional development and teacher self-evaluation. Third, the R2 team will conduct training of trainers (TOT) workshops and then provide supervisory guidance and support to the trainers when they organize a) workshops for school directors on instructional supervision, teacher professional development, and teacher self-evaluation as well as b) workshops for teachers on teacher professional development and teacher self-evaluation.


2.1.4 Support to cluster-based continuous professional development for teachers and school directors

During year 2, the project’s R2 team will be tackling the following areas. First, the R2 team include in the above-identified workshops for school directors and teachers a session to refresh participants’ understanding of the purpose and functioning of cluster-based continuous professional development. Second, the R2 team will provide guidance and support to primary school personnel in: a) organizing bi-monthly fora for discussion about the knowledge, skills, and attitudes emphasized in the reading program supported by ACCELRE! Activity 1 as well as b) conducting formative assessments of students. Third, the R2 team will organize workshops to develop the capacity of the elected mobilisateurs of the clusters that serve as the organizational base for educators’ continuous professional development so that they can use tablets or telephones to collect and diffuse profession-related information. Fourth, the R2 team will organize cluster-based professional development workshops designed to enable school directors and teachers to use tablets and telephones to obtain content to be incorporated in classroom lessons. Fifth, the R2 team will provide technical support in developing and implementing workshops to train trainers to develop the capacity of CRS facilitators to teach reading and writing.

Result 2.2. Teaching and learning materials used in the classroom effectively. During Year 2, the project’s operations team will arrange for the printing as well as distribution of student reading materials for grades 2-4 in Kiswahili and oral/reading French as well as grades 1-4 in Lingala and Tshiluba. Reading mobilizers will also be recruited and subsequently trained along with school directors on helping teachers implement the reading program with fidelity. The reading mobilizers will support the schools by working in conjunction with inspectors and pedagogical supervisors as follows: 1. Monitor and support school directors in their role as local accompagnateurs (coaches) supporting

early grade teachers’ reading instruction needs by: a. Coaching teachers in the use of the teacher’s guide and student materials, and in the correct

execution of the instructional routines contained in the scripted reading lessons. b. Coaching teachers in the use of continuous assessment to monitor pupils and differentiate

instruction based on their levels. c. Ensuring that the student manuals and workbooks for practice reading distributed to the school

are effectively in the hands of students. d. Organize discussions on teaching reading in school-based teacher units for continuous

professional development.

2. Collect reading lessons observation grids completed by the director’s school.


3. Support subdivision coordinators in the organization of exchange forums around the teaching reading in selected local networks.

4. Work with subdivision coordinators to support parents and communities in the development of

extra-curricular activities to promote excellence in reading and writing for students.

This reading coaching model will be the cornerstone for the follow on and support activities of this R2 team in the field. The project is working to recruit between 30 to 50 reading coaches to support between 6 to 8 eight schools each depending on the specific needs of each subdivision and particularity of the terrain to reach each school at least once a month.

Result 2.3. Community participation to support school‐based and extra‐curricular learning increased.

During Year 2, the project’s R2 team and field staff will be tackling the following areas under this component. First, the R2 team will build on a considerable body of practice in this area to adapt and develop simple materials to allow communities and family members to plan and implement extra-curricular programs and activities that encourage and help develop literacy skills and create a culture or reading outside the classroom. These include simple training program for family members on simple practices such as ensuring that students have time to practice reading every day, asking children to read for them, local oral story-telling to build vocabulary, and ways older children can help younger children using the take-home book to further practice their reading and writing skills. It might also include guidelines for monthly gatherings for community read-along activities to create a culture of reading among teachers, parents, and the students. Other activities include read-aloud circles, reader’s theater, reading competitions, presentation of students’ writing, group rhymes and songs singing (like the alphabet song) and activities for community members to help create literacy materials out of low-cost/no cost materials like letter strips, letter caps (made of bottle caps), word cards, etc. Locally-led activities could also include establishment of community library “nooks” or trunks provisioned with existing reading material in national languages and French, potentially supported through PPPs that the project will help to explore. These approaches will build on the lessons learned and practice from community-led literacy promotion campaigns already undertaken by Vas-y Fille! In some of the same provinces targeted by ACCELERE!, as well as other models piloted under the PAQUED experimental reading program in Equateur. For instance, to promote greater participation, community activities generally took place after church or other community gatherings that are often well attended. Second, the R2 team will support and provide supervisory guidance to community mobilizers and other project field staff to promote these activities at the school-community level. This work will effectively begin under IR 3.3 as community mobilizers in collaboration with the reading mobilizers will encourage COPAs and COGES to build into their school development plans extra-curricular programs and activities that encourage and help develop literacy skills, such as those noted above. The mobilizers, trained by R2 team members and provincial technical staff, will then help support the community and family implementation of these activities. Also in support of this sub-result, in the first quarter of Year 2 our Research and Assessment team will conduct the second phase of the operations research study on teacher motivation and incentives. The


purpose of this phase is to determine non-monetary performance incentives options and determine the design of the pilot activity testing the incentive system with various options in a sample of schools.

Result 3. Improved Governance and Accountability by Stakeholders Under Result 3, ACCELERE! Activity 1 will help strengthen the development and implementation of policies for improved access and learning (IR 3.1), strengthen school leadership and management (IR 3.2), and increase community and civil society oversight and accountability at the local and subdivision levels (3.3). The project intends to work in close collaboration and coordination with the MEPS-INC as well as the recently launched Global Partnership for Education PAQUE project financed by the World Bank. The results and achievements under this result will seek to be aligned and coordinated with the PAQUE implementing team, and with the support of the DIPROMAD and SENARFOR representatives in particular, as the PAQUE project intends to introduce teacher standards, launch local teacher training colleges and improve monitoring and evaluation through standardized testing. Although the PAQUE project is in its early stages, the project team will be continually in communication to establish a joint effort to ensure coordination in both technical and geographical areas of opportunity in the DRC.

Result 3.1. Development and implementation of policies for improved access and learning strengthened.

As in Year 1, inputs to achieve the outputs under this IR primarily consist of technical assistance to the MEPS-INC to identify key policy issues and assessments needed related to access, quality, and governance and to provide support in developing, implementing, and learning from new or modified policies or other laws, regulations, or guidelines to address the issues raised. During Year 2, the Result 3 team in Kinshasa will continue to work with the National Reading Commission on the Reading Roadmap. Following the development of key reading messages and a draft communication strategy for disseminating those messages in Year 1, the team, in close collaboration with Result 2 colleagues, will focus on supporting ministry partners (within DIPROMAD, CATED and other MEPS-INC services) to design and implement the reading promotion campaign, to be rolled out to the targeted provinces of ACCELERE! 1 during Year 2. This will involve supporting the design and production of print materials, as well as a radio campaign. Following the set-up of the Reading Observatory (L’Observatoire Congolais de la Lecture) during Year 1, the Result 3 team based in Kinshasa will continue to provide technical assistance to the Observatory at the national level, in the form of continued technical support, workshops and other measures as agreed with the Observatory itself. Working with the Reading Observatory, there is the potential to work towards setting up Reading Observatories at the provincial and sub-provincial level, in the targeted provinces of ACCELERE! Activity 1. During the first quarter of Year 2, the Result 3 team will work closely with the Reading Observatory and the relevant provincial teams to decide on the format for rolling out the Reading Observatory to selected sub-provinces in ACCELERE! Activity 1’s targeted provinces for Year 2. Provincial-level workshops will be held to determine the most appropriate way to implement this roll-out, with the potential for setting up official observatories or working groups at the provincial level. The Status of Education Brief will be reviewed and developed during Year 2, building from the pilot held in Year 1 with data and information from Haut-Katanga. The Result 3 team will start with a review of the pilot from Year 1 with ministry partners, supported by the MEL team, R1 and R2 colleagues, and then support those ministry partners to finalize the format of those briefs, along with a strategy for how to institutionalize the briefs at the national, provincial and sub-provincial level. The technical support will


continue to enable the ministry partners to build on the pilot from Year 1 to deliver a more comprehensive Status of Education Brief during Year 2 and to disseminate it effectively at the national, provincial and sub-provincial levels. Furthermore, in Year 2, the Result 3 team in Kinshasa will focus on honing the policy agenda to be supported by ACCELERE! Activity 1 in conjunction with other ACCELERE! partners. The R3 team will continue to support particular selected policies in collaboration with DIPROMAD, SERNAFOR and CATED, in close collaboration with other ACCELERE! Activity 1 colleagues. This support is to be negotiated and may cover workhops and printing and distribution of policy documents once developed and adopted.

Result 3.2. School leadership and management strengthened. Inputs to this IR consist of technical assistance to improve leadership as well as new education management processes and support mechanisms. This includes supporting professional development (training, follow-up support, conferences and creation of communities of practice, etc.) for school directors and subdivision education administrators, as well as the likely development of standards for school director good practice, while helping actors in target zones to meet these standards. It also includes providing technical assistance to the development of consensus-based achievable standards for school performance more generally, and the assessment of schools and support to them via the School Monitoring and Support Framework (SMSF) to include school self-assessment (led by COGES) for School Report Cards as well as additional assessment from subdivision education system actors (i.e., inspectors and pedagogical supervisors). These standards and the SMSF intend to promote equitable, inclusive, safe, quality learning environments in the formal public schools in the targeted subdivisions while informing school policy reform work at the national level. During Year 1, the Result 3 team focused on two subdivisions in Haut-Katanga, conducting the School Rapid Assessment (SRA) 100 leading to the first draft of the consensus-based, achievable standards included as part of the School Monitoring and Support Framework (SMSF). Year 2 will see the team refine and build on that first draft of the SMSF, working with national, provincial and sub-provincial actors to ensure that this process builds on and improves existing structures. The team will also roll out the standards from Haut-Katanga to other targeted provinces, namely Lualaba, Kasai Central and Kasai Oriental. The process for implementing the SMSF will be adaptive and participatory, ensuring that the SMSF reflects the current context with a focus on building on and improving existing structures. Continuing on from discussions started during Year 1, the R3 team will ensure that planning is done in collaboration with sub-provincial actors to ensure that the R3 activities during Year 2 are in harmony with sub-provincial plans. As part of the work under this IR, the R3 team will use the learning and work from Year 1 to implement the training for school directors on school assessment and performance, focusing on school governance and leadership, using the SMSF as a guide for the improvement of tools and performance at the school level, as well as at the subdivision level. Training will also be held with inspectors on the SMSF in targeted provinces, focusing on effective school assessment and planning. Part of the training for both school directors and inspectors will look at the potential for setting up communities of practice for both groups of actors, to enable effective knowledge sharing and peer-to-peer learning and support within the educational zones in the targeted sub-provinces.

Result 3.3. Community and civil society oversight and accountability at local and sub‐province levels increased.


Inputs to achieve this IR include technical and material assistance (for training, participation in subdivision sessions, creation of communities of practice, regular on-site support from community-based facilitators, etc.) to the key school-community structures of COGES and COPAs to establish their committee officers in adherence to DRC guidelines; increase their basic functionality; increase and improve the quality of their participation in school assessment, planning, improvement, management and oversight activities at the school, sub-divisional and provincial levels; and increase and improve creation and use of school development plans to spur greater participation and multi-stakeholder partnership (including the private sector) for school reform. The project will promote specific measures to increase information sharing and the use of this information for oversight and accountability purposes, particularly as relates to monitoring and promoting student and teacher attendance, teacher performance, student learning, and safe learning environments. During Year 1, the R3 team in Haut-Katanga conducted a review of policy, regulations, guidelines and training materials related to the COPAs and COGES. This will provide the foundation for implementation of training for COPAs and COGES during Year 2, to ensure that they function effectively and according to official policy. Training will be held in targeted provinces in Year 2, starting with a roll-out to the remainder of the subdivisions in Haut-Katanga and Lualaba, and then to the two Kasai provinces. This training will focus on ensuring the COPAs and COGES are able to function effectively, with a focus also on the ability to develop quality School Development Plans. The training will also provide an opportunity to set-up communities of practice for both the COPAs and the COGES, to encourage and enable support and knowledge sharing within educational zones. During Year 2, the Result 3 team will reflect on the pilot of School Report Cards conducted in Year 2, and roll out the School Report Card process to further targeted provinces, working closely with local provincial and sub-provincial actors and R2 colleagues. During the first quarter of Year 2, the focus for the R3 team will be on consolidating and finalizing the format, content and process of the School Report Card, to prepare for the digitalization of the tool. A pilot of the digital version will be held, before moving to roll out the School Report Card to targeted schools as part of the school self-assessment activity.


APPENDIX I. DRAFT YEAR 2 GANTT CHART (ATTACHED)


APPENDIX II. LIST OF 25 TARGETED SUBDIVISIONS IN ACCELERE! 1

Province No. of Targeted Subdivisions

Subdivisions

Haut-Katanga 5 Lubumbashi 2, Sakania, Kipushi, Likasi Kambove

Lualaba 3 Lubudi, Kolwezi 1 and Kolwezi 2

Kasai Central 6 Kananga 1, Kananga 2, Tsimbulu, Kazumba, Demba, Dimbalenge 1

Kasai Oriental 5 Mbuji Mayi 1, 2, and 3, Lupatapata, Kabeya-Kamwanga

Equateur 3 Mbandaka 1, Mbandaka 2, Bikoro

Sud-Ubangi 3 Gemena 1, 2 and 3 TOTAL 25

Selected geographic areas of Nord and Sud Kivu will also be targeted for the CRS/CAPS program.

Improving Reading, Access, and Accountability in the DRC (ACCELERE!)Activity 1Year 2 Work Plan, October 2016-September 2017Draft Year 2 Gantt Chart

Draft submitted 1 September 2016Improving Reading, Access, and Accountability in the DRC (ACCELERE!)Activity 1Year 2 Work Plan, October 2016-September 2017Year 2 Gantt Chart

Final submitted 12 October 2016

Geographic Coverage Milestone ("Deliverable")

Direct Indicators Indicators to which the activity contributes

Other Staff Involved

Notes

Oct-Dec Jan-Mar Apr-Jun Jul-SeptA. Overarching Management Activities1. Operations

A.1.1 Support for the operations of the project's offices: Lubumbashi, Mbuji Mayi, Kananga, Goma and Bukavu

Haut-Katanga, Lualaba, Kasai Oriental Central, North Kivu, Kinshasa

Operating offices Operations/HR Kinshasa and Lubumbashi

ProvEDs X Support by Kinshasa for the Kasais, Equateur, Sud-Ubangi; Lubumbashi supports H Katanga, Lualaba, North and South Kivu

A.1.2 Establishment of provincial offices: Mbandaka and Gemena Equateur, Sud-Ubangi Office opening Operations/HR Kinshasa

ProvEDs X X Support by Kinshasa

A.1.3 Recruitment, orientation and ongoing training of project staff All provinces, Kinshasa Staff on-boarded HR teams in Kinshasa & Lubumbashi

A!1 technical and operational leadership, to aid in SOW development and candidate review

X X Support by Kinshasa

A.1.4 Purchase of furniture, IT kits, furnishings for offices and vehicles for Equateur and Sud-Ubangi

Equateur Sub-Ubangi Offices furnished Procurement teams Kinshasa & Lubumbashi

Chemonics HO X X X Support by Kinshasa

A.1.5 Office connectivity: Kasais, North and South Kivu Equateur Sub-Ubangi Office connected Procurement teams Kinshasa & Lubumbashi

Chemonics HO X X X X Support by Kinshasa, Kasais late 2016, Equateur & Sub Ub in early 2017

A.1.6 Office connectivity: Equateur and Sud-Ubangi Equateur, Sud-Ubangi, Kinshasa

Office connected Procurement teams Kinshasa & Lubumbashi

Chemonics HO X X Support by Kinshasa

A.1.7 Implementation of local subcontracts Haut-Katanga, Lualaba, Kasai Oriental and Central, North Kivu, Kinshasa

Chemonics HO COP, Operations and Finance

Caritas Congo X Support by Kinshasa

A.1.8 Support to, and monitoring of, local subcontracts Haut-Katanga, Lualaba, Kasai Oriental and Central, North Kivu Kinshasa

COP/DCOP Chemonics HO Other NGOs X X X Support by Kinshasa

A.1.9 Renovation and occupation of the DIPROMAD space for ACCELERE! Activity 1 activities, especially materials development

Kinshasa COP, Operations Manager

Chemonics HO Other NGOs X X

2. Central-Level Coordination, Collaboration & Project Communications Activities

A.2.1 Monitoring of Year 2 Action Plan with MEPS-INC, MAS and partners

All provinces, Kinshasa COP, SEA All A! partners & key GDRC partners

X X X X Weekly meetings with USAID

A.2.2 Development of the Year 3 Action Plan All provinces, Kinshasa COP, DCOP Field & HO technical team, STTA

A! partners, key GDRC partners, USAID & UKAID

X X June 2014

A.2.3 Revision and submission of the final annual work plan for Year 3 in English and French

All provinces, Kinshasa COP, DCOP Field & HO technical team, STTA, translator

A! partners, key GDRC partners, USAID & UKAID

X

A.2.4 Coordination with A! activities 2, 3, and 4 and the other stakeholders through work plan development and sharing at provincial level in order to seek synergies among each others work plan.

All provinces, Kinshasa COP, DCOP Technical team, STTA

Other implementing partners

X X X X Bi-monthly committee

A.2.5 Attend quarterly coordination meetings for ACCELERE! All provinces, Kinshasa COP, SEA All A! partners X X X X In coordination with USAID/DFID

A.2.6 Participate in USAID/UKAID meetings for technical coordination - GDRC ACCELERE! Steering Committee

All provinces, Kinshasa COP, SEA Strategic Reading & TPD Advisor, Senior Policy Advisor

All A! partners, USAID, UKAID, key GDRC partners

X X In coordination with USAID/DFID

A.2.7 Participate in Coordination Committee meetings of the Ministry and relevant sub-groups

All provinces, Kinshasa COP, SEA, Senior Policy Advisor

Other technical team members

DRC counterparts X X In coordination with USAID/DFID

A.2.8 Communication and dissemination of messages in French and local languages, written and shared with USAID for

All provinces, Kinshasa Comm Coordinator, SEA,

USAID X X X X In coordination with USAID/DFID

A.2.9 Participation of senior staff in national conference on reading, access, accountability and governance in the DRC

All provinces, Kinshasa COP/SEA/Result team leaders

MEPS-INC representatives

USAID X X

A.2.10 Participate in and present the progress and lessons learned at the CIES international education conference - Georgia

All provinces, Kinshasa COP, SEA, Others as required

MEPS-INC representatives

USAID X Panel Abstracts to be submitted Oct 1st 2016

A.2.11 Hold quarterly meetings with key staff and partners engaged in USAID/DFID ACCELERE! to discuss successes, challenges, opportunities, and risks associated with the gender-related aspects of their activities

All provinces, Kinshasa All A! partners & key GDRC partners

In coordination with USAID/DFID

3. Provincial and Sub-provincial Outreach & Roll-Out A.3.1 Support the PTL team in coordinating ProvEds and Sous-

ProvEds COP & DCOP PTLs Provincial and sub-

provincial counterparts

X X X X

A.3.2 Organize quarterly sessions with ProvEds and Sous-ProvEds to share progress on the work plan, agree on key dates and confirm commitments with USAID partners at the local level

Haut-Katanga, Lualaba, Kasai Oriental and Central, North and South Kivu, Kinshasa

Meeting minutes, actions items documented

DCOP PTLs, tech team leads in each office

PROVED staff, IPP, Sub-PROVED staff, provincial-level MAS, provincial- SP-level religious networks

X X X X

A.3.3 Relaunch discussions to establish/stabilize the Coordination Committee and sub-groups at the provincial level

PTL, PSIS DCOP, field office technical teams

PROVED, PTF TEAM LEADERS

X Working under the lead of USAID

A.3.4 Work with ProvEds and Sous-ProvEds and provincial and sub-provincial counterparts on the work plans for Year 3

PTL, PSIS COP/SEA/Result team leaders

USAID, DFID, MEPS-INC, MAS, religious networks

X Planning to be coordinated at the national level and rolled out to each province in the fourth quarter

A.3.5 Present the Year 3 work plan to local authorities and discuss their collaboration with the project

X

5. Monitoring, Evaluation, Learning & Cross-Cutting Deliverables5.1 PMEP Implementation

A.5.1.1 Training of provincial and sub-provincial monitoring and evaluation teams

13 subprovinces Teams are trained in the use of project tools and indicators and supply data that fill in the project's performance indicators

PMEP PMEP MEL team PTL, DPTL Proved, Sub Proved, Coord of government-subsidized schools

X Strengthening of the abilities of local teams in Evaluation Follow-up. Creation of local relays for information collection in schools depending on the project's needs

A.5.1.2 Development of terms of reference (ToRs) and training budget for MEL

MEL team Finance, DCOP X

A.5.1.3 Sharing ToRs with provincial authorities MEL team Proved, Sub Proved, Coord of government-subsidized schools

X

A.5.1.4 Development of supports and the training timetable MEL team Technical staff X Distribution of the evaluation follow-up guide

A.5.1.5 Practical training organization: procurement, purchase of materials, food service, practical arrangements, etc.

MEL team Op manager, Finance, Procurement

X

A.5.1.6 Training roll-out MEL team Technical staff Local SE teams X 3 days of trainingA.5.1.7 Data collection 13 subprovinces Data are collected to fill

in the PMEP's performance indicators

PMEP PMEP MEL team Technical staff Local SE teams X

A.5.1.8 Development of ToRs and activity budget ToRs developed MEL team Finance, DCOP XA.5.1.9 Data collection MEL team Technical staff Local SE teams X Deployment of teams based on distance

and logisticsA.5.1.10 Input of collected data Lubumbashi, Goma, Mbuji

Mayi, Kananga Data entry clerks M&E Coordinator X

A.5.1.11 Use and analysis of collected data MEL team XA.5.1.12 Report and distribution of the report on the collected data MEL team X Quarterly reportA.5.1.2 Data is backed up and filed The data collected

backed up and filedM&E Coord X X X X

A.5.1.2.1 Archiving of information collected in paper and electronic versions

M&E Coord X X X X

A.5.1.3 Internal Data Quality Assurance/Assessment (DQA) 13 subprovinces The quality of data collected and input is reviewed

PMEP PMEP MEL team PTLs, Result Team leaders

X

A.5.1.4 Monitoring and reporting of activities by result 13 subprovinces Activities of results are monitored and the results of activities are provided

PMEP PMEP MEL team Technical team X X X X

A.5.1.5 Monitoring of grant activities 13 subprovinces 15, 17, 19, 30, MEL, Grants Manager

Grants assistants, M&E Coordinators

grant beneficiaries X X X X

A.5.1.6 Monitoring of the distribution of school kits and teaching materials to students and learners

13 subprovinces 3, 4, 11, 14, 25, 29 MED, DCOP, PTL MEL team X

A.5.1.7 Monitoring of training activities 13 subprovinces 5, 6, 7, 22, 33, 38, MEL team Technical team X X X XA.5.1.8 Conduct EGRA & SSME TBD Reading performance of

second-year students is evaluated

1 1 STS, MEL team COP, DCOP, Finance, Ops Managers, Technical team

Proved, Sub Proved, Coord of government-subsidized schools

X

A.5.1.9 Monitoring of support to the teacher support system for reading

8 subprovinces 28 MEL team, SEA Technical team X X X X

A.5.1.10 Monitoring of in-class teacher observation 8 subprovinces 25 MEL team, SEA X X X X

No. Activities Direct manager Partners & Interlocutors

Period Oct 2016 - Sept 2017

A.5.1.11 Monitoring of community engagement activities and support for COGES-COPAs

13 subprovinces Capacities of COPAs and COGESs are strengthened in order to develop, implement and monitor activities for improving children's access to school, the quality of teaching and learning, and governance in the education system

7, 13, 19, 20, 26, 30, 34, 39, 41

MEL team, Technical team Caritas Congo X X X X

A.5.1.12 Monitoring the proper implementation of the reading program 8 subprovinces The reading program is consistently implemented by trained teachers

24 HO STTA, SEA, Strategic Reading & TPD Advisor, MEL team

Technical team X X X X

A.5.1.13 Monitoring of the school's self-evaluation activities 13 subprovinces The school's educational community evaluates the school's performance based on quality standards and

31 MEL team Technical team Inspector, School Director, Proved, SubProved

X

A.5.1.14 Monitoring of the school's performance review activities 13 subprovinces The school's educational community evaluates changes in the school's performance based on quality standards and criteria

31, 33 MEL team, Technical team

Inspector, School Director, Proved, SubProved

X

A.5.1.15 Monitoring of School Report Card activities 13 subprovinces The school's educational community produces a report on academic performance and the school's performance

40 MEL team, Technical team

X

A.5.1.16 Monitor progress of Education Brief H Katanga, Lualaba, then Central Level

The Annual Profile of Primary Teaching is established together with MEPS-INC

NA MEL team, STS, Technical team R3

X X X X Data from performance indicators SRA, SRC, SPR, EGRA, Follow-up of teacher support, etc. will contribute to the writing of the document

A.5.1.17 Review of the monitoring and evaluation manual Kinshasa The monitoring and evaluation manual is finalized and shared with all stakeholders

PMEP DME, COP MEL team, technical team

X

A.5.1.18 Annual meeting with partners to share results at the sub-provincial, provincial, and national levels

Haut-Katanga, Lualaba, Kasai Oriental and Central, North & South Kivu, Kinshasa

Results obtained from the project are shared with education system authorities

PMEP MEL team Technical team Proved, Sub Proved, Coord of government-subsidized schools

X

A.5.1.19 Participation in technical monitoring committee meetings and collaboration with ACCELERE! 3 in the impact study

Kinshasa DME, MES A! 3 Team X X X X

A.5.1.20 Enrollment in Equateur & Sud-Ubangi provinces Equateur Project interventions are launched in Equateur Province at the beginning of Year 3

COP, MEL team X

5.2 Operations Research X X X XA.5.2.1 Monitoring of the teacher motivation study Haut-Katanga STS, MEL team X

A.5.2.1.1 Sharing and publication of study results Haut-Katanga STS, MEL team X X

A.5.2.2 Monitoring of the adolescent girls study Haut-Katanga/ Lualaba STS, MEL team X

A.5.2.2.1 Sharing and publication of study results Haut-Katanga/ Lualaba STS, MEL team X X

A.5.2.3 Conduct 2 new studies TBD STS, MEL team X X

A.5.2.3.1 Sharing and publication of study results TBD STS, MEL team X

A.5.2.5 Update the operations research plan and select studies for Year 3

SRAM, SEA HO STTA, FO technical leadership, COP

A! SC Research Sub-Committee, USAID, DFID

X

5.3 Other Cross-Cutting DeliverablesA.5.3.1 Preparation of quarterly reports to USAID COP, SEA,

DCOP, DME, FO technical leads,

X X X X

A.5.3.2 Update of the Local Capacity Development Work Plan COP, PMU, Local Capacity Dev Specialist

A!1 technical leadership, other A! and related implementers

X

A.5.3.3 Update of the Gender Analysis and Implementation Strategy All target provinces Gender expert STTA, FO Gender Specialist

PMU (Gender team)

A!1 technical leadership, other A! and implementers working on gender

X Strategy will be considerably updated with full project and partner buy-in

A.5.3.4 Update of the Conflict Sensitivity Analysis and Implementation Strategy

CSA expert A!1 technical leadership, other A! and related implementers

X Annual update will build on revised original CSA submitted May 31, 2016

A.5.3.5 Update of the Business Continuity Plan and update of annual planning scenarios

PMU (JG), COP, DCOP

USAID, DFID X

A.5.3.6 Update of the Management Plan COP, DCOP, PMU (JG)

USAID, DFID X

A.5.3.7 Revise deliverables as required COP, DCOP, technical team, STTA

USAID, DFID X

Result 1: Equitable enrollments to a quality education environment increased

Result 1.1: Barriers to access for primary education reduced

1.1.1.1 Identify elementary-level beneficiaries in 25 sub-provinces Promote mass enrollment of children in school

9 and 14 DME PTL and FO EPS-INC and DIVAS

X

1.1.1.2 Launch the request for applications (RFA) for school kit acquisition

9 and 14 GM COP, DCOP, PTL and FO

EPS-INC, DIVAS and MEDIAS

X X

1.1.1.3 Launch the request for applications (RFA) for school kit shipping



X X

1.1.1.4 Launch the request for applications (RFA) for school kit distribution



X X

1.1.1.5 Examine and select school kit suppliers and distributors Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba, North Kivu and South Kivu; Equateur and Sud-Ubangi in 2017

Selection of suppliers 9 and 14 GM PTL and FO EPS-INC and DIVAS

X X

1.1.1.6 Sign contracts with suppliers and distributors Secure agreements with suppliers (clients)

9 and 14 COP DCOP, GM and PTL

X X

1.1.1.7 Acquire the kits Receipt of kits 9 and 14 Operations GM, PTL and FO X X1.1.1.8 Sign consulting agreements with day laborers Agreements for

packaging the kits9 and 14 COP DCOP, GM, PTL

and Operations EPS-INC and DIVAS

X X

1.1.1.9 Assemble the kits Kits assembled for distribution

9 and 14 DCOP GM, PTL and Operations

X X

1.1.1.10 Distribute the kits Kits distributed 9 and 14 Operations PTL and FO EPS-INC and DIVAS

X

1.1.1.11 Supervise kit distribution Monitor and evaluate the distribution

9 and 14 PTL Operations and FO

EPS-INC and DIVAS

X

1.1.2.1 Participate in the BTS campaign planning meeting Have the government plan for the mass enrollment of children in school campaign

9 and 14 PTL DPTL, Gender Specialist, and SPC

EPS-INC, DIVAS and PTF

X

1.1.2.2 Choose the kits to submit to the government to support the BTS campaign

Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba, North Kivu and South Kivu; Equateur and Sud-Ubangi in 2017

Know the number of kits needed to support vulnerable children

9 and 14 PTL GM, Operations and FO

X X

1.1.2.3 Launch the request for quotation (RFQ) for school kit acquisition


EPS-INC and DIVAS

X X

1.1.2.4 Launch the request for quotation (RFQ) for school kit distribution


EPS-INC and DIVAS

X X

1.1.3.1. Organize group identification meetings based on sectors Be familiar with existing COPAs and arrange into IGAs

11 PTL DME and R3 Team

EPS-INC and DIVAS

X X X

1.1.3.2 Train and orient group members on the grant process prepare partners for the optimization of EDPs

11 GM R3 Team and PTL EPS-INC and DIVAS

X X X

1.1.3.1. Develop and submit grant requests Provide technical assistance for partners in order to properly present grant requests


X X X

1.1.3.3 Examine and select eligible proposals Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba, North Kivu and South Kivu; Equateur and Sud-Ubangi in 2017

Select grant recipients 11 GM PTL and FO EPS-INC and DIVAS

X X X

1.1.3.1. Conduct the approval and environmental evaluation process Report on and have the environmental impact mitigation measures approved by sector

11 GM PTL and FO EPS-INC, DIVAS and USAID

X X X

1.1.2 Donation of school kits and in-kind grants for Fall 2017 (25 educational sub-provinces throughout Haut Katanga, Lualaba, Kasai Oriental, Kasai Central, Equateur and Gemena)

1.1.2 In-kind grants for Fall 2017 (25 educational sub-provinces throughout Haut Katanga, Lualaba, Kasai Oriental, Kasai Central, Equateur and Sud-Ubangi)

1.1.3 Subsidize income generating activities using the parent committees' action plan (the 13 sub-divisions)

1.1.3.4 Identify trainers for each sector and sign consulting agreements

sign agreements with the trainers and make them available to grant beneficiaries based on sectors

11 COP DCOP, GM, PTL and Operations

X X X

1.1.3.1. Strengthen the abilities of beneficiary groups by sector and environmental management

Train beneficiaries in environmental impact mitigation measures by sector

11 PTL Trainers EPS-INC and DIVAS

X X X

1.1.3.5 Organize kick-off workshops for grant activities Review grant action plans and their budgets, inform beneficiaries of procedures


X X X

1.1.3.1. Sign grant agreements Agreements signed with grantees

11 COP DCOP, GM, PTL and Operations

X X X

1.1.3.6 Assemble supplies for grants Move on to procurements for in-kind grants

11 Operations DCOP, GM and PTL

EPS-INC and DIVAS

X X X

1.1.3.1. Give grants to the selected and trained beneficiaries Grants received by beneficiaries

11 Operations PTL, GM, R3 Team and FO

EPS-INC and DIVAS

X X X

1.1.3.7 Implement grant activities by sector Support IGAs 11 GM R3 Team, Operations and PTL

EPS-INC and DIVAS

X X X

1.1.3.1. Ensure monitoring and technical support for beneficiaries Audit the grants 11 PTL GM, DME and R3 Team

EPS-INC and DIVAS

X X X

1.1.3.8 Final evaluations and grant close-out Evaluate and close out grants involving IGAs

11 GM PTL and FO EPS-INC and DIVAS

X X X

Result 1.2: Alternative/accelerated basic education programs that address the needs of out-of-school children and youth strengthened

1.2.1.1 Identify CRSs and beneficiaries in the 13 sub-provinces (Re)establishment of the CRSs and strengthening of

9 and 15 PTL SEA,COP and DCOP and GM

DIVAS,COPA,COGES

X

1.2.1.2 Workshop on evaluating the status of CRSs with community members

Understand needs of CRSs

9 and 15 PTL DME and Madho DIVAS,COPA,COGES

X

1.2.1.3 Develop and publish the request for quotation Solicit NGOs that may be interested in working on the project

9 and 15 DCOP PTL and FO DIVAS X

1.2.1.4 Examine and select submissions Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba, North Kivu and South Kivu; Equateur and Sud-Ubangi for 2017-18

Be familiar with the NGOs interested in working on the project

9 and 15 DCOP PTL and FO DIVAS X X

1.2.1.5 Conduct the approval and environmental evaluation process Have the environmental impact mitigation measures approved for the CRSs

9 and 15 GM PTL and FO DIVAS X X

1.2.1.6 Launch and sign grant agreements Sign agreements with grantee NGOs

9 and 15 DCOP GM, PTL and FO DIVAS X X

1.2.1.7 Implement grant activities by ALP Support CRS activities 9 and 15 R1 team leader DCOP, PTL and FO

DIVAS X X

1.2.1.8 Ensure monitoring of grant implementation Audit grants 9 and 15 PTL R1 team leader

GM, DME and R3 Team

EPS-INC and DIVAS

X

1.2.1.9 Official wrap-up and handover Evaluate and close out grants for IGAs

9 and 15 GM PTL and FO EPS-INC and DIVAS

X

1.2.2.1 Training of trainers on teaching Kiswahili reading and oral French by the Kinshasa technical team

Haut-Katanga, Lualaba, North Kivu and South Kivu

Increase the number of modules and training of CRS mentors

16 and 17 Operations Kinshasa

SEA,COP and DCOP

MINAS and DIVAS X

1.2.2.2 Training of teachers and CRS directors on teaching written Kiswahili and oral French

Haut-Katanga, Lualaba, North Kivu and South Kivu

CRS educators and center leaders brought up to speed

16 and 17 SEA R1 Team leader

PTL, Gender Specialist, FO

DIVAS X

1.2.2.3 Distribution of CRS and CAP teaching materials for learners and educators

Teaching materials made available in the

16 and 17 Operations R1 team leader

PTL and FO DIVAS X Using existing mateiala

1.2.2.4 Launch of the request for quotation for CRS and CAP school kits

Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba, North Kivu and

Solicit suppliers 16 and 17 GM COP, DCOP, PTL and FO


X

1.2.2.5 Selection of suppliers Suppliers selected 16 and 17 GM PTL and FO EPS-INC and DIVAS

X

1.2.2.6 Delivery of school kits for learners by suppliers Kits received from suppliers

16 and 17 COP R1 team leader

DCOP, GM and PTL

X

1.2.2.7 Distribution of school kits to CRSs and CAPs Kits distributed 16 and 17 Operations R1 team leader

PTL and FO EPS-INC and DIVAS

X

CAPs: Kivus and conflict-affected Katanga

1.2.3.1 Grants for NGOs to support operation of CAPs, to (re)establish new CAPs, and strengthen their management

Establishment of CAPs and stronger management

17 GM DCOP, PTL, GM, R3 Team and FO

DIVAS X

1.2.3.2 Identification of CAPs and beneficiaries Increase of modules and training of CAP

17 PTL DCOP, PTL and DM

DIVAS and DIV JEUN

X Monitoring gender to promote equitable enrollment

1.2.3.3 Selection of intervention areas Intervention areas selected

17 PTL R1 leader COP, DCOP, PTL and PMU

USAID, DFID and DIVAS, DIV JEUN

X

1.2.3.4 Selection of CAPs Haut-Katanga, Lualaba, North Kivu and South Kivu

CAPs (re)established 17 PTL R1 Team leader

SEA,COP and DCOP and the Grant

DIVAS,COPA,COGES, DIV JEUN

X

1.2.3.5 Identification of occupations/sectors Existing training sectors identified

17 R1 team leader PTL

SEA and GM DIVAS and DIV JEUN

X

1.2.3.6 Identification of research consultants and signing of consulting contracts

Agreements signed with researchers with expertise in CAPs

17 DCOP PTL DIVAS and DIV JEUN

X

1.2.3.7 Consultants conduct a base study on promising occupations in the areas of intervention

Identify profitable occupations

17 DCOP PTL DIVAS and DIV JEUN

X

1.2.3.8 Consultants research existing modules for each sector Identify modules for each sector

17 R1 team leader DCOP and SEA DIVAS and DIV JEUN

X X

1.2.3.9 Consultants adapt and re-write existing modules, with a focus on ensuring materials have gender equitable/gender transformative content

Assemble modules that meet training needs

17 R1 team leader DCOP, SEA, Gender Specialist

DIVAS and DIV JEUN

X

1.2.3.10 Training of trainers on different sectors and functional literacy Improve the skills of trainers in the CAPs

17 R2 team leader R1 team leader

PTL DIVAS and DIV JEUN

X

1.2.3.11 Training of mentors (MAF) and center directors on different sectors and functional literacy

Improve skills of mentors in the CAPs

17 R2 and R1 team leaders

PTL DIVAS and DIV JEUN

X

Result 1.3: Community and school collaboration and partnership to support access to education

1.3.1.1 Planning meetings with COPA and COGES members and community leaders for the mass enrollment campaign

Identify the elements that are behind the non- and late enrollment of children in school, as well as the resources and materials needed for a change in behavior

19 and 20 R1 team leader DPTL, Gender Specialist, and FO

EPS-INC and DIVAS

X

1.3.1.2 Purchase of material related to the campaign Procure the necessary materials for the campaign to move forward

19 and 20 R1 team leader Operations

PTL, DME, GM EPS-INC and DIVAS

X

1.3.1.3 Delivery of this material to the communities Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba, North Kivu and South Kivu; Equateur & Sud-Ubangi for 2017-18 school year

Make the necessary materials available for the campaign to move forward

19 and 20 Operations PTL, DME EPS-INC and DIVAS

X

1.3.1.4 Development of messages for the mass enrollment and retention campaign for the 2017-18 School Year

Development and approval of campaign messages and alignment with the

19 and 20 R1 team leader Operations and FO, Gender Specialist

EPS-INC and DIVAS

X With a focus on girls

1.3.1.5 Request for quotation for the dissemination of 2017-18 School Year messages

Solicit private companies that will disseminate the messages over the

19 and 20 DCOP PTL and FO EPS-INC and DIVAS

X

1.3.1.6 Signing of agreements with public and private partners that support the 2017-18 School Year campaigns

Form agreements with partners that will disseminate the messages

19 and 20 DCOP PTL and FO EPS-INC and DIVAS

X

1.3.1.7 Official launch of the BTS campaign in the 2017-18 School Year support communities

Campaign launched 19 and 20 PTL FO EPS-INC and DIVAS

1.3.1.8 Monitoring of the 2016-17 School Year campaign Evaluate the campaign 19 and 20 R1 team leader DME EPS-INC and DIVAS

X X X

1.3.1.9 Organization of retention campaigns with women role models in the community

Make the campaign appeal to young girls

19 and 20 Gender Specialist PTL and FO EPS-INC, DIVAS and COPAs

X

1.3.1.10 Orientation workshop on raising awareness concerning barriers related to the education of young girls

Identify barriers to the education of young girls and identify solutions

19 and 20 Gender Specialist PTL and FO EPS-INC, DIVAS and COPAs

X Focused on local community leaders

1.3.1.12 Orientation workshop for community members on their participation in improving the educational environment

19 and 20 R1 team leader EPS-INC, DIVAS and COPAs

X X

1.3.2 Support for the plan for "ratissage" (13 subprovinces in 2016, 25 in 2017)

1.3.2.1 Collaboration and interview with the MEPS-INC division and DIVAS to organize the "ratissage"

Work with the government on the mop-up

11 R1 team leader DME and Operations PTL

EPS-INC and DIVAS

X

1.3.2.2 Participation in "ratissage" organization meetings Know the government policy on mop-ups

11 R1 TEAM LEADER PTL

FO EPS-INC and DIVAS

X

1.3.2.3 Support for the development of the "ratissage" plan Finance the mop-up policy

11 R1 team leader DME PTL EPS-INC and DIVAS

X X

1.3.2.4 Material, financial and logistic support for the organization of the "ratissage"

Deliver kits for those identified during the mop-up and facilitate the handover to the


DME PTL EPS-INC and DIVAS

X X

1.3.2.5 Monitoring of the "ratissage" in the support communities Kasai Oriental, Kasai Central, Haut-Katanga, Lualaba, Equateur, North Kivu and South Kivu

Evaluate the mop-up 11 R1 team leader DME PTL EPS-INC, DIVAS and COPAs

X

1.3.1 Mass communication campaign for mobilization concerning access, retention, and completing primary school, with a particular focus on adolescent girls (13 SP + Kivus in 2016; 25 SP + Kivus in 2017).

1.2.1 Grants to NGOs to support CRS and CAP in terms of operation, (re)establish new CRSs, and strengthen their management (for CRSs: the 13, and then for Year 3, the 12 other SP)

1.2.2 Printing of materials for existing modules and support for CRS mentor training

1.2.3 Selection of modules and training to be strengthened for CAPs, based on recent research on demand and the job market

1.3.2.6 Support schools that received les ratesses from the mop-up with school kits (teaching material)

Support the schools that received les ratesses from the mop-up with teaching


PTL, DME and DCOP

EPS-INC and DIVAS

X

1.3.2.7 Support for parents in forming AVECs Facilitate communities in forming AVECs


DME, GM, DCOP EPS-INC, DIVAS and COPAs

X

1.3.3.1 Analyze EDPs to identify priorities concerning retention Prioritize projects that are directed towards supporting retention in the school development plans

19 and 20 R1 team leader PTL

GM, Gender Specialist, and R3 Team

COPAs and COGES

X

1.3.3.2 Orientation of EDP needs towards technical assistance or a grant

Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba, North Kivu and South Kivu; Equateur & Sud-Ubangi for 2017-18 school

Redirect EDP project priorities towards a grant or technical assistance


GM, Gender Specialist, and R3 Team PTL

COPAs and COGES

X

1.3.3.3 Trigger mechanisms for technical assistance and/or a grant Align grants or technical assistance with EDP projects

19 and 20 DCOP GM, Gender Specialist, PTL and R3 Team

COPAs and COGES

X

1.3.3.4 Ensure monitoring of activities Evaluate how EDP projects are run


GM and R3 Team COPAs and COGES

X X X

Result 1.4: Quality of education environments improved

1.4.1.1 Training of teachers, community members, and student leaders on the "Doorways" approach

Training report 21, 22, and 23 Number of inspectors, directors, teachers and students trained

Technical gender advisor /TGA

SEA and M&E and PTL R1 team leader

Inspectors that train trainers and directors

X

1.4.1.2 Support linkage with local SRGBV response mechanisms to address gender-based violence (SGBV)

Map of focal points 21, 22, and 23 Number of "focal" parents and teachers elected (SGBV focal points and/or listening posts)

TGA, community mobilizers, and PTL

SEA and M&E and PTL

directors, X

1.4.1.4 Training of SGBV focal points concerning the rights of children, positive discipline techniques, SRGBV, and the referral system

Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba, North Kivu and South Kivu; Equateur & Sud-Ubangi for 2017-18 school year

Training report 21, 22, and 23 Number of focal points trained TGA, community mobilizers, and PTL


directors, X

1.4.1.5 Training of teachers and COGES on the code of conduct for Safe Schools

Training report and the teacher code of conduct

21, 22, and 23 Number of schools with the teacher code of conduct posted in the director's office

Directors, SGBV focal points, accompanying adults and TGA


directors, X X The code of conduct, developed under the USAID/DRC EAGLE project, has already been validated by MEPS-INC

1.4.1.6 Training of student leaders on the student code of conduct for Safe Schools

The student code of conduct

21, 22, and 23 Number of schools with the student code of conduct posted in classrooms

Directors, SGBV focal points, community mobilizers TGA

SEA and M&E and PTL

directors, X

1.4.1.7 Strengthen synergies at the school level with interventions in the areas of health care and protection

Map of players working in the area of health care and child protection

21, 22, and 23 Percentage of schools (and non-formal equivalents) benefitting from health and sanitation interventions

Directors, SGBV focal points, community mobilizers and the Gender advisor


directors, X X

Result 2: Improved education qualityResult 2.1: Quality of instruction at the primary level improved2.1.1 Teaching and learning materials development

2.1.1.1 Testing and revision of gender sensitive teacher manuals and student booklets in Kiswahili and oral French for the 2nd year (2nd edition) and for the 3rd and 4th year in Kiswahili and French (1st edition/based on existing material), and for the 1st to 4th year in Tshiluba and Lingala (1st edition by adapting the 1st year in Kiswahili that has already been developed)

Haut-Katanga, Lualaba, Kasai Oriental and Central; Equateur & Sud-Ubangi in 2016-17 school year

Report on feedback from testing and the revision of manuals and student booklets in the Congolese language and oral French (1st to 4th year)

27, 28 Education Technology Specialist

Supervisor of teams specialized in developing Kiswahili and oral French materials, TGA

Approval committee X X X

2.1.1.2 Approval of teacher manuals and student booklets in Kiswahili and oral French for the 2nd year (2nd edition) and for the 3rd and 4th year in Kiswahili and French (1st edition/based on existing material), and for the 1st to 4th year in Tshiluba and Lingala (1st edition by adapting the 1st year from Kiswahili that has already been developed)

Report/minutes on approval of manuals and student booklets (1st to 4th year) and related planning

27, 28 Materials Development Manager

SEA, Technical office, writers of materials, TGA,

USAID education manager, ACCELERE Approval committee

X X

2.1.1.3 Design of a mathematics pilot course for 1st grade Overall planning, weekly plan and sequencing plans


SEA, R2 team leader, materials development specialists

DIPROMAD and SERNAFOR

X X

2.1.1.4 Development of a mathematics pilot course for 1st grade Teacher manual Materials Development Manager

SEA, R2 team leaders in materials


X X

2.1.1.5 Approval of a mathematics pilot course for first grade Teacher manual Materials Development Manager

SEA, R2 team leader, materials development specialists


X X

2.1.1.6 Plan for adapting CRS teacher manuals and student booklets in Tshiluba and Lingala for level 1 (1st edition by adapting the CRS level 1 Kiswahili program) and for 2nd level for Kiswahili, French, Tshiluba, and Lingala (1st edition/based on existing material)

Overall planning, weekly plan and sequencing plan for CRS in Tshiluba and Lingala for level 1 and 2, and in Kiswahili and French for

27, 28 Materials Development Coordinator

SEA, Supervisor of the team for writing CRS materials, TGA

DIPROMAD and MINAS

X X

2.1.1.7 Development of CRS teacher manuals and student booklets in Tshiluba and Lingala for level 1 (1st edition by adapting the CRS level 1 Kiswahili program) and for 2nd level for Kiswahili, French, Tshiluba, and Lingala (1st edition/based on existing material)

CRS teacher manuals and student booklets in Tshiluba and Lingala for level 1 and 2, and in Kiswahili and French for level 2

27, 28 Materials Development Coordinator

SEA, Supervisor of the team of CRS materials development specialists, TGA

MINAS, DIPROMAD and SERNAFOR

X X X

2.1.1.8 Testing and revision of gender sensitive CRS teacher manuals and student booklets in Tshiluba and Lingala for level 1 (1st edition by adapting the CRS level 1 Kiswahili program) and for 2nd level for Kiswahili, French, Tshiluba, and Lingala (1st edition/based on existing material)

Report on feedback from testing and revision of manuals and booklets in Tshiluba and Lingala for 1st and 2nd level, and in Kiswahili and French for 2nd level

Education Technology Specialist

SEA, Supervisor of the team of materials development specialists

Approval committee X X

2.1.1.9 Approval of CRS teacher manuals and student booklets in Tshiluba and Lingala for level 1 (1st edition by adapting the CRS level 1 Kiswahili program) and for 2nd level for Kiswahili, French, Tshiluba, and Lingala (1st edition/based on existing material)

Report/minutes on approval of manuals and student booklets in Tshiluba and Lingala for 1st and 2nd level, and in Kiswahili and French for 2nd level


SEA and Technical office

USAID and MEPS-INC approval committee

X X X

2.1.2 Training of trainers and teachers 2.1.2.1 Design of training modules Haut-Katanga, Lualaba,

Kasai Oriental and Central/ prep work for Equateur & Sud-Ubangi in 2016-17 school year

Finalized module text 27, 28 Education Technology Specialist

SEA, R2 team leader. Gender Specialist, Specialist in training writers

SERNAFOR X X X X

2.1.2.2 Approval of training modules Approval minutes/reports

Materials Development Manager

SEA, R2 team leader, Gender Specialist, Specialist in training writers

approval committee X X

2.1.2.3 Finalization and printing of training modules Printed module Materials Development Manager

SEA, R2 team leader, Gender Specialist and Procurement

X X

2.1.2.4 Training of trainers (TOT) in the reading program in Kiswahili, Tshiluba, Lingala and French (oral and reading) for 1st to 4th year

Activities report 27, 28 Materials Development Manager

SEA, Technical office, CRS material writers, Gender Specialist

SERNAFOR, PROVED, IPP, IPPAF, INSPOOL

X

2.1.2.5 Training of directors and teachers in the reading program in Kiswahili, Tshiluba, Lingala and French (oral and reading) for 1st to 4th year


STA, R2 team leader and CRS materials development specialists, Gender Specialist


X

2.1.2.6 Extension of the formative evaluation to all of Katanga Activities report 27, 28 SRAM/STS SEA, R2 team leader

PROVED, IPP, IPPAF, INSPOOL

X X X

2.1.2.7 Identification/adaptation of existing modules on cross-cutting topics (class management, gender, violence, etc.)

Adapted module 27, 28 Gender specialist and MDC

Gender specialist, R2 team leader and CRS

SERNAFOR/PROSEB and OPEQ/IRS

X X

2.1.2.8 Training of trainers (TOT) on crosscutting topics (class management, gender, violence, etc.)

Activities report 27, 28 Materials Development Coordinator

SEA, Gender Specialist, and technical office

SERNAFOR and MINAS

X X X

2.1.2.9 Training of trainers, directors and teachers on cross-cutting topics (class management, gender, violence, etc.)

Activities report 27, 28 Gender specialist and technical office

R2 team leader materials development specialists

DIPROMAD, SERNAFOR and MINAS focal points

X X X

2.1.2.10 Design of training modules for CRSs Finalized module text 27, 28 Professional development specialist

Writers, R2 team leader

SERNAFOR X X X

2.1.2.11 Approval of training modules for CRSs Approval minutes/reports

Materials Development Manager

SEA, R2 team leader and writers

approval committee X X

2.1.2.12 Finalization and printing of training modules for CRSs Printed module Materials Development Manager

SEA and Technical office and logistics office

X X

2.1.2.13 Training of trainers (TOT) in the reading program in Kiswahili, Tshiluba, Lingala and French (oral and reading) for level 1 and 2


SEA, Technical office, CRS material writers

SERNAFOR, PROVED, IPP, IPPAF INSPOOL

X

2.1.2.14 Training of directors and teachers in the reading program in Kiswahili, Tshiluba, Lingala and French (oral and reading) for level 1 and 2


STA, Technical office, CRS materials development specialists


X

2.1.3 Training and support for ALs and supervisors X2.1.3.1 Identification of ALs and supervisors Haut-Katanga, Lualaba,

Kasai Oriental and Central/ prep work for Equateur & Sud-Ubangi in 2016-17 school year

Training tools on supervision techniques and self-evaluation sheets

27, 28 Professional development spec Materials Development manager

Materials development specialists


X X X

1.3.3 Technical support and grants for access and retention activities in the school development plans

1.4.1 Improve knowledge and empower inspectors, directors, teachers, students, and COPAs of targeted schools concerning SGBV and identify SGBV focal points in schools in order to act in the case of SGBV and direct victims towards services that provide proper care.

2.1.3.2 Finalization of the development of training tools on supervision techniques, and of sheets for the professional development and teacher self-evaluation program, with an emphasis on gender equitable classroom management

Training tools on supervision techniques and self-evaluation sheets

27, 28 SEA, Materials Development manager

Training specialist, Materials development specialists, Gender Specialist


X X

2.1.3.3 Training of TOT on supervision techniques and the professional development and teacher self-evaluation program

Activity report 27, 28 Materials Development Manager R2 team leader

Gender Specialist, Training Specialist

SERNAFOR, IPP, IPPAF, INSPOOL

X

2.1.3.4 Training of directors on supervision techniques in the professional development and teacher self-evaluation program

Activity report 27, 28 Materials Development Coordinator

Gender Specialist, Training Specialist

SERNAFOR, IPP, IPPAF, INSPOOL

X

2.1.3.5 Training of teachers in the professional development and teacher self-evaluation program

Activity report 27, 28 Materials Development Coordinator

Gender Specialist, Technical office, CRS material writers

DIPROMAD and MINAS, IPP, IPPAF, INSPOOL focal points

X X

2.1.4 Support for proximity networks for ongoing teacher and DP training

2.1.4.1 Re-educate directors and teachers from Katanga on the SERNAFOR training module on proximity networks

Haut-Katanga & Lualaba Activity report 27, 28 Materials Development Manager

Technical office and INSPOOL

IPP, IPPAF X X

2.1.4.2 Assist schools in organizing bi-monthly discussion forums on the reading program supported by ACCELERE

Activity report 28 Materials Development Manager

Inspector, ALs Regional coordination

X X X

2.1.4.3 Assist schools in organizing formative evaluations of students in the reading program supported by ACCELERE

Activity report Materials Development Manager

SRAM X X X

2.1.4.4 Training of proximity network leaders in the use of tablets and phones for collecting and disseminating information

Activity report 28 Materials Development Manager STTA education technology specialist

IT, Als EPS-INC focal points

X X

2.1.4.5 Training in the use of tablets and incorporation of teaching and learning content

Activity report 28 STTA Education Technology Specialist

IT, Als EPS-INC focal points

X X

2.1.4.6 Technical support in the training of trainers of CRS coordinators in the reading and writing program

Activity report 27, 28 Technical office IPP, IPPAF, INSPOOL

X X

Result 2.2: Teaching and learning materials used in the classroom effectively

2.2.1 Printing of school materials for the 2nd, 3rd and 4th year in Kiswahili and French (oral and reading) and in 1st, 2nd, 3rd and 4th year in Tshiluba and Lingala

Haut-Katanga, Lualaba, Kasai Central & Oriental, and Equateur

29 Materials Development Manager r2 team leader

Procurement, Katanga logistics office

X X

2.2.2 Shipping and distribution of school materials for the 2nd, 3rd and 4th year in Kiswahili and French (oral and reading) and in 1st, 2nd, 3rd and 4th year in Tshiluba and Lingala

29 Materials Development Manager

Kinshasa logistics office,

X

Result 2.3: Community participation to support school-based and extra-curricular learning strengthened

2.3.1 Support and guide the community in their initiative to implement an extra-curricular mentoring program (tutoring, spaces for community early learning in reading, kiosk or space conducive to reading)

Haut-Katanga, Lualaba, Kasai Central and Oriental, North and South Kivu

Training guide 30 Materials Development Manager

Regional coordination, Gender Specialist

COPAs, CARITAS X X X

2.3.2 Design of materials for implementing an extra-curricular mentoring program (tutoring, spaces for community early learning in reading, kiosk or space conducive to reading)

Teaching materials 30 Materials Development Manager R2am leader education technology

Gender Specialist COPAs, CARITAS X

Result 3: Improved governance and accountability by stakeholdersResult 3.1: Development and implemenation of policies for improved access and learning strengthened

3.1.1 Continuation of technical support to review and update the Reading Roadmap

Kinshasa Workshops, updated Reading Roadmap

35, 36 EPA PASS, STTA, SEA, R2

DIPROMAD, CATED, other delegates from MEPS-INC, and partners implementing new reading

X X X X This is a continuation from Year 1, and depends on the availability of the participants

3.1.2 Technical support to the implementation of the Observatoire de la lecture, including support at the provincial and sub-provincial levels for potential roll-out of the Observatoire at those levels

Kinshasa and targeted provinces

Workshops 32, 35, 36 EPA PASS, STTA, SEA, SRAM, R2

Proved, Sous-Proved, IPP, Inspool

X X X X The potential roll-out of the Observatoire at the provincial and sub-provincial levels will be determined in collaboration with the Observatoire, and could take the form of official provincial/sub-provincial level Observatoires, or workgroups

3.1.3 Technical support for the implementation of the key reading messages campaign


Key reading messages disseminated

35 32 EPA STTA, Gender Specialist, PASS, R2

DIPROMAD, CATED, Cellule Communication MEPS-INC

X X X X

3.1.4 Support ministry partners to review the pilot Status of Education Brief (produced in Year 1) and to draft a development plan for subsequent status of education briefs

Selected Sous-ProvEds in Haut-Katanga, Lualaba, Kasai-Central and/or Kasai Oriental

Strategy document 35 EPA STTA, PASS Proved, Sous-Proved, DEPS/SIGE, CATED

X X

3.1.5 Support the implementation plan to instutionalise the Status of Education Briefs at the national, provincial and sub-provincial level, linking with the Promotion Scolaire cycle


Workshops, and Status of Education Brief

35, 36 EPA SEA, SIA, PASS, SIS

Proved, Sous-Proved, IPP, Inspool

X X X X

3.1.6 Work with ACCELERE!1 colleagues to coordinate technical assistance to ministerial partners for the development and review of policies, laws, guidelines and regulations

National Updated or new policies, laws, guidelines and regulations

35 EPA SEA, SIA, PASS, Gender Specialist

DIPROMAD X X X X With an emphasis on increasing girls' access and retention and improving their performance?

3.1.7 Coordinate with ACCELERE!2 colleagues on key governance activities to ensure cohesion across ACCELERE!1 and ACCELERE!2

National EPA SIS, PASS, SIA, STTA

X X X X Common areas of activity include Promotion Scolaire, governance dashboards, and how planned SMSF activities both inform and are informed by A!2 activity.

Result 3.2: School leadership and management strengthened

3.2.1 Work with Sous-PROVED partners to share results and tools from the SMSF and Year 1, and to collaboratively produce a workplan for implementation of activites

Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba

Workshops, shared workplans

31, 36 SIS, SIA Provincial teams PROVED, Sous-PROVED, Inspectors

X

3.2.2 Implementation of the first version of the SMSF, including regular reviews and adaptations as required, with training held for inspectors on the use and implementation of the SMSF


Training materials, trainings held

31, 36 SIS, SIA Provincial teams, Gender Specialist

PROVED, Sous-PROVED, Inspectors

X X X X

3.2.3 Technical support to Sous-PROVEDs to conduct annual school performance reviews, in the context of the Promotion Scolaire


Workshops, reports on school performance

31, 32, 36, 37 SIS, SIA Provincial teams, Gender Specialist

Sous-PROVED, Inspool

X X X R3 team is mindful of the potential for SMSF investment to be redirected to redeveloping Promotion Scolaire with a wider brief to include quality of reading.

3.2.4 Support the set up of communities of practice for School Directors in each educational zone


Meetings held 33 SIS, SIA R2, Provincial Teams

Inspectors, Sous-PROVED, School Directors

X X X X

3.2.5 Train the trainers for the school director training Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba


33,38 SIS, SIA Provincial teams, Gender Specialist

Inspectors, Sous-PROVED, School Directors

X X

3.2.6 Delivery of two training sessions for school directors on leadership, school self assessment, and development of School Development Plans



33, 38 SIS, SIA Provincial teams, Gender Specialist

Inspectors, religious network coordinators

X X X We expect to build on the linkage between school self assessment, school planning and Promotion Scolaire.

Result 3.3: Community and civil society oversight and accountability at local and provincial levels increased

3.3.1 Support the set up of communities of practice for COPAs and COGES in each educational zone


Meetings held 39, 34 SIS, SIA Provincial teams and community mobilizers

COPAs, COGES, School Directors, Inspectors, religious network coordinators

X X X

3.3.2 Train the trainers for the COPAs/COGES training Kasai Central, Kasai Oriental, Haut-Katanga, Lualaba

Training materials and trainings held

34 SIS, SIA Gender Specialist, Provincial teams and community mobilizers

Sous PROVED, Inspectors, religious network coordinators, COPAS, COGES

X X

3.3.3 Train COGES and COPAS on developing good quality school development plans and evaluation of school perfomance, including progress toward becoming a "Safe School"


Training materials and trainings held

39, 34 SIS, SIA Gender Specialist, Provincial teams, and community mobilizers

Sous PROVED, Inspectors, religious coordinators, COPAS, COGES

X X X

3.3.4 Support the implementation of School Development Plans, including the private sector support for certain activities in certain schools


School Development Plans by targeted schools

39,41 SIS, SIA SEA, Gender Specialist, Provincial teams

Sous PROVED, Inspectors, religious coordinators, COPAS, COGES

X X X

3.3.5 Refinement of the school report card tool following the pilot in Year 1 in Haut Katanga

Haut Katanga and Lualaba Finalised School Report Card tool

40 SIS, SIA STTA, R2 Inspectors, Sous-PROVED, school directors, COPAS/COGES

X Parallel with our review of Promotion Scolaire, we acknowledge the potential of SRCs to be an adaptation of a revised Promotion Scolaire.

3.3.6 Collaborate with A!1 colleagues to pilot a digital version of the School Report Card

Haut Katanga and Lualaba Digital version of School Report Card

40 SIS SIA, R2, STTA Inspectors, Sous-PROVED, school directors, COPAS/COGES

X We note the need to liaise with A!2 to ensure that there planned governance 'dashboards' are not a duplication of A!1 planned outputs.

School Director and Leadership training

Support to COGES and COPAs and School Development Plans

School Report Cards

Reading Roadmap and Observatoire de la lecture

Status of Education Brief

Additional Policy Work Related to Primary Grade Reading and Equitable Access

School Monitoring and Support Framework (SMSF)

3.3.7 Roll out the school report card as part of the School Self Assessments


Completed school report cards

40 SIS SIA, R2, STTA Inspectors, Sous-PROVED, school directors, COPAS/COGES

X X Parallel with our review of Promotion Scolaire, we acknowledge the potential of School Self Assessment to be an adaptation of a revised Promotion Scolaire.

October 2016 This publication was produced for review by the United States Agency for International Development (USAID). It was prepared by Chemonics International Inc. for the I-READ Program.

3


IMPROVING READING, ACCESS, AND ACCOUNTABILITY IN THE DRC (ACCELERE!) ACTIVITY 1

YEAR 2 WORK PLAN, OCTOBER 2016 – SEPTEMBER 2017 ANNEX 2. ANNUAL UPDATE YEAR 2

GENDER ANALYSIS AND GENDER IMPLEMENTATION STRATEGY

1 GENDER ANALYSIS AND GENDER IMPLEMENTATION STRATEGY Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – Activity 1 October 2016

CONTENTS Acronyms ................................................................................................................................................ 2 A. Gender Analysis ................................................................................................................................. 3

Situation Analysis ............................................................................................................................... 3

The Education Sector ...................................................................................................................... 5 The Gender Gap in Education: Enrollment and Completion .......................................................... 6 Out-of-School Children................................................................................................................... 7 Gender Gaps in Educational Attainment ........................................................................................ 7 Barriers to Gender Equitable Education ......................................................................................... 8

Conclusions ....................................................................................................................................... 13

B. Gender Implementation Strategy (Year 2) ....................................................................................... 13

Gender Implementation Plan Table .................................................................................................. 15

Appendix 1. Evaluation form for schools on school-related gender-based violence ............................ 29 Appendix 2. Existing Resources and Tools to Assist Gender Mainstreaming through ACCELERE! Activity 1 Activities ......................................................................................................... 35 Appendix 3. Gender-sensitive Initiatives and Projects to Improve Education ..................................... 53


ACRONYMS AGYW Adolescent girls and young women COPA Comité de Parents COGES Comité de Gestion Scolaire DFID Department for International Development DRC Democratic Republic of the Congo EAGLE Empowering Adolescent Girls to Lead through Education EGRA Early grade reading assessment GDI Gender Development Index GII Gender Inequality Index GTG Groupe Thématique Genre MEPS-INC Ministère de l’Enseignement Primaire, Secondaire et Professionnel et

l’Induction à la Nouvelle Citoyenneté MGM Menstrual hygiene awareness and management MWFC Ministry of Women, Family and Children NGO Non-governmental organization PASEC Programme d’analyse des systèmes éducatifs de la confemen RESEN Rapport d’état du système éducatif SRGBV Sexual and gender-based violence US United States USAID United States Agency for International Development UN United Nations UNDP United Nations Development Program UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations International Children's Emergency Fund Vas-Y Fille! Valorisation de la Scolarisation de la Fille


A. GENDER ANALYSIS This document seeks to update the gender analysis of the ACCELERE! Activity 1 project at its inception. Following the first year of implementation of the project, the aim of this update is firstly to review any relevant new literature and findings on gender equality and girls’ access to education in the Democratic Republic of the Congo (DRC), including findings from projects currently implemented in DRC which might have an impact on or feed into the ACCELERE! Activity 1 project, and secondly to identify and provide an overview of any new developments in the status of contextual constraints which were identified in the original analysis. The updated gender analysis will feed into an updated gender implementation strategy for ACCELERE! Activity 1 which will outline activities to be undertaken in the second year of implementation in order to mainstream gender throughout all of the project. This updated analysis was developed based on the information contained in the previous gender analysis with added information drawn from various reports and organizational documents concerning gender equality and education in the DRC from the DRC government and various international organizations and non-governmental organizations (NGOs), including the Rapport d’état du système éducatif (RESEN) for the DRC, and the new Education Sector Strategy produced by the DRC Government for 2016-2025 (Stratégie séctorielle de l’éducation et de la formation 2016-2025). This new education sector strategy contains significant objectives relating to gender equality in education which the ACCELERE! Activity 1 project can help to support and thus continued close cooperation with government authorities is foreseen.

Situation Analysis Basic details about the situation in the DRC and the educational situation of girls can be found in the original gender analysis carried out for this project.1 This analysis will not therefore repeat these details but will seek to add any additional information and update any statistics which could be useful for understanding the context of the project and the background to the revised gender implementation strategy. As highlighted in the original gender analysis for this project2 the DRC is a country where there remain significant challenges to women’s rights and gender equality. In the UNDP gender inequality index the DRC was ranked 149 out of 155 countries in 2014.3 Compared to the previous year’s data presented in the original ACCELERE! Activity 1 gender analysis there have been some improvements, such as an increase in the percentage of women with at least some secondary education. However, there have also been some negative changes such as the increase in the maternal mortality ratio. Table 1 below shows the evolution of the DRC’s Gender Inequality Index (GII) indicators from 2013 to 2014. Table 2 updates the figures on the DRC from the UNDP Gender Development Index (GDI). Progress can be noted here in the mean years of schooling for women, which might be attributed to the efforts that have been made to increase access and retention for girls in education.

1 ACCELERE! Activity 1 Final Gender Analysis and Gender Implementation Strategy 2015. 2 ACCELRE! Activity 1 Final Gender Analysis and Gender Implementation Strategy 2015. 3 UNDP Gender Inequality Index 2014, http://hdr.undp.org/en/composite/GII


Table 1. Evolution of the DRC’s GII indicators 2013 to 20144 GII

Value GII Rank

Maternal Mortality Ratio5

Adolescent Fertility Rate6

Female Seats in Parliament

Population with at least some secondary education

Labor force participation rate (%)

Female Male Female Male 2013 0.681 147 540 135.5 8.3 10.7 36.2 70.7 73.2 2014 0.673 149 730 135.3 8.2 12.8 32.4 70.7 73.2 Table 2. Evolution of the DRC’s GDI values 2013-20147 Life expectancy at

birth Expected years of schooling

Mean years of schooling

HDI Values

Female Male Female Male Female Male Female Male 2013 51.8 48.2 8.4 10.9 2.1 4.1 0.304 0.369 2104 60.1 57.2 8.6 10.8 4.5 7.7 0.393 0.472 The political context in the DRC remains difficult, particularly in view of the presidential elections which are due to be held in July 2017. This instability is clearly not favorable for any kind of positive policy change including policies on gender equality and women’s rights. Based on a consultation with other projects in DRC working on gender equality, ACCELERE! Activity 1 realizes the challenges facing the implementation of a gender strategy due to difficulties caused by the frequent changes in leadership at the Ministry of Women, Family, and Child (MWFC). Since a government reshuffle instigated by President Kabila in October 2015, Mme Lucie Kipele Aki Azwa has held the post of Minister of Women, Family and Children.8 Despite these external challenges, the project’s gender team will continue to seek opportunities to establish a consistent dialogue with the MWFC. Some progress has been made in political and legislative frameworks for gender equality. The Code de la Famille, recently revised to comply with the International Covenants on Human Rights, the African Charter on Human and Peoples’ Rights, the Convention on the Elimination of all forms of Discrimination against Women, and the Convention on the Rights of the Child, is one piece of legislation that is supporting the improvement of women’s’ right and gender equality, specifically improving the status and legal capacity of married women and children, with additional provisions for adopted children, and giving opportunities and legal basis for engaging on gender equality9. A law on women’s rights and gender equality was adopted by the DRC Parliament on 1 August 2015.10 The law proposes various measures to improve women’s rights and gender equality, including women’s political representation. There are two specific articles devoted to the issue of education. Article 10 of this law states that women and men have equal rights to education and training and that the government will put into place specific programs to encourage gender parity in educational enrollment; orient girls towards all educational subjects; reduce the disparities in illiteracy between men and women; ensure that out-of-school children of both sexes have access to accelerated learning programs; ensure that children living in poverty have access to education; and ensure that pregnant 4 http://hdr.undp.org/en/composite/GII 5 Deaths per 100,000 live births. 6 Births per 100,000 women ages 15-19. 7 http://hdr.undp.org/en/composite/GDI 8 https://www.primature.cd/public/6786-2 9 Government of the Democratic Republic of the Congo, ‘Loi n°16/008 du 15 juillet 2016 modifiant et complétant le Loi n°87-010 du 1er août 1987 portant Code de la Famille, Democratic Republic of the Congo, 15 July 2016. 10 Government of the Democratic Republic of the Congo, ‘Loi n°15/013 du 01 août 2015 portant modalités d’application des droits de la femme et de la parité’, Democratic Republic of the Congo, 1 August 2015.


girls and young mothers can continue their education. Article 11 outlaws any gender stereotypes or clichés in educational materials, curricula, cultural and extra-curricular activities, and career advice. However, despite the apparently ambitious scope of this law, there are concerns over the administration’s capacities to implement the law. It is, however, a positive sign of commitment towards gender equality and gender equality in education that this law has been adopted. In addition to the instability stemming from the upcoming presidential elections, the continuing conflicts in the eastern provinces of the DRC have led to an ongoing humanitarian crisis with major population displacements resulting from the fighting. The conflict and displacement has particular gendered effects such as ongoing high levels of sexual and gender-based violence which is perpetrated both by armed groups and civilians.11 Conflict and displacement also have a negative effect on schooling for children in the affected regions and this again may have a particularly negative effect on girls for whom the existing obstacles to access to education are exacerbated.12

The Education Sector The Rapport d’état du système éducatif national (Report on the State of the National Education System or RESEN) prepared for the DRC with the support of Pole Dakar, UNICEF and UNESCO in 2014, highlighted that despite continuing progress in enrollment and quality of education in the country, challenges and lacuna still remain. Demographic data suggests that the number of children to be schooled will rise in all age groups, leading for example to the need for a 46% increase in capacity in primary education.13 A new Education Sector Strategy for 2016 to 2025 was adopted in December 2015. The three principal objectives of this strategy are to develop access and ensure equality, to improve the quality of learning, and to improve the governance of the education sector. Universal primary education is the first priority of the strategy and it includes a promise to pay teachers in order to ensure the gratuity of primary education for all children. The new Education Sector Strategy contains a specific section devoted to gender equality. The strategy promises to improve conditions within schools to help the retention of girls within the system, and to provide them with the best conditions in which to complete their schooling and achieve the best results possible. Specifically, the strategy promises to support:

• The construction of dedicated latrines for girls in schools and the provision of running water to help girls cope with the need for general hygiene such as hand washing but more specifically focused on, menstrual hygiene awareness and management (MHM)

• Measures to be put in place to ensure security for girls within schools and in the close environment around the school

• Measures to favor the recruitment and retention of women teachers • Scholarships to be awarded to girls from the poorest and most vulnerable families • A communication campaign to be implemented in collaboration with the Ministry of Gender

on women’s rights and on the legal sanctions which exist for acts of violence against women and girls14

The Strategy aims to have 90% of girls completing primary education by 2018, and 97% by 2025, with an 88% transition rate of girls from primary to secondary education by 2025.

11 Freedman, J., Gender, Violence and Politics in the Democratic Republic of the Congo, Ashgate, 2015. 12 RESEN, 2014. 13 RESEN, 2014. 14 Stratégie séctorielle de l’éducation et de la formation 2016-2025.


This is an ambitious and comprehensive strategy, but again the major question mark is over the capacity for implementation. It is here that ACCELERE! Activity 1 and similar projects can seek to magnify their impact by working closely with government and authorities at all levels to support implementation of the strategy. It is thus recommended that in the upcoming year of implementation, ACCELERE! Activity 1 project staff coordinate even more closely with the relevant ministries in order to ensure that the activities they undertake are aligned with the strategy and support government objectives and efforts.

The Gender Gap in Education: Enrollment and Completion As highlighted in the original gender analysis, despite progress, there are persistent gender gaps in enrollment and completion of education at all levels. These gender gaps combined with other socioeconomic and local cultural factors create multiple inequalities. While there has certainly been progress in enrolling children in primary education, completion rates remain low for both girls and boys, but with girls being more disadvantaged. As Table 3 below demonstrates, the greatest factor of differentiation in access to and completion of education at all levels is wealth, though gender and rural/urban location are also important differentiating factors. Whereas there has been progress in moving towards gender parity in primary enrollment with 97% of boys and 94% of girls starting in primary school, there is still a wide gender gap in primary completion rates, with only 59% of girls completing primary education as opposed to 80% of boys. Similarly only 18% of girls complete secondary education as opposed to 34% of boys.15 Table 3. Access, Retention and Completion of Education according to Gender, Urban/Rural Location, Wealth16 Girls Boys Rural Urban Poor

(Bottom 20%)

Rich (Top 20%)

Primary Access 94% 97% 93% 99% 89% 99% Retention 63% 83% 59% 89% 46% 95% Completion 59% 80% 55% 88% 41% 94%

Transition Primary-Secondary

88% 91% 88% 94% 88% 97%

Secondary Access 52% 74% 48% 83% 36% 91% Retention 35% 46% 26% 56% 16% 56% Completion 18% 34% 13% 47% 6% 51%

Transition Secondary-Higher

44% 37% 15% 50% 10% 50%

Access Higher 8% 12% 2% 23% 1% 25% Moreover, all of these differences combine to create multiple discrimination, so that poor girls from rural areas have the least chance of accessing and completing education at all levels, and these differences increase as the level of education gets higher. Thus only 4% of poor girls from rural areas complete secondary education as opposed to 67% of wealthy urban boys. Figure 1 below shows the differences in educational access for girls from poor rural families and boys from wealthy urban families. 15 RESEN, 2014. 16 RESEN, 2014.


Figure 1. Percentage of children in school according to gender, wealth and rural/urban location17

The gender gap in enrollment and completion of school also varies according to region; in the former provinces of Equateur, Kasai Occidentale and Maniema, the gender gap in school enrolment and completion is the greatest.18 ACCELERE! Activity 1 must therefore take an intersectional approach to gender equality and consider the ways in which these various factors of discrimination interact in order to ensure equitable access to education and retention in school for all children, girls and boys.

Out-of-School Children

The gender gap in out-of-school children is relatively small with the rural-urban divide being a far more important factor in being out of school. A total of 3.5 million children age 6-11 are estimated to be out of school, which represents 26.7% of this age group. In rural areas 30% of boys and 32% of girls are out-of-school, whereas in urban areas this figure falls to 17% of boys and 19% of girls.19 The causes of this rural-urban divide are linked to poverty, distance from school, social and cultural norms around education. All of these combine with gender inequalities to explain why girls are out of school, and thus this phenomenon must also be addressed in an intersectional manner to ensure maximum impact by projects such as ACCELERE! Activity 1.

Gender Gaps in Educational Attainment The RESEN report notes a difference in educational attainment between boys and girls, with girls performing worse at primary level.20 This finding is contrary to the global trend within which girls tend to perform better at primary level. These differences in educational attainment in the DRC have

17 RESEN, 2014. 18 Stratégie séctorielle de l’éducation et de la formation 2016-2025. 19 Stratégie séctorielle de l’éducation et de la formation 2016-2025. 20 RESEN, 2014.

0

10

20

30

40

50

60

70

80

90

100

% o

f obo

ys a

nd g

irls

at e

ach

leve

l of s

choo

l

Levels of Primary and Secondary Education

RichUrbanBoys

PoorRuralGirls


not been fully explained and would merit further research. Girls’ more interrupted school attendance, the gendered nature of teaching materials and resources, or the lack of female teachers may all contribute. The gender gap in attainment is quite small at the beginning of primary education, but increases as primary school goes on, with boys out-performing girls quite clearly by the end of the primary cycle which suggests that inequalities and discrimination within schools themselves tend to reinforce the gap. As such, merely increasing girls’ enrollment will not be sufficient to address the gender gap in education, and other issues must also be tackled to ensure that schools are providing gender equal education. Working on ensuring gender sensitivity of pedagogical materials, a gender-balance in teaching staff, and a safe and gender equal school environment are all important issues which must not be neglected. ACCELERE! Activity 1 should therefore take a holistic and “whole school” approach to promoting gender equality in their projects. Interestingly, the gender gap in educational attainment is reversed when it comes to secondary education, with girls outperforming boys at this level.21 Girls have better results than boys in the state examination at the end of secondary school, but this may be explained by the fact that only the best-performing girls are still at school and take the examination at this stage, so a self-selection takes place before the examination.22

Barriers to Gender Equitable Education

Cost of School The cost of schooling remains a major barrier to staying in school, particularly for girls, as the previous gender analysis showed.23 Despite the government’s commitment to free primary schooling, families still contribute around 77% of the total expenses linked to education both at primary and secondary level.24 This includes both school fees, and payments to teachers and administration, as well as related costs (uniform, books, transport etc.). Because of inequalities in the distribution of public spending on education, wealthy, urban families benefit far more from public expenditure on education than poorer, rural families.25 In addition, girls benefit less from public spending on education than boys do; boys benefit from 59% of all public spending on education whereas girls benefit from only 41%.26 Three quarters of parents mentioned the cost of schooling as the main reason why their children were out of school.27 When families cannot afford schooling for all of their children, girls are still more likely to be kept at home to help with household and agricultural tasks, and parents continue to prioritize boys’ education. In poorer households, parents may withdraw younger children in order to pay for an older sibling’s schooling, particularly if the older child is approaching a key stage of his education. This affects both younger boys and younger girls, but the gendered effects are important because girls are less likely to return to school after this interruption.28 There are a number of reasons why girls are less likely to return to school after interruption than boys, mostly dependent upon the reason for the absenteeism and the circumstances surrounding the interruption. For instance, girls who become pregnant during an extended absence from school are unlikely to return unless they can find a caregiver for their child or if they are able to share or relinquish childcare responsibilities. Girls who have left school because of pregnancy can often experience harassment or bullying which can become a huge deterrent to returning to school after

21 RESEN, 2014. 22 RESEN, 2014. 23 ACCELERE ! Activity 1, 2015. 24 RESEN, 2014. 25 RESEN, 2014. 26 RESEN, 2014. 27 RESEN, 2014. 28 GEC thematic research report, 2016, Narrow Windows, Revolving Doors.


childbirth. Some girls fail to return to school because of child labor or household work responsibilities, which studies show girls take on more often than boys. Many girls who have dropped out of or been forced to leave school find work as live-in housemaids where they earn enough money for room and board but not enough money to cover their own school fees29. Older girls fail to return to school because of the stigma surrounding menstruation and body changes associated with puberty, and some girls who return to school after an extended absence and re-enter at the level they last completed they can experience a phenomenon of feeling “too old” to be in school. Some studies have shown that if children less than 6 years old are present in the home, elder sisters who have left school often do not return because they have taken on more of the household and childcare responsibilities30. Recent research has demonstrated that there are a variety of familial and economic shocks and stresses which can disrupt a girl’s access to an adult who will pay the costs of her schooling. These include illness or death of one of the parents; parents’ (and especially fathers’) alcoholism; diminishing returns from farm work, or loss of employment in mining etc.; divorce or separation of parents, often involving the father setting up household with another woman. Divorce of parents was cited as a particularly relevant factor for the DRC, and much more important in girls’ school dropout than in some other countries in Africa.31 This means that the cost of schooling and the ability or inability to pay school fees cannot be seen as a fixed variable, but as a changeable situation which may lead to some kind of “revolving door” enrollment with girls being in and out of the classroom as the circumstances of their families change. This “revolving door” enrollment clearly has an impact on girls’ educational attainments and will often lead to them dropping out altogether or being excluded from school because they have not reached the requisite level. This is a dynamic and complex issue and would seem to require further research and investigation to fully understand the various mechanisms at work and their intersections. It would be interesting and valuable for ACCELERE! Activity 1 to work to understand further how these economic shocks affect girls’ schooling and how strategies might be put in place to stop this “revolving door” effect, and to try and ensure continuous schooling for girls. However, this study also found that the wider family network (aunts, uncles, grandparents, etc.) were often willing to step in and help out with the costs of schooling for both girls and boys where this was possible for them.32 This highlights the importance of involving the wider community in a push for gender equitable schooling, and underlines the value of community sensitization campaigns which are being undertaken on this issue.

Family Attitudes There is some evidence that parents’ attitudes towards girls’ schooling is changing and becoming more positive. Research in the DRC has previously shown that there is a high demand for education from parents for their children.33 And although as mentioned above, there may be a preference for sending boys to school when the family cannot afford to send all the children, recent research has shown a shifting of attitudes and an increased importance placed on girls’ education as well. Parents tend to link schooling to the goal of obtaining stable employment, which is becoming an important factor both for sons and daughters. Research by UNICEF makes an important link between the level of education of the parents (and especially the mother) and a girl’s chances of accessing and successfully completing education. The

29 GEC thematic research report, 2016, Narrow Windows, Revolving Doors 30http://www.idpublications.org/wp-content/uploads/2015/02/FACTORS-CONTRIBUTING-TO-SCHOOL-DROPOUT-AMONG-THE-GIRLS.pdf 31 GEC thematic research report, 2016, Narrow Windows, Revolving Doors. 32 GEC 2016. 33 Herdt et al. 2012


more educated the mother, the greater the chances a girl will have of completing her education.34 Thus, it could be vital to intervene to promote girls’ access to education in households with low levels of parental education, and particularly in those households where the mother has a very low level of education.

Out-of-School Work The Programme d’analyse des systems éducatifs de la confemen (PASEC35) and early grade reading assessment (EGRA) studies showed the importance of work outside of school, including regular domestic tasks as a factor for keeping girls out of school or else preventing them from completing their school work successfully and so impacting on their results and achievements. Girls are habitually given more domestic tasks than boys and so are more tired and have less time to spend on school work when they are in school.

Cultural Norms As mentioned in the introduction, there are still high levels of gender-discrimination in the DRC, both based on unequal legal frameworks and on persistent socio-cultural norms of gender. These affect girls’ access to and retention in school in various ways, for example by devaluing the importance of education for girls who are not expected to have a career outside of the family. A Ministère de l’Enseignment Primarie, Secondaire et Professionnel et l’Induction à la Nouvelle Citoyenneté (MEPS-INC) study shows that girls who remain in school are often stigmatized for this.36 Late enrolment and frequent repetition of school years may mean that girls are aged 14-16 by the time they reach 6th grade of primary school, which is also stigmatizing for them, and may be seen as an age where they should leave school and get married.

Urban, Rural and Wealth Variations The gaps between urban and rural children, and disparities in educational access according to wealth persist as outlined above. One of the issues for girls living in rural areas is the distance from the school. This may be a more important factor for boys than for girls because, in addition to the time and effort involved in travelling long distances to schools, girls and their parents may be specifically concerned about gender-based violence and attacks against girls on their journeys to and from school.37 Evidence shows, for example, that a girl from a poor rural family who lives more than 5km from a school, has a 22% chance of starting at primary school. This factor of distance becomes less important with age, however, as older girls (over 13 years old) who live more than 5km from a school are more likely to attend.38 In their new Sectoral Strategy the Government has committed itself to tackle this question either through the creation of new schools in areas where there are not enough, or through exploring other options such as provision of transport to help children reach school safely.39

School-Related Gender Based Violence Sexual and gender-based violence in and around schools has been found to be a major cause of girls’ drop out or non-attendance at school. School-related gender-based violence (SRGBV) can be defined as: “acts or threats of sexual, physical or psychological violence occurring in and around schools,

34 UNICEF, Rapport SITAN RDC, 2015. 35 PASEC, L’enseignement primaire en République démocratique du Congo : Quels leviers pour l’amélioration du rendement du système éducatif, 2011. 36 MEPSP, 2012. 37 Stratégie séctorielle de l’éducation et de la formation 2016-2025. 38 RESEN, 2014. 39 Stratégie séctorielle de l’éducation et de la formation 2016-2025.


perpetrated as a result of gender norms and stereotypes, and enforced by unequal power dynamics. It also refers to the differences between girls’ and boys’ experiences of and vulnerabilities to violence. SRGBV includes explicit threats or acts of physical violence, bullying, verbal or sexual harassment, non-consensual touching, sexual coercion and assault, and rape”.40 Both girls and boys are victims of punishments in schools, but these often have a gendered nature, so that boys will be victims of physical punishments while girls will be subjected to psychological punishments or made to carry out gendered tasks such as cleaning the classroom. Girls are often subjected to sexual harassment and violence both by teachers, school staff and other pupils. Sexual harassment by teachers may take the form of asking for sex in return for giving good marks (“des notes sexuellement transmissibles”), or as payment for lessons. The lack of separate and safe toilet facilities can exacerbate risks of sexual and gender-based violence for girls in schools. Fear of SRGBV at school or on the way to school can also be one of the reasons that parents choose to keep their daughters away from school and incidences of SRGBV can lead to girls dropping out of school.41 There is as yet little conclusive evidence on what works in preventing SRGBV because of a lack of large-scale and long-term studies on the issue, but there are some promising findings from some interventions, including the USAID funded C-Change Project that was carried out in Katanga Province in DRC between 2010 and 2012. There have been strong findings that starting girls’ clubs in schools can have a positive impact on reduction of SRGBV, with girls who have been members of such clubs being more knowledgeable about their rights and more likely to report any incidences of SRGBV.42 The negative element of such clubs is that they may be seen as placing the onus on students to make changes to reduce SRGBV rather than ensuring that structural and policy changes are enacted by those in authority. They may also stretch resources, particularly when there is a lack of female teachers to run the clubs. However, in conjunction with other measures, these clubs have been found to be a positive initiative and one that could be incorporated into ACCELERE! Activity 1 activities. Evaluations of various projects have shown that one of the most challenging aspects of work to reduce SRGBV is improving the mechanisms in schools (and communities) for reporting and responding to allegations of sexual abuse. One popular school‐based strategy was to identify key teachers to work with, who could be regarded as “allies”, and to nominate certain teachers to whom students could report incidents of SRGBV. In the C-Change Project, female and male teachers who had worked as mentors on a previous USAID project and were trusted and respected in the school and the community were recruited as “focal” teachers to serve as the first port of call for children wishing to report incidents of violence. It was not clear, however, how much impact this strategy had on reducing levels of violence as claims were based on self‐reporting by teachers rather than objective observation; trust in teachers and community leaders was often low among children. The project teams faced difficulties in persuading individuals to report cases and then to pursue them through the judicial system rather than resort to customary law. Current legislation often does not match the level of violation with proportionate penalties, sending a message to perpetrators that they can act with impunity and deterring victims of violence from coming forward. Legal mechanisms for following up cases of sexual abuse are often extremely poorly resourced. Cases take too long to progress through the courts, officials drag their feet and the victims of violence, or their families, are discouraged from reporting. They may prefer to rely on familiar traditional routes for settling family disputes through village chiefs or elders, which sometimes results in monetary compensation. This may not be in the best interests of the child and may serve to sustain 40 UNESCO, 2015, School-related gender-based violence is preventing the achievement of quality education for all, Policy Paper. 41 Devers et al., 2012, Les Violence de genre en Milieu Scolaire en Afrique Subsaharienne Francophone. ADEA/Ministère des Affairs étrangères et européeennes. 42 Leach et al., 2014, School‐related Gender‐based Violence. A global review of current issues and


the culture of impunity rather than contribute to prevention.43 It will therefore be important for any ACCELERE! Activity 1 activities on prevention of SRGBV to assess carefully how a “focal point” system could work, and how reporting on SRGBV could be made more effective. This may include working with local police and justice systems to ensure that when serious cases are reported there is sufficient follow up. There is still an insufficient amount of evidence to indicate whether reductions in prevalence of SRGBV lead to improved learning outcomes, so this is one area where further in-depth research is needed.44

Early Marriage Many girls and young women in DRC marry at a very early age, and this early marriage can be a reason for dropping out of school. Early marriage may be linked to traditional norms and customs, but can also be a product of economic circumstances. Parents or a girl herself may decide that marriage is the best strategy when there is no more money to pay for schooling. One young woman in Katanga Province, interviewed for a study on girls’ education, explained that: “If there was not enough money to pay for my studies, then I might think about marriage. I have friends who got married following issues with money; they then left school… Since they could not go to school, instead of staying at home they decided to get married. Those were the options.”45 When considering ways to prevent dropout and discourage early marriage, it is thus important to consider the interlinking factors – social, cultural and economic – that lead to this phenomenon. One strategy that could be considered to try and overcome this problem would be to work with schools or with alternative learning programs to accommodate the return of married girls and young women to education. This would also require working with husbands to convince them of the benefits of their wives being able to return to complete their education.

Pregnancy Linked to the issue of early marriage is that of pregnancy. There are high rates of teenage pregnancy in the DRC, and it is frequent that girls’ become pregnant while at school. This can be due to a lack of information or availability of contraception, or a lack of power within sexual relationships. For some girls, lack of money or pressure from teachers or other older men leads them to engage in paid sex. There is no specific national policy on the treatment of pregnant learners in the DRC, but one study reports that the Ministry of Education has instructed schools to allow girls to return following the birth of a child.46 Girls may, however, be excluded from school while they are pregnant to avoid disturbing other classmates. This is one issue which needs to be discussed with relevant authorities, and which ACCELERE! Activity 1 could take up with local education authorities and with heads of schools to ensure that pregnant girls and young mothers are not excluded from education. Activities could also focus on ending the stigmatization by their peers and by the community of girls who become pregnant while in school. This stigmatization is a powerful barrier to their return to education and could be tackled through community and school discussion and sensitization activities.

Lack of Female Teachers The lack of female teachers remains a barrier to gender equality within the classroom. According to the RESEN report, there are still only 27% women teachers at primary level and 11% at secondary level. These levels are roughly the same as those recorded in 2006/2007 indicating a lack of progress

43 Leach et al., 2014. 44 Leach et al., 2014. 45 Narrow Windows, Revolving Doors, 2016. 46 Narrow Windows, Revolving Doors, 2016.


in recruiting and retaining female teachers. Female teachers are more often found in rural areas.47 The presence of female teachers is not in itself a guarantee of gender equality in teaching, but would be a step towards this, and female teachers would provide good role models for girls. The lack of female teachers indicates a need for reflection on how best to make the job of teaching an attractive and achievable one for women. ACCELERE! Activity 1 should consider working with the relevant ministries to try and push for specific actions to encourage recruitment and retention of women teachers.

Girls’ Motivations for Attending and Completing School Having examined the barriers to gender equality in education, it is also important to stress that the opinions, values and needs of girls’ themselves need to be heard and understood in order to ensure that any projects or activities concerning gender equality respond to these. Research has found that girls’ level of motivation for completing school has a strong bearing on drop-out and completion rates. This motivation in turn is linked to the prospect of finding salaried employment which will ensure them personal empowerment and social status.48 Being able to help their parents in later life (and especially their mothers) can also be an important motivation for girls to stay in school. The wish for education to ensure employment and financial independence is also linked to girls’ desire to be able to choose their own husband and to avoid a marriage with a marked power imbalance between husband and wife.49 Girls who have been interviewed for research have also remarked that they had pride in continuing education and said that it gave them status within their community.50 Girls are often inspired by role models such as women teachers, nurses or doctors. This finding highlights the importance of recruiting more female teachers to act as role models for girls in school in the DRC. This motivation for completing school can be undermined, however, by girls feeling that they are too old, because they started school late, or because they have missed too many classes. This highlights the need to try and ensure continued motivation for girls who may have enrolled in school at a late age, or may have missed classes for any of the reasons mentioned in the previous sections. Understanding girls’ motivations for completing education and helping to support their projects and strategies is an important element of designing activities to help ensure that they enroll and stay in schools. Girls’ clubs and discussion groups within schools may be one activity which ACCELERE! Activity 1 could implement to help support these girls and to help peers to motivate and support each other.

Conclusions All of the available research and statistics seem to point to an improvement in girls’ access to education, but continuing problems in retention and achievement. This is linked to continuing gender discrimination in the classroom, school-related gender-based violence, lack of female teachers, and family and communal values and norms, amongst other issues. It is vital, therefore, in order to improve gender equality in education, that while continuing to promote access, programs must also examine questions of educational quality and on the reduction of disparities between urban and rural areas and between different provinces.51 A combined approach which tackles all of these issues in an intersectional manner will be the most productive in increasing gender equality in education. B. GENDER IMPLEMENTATION STRATEGY (YEAR 2) 47 Stratégie séctorielle de l’éducation et de la formation 2016-2025. 48 Narrow Windows, Revolving Doors, 2016. 49 Narrow Windows, Revolving Doors, 2016. 50 Narrow Windows, Revolving Doors, 2016. 51 UNICEF, SITAN RDC, 2015.


This updated gender implementation strategy will build on the lessons learned from the first year of implementation of the ACCELERE! Activity 1 project itself, as well as from lessons learned from linked projects concerning girls’ education in the DRC. The revised implementation strategy provides achievable goals for the next year of project implementation, while ensuring that gender equality concerns are integrated into all areas of the project. Given the existence of several other linked projects and initiatives, this strategy is careful not to propose activities which will duplicate those carried out by others, but to build on and bring added elements to these initiatives where possible. ACCELERE! Activity 1 will, for example, use the codes of good conduct on school-related gender-based violence developed by the USAID funded EAGLE project and validated by the DRC government in their activities related to safe schools and prevention of SRGBV. This new strategy builds on the achievements and lessons learned from year 1 of ACCELERE! Activity 1. It is thus fitting to first summarize the progress made with regard to the original gender implementation strategy. In the first year of implementation the major achievement with regard to gender was the review and adaptation of the three Doorways modules for teachers, students and communities which will be used in schools during year 2 of implementation. These modules were adapted with the collaboration of the MEPS-INC inspectors and curriculum team to take into account the DRC’s school environment both in urban and rural areas. The adaptation of these manuals will provide materials for use in schools for teachers, administrators and students, as well as for community sensitization activities. A review of pedagogical materials has been undertaken to ensure that there are no negative gender stereotypes within these materials. ACCELERE! Activity 1 completed the gender analysis of its learning manuals which are being incorporated into the second edition of reading program materials in oral French and Swahili. Training of teachers on gender equality in the classroom and on prevention of school-related gender-based violence has started but needs to be expanded and systematized throughout the schools in which ACCELERE! Activity 1 is working. These are positive starts to the implementation of gender sensitive activities within the ACCELERE! Activity 1 project, but at the start of the second year of implementation, there is a need for a more systematic gender mainstreaming throughout all activities. One of the key issues identified by gender specialists working on ACCELERE! Activity 1 was the need to ensure that all staff working on the project had training on gender so that they were fully able to integrate gender equality concerns into their work, and so that everyone was “working off the same page”. Thus one of the first priorities of the revised implementation strategy will be to ensure that it schedules training for all project staff on gender equality. This should be accomplished as early as possible within this second year of the project to ensure that project staff are equipped with the knowledge and tools necessary for gender mainstreaming within their activities. It is also suggested that there be regular sessions with staff to maintain and refresh their knowledge on gender equality and gender mainstreaming, and to be kept up to date with any recent studies, research or developments in this area which may have an impact on their work. Finally, the project will encourage staff to reach out as frequently as needed to the gender team to ask questions on gender mainstreaming as and when these arise in their program activities. This would require setting up a recognized pathway/procedure for contacting a gender specialist involved in the project and asking for help or support on a specific question or issue. Another key issue from Year 1 was that the project struggled to become fully-resourced, and was unable to identify a clear ‘owner’ for gender issues due to their cross-cutting nature. The project will address these challenges in Year 2 by bringing on an additional gender specialist in Kinshasa and introducing one in Lubumbashi who can travel frequently to the other field offices. We will also will appoint gender “focal points” among existing leadership in each of the provincial offices who will champion and monitor implementation of the gender strategy. Finally, we will more frequently make use of technical assistance from in-house experts. Prevention of school-related gender-based violence has been identified as one of the key issues for ACCELERE! Activity 1, as SRGBV has been identified as one of the major barriers to girls’ access,


retention and achievement in school, and this priority will be mainstreamed across all of the three results teams. One of the major achievements of the first year of implementation has been the adaptation of the Doorways Modules. For the “access team” (Activity 1 Result 1), the priority for this year will be to use the adapted Doorways Modules to train “focal point” teachers, student leaders, and community counsellors to ensure that SRGBV does not continue to constitute a barrier to access for girls. To date, one hundred and ten schools have been selected as pilot schools for training and integration of SRGBV prevention mechanisms in line with the project’s current work with Result 3. A first step needed will be for each school to carry out a self–evaluation to provide baseline knowledge about the current situation relating to gender equality and SRGBV within the school and its environment. A questionnaire, which is included as an annex to this strategy, has been elaborated for this purpose. Codes of conduct on SRGBV which have been produced in the framework of the EAGLE project, and have already been validated by the DRC government, will be used in addition to the Doorways Modules in activities to turn these pilot schools into “safe schools”. A key challenge in achieving safe schools will be achieving coordination between all of the different activities and actors within schools – direction, administration, teachers and students. In order to do so, the project will aim to install a school community dialogue series which will bring together members from all of the different groups involved to discuss issues relating to gender equality, girls’ access to education and prevention of SRGBV. As mentioned in the Year 2 Gender Analysis, it will also be necessary to think about and engage with wider issues of reporting and follow up including interaction with local police and justice services to ensure that serious incidences of SRGBV are reported and followed up on as appropriate. Alongside training within schools, community sensitization on issues of girls’ access to education and prevention of SRGBV will be prioritized, as the support of the whole community is needed for these initiatives to succeed. As outlined above, measures taken within schools are not sufficient to have real sustained impact and so work with the whole community is necessary. A key issue for the project is the need to engage men and boys as well and girls and women in order to ensure their full support for gender equality, girls’ access to education, and prevention of SRGBV.

Gender Implementation Plan Table Organized using the activities as described in the work plan, as well as various programing phases (program design, implementation, M&E, and reporting), the ACCELERE! Activity 1 Gender Implementation Plan Table below provides key overarching priority areas. For each key priority area, specific actions, tools, and timeframes are recommended. Additionally, we have added a column that addresses why the recommendation is beneficial to the project and who is responsible for overseeing that component of the strategy. Specific relevant resources are noted, where appropriate, but a more comprehensive list of programs and resources/tools are provided in Annex 4. Please note that the team may need to adapt program approaches to different settings, as required, since gender issues are unique to certain geographic areas and groups within the same country. We have noted some context-specific suggestions, where appropriate, but this may need additional consideration and attention from program staff.

In order to ensure that the project is adequately resourced to carry out the gender implementation strategy, the project will soon be on-boarding an international gender specialist who will devote 75% of her time to ACCELERE! over the coming year. In addition to working to ensure the gender strategy is implemented as stated, she will also strengthen the capacity of the local gender specialist, who will gradually take on increased responsibilities.

Further, the project will leverage high-level expertise from Jill Meeks (Chemonics education and safe schools specialist), Dr. Andrea Bertone (FHI gender advisor), and Dr. Jane Freedman (expert on SRGBV in the DRC). These individuals will ensure the project produces high-quality education materials and training programs.


Finally, ACCELERE! plans to hire one additional gender staff member in each the Lubumbashi and Kinshasa offices and will identify existing technical staff who can serve as gender focal points in each provincial office ensure that gender is integrated in a cross-cutting and holistic manner.


Activities Tools and Resources

How it will benefit the program Who is responsible Timeline

Program Design Overarching considerations During the annual work plan process, ensure that an annual gender review of activities is completed to help the team identify areas for attention during the work planning process. This process will include a review of all activities to analyze whether they took a gender sensitive approach, and if not how this could be modified in the next year’s work plan and activities.

See M&E-General Information and M&E-Indicators in Annex 2

The project will demonstrate commitment to gender equality and will address challenges and difficulties which arise in mainstreaming gender into all activities.

chief of party, deputy chief of party, technical leads, PTLs

Beginning of each project planning cycle (July of each year)

Gender specialist to work with individual staff whose activities have not integrated gender in the previous year to address how gender can be fully integrated and mainstreamed.

To ensure that activities which have not integrated gender will do so in the forthcoming program cycle.

Gender Specialist, selected program staff

Beginning of each project planning cycle (July of each year) and then throughout the following project year

Coordination on Planning, Implementation, and Lessons-Learned Continue to meet regularly to exchange information with partners such as Let Girls Learn, Vas-y Fille!, EAGLE, Girl Rising, ADMIRE, La Pepiniere and other projects, which are currently being implemented and to share information with partners specifically focused on gender in education. This will allow ACCELERE! Activity 1 and partners to stay up-to-date with the respective activities, results, challenges, and successes of implementing partners.

The information will help to ensure that activities are not duplicated by various projects, and will encourage shared activities.

Gender Specialist, select program staff

Biannually

Hold quarterly meetings with all partners engaged in the USAID/DFID ACCELERE! Activity 1, Activity 2, and Activity 4 projects to discuss successes, challenges, opportunities, and risks associated with the gender-related aspects of their activities to ensure coordination, and if necessary, course corrections, throughout the entire program for a fully concerted ACCELERE! approach to gender.

The information will help to develop an integrated gender approach throughout the entire ACCELERE! project so that efforts are not duplicated and opportunities are not lost.

Gender Specialist, select program staff

Quarterly, though at least one of the meetings should involve be an in-depth planning and coordination session (prior to the




development of a new Annual Work Plan)

Document and share results, best practices, and lessons learned highlighting innovative methods and new publications/tools related to education and gender. The gender related results will be highlighted in every quarterly report and the annual report will include a section on best practices and lessons learned to address gender issues in education. Information on new tools will be published in project success stories.

Increase awareness of the project activities, create more buy-in from government and partners

Communications Officer, Gender Specialist, select program staff

Results to be shared with ACCELERE! Activity 1 partners on a quarterly basis and with ACCELERE! Activity 2, Activity 3, and Activity 4, as well as other other IPs on a biannual basis.

Grants Management Work with the gender specialist to review all draft RFAs, grant materials, and agreements for the project to ensure that the grant-making process is inclusive and incorporates gender-equitable and gender-sensitive language.

The project will demonstrate its commitment to gender in its grant-making activities project materials.

Grants Manager, Gender Specialist

Before the next call for applications and during the evaluation and award process

Have the gender specialist review the APS to identify any potential constraints to or opportunities for inclusivity.

The project will demonstrate its commitment to gender in its grant-making activities project materials.

Grants Manager, Gender Specialist

Before the next call for applications

Monitoring and Evaluation and Activity Design Continue monitoring relevant sex-disaggregated and gender-sensitive indicators in the M&E framework. Where possible, share the same set of relevant indicators used by other ACCELERE! Activity 2, Activity 3, and Activity 4.52


To demonstrate the progress of program activities, as they relate to gender.

Director of M&E, Gender Specialist

On-going, with biannual joint ACCELERE! Activity 1, Activity 2, and Activity 4 reviews of progress (mid-year

52 Relevant indicators being assessed in USAID programs include net enrolment ratio for boys and girls in primary education; levels of gender disparity in primary and secondary education; and female and male citizen involvement with the government, private sector, and civil society organizations. In addition, an indicator to measure changes in perceptions on gender equality is being considered: as a proportion of targeted population CAP




and end year). Analyze the project’s relevant sex-disaggregated data to identify gaps where data indicate gender inequalities or issues that exacerbate gender inequalities and implement measures to address these, as appropriate. Proposed activities will respect and address overstretched workloads, and other commitments, including work outside of school, to ensure project activities don’t overburden beneficiaries or stakeholders.

See M&E-General Information and M&E-Indicators in Annex 2; Sample Questions to Consider Related to Gender when Programming Activities in Annex 5;

To mitigate issues that might influence the project activities in a negative manner. To ensure that the project takes a holistic ‘do no harm’ approach when implementing activities.

Director of M&E, Gender Specialist, in collaboration with all project staff

On a biannual basis to coincide with meetings between ACCELERE! Activity 1, Activity 2, and Activity 4.

Include in each quarterly and annual report discussion of performance of gender-related interventions, and analysis as possible with data to date assessing whether girls and boys are equally benefiting from all project activities.


To demonstrate the progress of program activities, as they relate to gender.

Director of M&E, Gender Specialist

Annually, after one year of implementation

Continuously monitor all interventions, particularly gender-responsive initiatives or initiative components, to ensure they do not create or increase risk for girls, boys, women, or men; unintended consequences or issues should be promptly addressed.

See Gender Analysis, Assessment, and Audit Manual and Toolkit

To ensure that the project takes a holistic ‘do no harm’ approach when implementing activities. To conform to standards of good program management.

All project staff, in collaboration with Gender Specialist

Provincial Team Leaders, SEA, M&E Director, Gender Specialist will have a quarterly meeting to discuss any challenges or opportunities that arise during implementation.

As part of the safe schools pilot and later as part of Operations Research, examine changes in knowledge, attitudes and practices relating to School-related gender-based violence

To enable measurement of changes in knowledge, attitudes and practices on SRGBV

Gender Specialist, Director of M&E

Testing of measurement tools and potential initial changes in the 110 pilot schools in the third or




fourth quarter of Year 2; Operations Research study will likely be in Year 3 or 4.

Organizational Strategies Ensure that responsibilities for implementing gender equality objectives are explicit in job descriptions, Scopes of Services, and Terms of References, for all personnel at every stage through the activity cycle.

To ensure that the project demonstrates its commitment to gender equity in its implementation of activities.

HR Manager with support from the Gender Specialist

As new job descriptions are developed

Conduct a gender audit on a yearly basis to determine if internal programming, operations and demographics include a gender equitable approach

Gender Analysis, Assessment, and Audit Manual and Toolkit

To ensure that the project demonstrates its commitment to gender equality.

Gender Specialist Annually

Train all staff on the basic principles of gender integration and mainstreaming.

Compass Gender Training Manual

To ensure that all staff have a solid basis of understanding regarding the importance of integrating gender into the project’s activities.

Gender Specialist/home office gender staff

All staff to be trained by end of December 2016, and then trainings to be held twice yearly for project years 3 and 4.

Provide continual professional development and training for technical staff to ensure that they remain up to date with the latest information for integrating gender into their activities. In addition to basic gender integration and mainstreaming training, this may take place in the form of periodic ‘Learn Bites’ on lessons learned during implementation, relevant topics such as SRGBV and child marriage, and any new research that is published over the course of the year.

To ensure that all staff continue to refresh and update their understanding of how to integrate gender into the project’s activities.

Gender Specialist, STTA

All staff to be trained by the end of December 2016 and then trainings to be held twice yearly in project years 3 and 4.

Create a “helpline” in the form of an email listserv whereby staff can easily contact the gender expert for any questions or queries relating to gender equity and equality within their activities.

To ensure that staff always know who to ask and how to get help in integrating gender into their activities.

IT Officer, Gender Specialist, STTA

Mechanism for requesting help with gender mainstreaming to be established by




December 2016 Ensure all gender-related reports, resources, and tools are accessible to all staff and departments.

To encourage staff to further their knowledge and understanding of gender concerns.

Gender Specialist Existing documents to be saved to an online shared folder no later than December 2016 with quarterly updates

Strategic Gender-related Approaches

Foster women’s leadership in community life, the workplace, and politics. Consider engaging the services of women’s associations, such as REFED in Katanga, who have experience mobilizing communities around gender issues, to encourage women’s participation and leadership.

To tap into the depth and breadth of local expertise and to provide role models for girls and women.

Community mobilization sub-contractor

As needed

When possible, offer leadership training and networking to women in the community and target women’s participation in Parent-Teacher Associations [COPAs] and school board groups [COGES] (and suggest participation in various grassroots associations and civil society groups) which can serve to improve gender-sensitive polices as well as provide role models for girls.

To contribute to changing gender norms and provide role models.


As needed

Engage men and boys in the community to constructively focus on gender equality and female empowerment. Engage men and boys in community activities related to gender. To ensure a holistic approach to addressing the deeply embedded gender norms of a community, it is crucial to engage and examine the responses of men and boys to help them face their own existing gender roles, gain their support to end harmful gender norms, and empower women and girls. Focus groups are an ideal setting for beginning

See Sample Questions to Consider Related to Gender when Programming Activities in

To take in to account the important role that men and boys play in contributing to a shift in harmful gender norms, roles, and stereotypes.

Gender Specialist As needed




these discussions and may be an important element when starting work in a new locality to ensure community buy-in.

Annex 5; Engaging Men and Boys in Gender Equality; Men-to-Men Strategy Toolkit

Before implementing an activity in each school- community, Community Mobilizers will identify male “champions” to ensure they will help you to achieve gender equality and female empowerment goals. Perhaps people in the community might already know men who are more “open minded” towards promoting women and girls in their family. These men might also be useful when doing focus groups to help manage the feelings of other men in the group who might feel uncomfortable from the discussions.

Engaging Men and Boys in Gender Equality; Men-to-Men Strategy Toolkit

To profit from their insights into their community’s dynamics, help avoid potential backlash and ensure community buy-in and support for project interventions.

Community mobilization sub-contractor, Gender Specialist

As needed

1.1 Barriers to access for primary education reduced Obtain CD of social mobilization messages on girls’ education from EAGLE and adapt these to the needs of ACCELERE! Activity 1 messaging on girls’ access to education

EAGLE messaging tools

To have adapted messages for social mobilization on girls’ access to education

Communications Officer, Gender Specialist, Team Leader

By March 2017

Establish relationships with community radio stations and conduct social mobilization campaigns on girls’ access to education using community radios

EAGLE messaging tools

To reach targeted populations using local languages.

Communications Officer, technical team leads

By August 2017

1.2 Access to alternative/accelerated learning programs that address out of school children and youth’s needs Train CAP/CRS staff on the barriers faced by both boys and girls in enrolling in and remaining in ALPs, and on strategies to increase the enrolment and retention of girls.

See “Community Engagement” resources in Annex 2

Helps to promote an increase in attendance and levels of retention.

PTL At the beginning of work with the CAP/CRS




Develop strategies to help to convince parents of the importance of enrolling their daughters in ALPs to help to overcome barriers e.g. financial concerns

Help to persuade parents to enroll their daughters in ALPs

1.3 Community and school collaboration and partnerships to support access to education strengthened Consider facilitating discussion between the community and the schools about methods for ensuring children’s safety as they walk to and from school (e.g., organizing group walks to school). Sex-specific suggestions to keep girls safe, options to keep boys safe and identify safety measures that would apply to both sexes.

EAGLE Gender Study (Abuse Spider; Mapping Exercise)

To engage the community and parents in decision-making regarding the safety of their children

SIP Coordinators, Community mobilizers, PTLs

During SIP design period

Train COPAs on awareness raising methods so that they can sensitize parents (both mothers and fathers) to the importance of enrolling their children and ensuring they stay in school. Ensure that the awareness materials emphasize the benefits directly for girls and the benefits that relate directly to boys.

See “Community Resources” in Annex 2, including Doorways Manuals; UNICEF messaging

To engage parents in supporting their children’s school attendance, academic success and to stop the cycle of poor school attendance and drop-out rates.

Community mobilizers, PTLs

At each new school

1.4 Quality of education environments improved Include in the small grants program for Result 1 support for the provision of private, sex-specific, secure latrines, and clean water at schools, done in coordination with the EAGLE’s small grants project to ensure access is fair, non-duplicative, and based on need.53

Safe school environments are critical to ensuring consistent school attendance of boys and girls.

Grants team Per annual grant cycles

Include comprehensive safe schools training that focuses on teaching parent/teachers/student groups to understand the behaviors surrounding SRGBV in the schools and how best to intervene when necessary.

Doorways II; Doorways III; Men-to-Men Strategy Toolkit; C-Change

To ensure that parents understand the issues at stake and react appropriately to protect their children.

Community mobilizers in collaboration with PTL and Gender Specialist, Result 3

Beginning in the first quarter of Year 2 in the first 110 pilot school-communities

53 Research on these interventions vary: some have found they encourage girls to feel safe (USAID EAGLE Gender Analysis), but others have found insufficient evidence that they keep girls in school (HIP Education).




Website; Mobilizing Communities to Prevent Domestic Violence

Team Leader

Pilot schools to carry out a self-evaluation of their gender inclusiveness

Evaluation criteria for safe schools developed by ACCELERE! Activity 1 See Annex 1

To provide a baseline picture of gender sensitivity of 110 pilot schools for school direction and project

School direction in partnership with gender specialist

By second quarter of Year 2

Utilize the codes of conduct on SRGBV established by the EAGLE project and validated by the DRC government to ensure that schools, teachers and COGES are familiar with and adhere to these codes of conduct.

Codes of conduct on SRGBV developed by EAGLE

To ensure that all members of the school and community are aware of the codes of conduct

Beginning in the first quarter of Year 2

Encourage “discussion groups” within the communities to have regular discussions on SRGBV and gender equality

Doorways manuals, codes of conduct on SRGBV

To ensure that the messages about SRGBV and about the importance of gender equality are fully understood and assimilated by community members and that they change their behaviors as a result of this

Community mobilizers

Continual

Using EAGLE and other references for best practices on referral systems, assist the schools, COPA, COGES, and student government associations to determine the best opportunity for developing a system where students can report their SRGBV experiences in a safe environment—whether it be a focal point or a pre-determined listening

See the “SRGBV” and “Community Engagement” resources in Annex 2

To engage all relevant stakeholders to address these highly sensitive safety issues so that the solution reached is amenable to all concerned.

Community Mobilizers as advised by the Gender Specialist following the comprehensive

Following safe schools/Doorways training




station at the school. safe schools model developed

Identify “focal point” teachers in each of the 110 pilot schools to be trained using adapted Doorways manuals

To identify those teachers who can act as a focal point and relay information between program staff and school staff and students

Community Mobilizers

By end of December 2016

Test the adapted Doorways training manuals with 30 teachers

Adapted Doorways manuals for teachers

To ensure that the adapted Doorways manuals are suitable for use with teachers in DRC

Gender Specialist, Community Mobilizers and local training corps

By the second quarter of Year 2

Encourage youth groups in schools with male and female students who can be trained as peer sensitizers and educators

Doorways Manual for students, Comic Books produced by EAGLE, C-4 Change

To help to ensure that students are fully engaged in issues of gender equality and prevention of SRGBV

focal point teachers in each school as supported by Community Mobilizers

By the end of August 2017

Result 2: Improved education quality

2.1 Quality of instruction at the primary level improved Ensure that the school inspectors are familiar with and take into account the gender-equitable training of teachers when they conduct their classroom observation studies to monitor gender-sensitive instruction in the classroom.

Classroom Observation Tool (EAGLE Gender Analysis)

School inspectors must be familiar with the gender-equitable approach implemented by teachers in order to accurately evaluate teacher performance.

Senior Education Advisor, PTL, Gender Specialist (as needed)

At orientation

Ensure that ALs are trained regarding the importance of equal treatment of males and females in the classroom how to identify and understand unconscious bias towards male and female students, including issues related to SRGBV.

Doorways III; INEE Pocket Guide to Gender: Gender Equality in and Through Education

Because of their close work with school-age children, ALs need to understand and implement gender equitable principles in their work and recognize any signs of SRGBV.

Senior Education Advisor, Gender Specialist

At each AL orientation




Conduct a gender analysis of the proposed ICT applications for teacher continuous professional development to address any differences in knowledge and access to resources between men and women in order to make interventions sustainable.54

Research shows that boys and girls/men and women have different levels of understanding of technology based on their exposure and embedded gender.

Gender Specialist, Education and Technology Specialist

When the project launches the ICT pilot

2.2 Teaching and learning materials used in the classroom effectively Include in the coaching observation tool whether teachers are using techniques to promote gender equality in the classroom during reading lessons and whether girls and boys are using learning materials equally

2.3 Community participation to support school-based and extra-curricular learning increased. Ensure that strategies to encourage community and parental engagement in student learning are vetted from a gender perpective such that male and females are both engaged in ways most appropriate and effective ways given gender differences.

Result 3: Improved governance and accountability by stakeholders

Work with the office of the Provincial Division of the MWFC to find ways to mutually support the objectives of the office. Appoint a focal point in the project who will keep the Ministry and focal points in the Province up-to-date with project activities, share materials or build their capacity, and look for areas of mutual collaboration. For example, the Ministry has identified schools that are already working to increase awareness of gender issues and others that are weaker in their performance.

To build the capacity of the MWFC and to allow the project to be more effective by leveraging the local knowledge and existing activities conducted by the MWFC.

Gender Specialist From project start up throughout the life of the project

54 For example, in some regions, solar radios that were given to women are said to now be used primarily by men, due to the cost of operating them. Some interventions have distributed radios to women who play significant roles in local communities, after training them on how to use radios as part of the development intervention, which might reduce the transfer of radios to men, while facilitating the creation of listening and discussion groups or support language or science teaching in schools (USAID Gender Assessment).




Join the Groupe Thematique Genre (GTG), started by the government to identify sector gaps. If the GTG is not in place, the

This will help coordinate donor and government efforts at the provincial level. Working together, the donors and provincial authorities can work together to prioritize activities and collaborate on implementation.

Gender Specialist, technical staff.

Each time the project begins work in a new province

Ensure that the project is represented in the informal donor group on gender, initiated by DfID.

Another way of remaining on top of issues that concern gender within the development community.

Education Policy Advisor

Life of project

3.1 Development and implementation of policies for improved access and learning strengthened Work with other partners on an advocacy campaign for the government to put in place policies to increase the number of female teachers as promised by the Stratégie séctorielle pour l’éducation et la formation 2016-2025.

UNICEF, EAGLE, Vas-Y Fille!, DfID programs, etc. Stratégie séctorielle pour l’éducation et la formation 2016-2025 which demonstrates government commitment to this issue.

Nearly every analysis cited the lack of female teachers as a problem for the education sector. It is important for ACCELERE! Activity 1 to join voices with other education projects to advocate for policies to rectify this fact and to work with the government to realize this objective which has been set out in their new Education Sector strategy.

Education Policy Advisor

Life of project

Consult with ProvEds to see how ACCELERE! Activity 1 can help increase recruitment and/or training of more female teachers.

Education Policy Advisor, Gender Specialist

Each June/July prior to work-planning




3.2 School leadership and management strengthened When possible, offer leadership training and networking to women in the community and target women’s participation in Parent-Teacher Associations [COPAs] and school board groups [COGES] (and suggest participation in various grassroots associations and civil society groups) which can serve to improve gender-sensitive polices as well as provide role models for girls.

To contribute to changing gender norms and provide role models.


As needed

Include gender inclusiveness and safety in the School Management and Assistance Framework approach to school performance assessment

School direction in partnership with gender specialist

By January 2017

3.3 Community and civil society oversight and accountability at local and provincial levels increased Consider engaging the services of women’s associations, such as REFED, who have experience mobilizing communities around gender issues, to encourage women’s participation and leadership

Women’s associations

To tap into the depth and breadth of local expertise and to provide role models for girls and women.


As needed

Work with the office of the Provincial Division of the MWFC to find ways to mutually support the objectives of the office. Appoint a focal point in the project who will keep the Ministry and focal points in the Province up-to-date with project activities, share materials or build their capacity, and look for areas of mutual collaboration. For example, the Ministry has identified schools that are already working to increase awareness of gender issues and others that are weaker in their performance. For those weaker, perform an assessment. They also develop communications campaigns throughout the year on gender issues, issues which encourage girls to stay in school, etc. They have a harder time working in some of the rural areas due to lack of transport. The project can collaborate in these and other areas.

To build the capacity of the MWFC and to allow the project to be more effective by leveraging the local knowledge and existing activities conducted by the MWFC.

Gender Specialist and provincial focal points

Continuous


APPENDIX 1. EVALUATION FORM FOR SCHOOLS ON SCHOOL-RELATED GENDER-BASED VIOLENCE FICHE D’EVALUATION RAPIDE DE VIOLENCE BASEE SUR LE GENRE EN MILIEU SCOLAIRE Sous province éducationnelle :…………………………………. / Ecole :…………………………………../ Date …………………………………../ Question de l’évaluation : Est-ce que les normes d’une école sécurisante/assainie sont respectées dans les écoles/structures de formation appuyée (ou à appuyer) par Accelere 1 !? Méthodologie : Cette question qui va guider l’évaluation rapide du respect des normes d’une école sécurisante/assainie est essentiellement qualitative. Ainsi donc, les outils de collecte des données seront essentiellement l’observation, l’interview du directeur de l’école ainsi que la discussion avec un groupe bien sélectionné d’élèves de sixième primaire (qui ont passé leurs 5 dernières années dans cette école). Il sera vivement souhaitable que les filles et les garçons soient interrogés séparément. Enfin, l’évaluateur devra s’entretenir avec un petit groupe de représentants de la communauté. Outils de collecte :

1. Observation : une fiche d’observation 2. Interview du Directeur de l’école : questions - guide de l’interview 3. Discussions de groupe : questions – guide des discussions ; 4. Interview communautaire : questions-guide de l’interview

Ces outils de collecte sont développés dans les lignes qui suivent. Ils sont conçus pour collecter rapidement les données de manière à faciliter le recoupement de celles-ci en guise de l’élaboration du rapport final.

I. FICHE D’OBSERVATION Nom de l’école ………………………………………………………………….. Nom de la Province ………………………………………………………………….. Matricule de l’établissement ………………………………………………………………….. Nom de l’enquêteur …………………………………………………………………..

1. Heure du début [Utiliser 24 heures de temps HH:Mois]

2. Date observation [Jr/Mois/Année] / /

3. Est-ce que le bâtiment de l’école et ses alentours sont propres et soignés?

Les déchets peuvent être visibles dans la cour…………………………......... 0 Les déchets ne peuvent pas être visibles dans la cour……………………... 1


4. Est-ce que les grandes réparations sont requises?

1. Oui 2. Non

5. Si oui, indiquer les types de réparations requises. [Encercler tout ce qui s’applique.]

1. Fenêtres cassées 2. Toiture ou plafond 3. Murs des salles de classe 4. Mur de l’école délabré 5. Cour de recréation 6. Mobilier 7. Autre (à spécifier)

6. Est-ce que l’école dispose d’une source d’énergie électrique? Si oui, est-elle fonctionnelle en ce jour?

1. Non 2. Oui

7. Si oui, quelle est la source d’énergie ? 1. Microcentrale

2. Groupe électrogène 3. Panneau solaire 4. Autre

8. Quelle est la principale source d’eau

dans cette école? 1. Aucune 2. Puits 3. Filtre

9. Est-ce que cette source d’eau

fonctionne? [est-ce que l’eau est disponible pendant l’observation de ce jour?]

1. Oui 2. Non

10. Combien de toilettes ou latrines à fosses septiques sont fonctionnelles? [Une toilette fonctionnelle est celle qui peut être utilisée; s’il y a un mécanisme chasse-eau, est-ce que le mécanisme est fonctionnel.]

Chasse-eau de toilettes Latrines à fosses septiques

11. Parmi les toilettes fonctionnelles combien d’entre elles sont destinées aux élèves filles?

Chasse-eau de toilettes Latrines

12. Est-ce que les toilettes opérationnelles sont propres?

1. Pas du tout propres 2. Quelque peu propres 3. Très propres

13. Est-ce que les latrines opérationnelles

sont propres? 1. Pas du tout propres 2. Un peu propres 3. Très propres

14. Existe-t-il un téléphone fonctionnel à

l’école ? [Encercler toutes les réponses qui conviennent.]

1. Aucun 2. Oui, il y a un téléphone fixe 3. Oui, le Directeur a un téléphone 4. Autre, à spécifier


15. Existe-t-il un terrain de recréation? 1. Oui 2. Non

16. Est-ce que le terrain de recréation a une clôture?

1. Oui 2. Non

17. Est-ce que le terrain de recréation est

propre? 1. Oui 2. Non

18. Existe-t-il un mur autour de l’école? 1. Oui 2. Non

19. Existe-t-il un gardien au sein de

l’école? 1. Oui 2. Non

20. Est-ce que l’école permet l’accès aux

chaises roulantes? 1. Oui 2. Non

II. QUESTIONS D’INTERVIEW

• Informateur clé : Directeur d’école ou son adjoint. Inclusion

• Nombre d’enfants inscrits l’année passée par sexe • Nombre d’enfants ayant réussi cette année scolaire par sexe • Nombre d’enfants ayant échoué cette année scolaire par sexe • Nombre d’enfants ayant abandonné cette année scolaire par sexe • Qu’est-ce que l’école fait pour augmenter le nombre d’enfant à la rentrée ? • Comment l’école entre en contact avec les parents des élèves ? • Est-ce que l’école admet les élèves vivant avec handicap ? • Quels types d’handicaps existent parmi les enfants ? Le plus prédominant ? • Est-ce qu’il y a des enfants vivant avec handicap à l’école ? si oui, quel type d’handicap/par

sexe • Nombre d’élèves par classe

Qualité

• Quel genre de matériel didactique est-il utilisé ? • Quelle formation le corps enseignant a déjà suivi ? Dans quelle année ? Avec quelle

organisation /structure ? • Est-ce que l’école possède le référentiel sur les compétences de la vie courante ? • Quelles sortes des punitions correctives donnez-vous aux enfants en cas de manquement léger

(définir le manquement léger ? Et grave (définir le manquement grave) ? • Quels sont les problèmes /Violences /incidents que les enfants rencontrent à l’école ? • Nombre d’enseignants encadrés dans le réseau de proximité ? • Existe-t-il un système d’écoute pour la réception et la résolution des plaintes et de toute forme

de violence basée sur le genre à l’école? Si Oui, expliquer ? • Nombre d’écoles disposant d’un plan de prévention et de réponse aux crises/urgences,

catastrophes naturelles ou maladies • Y va-t-il, selon vous des catégories d’enfants qui sont plus touchées par la violation plus que

d’autres ? Si oui lesquels ? Pourquoi ?


• Auprès de qui les enfants peuvent-ils chercher de l’aide en cas de problèmes de violence ? • Qu’arrive-t-il aux auteurs d’abus de violence à l’ égard des enfants ? • Qu’est-ce que l’école a prévu comme réponses lorsqu’une violence a été commise ? • Lorsqu’une fille ou un garçon est victime de violence, à quel endroit sûr et rassurant choisit

il/elle de se rendre pour obtenir un traitement médical ? • Existe-t-il d’autres services ou formes d’assistance à la disposition des enfants victimes de

violence ? • y a-t-il des serviettes/ Bandes hygiéniques disponibles à l’école

Participation démocratique

• Combien des comités existent-ils au sein de l’école ? Citez-les, quel est leur rôle au sein de l’école ? Et donnez leur composition par sexe ?

• Quelles sont les habitudes sur l’âge de mariage de garçons et des filles ? • Existe-t-il les filles et les garçons en âge scolaire chefs des ménages ? • l’environnement d’apprentissage est-il sûr pour les filles et les garçons pour promouvoir la

protection et le bien être mental et émotionnel des apprenants ? • Est-ce que les membres de la communauté sont impliqués dans les discussions impliquant

l’école ? • Auprès de qui les enfants peuvent – t ils chercher de l’aide en cas de problème de sécurité ?

‘’ Ne pas nuire ‘’

• Quelle est la provenance des habitants de cette communauté ? • Quels sont les incidents qui se sont déjà passés dans cette communauté ? • Est-ce que l’école a déjà été habitée par le militaire et / ou les réfugiés ? • Est-ce que l’école a déjà été pillée ? si oui c’était comment ? • Que dit la communauté par rapport à l’école ?

III. QUESTIONS-GUIDE DE LA DISCUSSION EN GROUPES

• Cible : Elèves de sixième primaire. Inclusion

• Comment l’école entre en contact avec les parents des élèves ? • Est-ce que l’école admet les élèves vivant avec handicap ? • Quels types d’handicaps existent parmi les enfants ? Le plus prédominant ? • Est-ce qu’il y a des enfants vivant avec handicap à l’école ? si oui, quel type d’handicap/par

sexe Qualité

• Quelles sortes des punitions correctives donnez-vous aux enfants en cas de manquement léger (définir le manquement léger ? Et grave (définir le manquement grave) ?

• Quels sont les problèmes /Violences /incidents que les enfants rencontrent à l’école ? • Existe-t-il un système d’écoute pour la réception et la résolution des plaintes et de toute forme

de violence basée sur le genre à l’école? Si Oui, expliquer ? • Y va-t-il, selon vous des catégories d’enfants qui sont plus touchées par la violation plus que

d’autres ? Si oui lesquels ? Pourquoi ? • Auprès de qui les enfants peuvent-ils chercher de l’aide en cas de problèmes de violence ? • Qu’arrive-t-il aux auteurs d’abus de violence à l’ égard des enfants ? • Qu’est-ce que l’école a prévu comme réponses lorsqu’une violence a été commise ? • Lorsqu’une fille ou un garçon est victime de violence, à quel endroit sûr et rassurant choisit

il/elle de se rendre pour obtenir un traitement médical ?


• Existe-t-il d’autres services ou formes d’assistance à la disposition des enfants victimes de violence ?

• Existe-t-elles des latrines séparées pour les filles et les garçons • Y a-t-il des serviettes/ Bandes hygiéniques disponibles à l’école • Existe-t-il un système de lavage des mains ? • Existe-t-il un trou à ordure aménagé ?

Participation démocratique





‘’ Ne pas nuire‘’

• Quelle est la provenance des habitants de cette communauté ? • Quels sont les incidents qui se sont déjà passés dans cette communauté ? • Est-ce que l’école a déjà été habitée par les militaires et / ou les réfugiés ? • Est-ce que l’école a déjà été pillée ? si oui c’était comment ? • Que dit la communauté par rapport à l’école ?

IV. QUESTIONS-GUIDE DE L’INTERVIEW COMMUNAUTAIRE

• Cible : 8 membres de la communauté Inclusion

• Comment l’école entre en contact avec les parents des élèves ? • Est-ce que l’école admet les élèves vivant avec handicap ? • Quels types d’handicaps existent parmi les enfants ? Le plus prédominant ? • Est-ce qu’il y a des enfants vivant avec handicap à l’école ? si oui, quel type d’handicap/par

sexe Qualité

• Quelles sortes des punitions correctives donnez-vous aux enfants en cas de manquement léger (définir le manquement léger ? Et grave (définir le manquement grave) ?

• Quels sont les problèmes /Violences /incidents que les enfants rencontrent à l’école ? • Existe-t-il un système d’écoute pour la réception et la résolution des plaintes et de toute forme

de violence basée sur le genre à l’école? Si Oui, expliquer ? • Y va-t-il, selon vous des catégories d’enfants qui sont plus touchées par la violation plus que

d’autres ? Si oui lesquels ? Pourquoi ? • Auprès de qui les enfants peuvent-ils chercher de l’aide en cas de problèmes de violence ? • Qu’arrive-t-il aux auteurs d’abus de violence à l’ égard des enfants ? • Qu’est-ce que l’école a prévu comme réponses lorsqu’une violence a été commise ? • Lorsqu’une fille ou un garçon est victime de violence, à quel endroit sûr et rassurant choisit

il/elle de se rendre pour obtenir un traitement médical ? • Existe-t-il d’autres services ou formes d’assistance à la disposition des enfants victimes de

violence ? • Existe-t-elles des latrines séparées pour les filles et les garçons • Y a-t-il des serviettes/ Bandes hygiéniques disponibles à l’école • Existe-t-il un système de lavage des mains ?


• Existe-t-il un trou à ordure aménagé ? Participation démocratique





‘’ Ne pas nuire‘’

• Quelle est la provenance des habitants de cette communauté ? • Quels sont les incidents qui se sont déjà passés dans cette communauté ? • Est-ce que l’école a déjà été habitée par le militaire et / ou les réfugiés ? • Est-ce que l’école a déjà été pillée ? si oui c’était comment ? • Que dit la communauté par rapport à l’école


APPENDIX 2. EXISTING RESOURCES AND TOOLS TO ASSIST GENDER MAINSTREAMING THROUGH ACCELERE! ACTIVITY 1 ACTIVITIES Type of Resource

Name of Document

Description Name of Program/Org

Source

SRGBV Analysis tool/ Reference

EAGLE Gender Study

Annex 2 contains SRGBV PLA tools that are visual, highly participatory, and enable students to express themselves freely, identifying not only safe and unsafe places in their school/community but also currently available resources in the community, as well as resource gaps – key information for designing responsive school and community interventions. For example, the information will assist the community action groups in identifying where they can intervene to create a safe zone around the school and getting to and from school as well as to identify potential reasons why girls or boys are late to school, miss school, or drop out.

USAID/DRC Empowering Adolescent Girls to Lead through Education (EAGLE) Implemented by FHI 360

http://www.ungei.org/resources/files/EAGLE_Gender_Analysis_FINAL.pdf

Sample indicators

Violence Against Women and Girls: A Compendium of Monitoring and Evaluation Indicators

Compendium of indicators which focuses on VAW/G program monitoring and evaluation. This guide was developed for managers, organizations, and policy makers working in the field of VAW/G program implementation and evaluation in developing countries, and for people who provide technical assistance to those individuals and organizations. The indicators can also be used by programs that may not specifically focus on VAW/G, but include reducing levels of VAW/G as part of their aims. The indicators have been designed to be used by people who need information that can be assessed with quantitative methods on program performance at the community, regional and national levels. Each indicator includes a description of what it measures, the tools needed to gather the data, and the calculations involved

USAID Inter-Agency Gender Working Group, MEASURE Evaluation, USAID East Africa Mission

http://www.prb.org/igwg_media/violenceagainstwomen.pdf








Type of Resource

Name of Document


Source

in producing the measure.

Toolkit Men-to-Men Program

The Men-to-Men Strategy Toolkit shares information, tools, activities, and skills-building ideas and methods to support organizations and individuals to better understand the needs of working with men to address GBV in collaboration with women’s rights organizations in Africa. This toolkit provides a means to understanding the dynamics of working with men on GBV issues. It explores the myths and misconceptions of working with men, as well as men’s fears and strengths. It also suggests some of the tested and working ideas that can be adopted, domesticated or improved for greater impact. The toolkit consists of seven chapters; each dedicated to an important component of involving men in combating GBV. It has three main components: the background section; the main body, which addresses constituency building, training and capacity building, and practical interventions targeting the activities and ideas of men taking action on GBV; and a monitoring and evaluation section with guidelines and tools. The sections can all be used together, or in bits with other similar materials developed by other practitioners.

Femnet http://www.bridge.ids.ac.uk/global-resources/resource/A68869

Facilitator's toolkit

In Her Shoes In the kit is a handbook that provides detailed guidance for facilitators, relevant information on violence against women, discussion questions and ideas for action, 10 story sets depicting a woman experiencing violence in Sub-Saharan Africa, and 16 station cards. This process helps to inspire each of us to develop a greater sense of empathy for survivors of violence, as well as

GBV Prevention Network

http://preventgbvafrica.org/in-her-shoes/

http://www.bridge.ids.ac.uk/global-resources/resource/A68869






Type of Resource

Name of Document


Source

engage more profoundly with the realities of VAW. The cards are in both Swahili and French.

Training module

Doorways I: Student Training Manual on SRGBV Prevention & Response

Designed for students to improve their resilience and self-efficacy and to help them prevent and respond to SRGBV. Available in both English and French

USAID/Safe Schools

Communication materials/ Training materials

C-CHANGE Website

Communication and training materials aimed at preventing and mitigating school-related, gender-based violence (SRGBV) in Katanga Province, DRC. The materials include codes of conduct, a life skills curriculum for students, and a training curriculum for teachers, comic books for SRGBV youth clubs, and translated and adapted versions of USAID’s Doorways I and III Safe Schools curricula.

C-CHANGE (FHI 360)

http://www.c-hubonline.org/resources/preventing-school-related-gender-based-violence-katanga-province-drc

Guide Mobilizing Communities to Prevent Domestic Violence

The Resource Guide is organized into five phases of community mobilization with detailed guides for planning, implementing and monitoring each phase. By breaking a long-term project down into phases of community mobilization, organizations can engage their communities in manageable and systematic pieces. Each phase builds on the achievements of the previous phase and helps keep the implementing organization focused. Likewise, the five strategies help organizations diversify the activities being conducted to ensure that a cross section of the community is reached in significant numbers.

Raising Voices: Preventing Violence Against Women and Children

http://raisingvoices.org/resources/









Type of Resource

Name of Document


Source

Code of Conduct

Guide du code de bonne conduit contre les violences sexuelles et celles basées sur le genre en milieu scolaire

This is a guide on a code of good conduct on prevention of SRGBV approved by the DRC Government

EAGLE/DRC Government

M&E Materials and Indicators Indicators/ Reference

Multiple Indicator Cluster Survey

UNICEF MICS

http://mics.unicef.org/surveys

Indicators/ Reference

Gender Development Index

UNDP http://hdr.undp.org/fr/data


Gender Statistics UN gender indicators disaggregated by country UN http://genderstats.un.org/Browse-by-Countries/Country-Dashboard?ctry=180


DHS-DRC Socio-economic Indicators UNICEF http://dhsprogram.com/what-we-do/survey/survey-display-421.cfm


Gender Institutions and Development Database

OECD http://stats.oecd.org/index.aspx?datasetcode=GIDDB2014

Indicators/ reference

Gender Quality Data and Statistics

World Bank http://datatopics.worldbank.org/gender/


UN Data General Statistics with socioeconomic aspects United Nations http://data.un.org/CountryProfile.aspx?crName=Democratic%20Republic%20of%20the%20Congo



http://hdr.undp.org/fr/data

http://genderstats.un.org/Browse-by-Countries/Country-Dashboard?ctry=180




http://dhsprogram.com/what-we-do/survey/survey-display-421.cfm



http://stats.oecd.org/index.aspx?datasetcode=GIDDB2014



http://datatopics.worldbank.org/gender/

http://datatopics.worldbank.org/gender/

http://data.un.org/CountryProfile.aspx?crName=Democratic%20Republic%20of%20the%20Congo





Type of Resource

Name of Document


Source

Indicators/ Research tool

Violence Against Women and Girls: A Compendium of M&E Indicators

Compendium of indicators, which focuses on VAW/G program monitoring and evaluation. This guide was developed for managers, organizations, and policymakers working in the field of VAW/G program implementation and evaluation in developing countries, and for people who provide technical assistance to those individuals and organizations. The indicators can also be used by programs that may not specifically focus on VAW/G, but include reducing levels of VAW/G as part of their aims. The indicators have been designed to be used by people who need information that can be assessed with quantitative methods on program performance at the community, regional and national levels. Each indicator includes a description of what it measures, the tools needed to gather the data, and the calculations involved in producing the measure.

USAID/East Africa, Inter-Agency Gender Working Group, USAID/MEASURE Evaluation


Indicators Baseline Study of SRGBV in schools in Katanga

Indicators for SRGBV C-CHANGE - AED

http://www.c-hubonline.org/sites/default/files/resources/research-testing/Baseline%20study%20of%20SBGBV%20in%20schools%20in%20Katanga%20Province.pdf

Guide Guide to Gender Sensitive Indicators

Explains why gender sensitive tools are useful in measuring results.

CIDA http://www.acdi-cida.gc.ca/inet/images.nsf/vLUImages/Policy/$file/WID-GUID-E.pdf

Indicators Gender and Indicators

Discusses gender and indicators in program planning BRIDGE http://www.eldis.org/vfile/upload/4/document/1105/Indicators_OR_french.pdf











http://www.acdi-cida.gc.ca/inet/images.nsf/vLUImages/Policy/$file/WID-GUID-E.pdf




http://www.eldis.org/vfile/upload/4/document/1105/Indicators_OR_french.pdf




Type of Resource

Name of Document


Source

M&E Materials-General Information Focus group report for SRGBV

Rapport des focus groups

Le rapport sur les groupes de discussion reprend les connaissances, les attitudes et les pratiques sur les violences selon les élèves, les enseignants et les parents/ tuteurs. Il est subdivisé en deux parties. La première partie est consacrée aux généralités sur l’enquête : 1) le contexte et les justifications ; 2) les objectifs ; 3) l’approche méthodologique et 4) le contexte géographique (présentation de la Province du Katanga, des Villes et Cités) du déroulement de l’enquête. La seconde partie présente les résultats de l’enquête, à savoir les connaissances, les attitudes et les pratiques des violences selon les élèves, les enseignants et les parents/ tuteurs. Le tout se termine avec une conclusion centrée sur le rappel de principaux résultats, les contraintes rencontrées et quelques recommandations.

C-CHANGE -AED

http://www.c-hubonline.org/sites/default/files/resources/research-testing/Rapport%20des%20focus%20group.pdf

Reference/ Analysis tool

Promoting Gender Equality through UNICEF-Supported Programming Basic Education: Operational Guidance

Section 3 provides guidance on how rights-based gender analysis may be integrated into the different phases of the programming process. It is divided into subsections corresponding to different phases of programming: assessment: analysis: action: and monitoring and evaluation. Fundamental steps, guiding questions and key resources are provided. Another subsection contains information on special considerations for gender equality in emergency situations.

UNICEF http://www.unicef.org/gender/files/BasicEducation_Layout_Web.pdf

Analysis tool Compendium of Gender Scales

A compendium of scales available to measure attitudes toward gender norms in intimate relationships or differing social expectations for men and women including: women's empowerment, gender-equitable men, household decision-making, gender beliefs, norms, attitudes, sexual relationship.

C-CHANGE https://www.c-changeprogram.org/content/gender-scales-compendium/about.html

Training Evaluation for Evaluation Specialists

This module covers the following topics; defining gender analysis, incorporating gender analysis into project design, gender focus for USAID evaluations, and gender-related unintended

USAID http://usaidlearninglab.org/library/evaluation-evaluation-specialists-






http://www.unicef.org/gender/files/BasicEducation_Layout_Web.pdf



https://www.c-changeprogram.org/content/gender-scales-compendium/about.html




http://usaidlearninglab.org/library/evaluation-evaluation-specialists-training-gender-evaluation




Type of Resource

Name of Document


Source

Training: Gender in Evaluation

outcomes. training-gender-evaluation

Manual Annotated bibliography on developing gender indicators

Annotated bibliography on developing gender-sensitive indicators. Available in French

BRIDGE http://www.bridge.ids.ac.uk/ids-document/A54158?lang=fr#lang-pane-fr

Manual/ Toolkit

Gender Analysis, Assessment, and Audit Manual and Toolkit

The purpose of this toolkit is to provide guidance on how to conduct gender analysis studies, assessments and audits. It is intended for individuals who are either commissioning or leading the gender study. The toolkit provides useful tools and methods for these studies, and guidance on how to operationalize a study from start to finish. Many of the tools presented, such as baseline studies or market assessments, can be easily integrated into other studies.

ACDI/VOCA http://acdivoca.org/sites/default/files/attach/legacy/site/Lookup/ACDI-VOCA-Gender-Analysis-Manual/$file/ACDI-VOCA-Gender-Analysis-Manual.pdf

Key Gender Analyses, Project Documents, Reference Sources, etc. Reference Promote Gender

Equality and Empower Women: Where do we stand?

Status of MDGs. Available in both English and French UNDP http://www.cd.undp.org/content/rdc/en/home/mdgoverview/overview/mdg3/

Reference Accelerating Progress to 2015: DRC

Status of MDGs UN Secretary General Global Education Initiative (UNSE)

http://educationenvoy.org/wp-content/uploads/2013/07/DRC-UNSE-FINAL.pdf


http://www.bridge.ids.ac.uk/ids-document/A54158?lang=fr#lang-pane-fr




http://acdivoca.org/sites/default/files/attach/legacy/site/Lookup/ACDI-VOCA-Gender-Analysis-Manual/$file/ACDI-VOCA-Gender-Analysis-Manual.pdf







http://www.cd.undp.org/content/rdc/en/home/mdgoverview/overview/mdg3/








Type of Resource

Name of Document


Source

Analysis tools/ Reference

EAGLE Gender Study

Empowering Adolescent Girls to Lead Through Education (EAGLE) is a five-year, USAID-funded project in the DRC. The overarching vision for the project is to create opportunities for adolescent girls to acquire the education and skills necessary to become active, positive agents for change within their families, schools, and communities. The EAGLE Gender Analysis identified differences in gender roles, needs, experiences, and opportunities in education in EAGLE school environments.

USAID/DRC EAGLE, Implemented by FHI 360


Reference Situation Analysis of Women and Girls in the DRC and Development of a Gender Strategy and Action Plan for DFID DRC

This summary document draws together the key findings of the (i) participatory gender audit (ii) national gender assessment (iii) two provincial-level gender assessments and presents overall recommendations and a proposed action plan for DFID DRC.

DFID DRC Internal document; saved on shared drive

Reference/Recommended actions

Gaps in Accessing Formal and Non-Formal Education Opportunities for Youth in the DRC

Section I looks at the importance of formal education for youth in the DRC today; Section II Barriers to accessing formal education; Section III: Non-formal education; Section IV: High-Risk Practices and Psychosocial Concerns; Section V: Discussion; Section VI: Recommendations.

Save the Children

Reference Report on the DRC

Human Rights Record of the DRC Amnesty International

https://www.amnesty.org/fr/countries/africa/democratic-republic-of-the-congo/

Reference WikiGender Wikigender is a project initiated by the OECD Development Centre to facilitate the exchange and improve the knowledge on gender equality-related issues around the world. A particular focus lies on gathering empirical evidence and identifying adequate statistics to measure gender equality. Based on the work of the OECD Gender, Institutions and Development Data Base,

WikiGender http://www.wikigender.org/index.php/Statistics:Education







http://www.wikigender.org/index.php/Statistics:Education




Type of Resource

Name of Document


Source

Wikigender aims to highlight the importance of social institutions such as norms, traditions and cultural practices that impact on women's empowerment.

Reference From Rhetoric to Results: Closing the Global Education Gap for the World's Girls and Women

‘From rhetoric to results’ explains the importance of each of the areas listed below to the education of girls and then provides specific recommendations for how the UK, both alone and in collaboration with other development partners, could make a significant contribution to securing a more successful future for the world’s girls and women • Improve learning opportunities for girls • Support girls’ transition to secondary school • Tackle the global crisis in women’s illiteracy • Support education during humanitarian crises • Protect girl students and their teachers from attack • Provide more and better aid for education.

Global Campaign for Education

http://www.savethechildren.org.uk/sites/default/files/docs/From_rhetoric_to_results_closng_the_education_gap_for_the_worlds_girls_and_women(2)_1.pdf


SIDA Gender Country Profile 2014

Focuses on two cross‐cutting set of issues, namely governance, power structures and gender (chapter 1), and the national framework (chapter 2). The subsequent chapters address the following sectors: justice and human rights (chapter 3), the political situation and access to services (chapter 4), the socio‐economic situation (chapter 5) and gender‐based violence (chapter 6). The report closes by identifying challenges and constraints to gender equality in DRC, and presenting conclusions and recommendations (chapter 7).

SIDA http://www.lauradavis.eu/wp-content/uploads/2014/07/Gender-Country-Profile-DRC-2014.pdf

Reference/Analysis tool

Promoting Gender Equality through UNICEF-Supported Programming Basic Education: Operational

Sections 1 discusses the rationale behind supporting gender equality and women's empowerment through education. Section 2 discusses how UNICEF contributes to gender equality through its work in education, lessons learned, and progress achieved. See M&E-General Information (above) for details on Section 3

UNICEF http://www.unicef.org/gender/files/BasicEducation_Layout_Web.pdf







http://www.lauradavis.eu/wp-content/uploads/2014/07/Gender-Country-Profile-DRC-2014.pdf









Type of Resource

Name of Document


Source

Guidance

Training manual

COMPASS Gender Training Manual

This manual provides development professionals with the concepts on gender and gender analysis tools to facilitate local empowerment and capacity building and to make their work both more effective and more appropriate to the needs and interest of local people. It assists the development worker to visualize the interconnectedness of social and economic change, clarifying the relevance of social factors; e.g., class, gender, age, ethnicity, and religion) in determining access and control over resources.

USAID/Malawi COMPASS; DAI

Internal document; saved on shared drive

Reference Sensibilisation: (Dis)empowering adolescent girls

This study assesses whether and how current sensibilisation practices contribute to changing the social norms that govern the behavior of women and girls, which is intimately connected to the potential for economically empowering adolescent girls in Kinshasa.

DFID/DRC La Pepinière


Reference Social Norms Influencing the Economic Empowerment of Adolescent Girls

Socio-cultural norms' or 'social norms' are frequently cited as a main barrier to women's and girls' participation in society, the economy and their enjoyment of their rights. The central research question for this study is: How do social norms in the DRC, using the test case of Kinshasa, affect the economic empowerment of adolescent girls? This study draws on participatory research techniques to understand how girls, women, boy and men from different walks of life perceive girls and women, whether and how they should earn, spend and control money.



Institutional Governance Reference Code de la Famille Law https://fr.wikisource.org/wi

ki/Code_de_la_Famille_de_la_R%C3%A9publique_d

https://fr.wikisource.org/wiki/Code_de_la_Famille_de_la_R%C3%A9publique_d%C3%A9mocratique_du_Congo




Type of Resource

Name of Document


Source

%C3%A9mocratique_du_Congo


SIDA Country Report 2009

Provides a thorough overview of the following: Chapter 1-Governance, Power Structures and Gender; Chapter 2-National Gender Framework; Chapter 3 - Gender, Peacebuilding and Security; Chapter 4 - Gender & Political Participation; Chapter 5 - Gender, Legal Situation and Human Rights; Chapter 6 - Gender and the Socio-Economic Situation; Chapter 7-GBV; Chapter 8-Gender and Health.

SIDA http://www.sida.se/contentassets/1d46f79d97fb451988afa76097ffe1e3/the-democratic-republic-of-congo-drc-country-gender-profile_328.pdf


SIDA Gender Country Profile 2014

Focuses on two cross‐cutting set of issues, namely governance, power structures and gender (chapter 1), and the national framework (chapter 2). The subsequent chapters address the following sectors: justice and human rights (chapter 3), the political situation and access to services (chapter 4), the socio‐economic situation (chapter 5) and gender‐based violence (chapter 6). The report closes by identifying challenges and constraints to gender equality in DRC, and presenting conclusions and recommendations (chapter 7).

SIDA http://www.lauradavis.eu/wp-content/uploads/2014/07/Gender-Country-Profile-DRC-2014.pdf

Reference The African Gender and Development Index

Index of high level gender instruments on the continent Economic Commission for Africa (ECA)

http://www.uneca.org/sites/default/files/PublicationFiles/agdi_booklet-2011-fr.pdf

Analysis/ Research tool

dTS Gender Assessment 2012

Questions in English/French with focus groups Independent Assessment

http://pdf.usaid.gov/pdf_docs/PA00J27G.pdf

Decision-making (Changing the power balance in relationships between men and women; engaging men in gender awareness) Facilitator manual

Engaging Men and Boys for Gender Equality

Themes focused on in the training included: 1) Gender Socialization & Masculinities 2) Caregiving and Fatherhood 3) Power and Violence 4) Sexual Diversity (includinga ddressing homophobia).

CARE http://www.care.org/sites/default/files/documents/Engaging%20Men%20and%20Boys%20GED%20501%2



http://www.sida.se/contentassets/1d46f79d97fb451988afa76097ffe1e3/the-democratic-republic-of-congo-drc-country-gender-profile_328.pdf

















http://www.care.org/sites/default/files/documents/Engaging%20Men%20and%20Boys%20GED%20501%20Manual.pdf





Type of Resource

Name of Document


Source

0Manual.pdf





Toolkit Men-to-Men Strategy Toolkit

The Men to Men Strategy Toolkit shares information, tools, activities, and skills-building ideas and methods to support organizations and individuals to better understand the needs of working with men to address GBV in collaboration with women’s rights organizations in Africa. This toolkit provides a means to understanding the dynamics of working with men on GBV issues. It explores the myths and misconceptions of working with men, as well as men’s fears and strengths. It also suggests some of the tested and working ideas that can be adopted, domesticated or improved for greater impact. The toolkit consists of seven chapters; each dedicated to an important component of involving men in combating GBV. It has three main components: the background section; the main body, which addresses constituency building, training and capacity building, and practical interventions targeting the activities and ideas of men taking action on GBV; and a monitoring and evaluation section with guidelines and tools. The sections can all be used together, or in bits with other similar materials developed by other practitioners.

Femnet http://www.bridge.ids.ac.uk/global-resources/resource/A68869






Type of Resource

Name of Document


Source

Analysis/ Research Tool

dTS DRC Gender Assessment 2012

This assessment analyzes gender and development in the Democratic Republic of Congo (DRC) and provides recommendations for development of the USAID/DRC 2013-2018 Country Development Cooperation Strategy (CDCS). Contextualized by USAID’s March 2012 Gender Equality and Female Empowerment Policy, the Global Health Initiative, and the US National Action Plan on Women, Peace and Security, it identifies gaps in gender and development programming and ways to address them in order to promote equitable and sustainable impact. The focus is on fundamental cultural understanding of gender, the roles of men and women, changes underway among youth and in urban areas, and regional variation. It is not an evaluation of the existing program or projects in any sector, and it does not provide either a road map for development of the new program or detailed recommendations for sector activities.

Independent Assessment


Reference Sensibilization: (Dis)empowering adolescent girls




Community Engagement Training manuals

C-CHANGE Website

Resources for training on SBCC C-CHANGE (FHI 360)

https://www.c-changeprogram.org/focus-areas/capacity-strengthening/SBCC-Toolkit

Training manuals

Doorways II: Community Counselor

Designed to train community members to help prevent and respond to SRGBV by instructing them in basic listening skills and response procedures. Available in both English and French

USAID/Safe Schools

https://www.usaid.gov/documents/1865/doorways-training-manual-









Type of Resource

Name of Document


Source

Training Manual on SRGBV Prevention and Response

school-related-gender-based-violence-prevention-and-response





Guide/ Recommended action/ Indicators

Genre et les droits humains dans les systèmes éducatifs africains

Ce nouveau guide synthétise les problématiques et enjeux de l’égalité entre les sexes et l’éducation dans les pays africains, notamment dans la zone subsaharienne. Il formule des questions clés que doivent se poser les acteurs et actrices de l’éducation pour la prise en compte du genre. Enfin, il suggère des solutions et des bonnes pratiques pour une amélioration de la qualité et de l’équité de l’éducation en Afrique pour un développement humain durable et juste.

International Center for Girls' and Women's Education in Africa of the African Union

http://www.observaction.org/wp-content/uploads/2015/05/Guide-part-3.pdf

Guide Mobilizing Communities to Prevent Domestic Violence

The Resource Guide is organized into five phases of community mobilization with detailed guides for planning, implementing and monitoring each phase. By breaking a long-term project down into phases of community mobilization, organizations can engage their communities in manageable and systematic pieces. Each phase builds on the achievements of the previous phase and helps keep the implementing organization focused. Likewise, the five strategies help organizations diversify the activities being conducted to ensure that a cross section of the community is

Raising Voices: Preventing Violence Against Women and Children









Type of Resource

Name of Document


Source

reached in significant numbers.

Reference Sensibilisation: (Dis)empowering adolescent girls

This study assesses whether and how current sensibilisation practices contribute to changing the social norms that govern the behavior of women and girls, which is intimately connected to the potential for economically empowering adolescent girls in Kinshasa



Gender and Classroom Teaching Handbook Gender-

Responsive Pedagogy: A Teacher's Handbook

It will assist teachers to acquire deeper insights into gender responsive pedagogy and develop classroom practices that are gender friendly. Specifically the handbook has the following objectives: ° To equip teachers with knowledge, skills and attitudes for gender responsive pedagogy. ° To enable teachers to develop and use gender responsive methodologies that ensure equal participation of both girls and boys in teaching and learning processes. ° To assist school management to mainstream gender issues at the school level.

FAWE English: http://www.ungei.org/files/FAWE_GRP_ENGLISH_VERSION.pdf French: http://www.ungei.org/resources/files/FAWE_GRP_French_version.pdf

Guide A Guide for Promoting Gender Equality and Inclusiveness in Teaching and Learning Materials

Provides guidance on how to develop and evaluate teaching and learning materials that are free of bias and that promote equality and inclusiveness of all marginalized, disadvantaged, and underrepresented groups. The guide also includes 1) Sample worksheets for evaluating teaching and learning materials for gender equality and inclusiveness 2) Checklist for evaluating teaching and learning materials for gender equality and inclusiveness

EdData II for USAID

https://www.eddataglobal.org/documents/index.cfm?fuseaction=pubDetail&ID=786

http://www.ungei.org/files/FAWE_GRP_ENGLISH_VERSION.pdf









Type of Resource

Name of Document


Source

Training module

Doorways III: Teaching Training Manual on SRGBV Prevention and Response

Designed to help facilitators train teachers to help prevent and respond to SRGBV by reinforcing teaching practices and attitudes that promote a safe learning environment for all students. Available in both French and English

USAID/Safe Schools

https://www.usaid.gov/documents/1865/doorways-training-manual-school-related-gender-based-violence-prevention-and-response

Training module

Doorways I: Student Training Manual on SRGBV Violence Prevention and Response

Designed to help facilitators train students to improve their resiliency and self-efficacy and to help them prevent and respond to SRGBV. Available in both English and French

USAID/Safe Schools

https://www.usaid.gov/documents/1865/doorways-training-manual-school-related-gender-based-violence-prevention-and-response

Research tool Classroom Observation Tool (Annex 3 in the EAGLE Gender Analysis)

A form that requires the observer to check certain types of behaviors, such as level of questioning and type of feedback given to students, as well as to indicate the person and sex involved for each interaction. The tool facilitates the observation and documentation of teaching manifesting gender biases in classrooms.

USAID/DRC EAGLE (FHI360)

Annex 3, Targeted Gender Analysis of EAGLE-Supported School Environments

Guide Genre et les droits humains dans les systemes educatifs africaines

Ce nouveau guide synthétise les problématiques et enjeux de l’égalité entre les sexes et l’éducation dans les pays africains, notamment dans la zone subsaharienne. Il formule des questions clés que doivent se poser les acteurs et actrices de l’éducation pour la prise en compte du genre. Enfin, il suggère des solutions et des bonnes pratiques pour une amélioration de la qualité et de l’équité de l’éducation en Afrique pour un développement humain durable et juste. De façon pratique, le guide oriente les acteurs/actrices de l’éducation sur la prise en compte de la dimension genre dans une perspective « droit à l’éducation ». Il développe une approche intégrée de la promotion des filles et des femmes dans les programmes et les projets liés à l’éducation en

International Center for Girls' and Women's Education in Africa of the African Union







Type of Resource

Name of Document


Source

Afrique. A cet effet, le document situe et précise l’ensemble des actions précieuses à entreprendre et dont la conjonction et l’interaction permettront une promotion permanente de l’éducation des filles et des femmes en Afrique.

Toolkit INEE Pocket Guide to Gender: Gender Equality in and through Education

INEE Pocket Guide to Gender distils essential gender equality programming principles and provides concrete strategies for putting gender equality into practice. It is intended for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery. It first outlines useful principles for a gender-responsive approach to guide all education programming, and provides responses to some of the most common misconceptions and arguments against gender responsive education. It then gives concrete strategies and actions for putting gender equality into practice in the major domains of education in emergencies. Available in French and English

Inter-Agency Network for Education in Emergencies

http://resourcecentre.savethechildren.se/library/gender-equality-and-through-education-inee-pocket-guide-gender

Guide Promoting Gender Equality Through Textbooks: A Methodological Guide

Developed by UNESCO, this guide describes not only how to monitor gender representations in textbooks but also how to use textbooks to promote ideas of gender equality. The guide aims to give those involved the tools to critically analyze and revise textbooks or to use existing textbook with heightened awareness for gender representation. This involves engaging teachers and publishers as well as families and communities. Available in French and English

UNESCO http://resourcecentre.savethechildren.se/library/promoting-gender-equality-through-textbooks-methodological-guide

DRC-specific SRGBV

C-CHANGE Website

Communication and training materials aimed at preventing and mitigating school-related, gender-based violence (SRGBV) in Katanga Province, DRC. The materials include codes of conduct, a life skills curriculum for students, and a training curriculum for

C-CHANGE (FHI 360)








Type of Resource

Name of Document


Source

teachers, comic books for SRGBV youth clubs, and translated and adapted versions of USAID’s Doorways I and III Safe Schools curricula.

Conflict Transformation Reference/ Analysis activities and tools

Conflict Sensitive Education Toolkit

Section I introduces the guidance note and the key concepts related to conflict sensitive education programming; Section II describes strategies to implement conflict sensitive education programs and policies; Section III presents useful resources including 1) the Conflict Sensitive Education Quick Reference Guide; 2) a list of conflict sensitive analysis activities and tools; 3) case studies; 4) a list of references by topic. Available in French and English

Inter-Agency Network for Education in Emergencies

http://toolkit.ineesite.org/inee_conflict_sensitive_education_pack

Youth and Adolescent Economic Empowerment Reference Sensibilisation:

(Dis)empowering Adolescent girls









APPENDIX 3. GENDER-SENSITIVE INITIATIVES AND PROJECTS TO IMPROVE EDUCATION There are various other projects and programs operating in the DRC to improve education and gender equality, and ACCELERE! Activity 1 should continue to cooperate with these projects in order to share resources and knowledge and to avoid duplication of efforts.

Let Girls Learn: Empowering Adolescent Girls to Lead through Education (EAGLE)

This is also a USAID project and as such close cooperation between EAGLE and ACCELERE! Activity 1 should continue within the second year of implementation of the ACCELERE! Activity 1 Project. The EAGLE project has already organized several activities related to training of chief of COPAs and COGEs on gender equality issues related to education. It has also developed messages for community sensitization and a code of conduct against sexual and gender-based violence in schools (Code de bonne conduite contre les violences sexuelles et celles basées sur le genre en milieu scolaire55) which can be utilized by ACCELERE! Activity 1 in its activities. It will be important in this second year of implementation to continue working closely with EAGLE to share resources and information. As part of a preliminary gender analysis, EAGLE undertook qualitative research into the prevalence of different types of violence in 54 schools in which the project is operating. Participatory learning and action tools were used with students to investigate these different types of violence, as well as classroom observations. This baseline analysis uncovered various types of physical, psychological, sexual and economic violence in schools, which was highly gendered in nature. Although both boys and girls suffered from violence, the forms of the violence they encountered was different.56 The study concluded that: ‘Students are learning in their school environment that violence is an acceptable response, that girls’ bodies are available for men’s and boy’s pleasure, and that there are different standards for girls and boys in terms of education, success, and sexuality. Educating girls is one of the most effective ways to improve the health and development of communities. However, it is not enough. Gender inequality needs to be recognized as a root problem to many of DRC’s problems, including poverty and all types of gender-based violence (GBV)’.57 This recognition that SRGBV is anchored in different forms of gender inequality in wider society should be reflected in ACCELERE! Activity 1’s activities on gender equality within schools. For example, the project should link school based activities to wider communal and social activities to tackle gender inequality whenever possible.

Valorisation de la Scolarisation de la Fille (Vas-Y Fille !) Vas-Y Fille ! is a project engaging directly with the issues of girls’ access to education. The project aims to use a holistic approach that engages all education stakeholders to ensure that girls enroll and remain in schools, and improve their learning outcomes. It focuses on increasing parents’ financial capacity to pay for girls’ education; improving girls’ reading and maths skills; furthering teacher development and after school tutoring programs; increasing community sensitization for gender equality and girls’ access to education; helping girls who have abandoned school to engage in accelerated learning programs. The project thus shares many key objectives with the gender strategy of ACCELERE! Activity 1 and ACCELERE! Activity 1 staff should continue to cooperate with Vas-Y Fille ! to share resources and knowledge. 55 USAID and MEPS-INC, Code de bonne conduite contre les violences sexuelles et celles basées sur le genre en milieu scolaire, 2015. 56 EAGLE, 2014, A Targeted Gender Analysis of EAGLE-Supported School Environments. 57 EAGLE, 2014.


C-Change, Combating School Related Gender-Based Violence in the Democratic Republic of Congo

This project, which is now closed, was a USAID funded project targeted specifically at prevention of school-related gender-based violence. The project operated in 31 schools in the Katanga Province. The objectives of the program were to equip girl and boy students with knowledge and understanding of SRGBV and the skills to resist/avoid it; to increase knowledge of school administrators, teachers, and parents to identify, discourage, and intervene in incidences of SRGBV; to establish policies and structures in the school to discourage SRGBV and encourage school administrators, community members, and parents to enforce and support them; to increase the number of students who report incidences of SRGBV and seek supportive services; to increase girls’ and boys’ understanding of the consequences of SRGBV and change underlying attitudes. The project worked with teachers, administrators, students and the local community in the targeted areas. Over 700 teachers were trained in recognizing and combating SRGBV, and 154 youth club leaders were trained in SRGBV prevention and peer-mentoring techniques. Three comic books based on SRGBV prevention were developed and distributed in schools. An evaluation of the project seemed to show significant improvement in measures to tackle SRGBV in schools, and in students’ feelings of safety within school. In target schools the percentage of teachers who stated that they were directly addressing SRGBV with students rose from 16% before the project to 89% following the project’s interventions. Awareness of how to prevent SRGBV rose from 33% to 90% of students, and 56% to 95% of teachers. 46% of students in target schools said that they felt more secure in school after the project, as opposed to 14% of students in control schools. These results seem to indicate that targeted interventions on SRGBV which work with the whole school community can have an impact on knowledge, understanding and attitudes on SRGBV. Some of these activities may be directly useful for ACCELERE! Activity 1 in its activities aiming to improve girls’ access and the learning environment for girls in schools. It may be useful, for example, to use the comic books developed for this project in classrooms, and to copy and scale up the use of youth groups in schools as a way of sensitizing and educating students on SRGBV and of creating a peer-mentoring system amongst students.

La Pepinière (DFID DRC Programme for Adolescent Girls) La Pepinière is not, strictly speaking, an education program, but its focus on adolescent girls and young women (AGYW) may provide some interesting findings and lessons for ACCELERE! Activity 1. La Pepinière focuses on economic empowerment of AGYW in Kinshasa and its region, but it also has a strong research and learning component which has led to the creation of a Girl-Led Research Unit (GLRU). This GLRU has produced a range of research which could be useful to ACCELERE! Activity 1 including a qualitative study of the social and economic situation of AGYW in Kinshasa and of the barriers to empowerment. La Pepinière reports that one of the lessons learnt from its first year of implementation has been the need to make closer links between economic empowerment and other forms of empowerment for AGYW, including links to wider changes in social norms concerning gender. Given that girls’ access to education (school enrolment etc.) is clearly linked to women’s economic empowerment, as well as to wider social norms, ACCELERE! Activity 1 can benefit from and build upon the research carried out by GLRU, and consult with GLRU on existing research gaps before launching the project’s own study.

October 2016 This publication was produced for review by the United States Agency for International Development (USAID). It was prepared by Chemonics International Inc. for ACCELERE! Activity 1.


IMPROVING READING, ACCESS, AND ACCOUNTABILITY IN THE DRC (ACCELERE!) ACTIVITY 1 YEAR 2 WORK PLAN, OCTOBER 2016 – SEPTEMBER 2017 ANNEX 5. ANNUAL UPDATE YEAR 2 MANAGEMENT PLAN

1 MANAGEMENT PLAN Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – Activity 1 October 2016

CONTENTS

Acronyms ...................................................................................................................................................... 2 A. Organizational Structure and Staffing ...................................................................................................... 3

A1. Kinshasa Office .................................................................................................................................. 3 A2. Chief of Party ..................................................................................................................................... 3 A3. Project Management Zones ................................................................................................................ 4 A4. Deputy Chiefs of Party – Kinshasa and Lubumbashi Offices (One New Position) ........................... 4 A5. Operations Deputy Chief of Party – Lubumbashi Office – (One New Position) ............................... 5

B. ACCELERE! Activity 1 Regional Offices ............................................................................................... 6 B1. Technical Approach Throughout Project Zones ................................................................................. 6 B2. Sub-Provincial Management Structure ............................................................................................... 6 B3. Provincial Offices ............................................................................................................................... 7

Appendix 1. Senior Leadership Organizational Chart .................................................................................. 8


ACRONYMS

CAP Centre d’Apprentissage Professionnel

CFO Chief Financial Officer

CO USAID Contracting Officer

COGE Comité de Gestion Scolaire

COPAs Comité de Parents

COR USAID Contracting Officer’s Representative

CRS Centre de Rattrapage Scolaire

DIPROMAD Direction des Programmes et Matériels Didactiques

DFID United Kingdom Department for International Development

DRC Democratic Republic of Congo

EPS-INC Ministère de l'enseignement Primaire, Secondaire et Professionnel

FHI 360 Family Health International 360

GDRC Government of Democratic Republic of Congo

INEE International Network for Education in Emergencies

M&E Monitoring and Evaluation

PMU Project Management Unit

SERNAFOR Service National de Formation

SSFP Safety and Security Focal Point

STS School to School

SMU Security Management Unit

USAID United States Agency for International Development


A. ORGANIZATIONAL STRUCTURE AND STAFFING As presented in this Management Plan update for Activity 1, Year 2, ACCELERE! recognizes the challenges of staffing and managing a project of this size and complexity, including ensuring that technical activities are synchronized across project offices, yet remain flexible to fit the needs of an individual province, and are appropriate to the Democratic Republic of Congo’s (DRC) geography and adaptable to the ever-changing country context. With one year of implementation on the ground, and an acute understanding of the environment in which we are working, we are now able to precisely structure our staff and offices to more accurately address the complexities of our specific technical work. With Year 2 bringing on-line an anticipated eight total project offices, clear lines of reporting and communication, which start with the chief of party and run through our teams working at the sub-provincial level, are vital. In this plan, we describe the local level management structure and the responsibilities of our sub-provincial offices and local partners to achieve optimal results at the school/community level.

A1. Kinshasa Office Our office structure includes the Kinshasa office as ACCELERE! Activity 1’s operational headquarters. It will continue to serve as a point of engagement with national policy and technical working groups and provide logistical and financial support to the other project offices. Mr. Sergio Ramírez-Mena, the project’s chief of party, and his technical, financial, and operations teams will support overall technical design and operational management. The location of the office will allow staff to easily collaborate on all aspects of project design with the United States Agency for International Development (USAID), the United Kingdom’s Department for International Development (DFID), the government of the DRC, and other key stakeholders.

A2. Chief of Party After a successful six months on the project, Mr. Ramírez-Mena continues to manage the technical direction of the project and all technical communications and reporting with the Government of Democratic Republic of Congo (GDRC) and USAID/DFID. The chief of party’s focus over the coming year will be to fully start-up all projected regionals offices and staff up all offices accordingly in order to meet the project’s ambitious contractual goals. In order to effectively manage the breadth and complexity of the ACCELERE! Activity 1 program, we are hereby proposing the addition of two long-term positions – one to be based in Kinshasa and the other to be based in Lubumbashi - as detailed below. With eight program offices slated to be operational, and with well over 100 local technical and administrative staff to manage, it is neither effective nor tenable for this to be housed solely under the chief of party. On technical and programmatic matters, Mr. Ramírez-Mena will be aided by three deputy chiefs of party; two technical DCOPs – East and West – who will each be responsible for overseeing field implementation from a program perspective in his/her respective geographical zones of the country targeted by ACCELERE!, and one DCOP of Operations who will be based in Lubumbashi. Dr. Jean Ntumba, our Finance and Operations Director, will continue to report to Mr. Ramírez-Mena and oversee the Kinshasa office’s finance and administration. Mr. Doss Akolor, the project’s Compliance Officer, will continue to provide independent oversight of project funds and ensure compliance with regulatory requirements and USAID policies. With no direct reporting lines to any project employee in the DRC project offices, but rather directly reporting to the Chemonics chief financial officer (CFO) in Washington DC, Mr. Akolor will continue to establish standards and procedures to ensure that the compliance


programs throughout the project are effective and efficient in preventing, detecting, identifying, and correcting noncompliance with applicable rules and regulations.

A3. Project Management Zones In order to make the management of the regional staff and offices more manageable, and better be able to provide services to all project beneficiaries, we have divided the project’s sub-provinces into two zones. Zone West will be managed out of Kinshasa and will cover all field implementation activities in Mbandaka, Mbuji Mayi, Kananga, and Gemena. Zone East, to be managed out of Lubumbashi, will have technical oversight of all technical staff and activities in Goma, Bukavu, Kolwezi, and Lubumbashi.

A4. Deputy Chiefs of Party – Kinshasa and Lubumbashi Offices (One New Position) Central to our management structure is the inclusion of two technical deputy chiefs of party – East and West – who will each be responsible for overseeing field implementation from a program perspective in his/her respective geographical zones of the country targeted by ACCELERE!. These deputy chiefs of party will be primarily technical leaders, with few administrative responsibilities, who will ensure that all activities emanating from the ACCELERE! Activity 1 field offices in his/her purview are fully in line with the project work plan, are results-oriented, and are achieving synergies and cohesion between ACCELERE! results areas and between ACCELERE! and other projects and initiatives in those zones. Both technical, field implementation DCOPs will be education specialists and will meet all of the education, experience, and language requirements as specified in the ACCELERE! Activity 1 contract. Furthermore, we intend to have one technical DCOP be an expatriate while the other, likely to be based in Kinshasa, will be a Congolese national. The latter will work particularly close with the chief of party and will serve as acting chief of party in the event that all expatriates are required to leave the country for security reasons.

Due to the complexity of ACCELERE!’s work, both technically and geographically, the project requires strong leadership and know-how to most effectively carry out the activities in each individual province. Specifically, our East and West deputy chiefs of party will initiate, promote, and monitor the roll-out of ACCELERE!’s work plan activities in each of their respective provinces and strengthen the capacity of the project’s provincial team leaders and additional field staff. This is particularly important given that the roll-out plan for ACCELERE! is such that each pair of provinces (Haut Katanga and Lualaba, North and South Kivu, the Kasaïs, and Equateur and Sud Ubangi) is in a different phase of implementation or, in the case of the Kivus, has a different slate of work, and that project approaches must be tailored to each diverse local context in order to be effective and sustainable. Additionally, the technical DCOPs will work diligently with the Senior Education Advisor and key cross-cutting project staff – monitoring and evaluation, gender, and grants to name a few – to ensure cohesion and proper monitoring across all project components. Working closely under Mr. Ramírez-Mena, our DCOPs will also ensure that all field activities are well coordinated at the ground level with the PROVEDs, provincial ministries, other ACCELERE! project partners, USAID, DfID and other donor implementing partners, as well as other organizations advancing education in each of the provinces. The chief of party’s technical responsibilities will be optimized under the proposed structure. With technical field expertise under his direct oversight of the two technical DCOPs, the chief of party will be better able to focus on long-term strategic leadership, quality assurance and overarching representational support at the national and local level with the MEPS-INC, MAS, DfID and other ACCELERE counterparts to ensure USAID’s interests, objectives and long-term ownership of the project is successfully attained throughout the life of the project. The COP will continue to make sure that project results are properly captured and disseminated, and that planning is coordinated among all sub-provinces


and in line with the project’s ambitious work plan. The COP will also continue to focus on engaging other key donors with large scale interventions in primary education especially in reading in first to fourth grade, including PAQUE and UNICEF among others. In addition, the inclusion of two technical DCOPs focused on field implementation will also allow the Senior Education Advisor (SEA) to better play her role of working with the COP to provide on-site advisement to the development of the technical approaches supported by ACCELERE! Activity 1 in each of project’s three result areas. We have learned over the past year that working through the technical design of multiple activities areas with all key stakeholders and ensuring the effective implementation of these approaches in all of the project’s target provinces are each very large jobs. The addition of the DCOPs for East and West will not only improve early implementation of technical approaches but they will also be key to collecting and feeding lessons learned back into revising and honing these designs together with the SEA, COP, and with our ministry and other ACCELERE! counterparts. This adaptive management approach will increase success and sustainability of ACCELERE! in the long-run.

A5. Operations Deputy Chief of Party – Lubumbashi Office – (One New Position) Based on the updated structure that we present above, where two technical DCOPs – each with professional level oral and written French language skills – will oversee all technical implementation and coaching of field staff, we hereby propose including a third deputy chief of party – Ms. Barbara Yale – to serve as the project’s DCOP of Operations. This additional senior management position is vital to a project the size and complexity of ACCELERE! – particularly in the very challenging context of the DRC and the anticipated level of execution during the coming years - , and merits the DCOP status due to the responsibility and authority inherent to the position’s terms of reference. Specifically, this position will direct the project’s grants, procurement, and human resources components, and will provide essential operations support and streamline provincial work in order for the chief of party and the two technical deputy chiefs of party to focus on the technical quality of services and deliverables. In this role, the DCOP for Operations will provide much needed operational support to ACCELERE!’s provincial offices, working alongside the operations component leads and provincial team leaders to establish and improve operational office systems to ensure compliance and the use of best practices for administrative management. This structure allows the project’s Director of Finance to focus nearly all his efforts on managing the project’s financial systems and serving as the lead on budget planning and tracking while also overseeing operations of the Kinshasa office. In the period that Ms. Yale has been with the project, and as the Mission has witnessed first-hand, Ms. Yale has proven invaluable in her role as interim deputy chief of party. She has been instrumental in the implementation of complex, simultaneous training cascades that have served thousands of project beneficiaries; has overseen the expansion of the project into new offices and provinces; and directed (from beginning to end) the disbursement of the project’s first round of grants. Ms. Yale is highly qualified to fill this position, with more than 15 years of international development management experience in post-conflict and transitional environments in Africa, the South Caucasus, and Afghanistan. She has demonstrated, on ACCELERE! and elsewhere, her strong capabilities in providing management support to optimize provincial operating platforms, mitigate risks, enhance compliance, strengthen local capacity, and improve overall program efficiency and effectiveness. We are confident that Ms. Yale’s French skills (3/Spoken, 3/Reading) are sufficiently proficient to successfully undertake the duties of this new role, particularly given that the heads of the operations components themselves all speak at least intermediate English. Finally, the several months she has now spent acclimating to the Congo and


becoming intimately involved in the operations of the project make Ms. Yale uniquely well positioned to hit the ground running and succeed as DCOP of Operations.

B. ACCELERE! ACTIVITY 1 REGIONAL OFFICES

B1. Technical Approach Throughout Project Zones Year 2 of the ACCELERE! Activity 1 project will see the expansion of activities and offices throughout the country, including offices in Lubumbashi, Goma, Bukavu, Kananga, Mbuji Mayi, and Mbandaka/Gemena. We are addressing the vast geographical scale-up of the project by placing individual offices in every province where we will work, allowing for a deeper focus on the technical activities and individual needs in each province. As project offices are established, we are ensuring that each project office has a balance of operational and technical staff responsive to the size and particular needs of each province. The Kinshasa office will continue to focus on the overall technical and operational direction of the project and communication and collaboration with stakeholders and donors. While individual provincial offices will be responsible for their own operations, Kinshasa and Lubumbashi staff will be responsible for the overall design and coordination of activities and select staff will travel to the provincial offices as needed. The majority of technical staff will be housed in the provincial offices, where the most technical support is needed.

B2. Sub-Provincial Management Structure All project offices will be staffed to respond to all three of ACCELERE! Activity 1’s results and to support actors within the DRC’s education sector. Each target sub-province will have a dedicated technical team to provide continual attention to schools, communities, COPAs, COGES, teachers, directors, inspectors, advisors, and sub-provincial coordination bodies. Sub-provincial team leaders will coordinate with education sub-provinces and participate in sub-provincial working groups. Technical staff reporting to each sub-provincial team leader correspond accordingly with the activities in each result. Under Result 1, community mobilizers, lead community mobilizers, and CRS/CAP coordinators (in the Kivus) will work to enable students at risk of dropping out of school to enter, re-enroll, and stay in school and/or CRSs. They will also support conflict-affected youth to reintegrate into society through employable skills and education by helping them enroll in CAPs. Under Result 2, literacy mentors will be paired with inspectors to support school-based and extracurricular activities that support student learning. Under Result 3, our school improvement coordinators and community mobilization team will work with COPAs and COGES to build their capacity in developing and rolling out school improvement plans, identifying school champions, and supporting school management where appropriate. We will use short-term local and expatriate technical specialists to supplement work done by long-term staff in areas such as disability-inclusive education, communications, conflict-sensitive materials development, and teacher assessments. Our M&E coordinators will monitor and collect community- and school-level data, enter it into DevResults, and communicate with M&E specialists in Lubumbashi and Kinshasa to identify promising practices and adapt to realities on the ground. In the name of streamlining interventions at this level, and recognizing that school communities might feel overburdened by the two kinds of project staff who will be working directly at the school-community level and the multiple activities that will be taking place, the point of contact for the project regularly present in each school-community will be the Community Mobilizer (Mobilisateur Communautaire – MC). Her/his job will be to promote project interventions across all three results areas, establishing a working rapport with the school principals, Parent-Teacher Association (PTA) officers, and other parents


and community leaders to address issues of school access, equity and governance as well as to promote concerted efforts to improve student learning outcomes outside of the classroom. The most important strategy for streamlining and managing the weight of different activities will be the MC’s job aiding the PTA to play its leadership role to assess their school’s performance and the needs of school-aged children in their community; identify the activities that are feasible and will have the greatest positive impact improving access, equity, and student learning outcomes in their specific context; and successfully implement these activities with wide community and parental engagement as part of the school development plan. As part of these efforts, the MCs will also be the ones to deliver key training and coaching in key cross-cutting areas such as promotion of gender equity in schooling, especially for girls aged ten years and above, school improvements focused on children with special needs, and for safe schools approaches that aim to engage community leaders likely beyond the PTA. Finally, the MCs will be the primary conduit for collecting local-level data per the project’s PMEP. We anticipate that on average, there will be an approximate ratio of 10 schools for each MC. In comparison, the role of the Reading Mobilizers (Mobilisateurs de Lecture – MLs – and no longer Accompagnateurs de Lecture since the direct coaching role has moved to school principals and other head teachers) is now to help follow up with and give support to local school-based reading coaches (a central strategy for the success of the reading program), honing in on this specific aspect of improving reading instruction delivered by first to fourth grade teachers. The much lower number of MLs (e.g. only 16 for Haut Katanga and Lualaba) compared to MCs speaks to their role supplementing and motivating inspectors to follow-up on reading instruction in the classroom without actually being a constant presence at the school. (We estimate that in Haut Katanga and Lualaba, MLs will be able to visit each school roughly once month.) In addition, MLs will help to support the reseaux de proximité as a key institutional structure set forth by MEPS to deliver regular in-service teacher training as part of their policy on continuous professional development (CPD). MLs will work with inspectors and principals to use these structures to achieve ACCELERE!’s expected reading results in first to fourth grade students.

B3. Provincial Offices Our ACCELERE! Activity 1’s provincial offices will serve as technical hubs, with a majority of our technical staff based in one of these offices to provide on-the-ground management of activities under Results 1-3 and to be closer to our target intervention areas. The deputy chief of parties for Zones East and West will supervise provincial team leaders and their activities in each of these offices. In turn, the provincial team leaders will lead technical, operational, and monitoring activities in their offices and supervise sub-provincial team leaders and their activities. Ms. Mbodj, who will report to the chief of party, will continue to oversee all M&E work with an eye toward ensuring that we continuously collect, analyze, and report on data for project decision-making. Ms. Mbodj will communicate consistently with the M&E coordinators working in each sub-province to monitor activities and record and analyze results efficiently and accurately. Reporting to the provincial team leader, the M&E coordinators will work in coordination with MEPS-INC itinerant inspectors and pedagogical advisers, and will conduct the rolling teacher and student assessments in schools. To provide for the safety and security of our provincial and sub-provincial staff, larger regional offices will have security coordinators. In all other provincial offices, we will name a Safety and Security Focal Point (SSFP) from among existing staff who will be trained to manage routine security protocols and emergency action procedures.


APPENDIX 1. SENIOR LEADERSHIP ORGANIZATIONAL CHART

September 2016 This publication was produced for review by the United States Agency for International Development (USAID). It was prepared by Chemonics International Inc. for ACCELERE! Activity 1 Activity 1.

SUBMITTED 21 SEPTEMBER 2016 CONTRACT NO. AID-660-C-15-00001 United States Agency for International Development (USAID)/Education Office USAID Contracting Officer’s Representative: Mr. John Stamm

IMPROVING READING, ACCESS, AND ACCOUNTABILITY IN THE DRC (ACCELERE! Activity 1) ACTIVITY 1 YEAR 2 WORK PLAN, OCTOBER 2016 – SEPTEMBER 2017 ANNEX 6. DRAFT ANNUAL UPDATE YEAR 2 CONFLICT SENSITIVITY ANALYSIS AND IMPLEMENTATION STRATEGY

1 CONFLICT SENSISTIVITY ANALYSIS AND IMPLEMENTATION STRATEGY Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – Activity 1 September 2016

CONTENTS

CONTENTS ................................................................................................................. 1 ACRONYMS ................................................................................................................ 3 SECTION I. EXECUTIVE SUMMARY ......................................................................... 4

A. Introduction and Objective ........................................................................................................ 4 B. Methodology ............................................................................................................................. 4 C. Conflict Analysis....................................................................................................................... 5 D. Key Project Recommedations ................................................................................................... 6 E. Conflict-Sensitive Implementation Strategy ............................................................................. 7

SECTION II. INTRODUCTION .................................................................................... 8 A. Background ............................................................................................................................... 8 B. Objective ................................................................................................................................... 9 C. Methodology ........................................................................................................................... 10 D. Parameters and Limitations ..................................................................................................... 12

SECTION III. CONTEXT ............................................................................................ 15 A. National Level ......................................................................................................................... 15 B. Katanga Province .................................................................................................................... 21 C. Equateur and Sud-Ubangi Provinces ...................................................................................... 23 D. Kasai Oriental Province .......................................................................................................... 24 E. Kasai Central Province ............................................................................................................ 25 F. North and South Kivu Provinces ................................................................................................ 26

SECTION IV. CONFLICT ANALYSIS ........................................................................ 29 A. National-Level Analysis ......................................................................................................... 29 B. Community-Level Connectors and Dividers .......................................................................... 39 C. Haut-Katanga Province ........................................................................................................... 43 D. Equateur Province ................................................................................................................... 45 E. Kasai Oriental Province .......................................................................................................... 46 F. Kasai Central Province................................................................................................................ 48 G. North and South Kivu Provinces............................................................................................. 49 H. ACCELERE! Activity 1 and Conflict ..................................................................................... 50

SECTION V. RECOMMENDATIONS ........................................................................ 54 A. Project Recommendations ....................................................................................................... 54 B. Conflict Sensitivity Implementation Strategy ......................................................................... 59

SECTION VI. CONCLUSION .................................................................................... 64 APPENDIX 1. SOCIETAL RISK FACTORS THAT INTERACT WITH ACCELERE! ACTIVITY 1 ............................................................................................................... 65 APPENDIX 2. LESSONS LEARNED FROM OTHER LITERACY PROGRAMS IN DRC ........................................................................................................................... 68

Vas-y Fille .......................................................................................................................................... 68 EAGLE ............................................................................................................................................... 69 OPEQ ................................................................................................................................................. 70

APPENDIX 3. CONFLICT SENSITIVITY RESOURCES AND TOOLS ...................... 71 APPENDIX 4. FOCUS GROUP DISCUSSION GUIDES ........................................... 72

Groupe de Discussion – Guide – Directeurs ...................................................................................... 72 Groupe de Discussion – Guide – Enseignants .................................................................................... 74


Groupe de Discussion – Guide – Parents, Membres du COPA/COGES, Leaders Locaux (Communauté de l’École Primaire) .................................................................................................... 76 Groupe de Discussion – Guide – Staff CRS ....................................................................................... 78 Groupe de Discussion – Guide – Staff CAP ...................................................................................... 80 Groupe de Discussion – Guide – Parents, Membres du COPA, Leaders Locaux (CRS/CAP) .......... 82

APPENDIX 5. KEY INFORMANT INTERVIEW GUIDES ........................................... 86 UNICEF – National Level .................................................................................................................. 86 ACCELERE! Activity 1 Staff in Lubumbashi ................................................................................... 87 ACCELERE! Activity 1 Staff in Goma ............................................................................................. 88 Sous Proved ........................................................................................................................................ 89 Chef de la Division des Affaires Sociales – Katanga ......................................................................... 91 Chef de la Division des Affaires Sociales – Nord Kivu ..................................................................... 93 Katanga – UNICEF ............................................................................................................................ 95 Katanga – Caritas ............................................................................................................................... 96 Directeur – CRS/CAP - Sud Kivu ...................................................................................................... 97 IRC, Specialiste Education – Sud Kivu.............................................................................................. 98 Entretien - Chef de la Division des Affaires Sociales – Sud Kivu ..................................................... 99


ACRONYMS ACCELERE! Activity 1 Accès, Lecture, Redevabilité et Rétention Projet (Improving Reading,

Equity, and Accountability in the Democratic Republic of Congo)

ADF Allied Democratic Forces

CAP Centre d’Apprentissage Professionnel (professional learning center)

COPA Comité de parents (parents’ committee)

COGES Conseil de gestion d’école (school management committee)

CSA-IS Conflict Sensitivity Analysis and Implementation Strategy

CRS Centre de Rattrapage Scolaire (remedial learning center)

DAC Development Assistance Committee

DFID (UK) Department for International Development

DRC The Democratic Republic of the Congo

FARDC Forces Armées de la République Démocratique du Congo (Armed Forces of the Democratic Republic of the Congo)

FDLR Forces Démocratiques de Libération du Rwanda (Democratic Forces for the Liberation of Rwanda)

FPE Free Primary Education

ICG International Crisis Group

IDP Internally displaced person

IRB Institutional Review Board

GDRC Government of the DRC

LUCHA Lutte pour le Changement

MONUSCO Mission de l’Organisation des Nations Unies pour la Stabilisation en RD Congo (The United Nations Organization Stabilization Mission in the Democratic Republic of the Congo)

NGO Non-Governmental Organization

OECD Organization for Economic Cooperation and Development

OCHA Office for the Coordination of Humanitarian Affairs

PIE Plan Intérimaire de l’Éducation (Interim Plan for Education)

SECOPE Service Technique de l'Administration Centrale de l' Enseignement Primaire, Secondaire et Professionnel (Technical Service of the Central Administration of Primary, Secondary and Professional Teaching)

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

4 CONFLICT SENSITIVITY ANALYSIS AND IMPLEMENTATION STRATEGY Improving Reading, Equity, and Accountability in the DRC (ACCELERE!) Program – Activity 1 September 2016

SECTION I. EXECUTIVE SUMMARY

A. Introduction and Objective This report provides an update to the conflict-sensitive analysis of the Improving Reading, Equity and Accountability project in the Democratic Republic of the Congo (DRC) (ACCELERE! Activity 1) which was submitted on 31 May 2016. Due to the short period of time between the final submission of the Year 1 report and this submission, much of the information in the report is unchanged as the overall situation has not changed much in the past few months. However, there are important additions to the report, including: background and conflict analysis specific to Kasai Central, Kasai Occidental and South Kivu, which benefited from community-level fieldwork for the Year 2 update, as well as additional analysis on teacher payment, communication and transparency, and the targeting of CRS and CAPs, and new recommendations based on this additional analysis. An update has also been provided on the political climate in the country which has seen developments in the past few months. USAID in collaboration with the United Kingdom Department for International Development (DFID) has committed to implementing a primary education initiative to improve equitable access to education and learning outcomes for girls and boys in the DRC. This collective initiative, entitled ACCELERE! (Accès, Lecture, Rétention et Redevabilité or access, reading, retention and accountability), aims to support the Congolese government’s goals for the education sector – improved access, quality and governance – and particularly their commitment to free universal basic education and improved learning outcomes. The Conflict Sensitivity Analysis and Implementation Strategy (CSA-IS) aims to provide project staff and stakeholders with a greater understanding of the DRC context from a conflict sensitivity perspective and raise awareness of potential challenges they may encounter in implementing ACCELERE! Activity 1. The goal is to suggest a practical set of strategies to address and monitor these challenges in a way that supports achieving the project’s goals, as well as to give recommendations based on an understanding of the context and the experience of ACCELERE! Activity 1 and other development projects thus far.

B. Methodology The methodology for the Year 2 update used the same methodology as the original report, however additional fieldwork was done in targeted provinces that were not visited for the Year 1 report: South Kivu, Kasai Oriental and Kasai Central. This conflict sensitivity analysis seeks to answer two central questions, as well as a set of sub questions: The central questions are:

1. How can potential negative impacts of ACCELERE! Activity 1, particularly with regard to intergroup relations, be minimized?

2. How can ACCELERE! Activity 1 promote social cohesion and peace in the school and community?

The methodology utilized to answer these questions was primarily a mixed-method complimentary approach, which combined both quantitative and qualitative methods. A literature review was conducted in addition to quantitative research to establish the context in the areas targeted by ACCELERE! Activity 1 Review of quantitative data focused on safety and security in the schools as well as enrollment and attendance rates in the targeted areas. Qualitative fieldwork was conducted in Katanga and North Kivu for the Year 1 Report, and the Year 2 update expanded on this with additional fieldwork in South Kivu, Kasai Oriental and Kasai Central in 2016. Key informant interviews and focus group discussions were


organized to examine conflict drivers, trends, connectors and dividers at the community level. The sampling strategy used to select participants was purposive sampling, targeting those with a wide range of perspectives who had information pertinent to the study. In total, focus group discussions were held directly in the targeted communities with 414 education stakeholders including 116 parents (40 men, 76 women), 67 Parent Teacher Committee members (46 men, 21 women), 15 community leaders (11 men, 4 women), 1 CRS social agent (1 man), 1 CRS coordinator (1 man), 1 CRS head of center (1 man), 26 CRS teachers and directors (11 men, 15 women), 24 CAP teachers and directors (20 men, 4 women), 84 primary school teachers (59 men, 25 women) and 79 primary school directors (71 men, 8 women). The framework for the conflict analysis is USAID’s Conflict Assessment Framework (CAF), with analyses at the national and provincial levels. Emphasis was placed on the community-level analysis including connectors and dividers. This analysis serves as the basis for the implementation strategy and recommendations on key strategies for ACCELERE! Activity 1, and is designed to support the successful implementation of ACCELERE! Activity 1 in its first year and inform conflict sensitive strategy for subsequent years.

C. Conflict Analysis Our Year 2 analysis demonstrated that the same community-level connectors and dividers continued to be present in each of ACCELERE! Activity 1’s targeted provinces, as was the case in the Year 1 analysis. The main connector throughout these provinces was the high value placed on education. It is evident that this is a high priority throughout the country, and both parents and children make great sacrifices to ensure that children have access to education. Parent committees also were a consistent connector across targeted provinces due to the role they play as mediator between parents and the school. Two activities also serve to connect communities: dialogue and exchange, as well as recreational activities. Opportunities for dialogue and exchange, particularly at the adult level, were seen to enhance trust and respect among different identity groups. Similarly, recreational activities such as football matches build relationships between children and youth from different communities and ethnic groups. Two connectors continued to be seen as dividers: ethnic and tribal identification and national identity. Ethnic and tribal identification serves as a strong connector in uniting particular groups of people at the community level, but also can be used to create divisions between different ethnic groups and tribes. Similarly, national identity is strong throughout Congo, but it is also a divider in communities where nationality is questioned. The largest divider present at the community level in all targeted ACCELERE! Activity 1 provinces remains the existence of informal school fees, which create tensions between students and their teachers and between parents and school management. The root cause of this divider is that schools are not sufficiently supported financially by the state (payment of teachers, operation fees and infrastructure), which is at the base of almost all school-related conflict. Beneficiary targeting by education interventions can also lead to division within schools and among schools and the community. Finally, lack of transparency and accountability with regard to financial management in the schools creates tensions between the school management and the parents, and between citizens and the government.


D. Key Project Recommedations Commitment and Accountability

• Ensure that staff have a solid understanding of the context in which they are working.

Strategy • Avoid disrupting the school calendar by planning trainings in advance and coordinating with the

Ministry of Education and the Division of Social Affairs. • Ensure that project activities respect the school calendar. • Allow for grants in Activity 1, if possible, to include classroom construction for overpopulated

schools.

Equitable Access • Train education personnel on increasing the protection of learners and education personnel in and

out of school. • Train peer educators to sensitize and teach their peers on issues of peaceful cohabitation,

children’s rights, child protection, exploitation and abuse, etc.

Curricula, Teaching & Learning Materials, and Methods • Discuss with the Ministry of Education an implementation strategy for zones which speak

languages unrelated to ACCELERE! Activity 1’s four selected national languages • Review developed materials to ensure that they are culturally appropriate and non-discriminatory.

Community Engagement • Sensitize parents and communities on increasing the protection of learners in and out of school. • Develop risk reduction plans with community engagement in each of the targeted schools to

mitigate both external and internal risks to child protection. • Sensitize communities on the role of the COPA and its responsibilities. • Sensitize communities on the importance of COPA members being representative of their

communities.

Monitoring and Evaluation • Disaggregate all data by sex to evaluate gender-specific disadvantages, needs and potentials. • Establish baseline and monitoring & evaluation tools which include key education indicators and

conflict-sensitive education indicators.

Inclusion/exclusion • Strengthen communication strategy to ensure that important project information is shared with

both targeted and non-targeted communities. • Train all teachers in the targeted schools on the ACCELERE! Activity 1 materials and teaching

methods.

External threats • Advocate strategically and continually at the highest level of government to promote the respect

of free primary education and the payment of teachers. • Develop a localized security plan including risk mitigation to ensure the safety of ACCELERE!

Activity 1 staff members.

Internal threats • Develop risk reduction plans with community engagement in each of the targeted schools to

mitigate both external and internal risks to child protection.


• Institute a complaint mechanism to allow parents and communities to alert the project of misuse of funds, fraud, etc.

• Build capacities of COPAs and COGESs on their role, financial management and conflict resolution.

E. Conflict-Sensitive Implementation Strategy

Guiding principles of the conflict-sensitive strategy are transparency and communication, respect and dignity, inclusion and participation, prevention of harm, and fostering community, joint ownership and joint responsibility. The CSA-IS emphasizes that conflict sensitivity be mainstreamed into project implementation, ensuring that the project is adaptive to changes in context and conflict dynamics in an effort to minimize harm and promote inclusion and cohesion in the targeted communities. There are six steps to the implementation strategy: 1. Management review and discussion of the CSA-IS including national-level workshop in Kinshasa. 2. Translate CSA-IS into French and distribute to all ACCELERE! Activity 1 staff to read. 3. Organize meetings in each ACCELERE! Activity 1 provincial office to discuss the CSA-IS, analyze

the project from a conflict-sensitive perspective, and review the work plan from a conflict-sensitive perspective.

4. Develop a conflict-sensitive M&E strategy and plan integrating elements of USAID’s Checklist for Conflict Sensitivity in Education Programs.

5. Plan and conduct local-level Conflict Sensitivity Analyses with field staff before starting work in a new targeted area.

6. Integrate and adapt yearly project planning in response to changes in context and conflict dynamics in order to minimize harm and potentially have a positive impact on tensions and conflicts.


SECTION II. INTRODUCTION

A. Background This Draft Year 2 Annual Update of the Conflcit Sensitivity Analysis and Implementation Strategy presents an update to the Year 1 conflict study submitted on 31 May 2016. Due to the short period of time between the final submission of the Year 1 report and this submission, much of the information in the report is unchanged as the overall situation has not changed much in the past few months. However, there are important additions to the report, including: background and conflict analysis specific to Kasai Central, Kasai Occidental and South Kivu, which benefited from community-level fieldwork for the Year 2 Update, as well as additional analysis on teacher payment, communication and transparency, and the targeting of CRS and CAPs., and a few new recommendations based on this additional analysis An update has also been provided on the political climate in the country which has seen developments in the past few months. USAID in collaboration with the United Kingdom Department for International Development (DFID) has committed to implementing a primary education initiative to improve equitable access to education and learning outcomes for girls and boys in the Democratic Republic of the Congo (DRC). This collective initiative, entitled ACCELERE! Activity 1 (Accès, Lecture, Retention et Redevabilité or access, reading, retention and accountability), aims to support the Congolese government’s goals for the education sector – improved access, quality and governance – and particularly their commitment to free universal basic education and improved learning outcomes. These goals are articulated in the Plan Intérimaire de l'Éducation (PIE), the Education Sector Strategy, and other reform efforts led by the Ministère de l'Enseignement Primaire, Secondaire et Initiation à La Nouvelle Citoyenneté (EPS-INC). As one component of this joint program, Activity One of ACCELERE! Activity 1 is led by Chemonics International under the Improving Reading, Equity, and Accountability in the DRC contract with USAID (AID-660-C-15-00001) awarded with a period of performance of May 2015 to May 2020 and a total estimated cost of $134 million. Consortium partners also include FHI 360, Cambridge Education, School-to-School International, and Caritas Congo. The purpose of ACCELERE! Activity 1 is to improve educational outcomes for boys and girls in select education provinces in the DRC. To contribute to achieving this purpose, ACCELERE! Activity 1 Activity One will support education service delivery in public primary schools (including écoles conventionnées run by religious networks) in 25 education sub-divisions across six provinces: Haut-Katanga, Lualaba, Kasaï Central, Kasaï Oriental, Equateur and Sud-Ubangi. In addition, Activity 1 will support no formal alternative/accelerated learning programs (ALPs), including centres de rattrapage scolaire (CRSs) in these 25 sub-divisions as well as in targeted areas of North and South Kivu provinces, and in vocational centres d’apprentissage professionnel (CAPs) in target areas of the Kivus and conflict-affected zones in Haut-Katanga and Lualaba. ACCELERE! Activity 1 Activity One also works to ensure that girls and boys benefit equally from project activities and that all assistance is conflict-sensitive and disability-inclusive. ACCELERE! Activity 1 Activity One has three expected results and associated sub-results: Result 1. Increase equitable access to a quality education environment, through:

1.1 Reduced barriers to access for primary education


1.2 Increased access to alternative/accelerated learning programs 1.3 Strengthened community and school collaboration and partnerships to support access to

education 1.4 Improved quality of education environments

Result 2: Improve education quality, through:

2.1 Improved the quality of instruction at the primary level 2.2 Effective use of teaching and learning materials in the classroom 2.3 Increasing community participation to support school-based and extra-curricular learning.

Result 3. Improve governance and accountability by stakeholders through:

3.1 Strengthened development and implementation of policies for improved access and learning 3.2 Strengthening school leadership and management 3.3 Increased community and civil society oversight and accountability at local and sub provincial levels.

Also in support of ACCELERE! Activity 1’s purpose of improving educational outcomes for boys and girls in select education provinces in the DRC, the focus areas of the three other ACCELERE! Activity 1 Activities are:

• Activity 2: Improved governance and accountability. This activity will implement a systems strengthening program that will improve governance and accountability in the education sector, with a particular focus on the primary education sector.

• Activity 3: Independent evaluation. This activity will assess the overall program (across Activities 1, 2 and 4) in order to assess the impact of the program in terms of its contribution to the education sector in line with the overall program objective.

• Activity 4: Reducing the number of out-of-school children in the DRC. This activity seeks to help reduce the number of children out of school in DRC by addressing specific barriers to education for girls and boys through innovative solutions.

The ACCELERE! Activity 1 Activities collectively support USAID/DRC’s Development Objective 2 of Lives improved through coordinated development approaches in select regions, and work in the Kivus supports the Transition Objective 3 of Foundation for durable peace strengthened in eastern DRC. In turn, this work helps to contribute to the topline goal of USAID’s Country Development and Cooperation Strategy (“Long-term transition to more effective and empowering development in the DRC supported”) as well as of DFID’s Country Operational Plan for the DRC (“Government supported to enable it to provide and finance basic services in the long term”).

B. Objective The Conflict Sensitivity Analysis and Implementation Strategy (CSA-IS) aims to provide project leadership and staff with a greater understanding of the DRC context from a conflict sensitivity perspective and raise awareness of potential challenges they may encounter in implementing ACCELERE! Activity 1. The goal is to suggest a practical set of strategies to address and monitor these challenges in a way that supports achieving the project’s stated goals, as well as to give practical recommendations based on the experience of the project and that of other similar donor projects thus far. In this way, consistent with the “do no harm” principle which undergirds good international development practice as well as conflict sensitivity strategy, unintentional negative impacts of ACCELERE! Activity 1


will be minimized and opportunities for the project to have a positive impact on social cohesion will be enhanced. Project leadership and staff can make use of this document to help guide reflection and action on project implementation strategy, work plans, administrative and human resource policies, grants policy and strategy development, and monitoring and evaluation. They can also use this document to enhance coordination on conflict sensitivity with ACCELERE! Activity 1’s implementing partners. This CSA-IS should be considered a starting point. Consistent with good practice, ACCELERE! Activity 1’s conflict sensitivity strategy will need to be re-visited regularly (and at least on a yearly basis) throughout the life of the project as part of rolling assessments and monitoring and evaluation activities. The data collected through rolling assessments and monitoring and evaluation activities will not only update the conflict analysis, noting continuities and changes to inform subsequent activity implementation plans, but will also track impacts of the projects on mitigating and exacerbating conflicts. The next contractual update of this report will be need to be conducted towards the end of the 2016-2017 school year to ensure that stakeholders are available during the field mission, with a submission to USAID of August 2017.

C. Methodology The methodology for the Year 2 update used the same methodology as the original report, however additional fieldwork was done in targeted provinces that were not visited for the Year 1 report: South Kivu, Kasai Oriental and Kasai Central. This conflict sensitivity analysis seeks to answer two central questions, as well as a set of sub questions: Central questions:

1. How can potential negative impacts of ACCELERE! Activity 1, particularly with regard to intergroup relations, be minimized?

2. How can ACCELERE! Activity 1 promote social cohesion and peace in the school and community?

Sub questions: 1. How will local, sub-national, and national conflict dynamics affect the project activities and

ability to achieve results, reach intended beneficiaries (individuals and organizations/institutions), facilitate partner staff access and security, and enable monitoring and oversight?

2. How will program activities undermine or promote connection and cohesion? 3. How will program activities promote or lessen division and grievance? 4. How will the communities where we work, and those where we do not, perceive the project’s

activities?

The methodology utilized to answer these questions was primarily a mixed-method complimentary approach, which combined both quantitative and qualitative methods. A literature review was conducted in addition to quantitative research to establish the context in the areas targeted by ACCELERE! Activity 1 Review of quantitative data focused on safety and security in the schools as well as enrollment and attendance rates in the targeted areas. Qualitative fieldwork was conducted in Katanga, North Kivu, South Kivu, Kasai Oriental and Kasai Central to provide a deeper understanding of the impact of conflict at the community-level, its impact on the access, retention and learning of students, as well as what effects it could potentially have on implementation of the ACCELERE! Activity 1 project.


Quantitative analysis examined enrolment and attendance rates across the targeted provinces, including possible effects conflict may have had on those rates overall. Data from the FHI360 Education Policy and Data Center and also from the DRC Ministry of Education Statistical Yearbook was used. Additional data on security incidents came from The United Nations Organization Stabilization Mission in the Democratic Republic of the Congo (MONUSCO) and the Office for the Coordination of Humanitarian Affairs (OCHA), and data on schools closed due to conflict was collected from a range of sources including the United Nations Children’s Fund (UNICEF), OCHA and ACCELERE! Activity 1 staff members. Unfortunately, there is no central database for this type of data, and the collection from various sources did not allow for extensive cross-province comparison. In 2015, key informant interviews were conducted with six ACCELERE! Activity 1 project staff in Kinshasa and Lubumbashi and focus group discussions were held with seven education specialists working on ACCELERE! Activity 1 as well as twenty education stakeholders in two sub-provinces of Haut-Katanga: Lubumbashi 2 and Likasi. Key informant interviews were also conducted with representatives of two international NGOs (International Rescue Committee and FHI 360) and one national NGO (Caritas Congo), which currently implements education programs focused on increasing access and literacy. In addition, four representatives (with national ties) of a civil society network focused on education in Lubumbashi were interviewed together. Interviews and focus group discussions sought to draw on participants’ experiences and lessons learned with regard to conflict sensitivity from previous and current international assistance programs in the education sector. For the revised Year 1 report, a particular emphasis was placed on community-level analysis to better understand the conflict dynamics at the local level in the areas targeted by ACCELERE! Activity 1 Key informant interviews were conducted with stakeholders in former Katanga and North Kivu who had work experience in all of the six targeted provinces. These included: three (3) ACCELERE! Activity 1 project staff in Lubumbashi and Goma, two (2) Division of Social Affairs employees responsible for CRS and CAPs, two (2) Sous Proveds of the Ministry of Education, two (2) representatives of UNICEF focused on two different provinces, two (2) representatives of one national NGO (Caritas Congo) and two (2) representatives of two international NGOs (IRC and War Child). The key informant interviews focused specifically on the community-level context in the different areas targeted by ACCELERE! Activity 1, including the conflict dynamics, key actors, connectors and dividers (see Annex 5). Certain key informant interviews also allowed for comparison between different targeted zones, based on the experience of each interviewee. For example, one interviewee from a provincial-level partner in Lubumbashi was able to provide more details on inter-provincial dynamics as he had experience in the neighboring provinces. The Year 2 report continued to emphasize community-level analysis, and expanded key informant interviews and focus group discussions to South Kivu, Kasai Oriental and Kasai Central where the project will begin to work this year. These included: two (2) ACCELERE! Activity 1 prject staff in Kananga and Mbuji Mayi, seven (7) Divison of Social Affairs employees responsible for CRS, two (2) Proveds of the Ministry of Education, four (4) Sous Proveds of the Ministry of Education, two (2) representatives of UNICEF, three (3) International Rescue Committee staff members who worked in CRS, one (1) CRS director, one (1) CRS teachers, and two (2) represenatives of a national NGO (CEFIDE). The sampling strategy used for targeting geographic areas was purposive sampling. The geographic areas were selected to give a range of contexts, including urban and rural, mining and agricultural, directly affected by conflict and not directly affected. Selection was also affected by security in the areas of intervention. In Goma, protests erupted the day the field study was scheduled to begin which restricted movements that day; due to the insecurity during the reporting period, the selected geographic area was


limited to the city of Goma. In Kasai Oriental, there was an attack against police in one of the targeted education sub-divisions which made it unable to visit. Purposive sampling was also the sampling strategy used for selecting participants in focus groups. Criteria were based on gender, occupation and relation to the school. Parents, school employees and local leaders were specifically targeted to allow for a range of perspectives on the impact of conflict on students’ access to education, retention and learning. Participants were grouped together according to relationship and power dynamic, to ensure that the participants were comfortable sharing in the group. For instance, in the group of parents and COPA members, there was a group for men and a separate group for women to ensure that women’s voices were heard. The teacher groups were mixed-sex, because their power relationship in terms of their position in the school was approximately equal. Focus groups were groups of approximately 10 individuals. Discussion guides were established with 10-12 questions per group, which centered around conflicts past and present at the community-level and the impact of larger and/or nearby conflicts on the community and on students’ access to education, retention and learning (see Annex 4). The approach to meet with multiple groups in the same community provided different perspectives on community and conflict dynamics, allowing for a more in-depth analysis. Although there was a set group of questions, the interviewer adapted the questions as the discussion progressed to allow more detailed sharing of particular issues that were important to each group. In total for Year I, focus group discussions were held directly in the targeted communities with (193) education stakeholders including 74 parents (26 men, 48 women), 20 Parent Teacher Committee members (14 men, 6 women), 11 community leaders (8 men, 3 women), 1 CRS social agent (1 man), 15 CRS teachers and directors (6 men, 9 women), 24 CAP teachers and directors (20 men, 4 women), 27 primary school teachers (21 men, 6 women) and 21 primary school directors (19 men, 2 women). Additionally, the opportunity to conduct focus groups in target communities in Katanga who are already benefitting from ACCELERE! Activity 1 provided an opportunity for an initial analysis of negative impacts of the project which are already felt in the community. The discussions allowed for brainstorming on how to address these issues to prevent them from becoming larger problems. For the Year 2 update, focus group discussions were held directly in the targeted communities with 221 education stakeholders including 42 parents (14 men, 28 women), 47 Parent Teacher Committee members (32 men, 15 women), 4 community leaders (3 men, 1 women), 1 CRS head of center (1 man), 1 CRS coordinator (1 man), 11 CRS teachers and directors (5 men, 6 women), 57 primary school teachers (38 men, 19 women) and 58 primary school directors (52 men, 6 women). The conflict analysis will start at the national level using USAID’s Conflict Assessment Framework (CAF), giving an overall analysis of the situation in the DRC, identifying common triggers and trends found throughout the targeted areas, as well as community-level connectors and dividers which are found in each of the targeted provinces. The second level of analysis will be at the provincial level, including an individual analysis of each of the provinces targeted by ACCELERE! Activity 1. This analysis serves as the basis for the implementation strategy and recommendations on key strategies for ACCELERE! Activity 1, and is designed to support the successful implementation of the project in its first year and inform conflict sensitive strategy for subsequent years.

D. Parameters and Limitations The work required for the Year 2 update faced one additional limitations than what was encountered for the Year 1 report. As the fieldwork was timed during the school vacation, it was difficult to reach parents and teachers of certain schools, particularly of the CRS in South Kivu. In the future, it would be better to


time the fieldwork for subsequent analyses before the end of the school year to allow the greatest possibility to meet with all stakeholders. It should be noted that only one limitation of the Year 1 report was resolved for the Year 2 update: the length of the consultancy. Additional time and better planning in advance allowed for sufficient time to conduct fieldwork in three of the targeted provinces, which was a suggestion in the Year 1 report. Fieldwork was not conducted in Equateur and Sud-Ubangi provinces for the Year 2 update, because ACCELERE! is not planning to implement in those provinces until Year 3. Future analyses should include similar field research in Equateur and Sud-Ubangi provinces to gather additional community-level information before implementation in those areas. The other limitations for the CSA-IS Year 1 report remained for the Year 2 update as well. ACCELERE! Activity 1 is a large-scale project covering a widespread geographic area which is diverse in terms of culture, language, tribe, etc. Conflict dynamics are typically very localized and, with the exception of certain society-wide factors noted in the CSA-IS, conflict dynamics do not lend themselves to broad analysis. With this scope, it is impossible to capture all of the community-level conflict dynamics and their potential impact on the project in such an analysis. However, this analysis captures the main conflicts, recurring trends and triggers, and connectors and dividers which are present at the community-level in the targeted provinces. Additionally, the conflict analysis concentrated specifically on the areas targeted by the project only when data allowed for that specificity. For example, the ex-Katanga province has been divided into four new provinces, of which two have been targeted by the ACCELERE! Activity 1 project (Haut-Katanga and Lualaba). This analysis will focus on the sub-districts in the two new provinces which are targeted by the project, which are in many aspects much more stable than the other areas of the former Katanga province. The analysis does not focus on what is happening within those non-targeted areas, but it does cover the effect that those conflicts have on the areas targeted by the project. A major limitation of the analysis is also the absence of voices of children and youth who are the beneficiaries of the ACCELERE! Activity 1 project. The proper authorizations were not in place at the time of the consultancy to organize focus groups with children and youth, so their firsthand account of how conflict affects their access to education, retention and learning is missing from the analysis. Although questions were asked to other stakeholders regarding the experience of children and youth, this remains a major gap in the study. It is expected that Institutional Review Board (IRB) approvals will be in place in time for subsequent report updates. The political climate in Haut-Katanga and North Kivu at the time of the field mission there in May 2016 was very tense, and political protests resulting in violence and a few deaths took place during the same time period as the field work. Due to these developments, education stakeholders were more open to sharing their opinions on the current context and its impact on education in the interview setting and less so in the focus group discussions. This resulted in a shallower level of sharing from community-level focus group participants than what was expected, particularly in Haut-Katanga. Additionally, focus groups with parents in Goma were unable to be organized due to the timing of the field mission during and after the political protests. Also, ongoing conflict prevented field missions outside of Goma in North Kivu as well as to the sub-division of Dibaya 1 in Kasai Central in August 2016. For a conflict sensitivity analysis to yield the most useful and contextually appropriate strategies, it is essential that the analysis is ongoing and ideally involves a high level of engagement by project staff. It will be important to revisit this study at the community level when the larger field staff team is in place and active in its role in the targeted communities. Conflict and context are ever-changing, so ongoing


analysis is an essential element of a conflict analysis to ensure that intervention strategies are reviewed and potentially revised as the context and conflict dynamics change.


SECTION III. CONTEXT Key Facts: Over 70 armed groups continue to commit human right abuses in the eastern provinces.1 1.7 million internally displaced persons in the country.2 4.5 million face acute food insecurity in the DRC.3 Abuses of power and violence, including rape, abductions, and recruitment of child combatants

continue to be key concerns.

A. National Level

It is important to note that the overall context at the national level did not change much in the few months between submission of the Year 1 report, and the fieldwork for the Year 2 update. Research and fieldwork conducted for the Year 2 update did provide further examples of the themes in this section as well as updated data, which have been included in the paragraphs below. Additionally, new information regarding payment of teacher pensions and its impact on ACCELERE! is included in the government education policies section below. The Democratic Republic of Congo (DRC) has been plagued by a variety of local, regional and international conflicts for over 20 years resulting in the death of over 5.4 million people and the displacement of over 2 million people. It is the deadliest conflict since the Second World War.4 The vast majority of the deceased died due to secondary effects of the conflict, namely preventable diseases and malnutrition. DRC is currently ranked 176 out of 188 countries on the Human Development Index, classifying in the “low human development” category.5 The country is rich with natural resources and over 1,100 minerals and precious metals identified including coltan, copper and diamonds, yet it remains one of the poorest countries in the world, with approximately 63% of its population living below the poverty line. Despite steady economic growth since 2010, a large part of the population lives on less than two dollars a day. The per capita income as of 2014 was US$380 a year, which is roughly equivalent to the annual cost of sending two children to school for a year. 6 Government education policies: Total government spending on education increased from 9% of the national budget in 2010 to 16% in 2013,7 which demonstrates the increasing importance that the national

1 Jason Stearns and Christoph Vogel, ‘The Landscape of Armed Groups in Eastern Congo’, Congo Research Group, Center on International Cooperation, December 2015. (http:// congoresearchgroup.org/essay-the-landscape-of-armed-groups-in-eastern-congo-2/) 2 OCHA. Republique Democratique du Congo: Personnes deplacees internes et retournees. June 2016. 3 USAID. Food Assistance Fact Sheet – Democratic Republic of Congo. 11 April 2016. https://www.usaid.gov/democratic-republic-congo/food-assistance. 4 International Rescue Committee and the Burnet Institute (2007). Mortality in the Democratic Republic of Congo: An Ongoing Crisis. 5 United Nations Development Programme (2015). “Human Development Report 2015: Work for Human Development.” 6 World Bank. Democratic Republic of Congo Overview (08 April 2016) and World Bank Development Indicators (2012). 7 World Bank Education Data.


government is placing on education. In September 2010, the GDRC launched the policy of Free Primary Education (FPE) which this 2016-2017 school year continues to apply to grades one through five, eliminating official government fees related to primary school enrollment and attendance for those grades. This policy applies to the entire country except the cities of Kinshasa and Lubumbashi. Despite the institution of this policy, school does not remain entirely free as individual schools institute informal fees to help cover the cost of materials, operation and payment of teachers who are not paid by the government. There are schools registered with the government (écoles mecanisées) which have teachers and directors who are supposed to receive salaries by the Ministry of Education, but who are not yet paid. As a result, a system of informal school fees has emerged to cover the costs that the government does not cover. In 2012, registered teachers (enseignants mécanisés) made up 2/3 of primary school teachers,8 and the other 1/3 of teachers who are not on the government’s payroll have their salaries covered by the informal fees. The percentage of teachers paid is even worse for teachers of non-formal education institutions such as the CRS and CAP, with less than 50% receiving a government salary.9 The government is steadily paying an increasing number of teachers, but there remains a large gap in coverage. According to the most recent statistics from SECOPE, there has been a large increase in the percentage of teachers paid by the government as is visible in the following chart:

Source: SECOPE, April 201510

Unfortunately, this chart only considers those teachers who are on the government pay list. Since 2013, the government has put a hold on adding new teachers to the pay list, as it tries to pay all of the teachers who are already on the list. However, since 2012, due to a large emphasis placed on education by the national government, enrollment figures have increased and both schools and classrooms (and thereby teachers) have been added to respond to the increased enrollment. These added teachers are not reflected in the chart above, and they are all paid by informal school fees. Therefore, despite the launch of FPE and the increase in government spending on education, parents often have to choose between buying food, clothes, paying for housing, paying for medical care or paying school fees for their children.

8 DRC Ministry of Primary, Secondary and Professional Education. “Plan Intérimaire d’Education 2012-2015.” 2012. 9 Key informant interview. 10 The 2016 report had not yet been published at the date of submission of this report.

Légende70% 75%75% 80%80% 85%85% 95%

w

Equateur76%

Province Orientale86%

Nord Kivu76%

Sud Kivu82%Maniema

71%

Kasai Oriental

83%Kasai

Occidental75%

Kinshasa94%Bas Congo

93%

Bandundu76%

Katanga78%


Unfortunately, the main consequence of this informal fee system is that many children and youth either do not enroll or they eventually drop out of school because their parents are unable to pay the aforementioned informal school fees. There are an estimated 3.5 million out-of-school children in the DRC, while an additional 20% of children will never have the chance to go to school.11 ACCELERE! Activity 1’s Result 1 will address this problem by increasing equitable access by lowering financial barriers for both the formal and non-formal education sectors. In addition to the problem of payment of teacher salaries, there is also a lack of payment of pension for teachers which results in a large impact on the quality of education which many children receive, particularly in Kasai Central and Kasai Oriental provinces. 7.3% of teachers in Kasai Central have reached the age of retirement, but continue to teach as they wait for their pension to be paid.12 Data was not readily available to compare Kasai Central with other provinces, but based on focus group discussions it seems that Kasai Oriental is facing the same problem, and possibly Haut Katanga and Lualaba as well. The non-payment of pension results in teachers over 80 years old continuing to teach in primary schools. Directors mentioned that they often found these teachers asleep in the classroom, and that the teachers did not have the energy level needed to provide quality education to young children. As ACCELERE! Activity 1 focuses also on the quality of education, this has a direct impact on the quality of education which children receive. It is important to note that as ACCELERE! Activity 1 trains all current teachers on the new materials, it is likely that there will be a higher turnover of teachers in this area in the coming years.

Data source: EPDC extraction of DHS dataset (2013)

Non-formal education: Once children in the DRC reach 9 to 10 years of age13, they are considered over-age and are ineligible to start primary school. The accelerated and additional learning opportunities available in the remedial learning centers (CRS – Centres de Rattrappage Scolaire) and the professional learning centers (CAP – Centre d’Apprentissage Professionel) face the same reality and challenges as primary schools in terms of payment of teachers and informal fee structures. Therefore, access to these learning opportunities is also limited to those who are able to afford the informal school fees. The limited access was evident during the field study for this report, as most schools visited had an available capacity 11 USAID/DRC Factsheet 2015 https://www.usaid.gov/democratic-republic-congo/fact-sheets/usaiddrc-fact-sheet-education 12 SECOPE Kasai Central, 2016. 13 In some areas of intervention, including Kasai Central, this age is as low as 8 years old.

-

5.0

10.0

15.0

20.0

25.0

Equateur Nord-Kivu Sud-Kivu Kasaï-Oriental Kasaï-Occidental Katanga

Proportion of Out-of-School Children in Targeted Provinces

Out-of-School Out-of-School Out-of-School


for new students. Although enrollment in primary education has increased in recent years, the result of the large number of children who have been unable to access education and the large number of children who have dropped out, results in a large population of youth who lack basic reading, writing and vocational skills that would improve their opportunity to make a living and provide for their families. These are ACCELERE! Activity 1’s target beneficiaries for the non-formal education activities in Result 1. Gender: There is also remains a gender imbalance in access to education in DRC. In much of the country, when a family is unable to afford to send all of their children to school, preference is given to educating boys. There are a wide range of factors that play into this including early marriage for girls, the use of girls to watch over their younger siblings when their parents are working and/or are in the field, and the perception that a boy’s education will have a bigger impact on the family. Some community members interviewed for this analysis mentioned that these perceptions are changing, and in some of the urban areas the preference is no longer based on sex but is based on which child shows more intellectual potential. Although this preference may be changing in some areas, completion rates show that only 57.1% of girls who begin primary school successfully pass the exit exam, in comparison to 63.8% of boys.14 In the past, education in the CAPs was segregated by sex, with girls’ schools and boys’ schools. The only training available for girls was hairdressing, while boys had more options including mechanics, woodworking and masonry. This has recently begun to change, with some boys’ schools beginning to accept female students who want to study some of the vocations that traditionally were reserved for boys. Violent Conflict: Violent conflict, particularly but not exclusively in eastern DRC, has been characterized by attacks against schools and the recruitment and abduction of children to become child soldiers, laborers and sexual slaves. This situation most specifically affects the provinces of Haut-Katanga, North Kivu and South Kivu, however it also affects pockets of Kasai Central as well. In 2015, twenty-two school attacks and twelve schools used for military purposes by both FARDC and armed groups were confirmed by the United Nations, affecting the education of over 31,000 children. However, these incidents are typically underreported and therefore one can assume that the actual number of schools attacked and used is higher than these statistics. Attacks include complete destruction of schools, looting of schools and burning of school materials. The UN also reported 488 new documented cases of recruitment of children (462 boys, 26 girls) by armed groups, of which 89% of these cases occurred in North Kivu;15 more than twice the number of documented cases in 2014 (241 cases).16 The abduction of 195 children, an 80% increase from 2014, was reported with 68 of these cases being verified, and 40% of the children still mising. Additionally, there is documentation of 80 children killed and 56 children maimed during violent attacks in 2015.17

14 DRC Ministry of Primary, Secondary and Professional Education. “Mise en Oeuvre du Plan Intermiaire de l’Education – Rapport de Suivi N1.” August 2014. 15 United Nations. “Children and armed conflict – Report of the Secretary-General.” A/70/836-S/2016/360. 20 April 2016. 16 United Nations. “Children and armed conflict – Report of the Secretary-General.” A/69/926–S/2015/409. 5 June 2015. 17 United Nations. “Children and armed conflict – Report of the Secretary-General.” A/70/836-S/2016/360. 20 April 2016.


This map presents an estimation of the level of vulnerability of health zones and administrative territories. The level of vulnerability is the result of a multisectoral composite indicator obtained from the severity index of needs identified by each sector. Source: OCHA.18 Vulnerability: As the map above shows, the Eastern region of DRC is the most vulnerable area of the country, including the targeted North Kivu, South Kivu and Haut-Katanga provinces. However, it should be noted that the most vulnerable areas of the Haut-Katanga province are not targeted by ACCELERE! Activity 1. Kasai Central and Kasai Oriental are shown to have a much less severe level of vulnerability, as is the same for most of Equateur aside from a mildly-severe vulnerability in the area around Mbandaka which is targeted by the project. Gender-based violence: In addition to the gender imbalance in access to education noted above, there is also widespread gender-based violence throughout the country. In conflict-affected areas, there are documented cases of rape and other forms of sexual violence perpetrated by both the FARDC and armed groups (334 cases in 2014; 332 girls, 2 boys).19 In 2015, 254 child victims of sexual violence were verified by the United Nations, with armed groups responislbe for the majority of the incidents.20 However, gender-based violence is not only perpetrated by armed men in DRC; it is commonplace in communities across the country, including in schools. There is a common practice of sexual abuse and “sexually transmitted grades” recorded throughout DR Congo, including in Equateur, Kasai Central, North Kivu and South Kivu.21 Typically when this practice occurs, a female student must grant sexual favors to her male teacher in order to receive a good grade or to pass an exam. It is common in some rural areas for teachers to demand that students do manual work in their homes or fields, with particular days reserved for female students. Parents in Kasai Central said they do not usually have proof of it happening until a girl becomes pregnant, but that they suspect that when girls are in the homes of male teachers without other adults around that sexual abuse happens. This practice creates conflict between female students and their male teachers, and also between students’ parents and school directors. This practice also sometimes prevents girls from wanting to go to school, as they are afraid of what will happen to them. Although systems are in place to fire teachers who commit this type of abuse, focus group

18 OCHA. Apercu des besoins humaanitaires 2016. 07 Déc 2015. 19 United Nations. “Children and armed conflict – Report of the Secretary-General.” A/69/926–S/2015/409. 5 June 2015. 20 United Nations. “Children and armed conflict – Report of the Secretary-General.” A/70/836-S/2016/360. 20 April 2016. 21 Search for Common Ground (2012). “Education and Conflict.”, also mentioned by interviewees.


participants mentioned that it was not unusual for a teacher to be relocated instead of being removed from service as is actually required by the Ministry of Education. Politics: The current political situation in DRC is tense. Provincial parliamentary elections which were scheduled for 2015 never took place, as the president and vice president of the election preparation committee resigned successively in the months leading up to those elections. There is currently no firm date for those elections, although they are supposed to take place before the upcoming Presidential elections. Attempts to amend the constitution and electoral law provoked a small-scale political crisis in January 2015, which triggered deadly violence and repression, and the arrest and detention of pro-democracy activists.22 In February 2016, over 45 activists were arrested including some in Goma and Lubumbashi.23 Arrest and detention of peaceful pro-democracy activists are ongoing. In mid-May 2016, the DRC constitutional court ruled that President Kabila would be allowed to stay in office if the presidential elections, which are currently scheduled for November 2016, do not take place as planned. The government launched a “national dialogue” in September 2016 in an effort to bring all political parties and groups together to find a way out of the current political crisis, and to come to an agreement about how elections should be handled. This “national dialogue” was boycotted from the beginning by some of the major leaders of the opposition, including Moise Katumbi from Katanga who remains in exile as of September 2016. LUCHA (Lutte pour le Changement), a youth-led citizen movement, also backed out of participating in the national dialogue. Soon after the dialogue began, some of the few opposition groups participating in it also backed out. There remains a divide between the current politicians in power who are pushing to have local elections before the Presidential election (thereby extending Kabila’s term), and those of the opposition who want to see Presidential elections held first. The Catholic church has also threatened to pull out of the dialogue if the “national dialogue” pushes to extend Kabila’s term. How this dialogue continues to take place, or not, and whatever decision may come out of it, or not, will have an effect on the overall political context of the country. The political context in neighboring countries also has an effect on what is happening in DRC. Five of the nine countries which border DRC will have general elections in 2016 and 2017, with at least a few of their leaders attempting to stay in term longer than their official mandate. Rwanda recently changed its constitution to allow President Kagame to run for a third term. In Burundi, large-scale violence, displacement of families, and waves of refugees flooding into DRC was the result of President Nkurunziza’s insistence on a third term.

Decentralization/“Découpage”: On June 30, 2015 the process of découpage, or the division of 11 provinces into 26 provinces, which was prescribed in the 2006 Constitution was enacted into law. Opinions on the potential effects on the education system are mixed. While most of the population initially supported découpage when it was prescribed in 2006, critics state it was done precipitously, likely linked to upcoming elections, and there is not budget for the transition.24 As one interviewee explained, some former provinces such as Katanga have been divided along the same lines as existing administrative boundaries which would seem to indicate that little would change. The main challenge that

22 International Crisis Group (2015). Congo: Is Democratic Change Possible? 23 Report of the Secretary-General on the United Nations Organization Stabilization Mission in the Democratic Republic of the Congo (S/2016/233). 9 March 2016. 24 Jeune Afrique (2015). http://www.jeuneafrique.com/240375/politique/decoupage-en-rdc-ce-qui-va-reellement-changer-la-vie-des-congolais/


results is that although more responsibility has been given to local levels, additional responsibility does not yet come with additional funding to carry out those increased responsibilities. Additionally, for partners such as ACCELERE! Activity 1 this means that there are more government agents from both the Ministry of Education and the Ministry of Social Affairs to be in regular contact with regarding activity implementation.

Health and sanitation: Access to basic healthcare and vaccinations is severely restricted in the DRC. One interviewee who works to promote children’s health explained that in many areas, people lack basic sanitation knowledge leading to deplorable conditions. Many schools lack sufficient basic sanitation facilities like latrines and water points, making it more likely for children to contract diseases at school. Many diseases are highly preventable. Disease in general and malnutrition represent grave impediments to children accessing education and staying in school. Many focus group participants also recounted stories of children getting hurt during manual work at school, playing during the recreational period, or getting hit by teachers. Some schools pay for the medical treatment of these children, while many do not. In the schools who do not, children sometimes die after getting hurt or falling ill in school.

B. Katanga Province The overall context in Katanga province did not change much between the Year 1 report and the Year 2 update. The targeted areas of the province remain relatively calm, and the opposition politician Moise Katumbi remains outside of the country. As noted below, new cases of yellow fever have been reported in the province during the fieldwork for the Year 2 update, but is not yet any impact on the education system. Stability: The former Katanga province as a whole continues to have both stable and unstable areas, with over 582,000 internally displaced persons (IDP). The areas most affected by conflict and insecurity continue to be the territories of Nyunzu, Kabalo and Manono, but those territories are not targeted by ACCELERE! Activity 1. Haut-Katanga and Lualaba are the areas targeted by ACCELERE! Activity 1, and they are mostly stable, however in some areas there continues to be an impact from conflict occurring in bordering areas. In Mitwaba territory, which borders the targeted zone, there are local armed groups (“mai mai” groups) which oppose the government. These groups indiscriminately attack villages and kidnap individuals in an effort to destabilize the area. Men, women and children fleeing these attacks often are displaced to Lualaba territory and school communities which are targeted by the ACCELERE! Activity 1 project. According to a focus group in Lwambo, a 2014 IDP camp census in Lwambo indicated that 5,048 people lived in the camp. Since that time, IDPs have continued to flee attacks and arrive in Lwambo. According to UNICEF, there are 2,000-2,500 households which have been displaced from Mitwaba.25 Additionally, in May 2016 people fled from Mitwaba to Mukabe-Kasari. Many people living in Mukabe-Kasari, upon seeing the arrival of IDPs, feared that war was coming soon and they in return fled to Lwambo. Economy: With the decrease in the price of certain minerals, particularly copper, the Haut-Katangan economy has taken a downturn and continues to get worse. After years of struggling and laying off an increasing number of workers, the large foreign-owned mines have begun to close their doors or sell parts of the company to smaller companies. The sale of mines has resulted in the loss of steady work for a large

25 Key informant interview.


portion of the workforce in Haut-Katanga, particularly since December 2015. As one ACCELERE! Activity 1 employee stated, “Money is not circulating anymore. No one has any money.” This phenomenon is in both rural and urban areas, as many of the rural areas depend economically on the urban areas. One mother in Kapolwe Mission, a rural area outside of Likasi, explained how she earned her living by selling her agricultural produce in Lubumbashi, but she is no longer able to support herself through this activity because people in Lubumbashi are simply buying less. Criminality: With the closing of mines and the increasing level of unemployment in Haut-Katanga, there is an increase in criminality. Some people who have lost their jobs have turned to illegal ways of attaining cash to support their families. Incidents include mostly robberies and kidnapping. There are armed robberies in houses, sometimes also resulting in death if the homeowner does not have cash to give to the thieves. Political instability: As of February-March 2016, political instability has been increasing in Haut-Katanga. The main presidential opposition candidate Moise Katumbi, the ex-governor of the ex-Katanga province, is from Lubumbashi and his influence in the area contributes to increased political instability. There are targeted political attacks against supporters of the president’s party and also against supporters of the opposition. High-level supporters of the opposition have been arrested, and occasional protests have resulted in some deaths. Artisanal mining and security incidents: In addition to the security incidents which occur during protests, there are also security incidents which occur occasionally in artisanal mining areas. Due to the struggling economy and decrease in formal mining activity, there is an increase in artisanal mining. In one neighborhood in Kolwezi, individuals illegally dig in their own yards to find mineral resources. Some individuals have dug holes in their yard, creating a tunnel system under their neighbors yards illegally mining from their neighbors yards without their knowledge. Other individuals illegally mine in the concessions of foreign companies which are not currently being exploited by the company. This informal mining is illegal, and the provincial governor has repeatedly promised that he would designate an area where these people would be allowed to mine legally. However, this promise has not yet materialized. An example of a typical incident happened on May 17, 2016 in Lwilu, a neighborhood just outside the town of Kolwezi which is targeted by the ACCELERE! Activity 1 project. A company discovered that locals were informally mining on its grounds and called the police. When the police arrived, the informal miners asked where they could mine instead. Tensions rose and the encounter progressed to a largescale demonstration which resulted in the police shooting live bullets and wounding some of the demonstrators. At the end of the incident, the police office in Lwiru was burned to the ground and two vehicles and machinery were also burned. The artisanal miners are mostly those people who previously had formal mining jobs, but are now unemployed. There are also many children who engage in artisanal mining to support their families and also to pay school fees. These are the parents and children who are targeted by the ACCELERE! Activity 1 project. Another type of common incident that occurs around artisanal mining is protests over the price of materials sold by artisanal miners. People engaged in artisanal mining must sell their product to foreign companies, as those are the only buyers. Often the buyers underestimate the value of what the artisanal miners bring to them, thereby decreasing the price at which they purchase the materials. This has resulted in protests and the burning of tires by the population.


Youth: The youth of Haut-Katanga are particularly affected by the declining economy in the region. For years there was a pattern of youth from Kasai coming to Katanga in search of training and work, as there were plentiful opportunities connected with the mining industry to Haut-Katanga. However, with the worsening Katangan economy, this flow of youth has steadily decreased. Vocational schools which were created to feed into mines are now less attractive to youth as there are fewer jobs available with the mines closing. Education stakeholders in Haut-Katanga are concerned about a generation of youth that has no opportunity for work and also limited opportunity to learn as many of the youth cannot afford school fees to pursue vocational training in a CAP. ACCELERE! Activity 1’s Result 1 plans to reduce some of these financial barriers. Additionally, with the upcoming elections, unemployed youth are seen as a population which could be easily organized for political purposes. Child protection: Children in Haut-Katanga face a wide range of child protection problems. There is a presence of informal child labor in the mines, which poses an extreme physical risk to those children and sometimes results in death. Students attending classes in targeted public schools, CRS and CAPs occasionally work in artisanal mines to earn money to pay informal school fees. Reducing these financial barriers through ACCELERE! Activity 1’s Result 1 would also protect children. There is also a high level of sexual violence, including sexual exploitation and abuse, particularly but not exclusively of girls. Multiple focus groups in Haut-Katanga province acknowledged that sexual relationships between teachers and female students in primary schools was a known phenomenon, one that they did not consider to be exploitation or abuse. To ensure a safe learning environment for children, ACCELERE! Activity 1 needs to address this issue. Schools closed due to conflict: Tenke Primary School in the Kambove sub-district, approximately 60 kilometers from Likasi, has been closed since February 1st, 2016 when its teachers left the village. The Parent Committee of the school has officially stated that the teachers left because the parents were unable to pay them. However, in informal conversations with parents and local leaders, ACCELERE! Activity 1 staff discovered that the reason the parents refused to pay the teachers was because the teachers were Kasai, while the majority of population in the village are Katangans. Due to tensions from the long-standing latent conflict between Kasais and Katangans, the population refused to pay the teachers. The school has been closed since then, and its 152 students (84 boys, 68 girls) are unable to finish the school year. The Ministry of Education is slowly making the necessary reports which will allow it to approve of new teachers for the school. Yellow fever: 30 suspected cases of yellow fever were reported between 25-29 July 2016.26 At this time there is no particular impact of the epidemic on education in the province, but it something to monitor.

C. Equateur and Sud-Ubangi Provinces Stability: Equateur and Sud-Ubangi provinces remain categorized as a stable provinces which see few security incidents and no armed conflict. According to UNICEF and other sources, no security incidents have occurred in the province since the beginning of 2015 which have affected the learning environment. The most recent violent conflict in the province was in 2009 and 2010, which resulted in 200,000 people

26 OCHA. Note d’Informations humanitaires. 07 August 2016.


fleeing their homes.27 There remain latent tensions from this conflict, but most existing conflicts in the area are related to tribalism, ethnic rivalry and land disputes. Refugees: Violence in March 2013 between the Ex-Seleka and Anti-Balaka in the Central African Republic resulted in a wave of Central African refugees who crossed into DRC in Equateur province. Refugees have continued to arrive since that time, with the most recent wave of refugees including 650 children who have arrived since December 2015. Most of the refugees (13,860 people) are in Biyabu and others are on Singe island in the Ubangi river, both in the territory of Libenge.28 Most of the children study in local Congolese schools. These refugees are in an area not targeted by ACCELERE! Activity 1.

D. Kasai Oriental Province The situation in Kasai Oriental province has not changed much since the submission of the Year 1 report in May 2016. However, there is little reported information available about the province from a distance, so the community-level fieldwork conducted for the Year 2 report provided additional information and more details regarding the context of the province, particularly related to the découpage process and the presence of internally displaced persons (IDP) in the province. Stability: Kasai Oriental province is categorized as a stable province which sees few security incidents. Despite general stability, there exist conflicts related to chiefs, land ownership, control of natural resources and inter-ethnic conflict which often go underreported and there is very little documented information on these conflicts. For example, according to UNICEF there have been no security incidents since the beginning of 2016 which have affected the learning environment, however according to a local NGO a school was recently burned to the ground in a local conflict. As there is no documentation of these conflicts, it is difficult to verify information without going to the location of the conflict. Economy: Kasai Oriental’s economy since colonial times has focused on mining production and agriculture. With the fall of diamond prices in the past ten years, production in the local mines and artisanal mining has also plummeted. As this fall in prices is not very recent, there has been an attempt in diversification of industries to continue to support the zone. Agricultural activities have increased, however production is limited and many basic goods are transported into the province and sold at high prices. Poverty rates remain high, although lower than some of the other targeted provinces. As in other provinces, informal school fees remain the main barrier to education for children, as poor parents are unable to afford the fees. ACCELERE! Activity 1’s Result 1 activities should address this issue. Découpage: Some people are not pleased with the way the découpage process established the borders of Kasai Oriental. There is a group of people in Lomami which has signed a petition to rejoin Kasai Oriental, and others in Sankuru would also like to rejoin Kasai Oriental.29 Child labor: Many children work in the mines in Kasai Oriental, with some children being born and raised in the mines. The provincial assembly adopted a provincial law condemning child labor in the

27 IRIN (2010). “Return to Equateur requires peace and prospects.” http://www.irinnews.org/report/89088/drc-congo-return-equateur-requires-peace-and-prospects 28 OCHA 29 Key Informant Interviews


mines, however it is not enforced. Conditions in the mines are not safe, and many children die from the physical dangers in the mines. Most of the children who work in the mines do not attend school. Internally displaced persons: There are reports that IDPs were received in Kasai Oriental province coming from Kasai Central province. The last major wave of IDPs was two years ago, when there was violence across the border in Kasai Central. However in mid-2016, there were also reports of IDPs coming from Kasai Central fleeing the recently-created armed group which destroyed government buildings. There is no documentation of the Yellow fever: Since June 2015, there has been an epidemic of yellow fever in Kasai Oriental province, specifically in Kabinda in the health zones of Kamana, Lubao and Lubindi-Lukula. As of March 2016, 51 cases of yellow fever have been confirmed, and 19 people have died from the disease. An estimated 500,000 people require vaccination to prevent the epidemic from spreading.30 At this time there is no particular impact of the epidemic on education in the province.

E. Kasai Central Province Even more so than Kasai Oriental, there is very little documented information about the Kasai Central province. Fieldwork condueted in the province for the Year 2 update provided much more detailed information about the context in the province. Stability: Kasai Central province is categorized as a stable province which sees few security incidents, however, there are a range of conflicts that are frequent in the area including land conflict and inter-communal conflict. This typically leads to burning of entire villages, including the village schools. Instability increased between the time of the Year 1 report and the tie of the fieldwork for the Year 2 update, because in May 2016, a new armed conflict arose in the province that lasted until August 2016. Schools burned to the ground: It is a common occurance in Kasai Central for schools to be burned to the ground. They are not targeted specifically, but when conflict results in a village being burned down, the village school is typically burned down along with the village. In May 2016, 7 schools (including 4 primary schools) were either entirely burned down or destroyed in Dibaya. A school was burned around the Demba 1 education sub-division. Land conflict: A common type of conflict in Kasai Central is land conflict, particularly between chiefs or groupements over the control of land that holds natural resources. A recent example is land conflict over an area for artisanal mining between two groupements. The conflict resulted in school being closed for awhile, as the population of one groupement had fled after their village was attacked. School reopened only when the governor visited the area, encouraging people to return home. Economy: Kasai Central’s economy has been structured around diamond and gold mining for years, although decrease in world commodity prices over the past approximately 10 years has forced the province to diversify its economy, particularly by increasing agricultural production as was done in Kasai Oriental. Agricultural production is facing increasing struggles as the road networks used to transport

30 Bulletin Humanitaire R.D. Congo – Numero 1. OCHA. 30 April 2016.


these products are in disrepair. Although poverty rates seem to be decreasing, according to one key informant, the many poor parents struggle to pay informal school fees to educate their children. Découpage: The découpage process which resulted in the new Kasai Central province cutoff the areas of Kasai Central from the former areas of Kasai Occidental which were more lucrative economically, resulting in a new province that has no industry and with a large amount of the population who is dependent on civil servant salaries for survival. Many of the people in the province feel like they have been left with very little to survive. Additionally, teachers originally from Kasai Central who were working in the other areas of the former province have been chased back to Kasai Central, as the locations where they used to be working now prefer to hire those native to the area. Child protection: There are numerous risks to child protection that are present in the province. The new armed group in the province in mid-2016 was filled with children and youth, presenting a child protection risk to children that did not recently exist prior to this instance. There is also a phenomenon of children staying alone in the urban area of Kananga to attend schools. In some cases, children travel to the city on their own and rent lodging as a group. When they have to present a parent at school, they ask a neighbor or the landlord to accompany them. Some parents move to the city with their children, but then spend weeks or months away in a rural area cultivating food, leaving the children in the city unsupervised. This presents a great risk to those children living alone in urban areas. These children are at great risk of dropping out, and these are a particularly vulnerable group of children which are part of ACCELERE! Activity 1’s beneficiaries. During focus groups, numerous incidents of male teachers “inviting” only female students to their home to work for them, such as feeding their animals, were cited by parents. Parents shared their concerns that they think when the male teachers invite only female students that it means that the girls are also being sexually assaulted. However, they noted that they had no proof, because the girls would never admit it if it were happening. Child labor: Manual labor at school and manual labor forced on children by school authorities is prevalent in the province. Most of the parents who participated in focus groups had serious concerns about the amount of forced manual labor happening in the school environment, including manual labor at teachers’ homes. Many incidents were cited in which children were injured doing labor not suitable for children at school, and in some instances children died of their injuries. Many children work in the diamond mines in Kasai Central. As in the other provinces, conditions in the mines are not safe, and many children die from the physical dangers in the mines. Most of the children who work in the mines do not attend school.

F. North and South Kivu Provinces In the short period between the Year 1 report and the Year 2 update, North and South Kivu provinces saw more of the same issues that were present during the Year 1 report. For example, attacks against humanitarian workers increased, Rwandaphone tensions intensified, and the number of refugees in South Kivu province increased.


Violent conflict: Cycles of violent conflict have been ongoing for more than 20 years in the North and South Kivu provinces. The areas most affected at this time are Sud Lubero, Masisi, Rutshuru and Walikale in North Kivu, and the territories of Kalehe, Shabunda and Fizi in South Kivu. As in other provinces, conflicts in the Kivus are very localized, often related to control of mining areas and power. Local ethnic dynamics are mobilized as needed to achieve sufficient civilian support for offenses. There are approximately 678,173 IDPs in North Kivu.31 Tracking of the Democratic Forces for the Liberation of Rwanda (FDLR) in North Kivu has resulted in massive displacements and largescale fighting in the area where Sud Lubero, Masisi and Rutshuru meet. FDLR has an increased presence in Rutshuru territory which provokes neighboring Rwanda, as Rwanda wants FDLR eliminated. Fighting in North Kivu has had spillover effects in South Kivu, particularly on the displacement of people fleeing the conflict. As of 02 August 2016, there were 374,977 IDPs in South Kivu.32 Localized fighting between armed groups, such as Raia Mutomboki in Kalehe territory and Mai Mai Yakutumba in Fizi territory, is also causing an increase in the number of IDPs. Attacks against civilians: Between October 2014 and December 2015, somewhere between 482 people and 551 people33 were killed around the town of Beni in North Kivu, and the killings have continued into 2016. Men, women and children have been murdered in extremely brutal ways. The government blames all of the killings on the Allied Democratic Forced (ADF) armed group which has never taken responsibility for the attacks. Recent research and reports suggest that ADF is responsible for some but not all of the attacks, and the FARDC and other local militias are accused of perpetrating some of the attacks. Mostly linked to these attacks, there are over 177,000 IDPs in Beni territory.34 If ACCELERE! Activity 1 targets Beni territory, a particularly vulnerable area of North Kivu at this time, they will likely realize that the CRS and CAP students have been effected by this ongoing crisis. Proliferation of armed groups: Since 2013, Eastern DRC has seen the proliferation of armed groups with the number of armed groups in North and South Kivu now reaching more than eighty. These groups continue to fight amongst each other and against the Congolese army, making alliances and splinter groups as they fight for control of land and mineral resources. These groups reinforce and mobilize ethnic tensions, as many of them are aligned with ethnic groups. Some of the CRS and CAP students who will be targeted by ACCELERE! Activity 1 in Year 2 of the project are likely former child soldiers who have been exposed to or indoctrinated with the ethnic tensions by different armed groups. Attacks on humanitarian workers: Over 120 security incidents involving humanitarian workers have occurred since the beginning of 2016.35 Most of these incidents involved physical aggression or armed robbery, however some incidents were the kidnapping and killing of national humanitarian workers. Attacks against humanitarian workers have increased in this region in the past few years. Close monitoring of the security situation will be required to ensure the safety of ACCELERE! Activity 1 staff members and partners during project implementation. Strategies to mitigate risk will be essential to activity implementation, particularly those that include transport of cash.

31 République Démocratique du Congo: Personnes déplacées internes et retournées. OCHA. 02 August 2016. 32 Idem. 33 Congo Research Group. “Who are the Killers of Beni?” 21 March 2016. http://congoresearchgroup.org/new-report-who-are-the-killers-of-beni/ 34 République Démocratique du Congo: Personnes déplacées internes et retournées. OCHA. 02 August 2016. 35 OCHA, September 2016.


Rwandaphone tensions: Ethnic tensions between Rwandophone ethnicities (Hutus, Tutsis) and non-Rwandophone ethnic groups are widespread in the two provinces. During the time that the DRC was a Belgian colony, the Belgians resettled thousands of Rwandophones into Eastern Congo to satisfy labor demands. The combination of over 100 years of Rwandophones moving in and out of DRC, the use of identity as political strategy by certain politicians including Mobutu (discussed in section 3A), the Tutsi genocide in Rwanda and the FDLR’s continued presence in DRC, results in a high level of ethnic tension that flares up when political tensions are high and is used as a way to rally support of different armed groups depending on the geopolitical climate. These tensions are particularly high in South Kivu at the moment, because in August 2016, a prominent Banyamulenge solider was killed in Bukavu by police. Police said he was shot and killed in an altercation where he was drunk and beligerant, while the Banyamulenge community believes he was killed because of his ethnicity. The Banyamulenge community has sworn to get their revenge. Refugees: In 2015, violence erupted in Burundi as President Nkurunziza insisted on securing a third term for himself. This resulted in displacement of families and waves of refugees flooding into DRC, particularly into South Kivu province. There were over 16,000 refugees living in the Lusenda refugee camp as of April 2016.36 OCHA has recorded 25,090 Burundian refugees living in South Kivu who have arrived since April 2015, and the number continues to increase.37 Refugee children have been integrated into the Congolese school system, despite protests by their parents. The local schools were not ready for such an influx of students, and there are not enough classrooms for all of the students. The language of instruction also is a problem for many refugee children who speak Kirundi at home. If ACCELERE! Activity 1 targets non-formal education activities in this area, a strategy will need to be established regarding refugee children. Child protection: Children in North and South Kivu face elevated child protection risks, many of them associated with the ongoing violent conflicts in the area. Children act as child soldiers for many of the armed groups operating in the two provinces. Many demobilized child soldiers enroll in CRS and CAPs, particularly in North Kivu. Gender-based violence, including rape and sexual exploitation is also common in this region. Girls are regularly abducted by armed groups and used as sexual slaves, and rape is used as a weapon of war. In the school setting, exploitative sexual relationships between teachers and female students are widespread. Economy: The economy in the Kivus is strongly linked to the mining companies and the price of those commodities. With the collapse of copper and other commodity prices, mines in the two Kivu provinces are struggling much like in Haut-Katanga. The economic situation of the Kivus is not yet as bad as that of Haut-Katanga, but the situation is worsening every day. Money is circulating increasingly less. One key informant mentioned that when he used to visit his village, he would buy fresh food and bring it back with him to Goma; now he buys food in Goma and brings it to the village to ensure that they have enough to eat during the visit. As the economy worsens, parents make less money and have less money available to pay informal school fees. This could result in an increase in potential students for CRS and CAPs targeted by ACCELERE! Activity 1.

36 UNHCR. “Burundi Situation.” April 2016. UNHCR.org 37 OCHA. « RD Congo – Sud Kivu Note d’informations humanitaires n 14/16. 12 August 2016.


Children’s education: North Kivu province had the highest proportion of school-aged children out of school compared to the country’s other provinces in 2013, followed by South Kivu.38 Indeed, the enrollment and attendance rates of children in the Kivus tend to be lower than the other provinces targeted by ACCELERE! Activity 1 Over 50 primary schools in North and South Kivu were closed during the 2015-2016 school year due to conflict, many occupied by armed groups. Itudi primary school in Karhala reopened its doors this school year after having been occupied by FDLR, however children did not want to return to a school which had been occupied and the school lost over 150 students. Many of the closed schools are located in Beni territory and also in Mpati, an area of Masisi territory, both in North Kivu. Additionally, over 10 CRS were closed in North Kivu due to conflict. In Walikale, seven CRS were established and functioned for a year, but have been closed since the arrive of the Raia Mutomboki armed group. When the group arrived, they kidnapped young boys from the CRS, and children are now too afraid to return to the centers. In Beni, three CRS were closed and have since been occupied by the ADF. A CRS in the Bukombo area of Masisi has been closed since the 2014-2015 school year when it was occupied by an armed group; it has not reopened because it requires rehabilitation.39

SECTION IV. CONFLICT ANALYSIS The conflict analysis will start at the national level, giving an overall analysis of the situation in the DRC using USAID’s Conflict Assessment Framework (CAF), identifying trends and triggers that are common throughout the targeted areas, as well as community-level connectors and dividers common throughout the targeted provinces. At the national level, the Year 2 update provides a general update on information provided in the Year 1 report, including additional examples from the 2016 fieldwork, as well as additional insight on exclusion and the découpage process. The second level of analysis is at the provincial-level, including an individual analysis of each of the provinces targeted by ACCELERE! Activity 1. At the provincial level, in addition to what was in the Year 1 report, the Year 2 update include more detailed analysis on additional conflicts present in the provinces where fieldwork was conducted in July 2016 (Kasai Central, Kasai Oriental and South Kivu). The third level of analysis looks at the specific interactions which the ACCELERE! project can have with conflict in the targeted areas. For the Year 2 update, two additional subjects of analysis are included: communication and transparency, as well as the relationship between CRS/CAP targeting and conflict.

A. National-Level Analysis

Grievances Poverty: In the DRC, a large part of the population lives on less than two dollars a day and 1.4 million households are in a situation of acute vulnerability.40 There is widespread poverty in DRC, and an environment of scarcity breeds competition for resources. An environment of scarcity against a backdrop of communal violence heightens the potential for destructive conflict when development assistance of any form is introduced. This grievance is longstanding and latent, particularly in the Kivus where most people have become used to coping with a high level of poverty. However, this is a more acute grievance in Katanga and the Kasais whose economies have been hit hard in the drop in world prices for nautral

38 EPDC extraction of DHS dataset (2013). 39 Key informant interview. 40 OCHA. Apercu des besoins humaanitaires 2016. 07 Déc 2015.


resources such as copper and diamonds. The worsening economy could stir up this latent grievance even more. Insecurity: This grievance is particular to the more violent conflict-affected areas such as North and South Kivu. With more than 20 years of cycles of violence and war, there is a particular grievance against the national government for not being able to end the violence. As with poverty, many people have come to accept the situation in the East and feel there is little that they can do about it. However, this remains a latent grievance that is shared among a large population in the ACCELERE! Activity 1-targeted provinces of North and South Kivu, as well as areas of the ex-Katanga province neighboring ACCELERE! Activity 1-targeted sub-provinces. Fieldwork for the Year 2 update also showed that this is a growing grievance in Kasai Oriental where security forces took months to subdue an armed militia which was causing insecurity and attacking state institutions in the surrounding areas in mid-2016. Poor Governance: Congolese across the country are united by the grievance of poor governance. There is a shared dissatisfaction that the Congolese population feels with the lack of services provided to them by the state. Those who pay taxes see little to nothing in return. As ACCELERE! Activity 1 will partner with the government, it is important for project staff to ensure they are supporting and not replacing government service provision. Land: Grievances over land are one of the main conflict drivers in DRC. The grievances are held by individuals and also by entire ethnic groups. There is poor governance of land allocation and transfers in the country, with no central land register. Multiple people have the power to distribute land, including various chiefs. There is very little documentation of many of these transactions, so later when a conflict arises there is no paperwork to prove ownership and resolve the issue. Additionally, with massive population displacements over the past 20 years, many of the people who moved return home to find that someone else is occupying their land. Without documented proof that the land belongs to them, this develops into a conflict. Armed groups, particularly in the east, have used land grievances to mobilize support, further fueling the violence and conflict in the region.

Identities Gender: Like many countries, the DRC is highly patriarchal and women have few opportunities to exert influence and power in the public sphere and even in the private sphere. In many communities, particularly rural ones, there is a preference placed on sending boys to school rather than girls. Although this is a widespread practice, there are several exceptions to this generality in specific contexts. For example, in Equateur province, many families prefer to send girls to school because boys stay home and help to support the family. In areas of the Kivus where there has been recent conflict including recruitment of child soldiers, some families keep their sons at home to prevent them from the possibility of recruitment. Also, in urban zones the trend is changing towards sending children deemed more intelligent to school. Therefore, this may be changing. Most parents say that if they had the financial resources, they would want all of their kids (both boys and girls) to go to school, but it is the financial limitation which forces them to make a choice. National identity: Congolese identity is strong throughout the country, and the notion of who is and who is not Congolese is important. Due to its importance, the use of identity and also citizenship as political strategy has been commonplace for decades. When Mobutu was President, he united the country by making everyone within the borders Zairans, including Rwandaphones. Mobutu gained power through this, as many Rwandaphones managed resources in the Eastern region of the country. However, as the


political climate changed, Mobutu took away the citizenship of Rwandaphones living in the East in order to gain the support of the masses.41 The implications of this power play are still present in North and South Kivu, as there is widespread dislike of Rwandaphones in the region which sometimes boils into violence and killings, particularly along the Ruzizi Plain in South Kivu. Ethnic identification: Lack of tolerance and respect for differences is a common characteristic of societies divided along identity lines. A narrative around who is “indigenous” to the area versus who is an “outsider” often fuels conflict and is used to justify violence. Sometimes it is not even related to ethnicity, but those coming from another sector of the same territory are discriminated against, as is the case in Kasai Central according to focus group participants. This is further evident in the Kasai vs Katangan conflict in the Haut-Katanga province, and by the Rwandaphone versus non-Rwandaphone in the provinces of North and South Kivu which are both explored further below in the provincial sections of this analysis. In the following passage, the author describes how ethnicity is mobilized for violence in the DRC and in the Kivus, in particular:

“The Congolese wars and widespread violence have seriously aggravated the dynamics of rejection between ethnic communities. Just like ‘warmongers’ who exploit ethnicity as a means of mobilizing people, some of the elite take advantage of the regionalization of wars to promote political agendas concerning ethnicity at local and provincial levels. This often aggravates relations between ethnic groups. During the wars, different communities were generally associated with one adversary or another and violence was often targeted along ethnic lines. This remains largely true today in terms of confrontations between armed groups. In this way, insecurity and violence reinforce the dynamics of rejection and stigmatization between different ethnic communities. Violence continues to be widely used as a strategy for imposing personal political, economic and land-related interests.”42

This pattern of violence is cyclical in the Kivus, with seemingly endless cycles of violence which pass from generation to generation. Although there is less violence in the targeted regions of Haut-Katanga, this same pattern still exists. Generations of ethnic tensions, with intermittent violence, is passed from one generation to a next. A parent in Haut-Katanga shared the example of a student in a CRS who was punished at school, who assumed that he had been punished because his tribe was different from that of his teacher. The child went home and told his parents that he was being discriminated against because of their tribe. The child’s father visited the school to discuss the situation with the teacher and the student, and it was explained what fault the child had committed, and that he was punished because of the fault and not because of his tribe. This example shows how even though there may not be active conflict, latent conflict lies just beneath the surface. This is the case for many of the communities in which ACCELERE! Activity 1 intervenes. A survey research study conducted by Search for Common Ground, a well-known international peacebuilding NGO, found that respondents perceived land conflicts and ethnic conflicts to be the most common types of conflicts in the four provinces where the study was conducted, including Equateur and North Kivu.43 This means that identity issues and relations between natives and non-natives, and Bantus and Pygmies, for example, are factors to be considered in increasing equitable access to education.

41 Mahmood Mamdani (2014). Tutsi Power in Rwanda and the Citizenship Crisis in the Eastern Congo, Chapter 8: “Understanding the Kivus.” 42 International Alert (2015). Beyond Stabilization: Understanding the Conflict Dynamics in North and South Kivu, Democratic Republic of Congo. 43 Search for Commong Ground (2012). “Education and Conflict.”


Special measures to target and conduct outreach to those who are typically excluded would advance this goal as well as help to address a core grievance that is fueling conflict.

Institutional performance

Poor governance and corruption: There is widespread perception that the DRC is a highly corrupt country where corruption permeates every level of the government, as well as is regularly present in business and other affairs. The country ranks 147 out of 168 on Transparency International’s 2015 Corruption Perceptions Index.44 Corruption is one manifestation of poor governance in DRC. As summed up by a 2013 International Crisis Group report:

“Despite a decade of efforts to rebuild the Congolese state, the government remains ineffective in rural areas, leaving customary chiefs, whose role is recognized by the constitution but not fully defined, virtually in charge. They use their key position between the state and communities to benefit from any state and international investments and to protect their own interests. This fuels conflict, with inter-communal rivalries playing out in state institutions and among local and national politicians.”45

A common theme which surfaced in focus group discussions with education stakeholders is the need for transparency in all programming decisions. Underneath this call for transparency was a deep mistrust of those in power. While consultation with and involvement of stakeholders is a key principle of development in order to foster ownership, in a conflict-affected society, consultation and involvement are deeply felt needs rooted in self-protection. Non-respect of Free Primary Education policy: The government continues to proclaim free primary education for students in first through fifth grades, but it does not provide the financial support to ensure that this policy can be applied throughout the country. If teachers are not paid by the government, they must find a way to make a living and that comes from the students and their families. Additionally, limited governmental financial support for school operations results in schools results in parents needing to support that as well. The issue of informal school fees as a consequence of unpaid teachers and under-financed schools is present in every area targeted by ACCELERE! Activity 1 This issue is the root cause of most school-centered conflicts. Not only does it create conflict between teachers and the students who they send home from class, it creates conflicts between teachers and parents who struggle to pay, and it also has a huge impact on the quality of education provided in the schools. All teachers who participated in the May 2016 focus groups, as well as others in rural areas indicated that they had second jobs in order to ensure their survival. This additional work required that they spend the minimum amount of time required at school to teach classes, and they often ended up preparing lessons at night by candlelight. They said they want to provide quality education and most of them try their best, but they are also unmotivated because they are not well paid for their work. Some teachers in the July 2016 focus groups also indicated that they had second jobs, and all expressed their difficulties to provide for their families. Teachers who participated in focus groups in Kananga mentioned that there is a saying in their area that alludes to the poverty level of teachers: “Who is in the field? It’s the wife of a teacher.” They also said that people will say “coush coush coush,” which is the sound that they use to call goats; it is a way of 44 Transparency International (2015). Corruption Perceptions Index Report. 45 International Crisis Group (2013). Understanding Conflict in Eastern Congo (I): The Ruzizi Plain


comparing the wife of a teacher to a goat. Teachers want school to be free, and they are uncomfortable sending children home from school due to non-payment, but without that practice they are unable to make a living. Some school directors and teachers make exceptions and allow students to study without paying, including displaced students and particularly vulnerable students, however this also has an effect on the school staff’s ability to make a living. The Back to School campaigns in the past few years have greatly increased the number of kids who enroll at the beginning of the year as they spread the word of Free Primary Education, but the dropout rate is high as soon as schools start requiring school fees for children to continue attending classes. At the start of the 2015-2016 school year, when the government launched its anual massive back-to-school campaign, in areas of Haut-Katanga where ACCELERE! Activity 1 was going to intervene, the government also shared that ACCELERE! Activity 1 would be supporting children in the first and second grades. Many children enrolled in school, and many parents assumed that the first and second graders would study freely thanks to the project. As the school year continued, and parents realized that they still had to pay school fees, many children dropped out of school due to their inability to pay. Directors in one focus group in Haut-Katanga said that vulnerable parents begged them to stop sensitizing them and going door-to-door, because it gave them false hope and they were unable to pay school fees. Informal school fees have an additional major effect on the quality of education that teachers are able to provide. Although there are many students who are unable to return to school after being kicked out due to nonpayment, there are many other students who are absent for the period of time it takes them to find the necessary money to pay school fees. These types of absences are commonplace in primary schools, CRS and CAPs. This results in teachers having additional difficulties in continuing with planned lessons, as when children return from being absent, the teachers often backtrack and recover material which they have already taught in order to try to catch-up the kids who were absent. This happens throughout the school year, ending with teachers feeling as if they are constantly advancing and backtracking and repeating material. Lack of supplies and inadequate education infrastructure: Inadequate government funding of schools results in limited school supplies and inadequate education infrastructure which schools try to finance with the informal school fees. But as the school fees remain a problem, many schools do not have sufficient materials or infrastructure, including classrooms and latrines. Many schools, particularly in rural areas, have a lack of school desks which provides a particular challenge for the implementation of ACCELERE! Activity 1 which places an emphasis on teaching students to write. Teacher payment: In addition to the lack of payment of teachers, there is a problem with the way in which teachers are paid in DRC. Recently, the government instituted a new banking policy in order to be able to pay teachers directly to their bank accounts. This method works fairly well for teachers who are located in cities where there are banks, but due to lines and the small number of banks, teachers are absent from school for hours, if not 1-2 days. Some teachers also use it as an excuse to go do other things away from school. The system is more complicated for teachers in rural areas. Teachers in rural areas are able to receive their salaries in one of two ways: 1) payment by Caritas Congo (an ACCELERE! Activity 1 project partner, although not for the purpose of teacher payments), and 2) payment by sub-contractors of banks. Both of these methods are organized in a similar fashion: either Caritas or the bank sub-contractor bring money to a centralized location in a rural area and teachers come to collect their salary. This system causes a range of problems for teachers and schools. Often, payments are made late. In 2015, Caritas was


2-4 months behind in payments for thousands of teachers in North Kivu province.46 In addition to late payments, there is a problem around communication when payments are made as scheduled. Often the date of payment is communicated at the last minute to protect the transport of cash and to mitigate the risk of theft, however this results in some teachers not receiving the information in time to travel to pick up their salary; some even receive the communication after the pay day already took place.47 This payment method has a direct impact on the quality of education in the schools because on pay day, many classes do not take place because the teachers and directors are absent. Additionally, in Kasai Central it was noted that the amount that teachers receive on payment day from banks fluctuates, as bank fees fluctuate from month to month. Focus group participants indicated that they never know how much they will be paid.

Social patterns Elitism: Coupled with the widespread poverty in the country is elitism which creates a separation of two classes: “haves” and “have-nots.” In DRC, there are two elite classes in the country. One is the successful business owners and politicians. These are mostly Congolese citizens with extreme wealth. There is anger and resentment by the “have-nots” because they see these elites as profiting off of the natural resources of the country, which they believe should benefit the society as a whole. The other class of elites are the UN workers. In areas where there are peacekeeping operations or UN offices, the general population sees UN workers traveling around in armored vehicles and large jeeps, and frequenting expensive hotels and restaurants. Focus group participants in Goma mentioned how often that frustration results in people throwing rocks at UN vehicles driving around town. As a large portion of the general population has faced decades of poverty, many have become resigned to it but seeing the elites tends to stir up the latent frustration. Exclusion: The four main groups that kept being brought up as excluded in DRC as part of this Year 2 update’s field work and interviews included: 1) Pygmies/Batwa, 2) Rwandaphones, 3) citizens living in Eastern Congo, and 4) citizens living in Kasai Central and Kasai Oriental. Although certain groups have political representation, particularly in Kinshasa, perceived economic and social exclusion still plagues members from some of these groups. One minority group which is consistently excluded across the country are the pygmies, or Batwa. The following gives an example of the discrimination against and exclusion of Batwa in Katanga province, and this example is representative of the challenges faced by Batwa communities in the other provinces.

The Batwa Community in Katanga

The Batwa are indigenous, traditionally semi-nomadic hunters and gatherers. As in other parts of central Africa, the Batwa and other “Pygmy” communities have suffered systematic discrimination and exclusion from society. During the colonial period, Belgian authorities considered “Pygmies” sub-human, kidnapping their children and transporting them to zoos abroad and to the World’s Fair in the United States in 1904.

Today, Batwa in Katanga are denied fair working conditions, have little to no access to land and basic services such as health and education, and have no political representation. Due to deforestation, logging, 46 Voice of America. “Catholic Church in DRC Defends Role in Paying Teachers.” 23 June 2015. http://www.voanews.com/content/catholic-church-in-drc-defends-role-in-paying-teachers/2833919.html 47 Focus groups, Katanga.


and cultivation, the Batwa’s traditional way of life in Katanga and elsewhere in the country is at serious risk.

Some Congolese officials recognize that addressing the underlying discrimination against Batwa is crucial to ending the intercommunal violence. Kitungwa, Katanga’s provincial interior minister, told Human Rights Watch on July 10, 2016:

“The Pygmies felt like they were living under an apartheid situation. This conflict won’t end today or tomorrow. It’s a movement for the emancipation of a people. We won’t stop the movement, but it needs to be contained. One of the solutions will be in improving access to education and access to land for the Pygmies. They’re a nomadic people that lived in the bush as hunters, but with the changes to the ecosystem, they’ve started to settle in villages, and it’s like they’re now treated as sub-humans who are forced to work for the Luba. We need to find ways to break the cycle of dependency between the colonizer and the colonized, the dominant people and the dominated people.”

Ensuring that the basic rights of the Batwa are met is an important goal, but the government has not put forward a clear and credible plan for ending discriminatory practices against them, Human Rights Watch said. This will be even more difficult in the tumultuous political climate engendered by the July subdivision of Katanga into four new provinces, most of which have very limited resources and infrastructure.48

As discussed in the identity section above, Rwandaphones were first included by receiving Congolese citizenship, and then were excluded by being stripped of that citizenship by President Mobutu. There is also a strong sense of exclusion in Eastern Congo. As war has continued to erupt in Eastern Congo for the past two decades, people in the Kivus and parts of northern Katanga feel excluded as they feel forgotten and ignored by the rest of the country, and particularly by the politicians in Kinshasa. Although both regions have representatives in the government in Kinshasa, they feel excluded from what is happening there. The political “solutions” that have been arranged in Kinshasa to end fighting in Eastern Congo over the years have set the stage for more fighting. It is also important to note that Eastern DRC geographically is quite disconnected from the rest of the country; it is not connected to Kinshasa by road and flights cost citizens close to $1000 USD, further reinforcing the separation and exclusion felt by those in the East. Fieldwork for the Year 2 update also showed that there is a strong sense of exclusion in Kasai Central and Kasai Oriental, who for years did not benefit from some of the infrastructural projects and government-driven development from which other areas of the country, including Katanga, benefited. There is a strong sentiment of being exluded and ignored among the people in these provinces. They note as well that although Eastern Congo is more recently affected by war, that the area benefits from NGOs which remain few in Kasai Central and Kasai Oriental. Chronic capacity deficits: The exclusion felt in Eastern Congo, Kasai Central and Kasai Oriental is linked to the chronic capacity deficits of the government, as those living in the region feel that their region is persistently being neglected. However, these chronic capacity deficits are noted throughout the country, including the provinces targeted by ACCELERE! Activity 1. There is widespread failure to deliver basic services, such as education, health care and basic infrastructure. This is evident by the lack

48 Human Rights Watch. DR Congo: Ethnic Militias Attack Civilians in Katanga. 11 Augus 2015


of paved roads in the country (only 2,250km of paved roads)49, as well as by the problems discussed above linked to non-respect of the Free Primary Education policy. Another major chronic capacity deficit is the mismanagement of strategic natural resources in the country, such as copper and coltan. This results in the country not benefiting from the largescale mining occurring in many parts of the country, including five of the provinces targeted by ACCELERE! Activity 1. Corruption: As mentioned in the Institutional Performance section above, DRC ranks 147 out of 168 on Transparency International’s 2015 Corruption Perceptions Index.50 Corruption is prolific in the DRC at all levels of society through bribery, nepotism and fraud. It became widespread through President Mobutu’s leadership style as he neglected to pay many state agents, and encouraged them to use their power to make a living. Bribery is routine in both public and private business transactions. Interviewees mentioned the terms of “tea money” and “soft drink” which are used by officials to encourage bribes. They also mentioned that it is hard to see what is corruption and what is culture, and corruption has simply become a part of the fabric of Congolese society.

Key mobilizers Politicians: As 2015 and 2016 were both scheduled to be election years in DRC, 2015 for provincial elections and 2016 for the presidential elections, politicians are key mobilizers in the society at this time. Thus far, they have rallied their supporters for their own political pursuits as well as in opposition of a potential third term for Kabila. Politicians have joined together with the movement Front Citoyen 2016 to organize successful protests across the country in both major and smaller cities. Although the political majority has called for and organized a “national dialogue” in September 2016 to try to bring all sides to the table to discuss how to proceed with elections, two major opposition politicians are missing from the table: Etienne Tshisekedi and Moise Katumbi. This is a palpable absence in the room, and one that reduces the legitimacy of these talks for which the the political majority had wished. Vital Kamerhe, the spokesperson for the opposition, also backed out of the talks Local chiefs: In some areas of Congo, local chiefs play a role close to that of a deity; such is the level of their importance. In other areas, they also maintain a high level of influence and power at the community level. The level of influence they have over those in their chiefdom is higher than those of politicians or local administrative chiefs. The importance of the chief is not only for those who live in the area which he controls, but also extends to those visiting the area. As one Sous Proved in Haut-Katanga mentioned in May 2016, if a visitor does not visit a local chief before visiting the schools they will probably be bitten by a snake; but if they visit the chief when they arrive, he will ensure their safety while they are in his area. These local chiefs are typically born into their roles, and they hold the position until they die. Most Congolese people would obey what a chief says without questioning, and most of them do. Additionally, chiefs hold a key position between the government and local communities. Many use this position to benefit from investments in their area. Additionally, chiefs are perceived as influential during elections since they are connected to the political patronage networks. Media: Radio media plays an important role in the daily lives of Congolese people, and it is influential in terms of what it reports and what people hear. There are many local radio stations, but the most influential

49 United Nations Joint Logistics Centre (UNJLC). DRC Snapshot – Roads in the DRC. http://reliefweb.int/sites/reliefweb.int/files/resources/296FAADD2CD1C4EF852571B5005CD59C-unjlc-cod-24jul.pdf 50 Transparency International (2015). Corruption Perceptions Index Report.

http://reliefweb.int/sites/reliefweb.int/files/resources/296FAADD2CD1C4EF852571B5005CD59C-unjlc-cod-24jul.pdf


ones are those at the national level which are also controlled by politicians and political groups and have the largest audience. Radio Cinquentenaire is the mouthpiece of the government as is able to inform and rally its supporters with what it broadcasts. The other influential radio stations belong to opposition politicians and tend to provide more information including information and stories which are critical of the government. Radio Nyota is a radio station controlled by the governor of Katanga and Radio Jua is a radio station owned by an opposition politician named Muyambo who is currently in prison. These two radio stations most easily rally the population in opposition to the government. Front Citoyen 2016: A new movement was created in December 2015, bringing together civil society groups and opposition politicians that has proved a strong mobilizer in its first six months of existence. The group consists of civil society groups such as FILIMBI, youth-led movements such as LUCHA (Lutte pour le Changement), and opposition candidates including Moise Katumbi, Vital Kamerhe and Felix Tshisekedi. On 16 February 2016, the movement succeeded in paralyzing parts of the country by carrying out “ville mortes” (ghost towns) in major cities throughout the country in protest of a draft law that would have enabled Kabila to seek a third term. Again on 26 May 2016, Front Citoyen 2016 carried out mass demonstrations across the country again in opposition of Kabila seeking a third term, and more specifically in response to the Constitutional Court’s ruling that Kabila may stay in office if Presidential elections are not held according to schedule. Crowd sizes of the protests varied from approximately 6,000-10,000 in Kinshasa, to several dozen in Bunia, a town in North Kivu.51 Youth-led movements: Recently, youth-led movements have taken a more active role in the political and social conversations taking place in the country. Youth, particularly in the Kivus and in Kinshasa, have organized themselves into mouthpieces for their generation, often clashing with the government. These groups, such as LUCHA which is based in North Kivu, have gained a considerable following across the country. Two members of LUCHA were held in prison in Kinshasa without trial from January 2015 until late August 2016, and this rallied additional supporters for the group, however their momentum has diminished in mid-2016 after the arrest of more of their leaders. Catholic Church: Catholicism is the dominant religion in DRC, and the Catholic Church plays an influential role in Congolese society. The Catholic church and its charity, Caritas Congo, are active throughout the country through their vast network of churches and administrative offices. The church plays a particularly large role in education, as Caritas is responsible for the distribution of salaries to school staff in both Catholic and non-Catholic schools in rural areas of Congo which do not have banks. There are also a large number of Catholic schools which have the reputation of being the best in terms of quality and teaching conditions. In the two focus group discussions held in Lubumbashi 2 and Likasi with education officials from the public schools, there was a mixture of admiration and resentment for the outsized role of Catholic education. One person said “the Catholic schools are the top – better even than the [other] private schools.” Others intimated that they prioritize their own schools in terms of allocation of resources and timeliness of salary payments. The church also occasionally throws its weight behind political issues, including behind the protests in January 2015 against President Joseph Kabila extending his rule. At the time, the church spoke out against the possibility of Kabila extending his rule to a third term, and encouraged participation in peaceful protests across the country. More recently, as mentioned above, the Catholic church threatened to pull out of the “national dialogue” if the dialogue pushes to extend Kabila’s term in office.

51 Congo Research Group. “What is there to learn from the May 26 demonstrations?” 27 May 2016. http://congoresearchgroup.org/what-is-there-to-learn-from-the-may-26-demonstrations/

http://congoresearchgroup.org/what-is-there-to-learn-from-the-may-26-demonstrations/


Trends

Crackdown on governmental criticism and journalists: In August 2016, the head of Human Rights Watch in DRC stopped being allowed in DRC. According to the prominent human rights organization, the woman was expelled from the country by the government. According to the DRC government, the woman had an error in her visa and left the country on her own. Since the time of the submission of the Year 1 report, there has also been an increase in the number of journalists detained in Kinshasa. Crackdown on nonviolent citizen movements and political opposition: Since January 2015, there has been an increasing trend of arrest and detention of pro-democracy activists. When in May 2016, the DRC constitutional court ruled that President Kabila would be allowed to stay in office if the presidential elections planned for November 2016 did not take place, protests were planned throughout the country. During the same month, main Presidential opposition candidate Moise Katumbi, the ex-governor of the ex-Katanga province, was detained and processed in court and then hurt when security forces attacked his group of protestors. A warrant was issued for his arrest, and a few days later he was “medevacked” to South Africa seeking further treatment for the injury he suffered during the violent protests. He remains in England where he went to seek additional medical treatment. The government also arrested several members of the LUCHA movement in the early morning hours before a planned peaceful protest in Goma in February 2016, and they were eventually released within the six months after their arrest. Focus on quality of education, rather than access: Some Congolese interviewed for this report felt that the Minister of Education has made quality education his priority, with less emphasis on access to education. This is evident in the Plan Intermiaire de l’Education (PIE) which some critics feel glosses over access and education in emergencies. Although quality of education is important, it is focusing on the quality of education for those who are already able to access education. Without finding a sustainable plan to pay teachers and provide sufficient infrastructures to schools, the quality of and access to education will continue to suffer. Découpage: In an already tense political environment with an uncertain election calendar, the process of decentralization could have a further de-stabilizing effect on the country, most particularly where the changes are largest such as in Katanga, Kasai Oriental, Kasai Central and Equateur provinces. As noted elsewhere in the report, the découpage process is welcomed overall, but if not properly funded it could result in further weakened governance. In addition to what was already explained in the Year 1 report, the Year 2 research showed another impact of the découpage process is linked to limited resources and increasing poverty in the provinces which have been divided. Focus groups and interviewees in Kasai Central noted that since the découpage, civil servants working in one province but who were originally from another part of the former province have felt pressured to return to their area of origin. With limited jobs available, there is a feeling that those native to the area should be given priority for the available jobs. Focus group participants in Kasai Oriental said that they have not yet noticed that happening in their province, however they said it could definitely happen as the economic situation worsens. Proliferation of armed groups: As mentioned above in the context of North and South Kivu, there is a proliferation of armed groups since 2013. As groups continue to splinter and divide, this could result in increased fighting in more areas, specifically in the Kivu provinces targeted by ACCELERE! Activity 1. An increase in violent conflict could also result in more CRS and CAP students, including former child soldiers and those who have been exposed to war.


Increasing tension in neighboring countries: Widespread violence erupted in Burundi in 2015, resulting in over 20,000 refugees fleeing into DRC and they continue to cross the border. The violence is linked to the Burundian President insisting on staying in power for a third term. Similarly, in Rwanda the constitution has been changed to allow President Kagame to stay in power past the original constitutional term limit. Museveni won the presidential election in Uganda, amidst fraud allegations, extending his 30-year rule. The tensions in the Great Lakes region are steadily increasing, and what occurs in the neighboring countries could have an increasing impact on the situation in DRC. Weakening economy: With the reduction of commodity prices such as copper, and the subsequent fractioning and closing of mines, the DRC economy is struggling. Money is circulating less in many areas of the country, and more people are struggling to provide for their families. The government budget will likely need to be cut due to a decrease in tax revenues, and this could have an immediate impact on service provision including for the Ministry of Education. Not only will many parents be increasingly unable to pay school fees, as was already noted by all focus groups, but it is possible that the Ministry of Education will struggle to pay more teachers due to a limited budget.

Triggers Delayed elections: Current threats to stability include the government’s attempts to amend the constitution and electoral law to allow President Kabila to run for a third term and postponement of elections. These developments leave much unknown in terms of how the political environment will develop leading up to elections, but unfortunately the outlook leaves cause for concern. If Presidential elections are not held as scheduled before the end of the year, there is a high risk of additional and widespread violence in the country. If the elections are held, there is also a high risk of election violence. Arrest of opposition party candidates: In May 2016, a warrant was issued for the arrest of Presidential opposition candidate Moise Katumbi. There is a possibility that if the candidate is arrested or if his security becomes a major risk, it could trigger further unrest in the country, particularly in Katanga province with the possibility of spreading across the country. Both of these triggers have the potential to disrupt the education system and prevent children from going to school. Violence in rural areas could also likely lead to further displacement and suspension of the school year at least in affected areas, which could have a direct impact on the implementation of ACCELERE! Activity 1 activities in targeted schools. Additionally, general unrest could lead to security situations which might require ACCELERE! Activity 1 to scale down or suspend activities for a period of time until security returns to the targeted project areas.

B. Community-Level Connectors and Dividers Provincial analyses showed that the community-level connectors and dividers which are present in the targeted provinces are the same. These are outlined below. The specificities of how these connectors and dividers manifest in each province are explained in further detail in the subsequent provincial analysis sections.

Community-level connectors which are common throughout the targeted provinces:


• A high value is placed on education in almost all communities throughout DRC. When asked what they like about their school, participants in focus groups spoke of how educating children is a way to develop their communities, and that through education children can build a better future and would have the opportunity to become ministers or President one day. This is a common sentiment shared in both peaceful and conflict-affected communities. A 2014 study done in IDP camps in North Kivu and Ethiopia found that 30% of those surveyed ranked education first, more than any other need (health, water, food, shelter, psychosocial support). Additionally, one child said, “I chose food, because without this you can’t go to school.” Further, a father in North Kivu said, “Education is the most important thing. Without education we are nothing.”52 An education stakeholder in Katanga also explained that unlike healthcare where parents can seek the assistance of witch doctors instead of going to a clinic, there is no replacement for education. Parents place a high value on education, making financial sacrifices for students to attend. According to parents in Haut-Katanga, their children and other kids in their school sometimes walk up to 12 kilometers in order to get to school. When certain kids are kicked out when their school fees are not paid, they go to work themselves to get money for their school fees and then return to school. And some marginalized groups, such as the Batwa, see access to education as a key pathway to greater equality.

• Ethnic and tribal identification are a strong connector in uniting particular groups of people at the community-level. This identification can also serve as divider, as explored in the list below.

• Throughout Congo, there is a strong national identity. This has the capability of connecting almost all people in DRC, through pride of their country and common national culture.

• Parent Committees (COPA) are connectors in the education system. When they are well-trained, organized and engaged with the school, they help foster cooperation, transparency, and accountability (see Vas-y-Fille! as an example). The COPA in particular tends to play the role of mediator between parents and the school, and is able to find solutions with both parties. A concrete example of this arose in Haut-Katanga during a focus group, when a parent voiced a problem they had faced and immediately after the meeting the President of the COPA went to meet with the school director and the parent to address the issue.

• Opportunities to dialogue and exchange experiences was seen as a connector. For example, when structured opportunities were provided for teachers to exchange on their experiences in implementing new curricula or using new teaching tools, this enhanced trust and respect among different identity groups.

• Recreational activities were found as a source of connection, particularly for youth in the non-formal education setting. Focus group participants pointed to recreational activities as a key opportunity for youth from different communities, different ethnic groups and different life experiences to come together and form relationships. This was found to be particularly important in non-formal education settings, like the ones ACCELERE! Activity 1 will target, which often bring together former child soldiers from different armed groups, as well as those who were traumatized by armed groups.

Community-level dividers which are common throughout the targeted provinces:

• Informal school fees create tensions between students and their teachers, and between parents and school management. When school fees are not paid, children are almost always sent home when

52 Save the Children (2014). “Hear it From the Children.”.


they try to attend school. This upsets the student who is excluded from school, and often results in an angry or frustrated parent visiting the school to try to find a solution. In all focus groups and key informant interviews, this was highlighted as the main conflict faced by public schools. Inability to pay school fees can lead to “payment in kind” arrangements which can include forced labor of children and sexual abuse of children. In cases where an assistance program is covering school fees for students, delays in payment can also lead to these same consequences; girls benefiting from the Vas-Y Fille program were kicked out of school when the program was behind on paying the girls’ school fees in Haut Katanga.

• Beneficiary targeting can lead to division within schools and among schools and community. For education programs, it leads to some children, teachers, schools and/or communities feeling excluded. This can lead to teasing between children, and also to frustration and anger in general. Examples of projects creating this division are plentiful. When the Eagle project distributed school kits during school hours, tensions erupted between the beneficiary and non-beneficiary students. The Vas-y Fille program’s beneficiaries were exclusively girls, and boys and parents who had either all or mostly male children felt excluded and angry. Focus group participants in Kasai Oriental said that the emphasis placed on girls discouraged some boys so much that some dropped out of school. Additionally, the ACCELERE! Activity 1 program thus far has directly supported first and second grade students and their teachers, causing divisions between the students and teachers who benefited and the students and teachers who did not. One teacher in a focus group in Haut-Katanga said “Part of our school is ACCELERE! Activity 1, and part of our school is not.” In another focus group, a teacher joined late and the other teachers exclaimed “Here he is, ACCELERE! Activity 1” because the teacher was a first grade teacher who had benefited from the ACCELERE! Activity 1 training.

• Ethnic and tribal identification which can be a connector within groups can also serve as a divider between groups. As discussed in the analysis above, ethnic and tribal identification have been mobilized by armed groups and politicians to gain power. This is the most common divider that exists in the community unrelated to school and project implementation which has the biggest potential to cause harm for the ACCELERE! Activity 1 project if not monitored and acknowledged.

• Lack of transparency and accountability with regard to financial management in the schools creates tensions between the school management and the parents, and between citizens and the government. It also creates distrust on the part of parents. The most common cited example of this by focus groups was schools who receive funding through an external donor that are not transparent with the project objectives and budget. Some education stakeholders also noted that the budget of the education ministry was not transparent. Children’s Education

Overall, gross attendance rates for primary school are well over 100% and are much higher than net attendance rates. This shows that there are many over-age children in the formal school system. Based on the analysis above, it is likely that the increased number of older age children is due to repetition of grades or late enrolment due to war or inability to pay school fees. Parents often can only educate a fraction of their children at a time. When one fails, they give the chance to another child who perhaps did not enroll at the proper time and is over-age when he or she begins school. The data shows that for the gross attendance rate, there is almost parity between boys’ and girls’ attendance rates. In North Kivu and South Kivu, the rate for girls is even slightly higher than boys.



The net attendance rate reflects what was expected regarding the effect of conflict on children’s access to education, retention and learning. Net attendance rates are lower in the targeted provinces most affected by active violent conflict: North Kivu and South Kivu. It would appear that the violent conflict has a strong immediate impact on student’s attendance. As noted in the limitations section, data for the DRC is often incorrect. The net attendance rate data for Kasai Oriental is likely incorrect, as it reports 87.7% as the net attendance rate for both boys and girls. Although it is likely that the rates are close to even, it is highly unlikely that the rates are exactly the same. Unlike the gross attendance rates, the net shows that more school-age boys are in attendance than school-age girls. This reflects the general preference to send boys to school rather than girls, and as the rate in the gross attendance rates for girls is higher, it shows that more girls are enrolled at an older age than boys.


- 20.0 40.0 60.0 80.0

100.0 120.0 140.0 160.0

Gross Attendance Rate

Boys Girls Total

68.0 70.0 72.0 74.0 76.0 78.0 80.0 82.0 84.0 86.0 88.0 90.0

Net Attendance Rate

Boys Girls Total


Data for the gross enrollment rate was not available from the same data source as the gross and net attendance rates. The gross enrollment rate data shows that overall there are more boys than girls enrolling in primary school. It does also show higher enrollment rates in the more stable provinces of Kasai-Oriental and former Kasai-Occidental. Surprisingly, Haut-Katanga appears to have lower rates than all of the other provinces.

Data source: Ministry of Primary, Secondary and Professional Education Statistical Yearbook – School Year 2013-2014. Published July 2015.

C. Haut-Katanga Province

Native vs. Non-Native A narrative around who is “indigenous” to the area versus who is an “outsider” often fuels conflict and is used to justify violence. The most widespread conflict of this type in Haut-Katanga is between Kasai and self-identified “native Katangans.” The native Katangans view Kasai people as outsiders. There is a long history to this conflict, which began when DRC was still a Belgian colony before 1960. The colonizers needed people to work in their fields, but the Katangans refused, so the Kasai were brought in as laborers. With time, the Kasais became higher qualified and began to work in the major enterprises in Katanga, working their way up to management level. “Native Katangans” became frustrated that “outsiders” were getting better jobs than they were, and around the time of independence, violent conflict broke out between the two groups. Many Kasais returned to the Kasai provinces due to the conflict, and many people died. Between 1990 and 1995, a Katangan politician mobilized the anti-Kasai sentiments again and forcibly sent many Kasais back to their provinces. The conflict is heard in common language used on the street in Katanga today. To call someone a “Kasaian” is an insult, and people from Kasai (even if they have lived in Katanga their entire lives) are referred to as “kilulu,” which means “insect” in Kiswahili. ACCELERE! Activity 1 staff confirmed that even on the road, if you make an error while driving, it is very likely that another driver will yell “Kasai” at you. One interviewee in Lubumbashi even said that it was a “sin” to call someone a Kasai.

020406080

100120140160

Gross Enrollment Rate

Boys Girls Total


Land conflict

One of the most common conflicts throughout Haut-Katanga is land conflict. There is a long history of land conflict in the province. This conflict manifests at all levels, from provincial politics to neighbors fighting over their property limits. Around 2000, a provincial politician began to politicize land by declaring that there were two parts of Katanga: Katanga “utile” (useful) and Katanga “inutile” (useless). Useful Katanga was the southern part of the province where the mineral riches are concentrated, and useless Katanga was the northern agricultural area. With this political message, different local chiefs started searching for ways to have some of the “useful” land. This created many north vs. south conflicts, with a large amount of violence which continued intermittently for years. More recently, as formal mining has decreased in the area, much of this conflict revolves around land that is used for artisanal mining. This manifests at levels between neighbors, between chiefs, as well as between companies and individual citizens. There are repeated violent incidents which arise when private citizens access company land to engage in artisanal mining as they wait for the land which the governor has promised to be designated for artisanal mining (please see page 29 of this report for more detail).

Anti-government armed groups The armed conflict currently affecting areas targeted by ACCELERE! Activity 1 is in the area of Mitwaba, where anti-government armed groups terrorize civilians in an effort to disrupt the government. In 2012, the mai mai groups alleged that desire for the secession of Katanga was behind their insurrection.53 Politicians also mobilize these groups as needed to gain additional power. Their attacks have caused mass displacement of the population, resulting in the arrival of IDPs in over seven schools targeted by ACCELERE! Activity 1 The IDP population tends to be even more poor than the autotochtone population because of their displacement, and they struggle to educate their children. Some schools have accepted IDP children without requiring them to pay school fees. Parents in focus groups in Haut-Katanga said that the children of the two groups get along, but the IDP children tell their experiences of war to the autochtone children who have never known war.

Pygmies and Bantus

Among minority populations suffering particularly from the continuing conflict in the east, chronic poverty and marginalization are the Congolese Batwa/Bambuti.54 Although this conflict has not yet had an impact on the zones targeted by ACCELERE! Activity 1, it is important to be aware of it as there is a possibility it could have an impact on the project in the next few years as the conflict borders targeted areas. The following excerpt from a recent Human Rights Watch article sheds light on some of the dynamics of ethnic conflict, in particular between Batwa and Luba, and how ethnic-based discrimination by those in power can fuel injustice. One of the solutions proposed by the Interior Minister of Katanga interviewed in the article is increasing access to education and land for the Batwa.

53 Georges Berghezan, Group for Research and Information on Peace and Security. “Armed Groups in Katanga, a Region at the Heart of Multiple Conflicts.” 09 June 2015. 54 Minority Rights Group International. “Batwa and Bambuti.” http://minorityrights.org/minorities/batwa-and-bambuti/


Conflict between the Batwa and Luba in Katanga (excerpt, Human Rights Watch, DR Congo: Ethnic Militias Attack Civilians in Katanga, August 11, 2015)

… Since large-scale fighting broke out in 2013 between ethnic Luba and the Batwa, the United Nations (UN) has reported hundreds of civilians killed, dozens of villages burned to the ground, and tens of thousands of people displaced from their homes. The fighting in Katanga has received little national or international attention, while the plight of Batwa communities in Congo, indigenous groups that have long been the target of discrimination from local authorities and other communities, is often ignored …

Simmering tensions between Batwa and Luba in Katanga erupted in major fighting in mid-2013 in Manono territory, after Batwa started demanding respect for their basic rights, including access to land and an end to alleged forced labor or a form of slavery. Both communities formed loosely organized militias and the fighting spread to Kabalo, Kalemie, and southern Nyunzu territories.

In January 2015, over 3,500 families fleeing violence in southern Nyunzu and Manono territories gathered outside of the town of Nyunzu. The site became known as the Vumilia 1 camp. Most camp residents were Batwa, while Luba who had fled the violence largely sought refuge with families in the surrounding community. In the first few months of 2015, Batwa fighters known as “Perci” armed with bows and arrows and machetes brutally attacked Luba in southern Nyunzu and northern Manono territories, killing and kidnapping civilians and burning entire villages. …

After news of these attacks reached the town of Nyunzu, Luba fighters organized an attack on the Batwa in the Vumilia 1 camp. The Luba fighters, known as “Elements,” were armed with machetes, axes, and bows and arrows, wore amulets and other witchcraft symbols, and allegedly cut off the genitals of some victims. “People started to flee, not knowing that the Elements were everywhere in the camp,” a Batwa woman told Human Rights Watch. “They started to shoot arrows at us. We had no arms to protect ourselves. They massacred us. They killed so many Pygmies. They killed us like animals, like things with no value.” …

Local authorities have warned aid workers and local human rights activists not to speak out about the attack or the number of people killed. In interviews with Human Rights Watch, local and provincial government and army officials – many of whom are Luba – sought to minimalize the Vumilia 1 killings. Without backing up their claims, they said the number of Batwa killed ranged from none to four. …

D. Equateur Province

Ethnic tensions A range of conflicts are present in Equateur which have varying effects on education of children and youth. Calm returned to Equateur a few years ago, after rival ethnic communities clashed most recently in 2009 and 2010, resulting in 200,000 people fleeing their homes.55 These people have since returned, but fear and speculation remain widespread. Although there is no violent conflict present in the province, there remain latent tensions and resentment. Most of the conflicts in the area are related to tribalism, 55 IRIN (2010). “Return to Equateur requires peace and prospects.” http://www.irinnews.org/report/89088/drc-congo-return-equateur-requires-peace-and-prospects


ethnic rivalry and land disputes. These sentiments affect the schooling of children, causing favoritism and exclusion in the school environment. Some parents in Equateur reported:

Children belonging to the ethnic groups or tribes of the schools’ headmaster or principal are kept in schools even if they have not paid the fees. This is done at the expense of other ethnic groups which are in the same situation.56

Land conflict

Refugees from the Central African Republic are present in the Equateur province, but not in the areas targeted by the ACCELERE! Activity 1 project. Most IDPs from the 2009-2010 conflict have returned home, but some remain displaced. This population movement has resulted in an increase in land property disputes stemming from theft, illegal occupation of land and problems with land ownership documents. In Mbandaka, there were also a few cases of conflicts between schools and their surrounding communities related to the boundaries of the school compounds. Land conflict between the Monzaya and Enyele tribes is a major cause of conflict in the Dongo region. Linked to both land conflict and ethnic tensions, there is also competition over natural resources between the Loloba and Boba tribes in the Dongo region. This is an ethnic conflict which has manifested over different natural resources over several decades. This zone is not specifically targeted by ACCELERE! Activity 1, but as in Katanga, there may be spillover effect.

Pygmies There are also reports of discrimination against Pygmies by Bantus in different areas of Equateur. For example:

In Mbandaka, a school was built by Oxfam in partnership with UNICEF in the Pygmies area to encourage cohesion between these minorities and the Bantus of the area around the school. The Bantus refused to send their children to the school (Ngonde Primary School), due to the presence of Pygmies who suffer rejection and discrimination from the Bantus.57

Language as a Connector:

The large presence of refugees in the northeast area of the province has not created noticeable conflict. The refugees and Congolese speak local dialects, Kigbandi and Lingala, which are closely related and are spoken on both sides of the border, which facilitates communication and understanding between the two groups.

E. Kasai Oriental Province

Native vs. Non-Native

56 Search for Commong Ground (2012). “Education and Conflict.” 57 Search for Commong Ground (2012). “Education and Conflict.”


The native vs. non-native conflict in Haut-Katanga has had spillover effects in Kasai Oriental. At the root of this conflict is competition over limited resources in a poor province. The Baluba population which has been chased from the Katanga province for over 10 years bears the brunt of this discrimination because they are considered to be “new arrivals.” Informally, they are referred to as “Bena Katanga” which translates as “the people from Katanga.” It is important to note that this is a division among the same ethnic group, between those who have spent some time away from their native land and those who remained behind when others pursued economic activities in neighboring provinces. Year 2 fieldwork uncovered that this idea of native vs. non-native is even present at a much more local level. As competition for limited resources is high, people in the province are moving to new areas seeking economic opportunities to try to provide for their families, even just from one neighborhood to another. “New arrivals” even if they come from very nearby are distinguished from the “natives” of the area. One community mentioned that a few years ago, “native” kids were setting up roadblocks to prevent kids from neighboring communities from coming to their school. Although this has not happened for a few years, the feelings are still very strong as more non-natives move to the area seeking resources. There are often small conflicts between natives and “new arrivals,” and those conflicts manifest in fights between children in addition to the conflict between adults.

Inter-Communal Conflict These conflicts reflect conflicts between chiefs and between communities. This is one of the most common types of conflicts in Kasai Oriental. Most often, there are disputes over who should take control when a chief dies with communities dividing along loyalty lines. These conflicts often do not result in largescale violence, however the intercommunal conflict in Miabi caused the displacement of hundreds of people with over 600 houses and one school burned to the ground and destroyed.58

Interethnic Conflict Although there remains no largescale interethnic conflict which is active at the moment, multiple key informants mentioned latent ethnic conflict that has the possibility to be mobilized.

Land Conflict There is an ongoing land conflict along the border of Kasai Oriental province and Kasai Central province. This conflict is over control of the diamond mines which are located along the border between the two new provinces. There is an additional conflict between the two provinces as people from one province are cutting the forests along the border of the other, sometimes crossing over the invisible provincial line in the forest and cutting trees in the other province. Additionally, there are land conflicts between chiefs over control of diamond mines and other natural resources including forests.

Découpage There is risk for the newly drawn borders of the Kasai Oriental province to create conflict similar to what has happened in Kasai Central, described below.

58 Key informant interviews.


F. Kasai Central Province

Native vs. Non-Native

As is also the case in Kasai Oriental, the native vs. non-native conflict is very prevalent in Kasai Central. At the root of this conflict is competition over limited resources ina poor province, where there is little industry and few jobs outside of the government. Kasaians who left to seek life elsewhere and have since returned have not been readily welcomed. They are not as easily accepted as Kasaian families who stayed in Kasai over the past few decades. This is important for ACCELERE! to consider, not only in how to support different groups of beneficiaries, but also in the selection of its project staff. The native vs. non-native conflict has reappeared as well in the découpage process. As mentioned in the context above, teachers and other civil servants who are native to Kasai Central but had been living and working in other areas of the former Kasai Occidental province were chased back to Kasai Central. The schools and other government offices in those areas apparently prefer to hire Kasaiians who are native to that particular area. So although these are very recently created borders, the native vs. non-native conflict has adapted to the new borders.

Anti-Government Armed Group of Kamwina Nsapu A local chief created an anti-government militia in May 2016, recruiting children and youth to participate in his revolt. He accused state security forces of raping his wife, and created the group to rid Kasai Central of these forces. It is rumored that the children are drugged while participating in the group, and that magic amulets are used by the group members for their defense. Since May 2016 they have set up roadblocks, burned down a police office, and attacked government actors including civil servants to destabilize the zone. Four to six schools were burned down, and approximately 1,000 children did not finish their exams at the end of the 2015-2016 school year. In July 2016, at the time of the field study for the Year 2 update, many people in Kasai Central worried about the government’s inability to respond to this kind of threat, and the possibility of further instability in the area. In August 2016, many thought that this revolt was brought to an end by a government assault which killed chief Kamwina Nsapu. However, the armed group was able to continue to mobilize after the death of the chief. Violence erupted on Thursday, 22 September 2016 when the group entered Kananga city and began to clash with government forces. Initiatlly beaten back, the following day the group returned to attack the Kananga airport. After hours of fighting, government security forces took control of the airport and the armed group retreated outside of the city. Three school children were trampled to death during the violence on Thursday, and an airline hostess was killed during the violence at the airport on Friday. After the clashes in the city of Kananga, the armed group retreated to Dimbelenge territory where they continued to attack government offices. Government forces followed them, but by the time they reached the area the armed group had dispursed, most likely into Kasai Oriental. Since that time, the situation has remained calm. However rumors and text messages suggest that the armed group has promised to return.


These attacks had a direct impact on many of the schools targeted by ACCELERE!When the violent incidents took place, children were prevented from going to school while the violence was ongoing. It is important to keep an eye on this situation, as it could continue to affect schools in Kasai Central, and also has the risk of impacting schools in Kasai Oriental.

Inter-Communal Conflict Conflict between traditional chiefs is one of the most frequent forms of conflict in Kasai Central. Most often, they are disputes over power which arise when a chief dies. Most are non-violent conflicts which eventually find a peaceful solution. For example, in Muamba Mbuyi which is 35 kilometers from Kananga, two descendants are fighting over power left behind by the death of a chief to whom they are both related. There is no violence, but the conflict is ongoing with the community divided and no solution in sight.

Land Conflict The other main source of conflict in former Kasai Occidental are disputes over land ownership. These conflicts arise between families and also between communities and ethnic groups. For example, in Dimbelenge which is 154 kilometers from Kananga, there is an ongoing dispute between Bakua Ngula and Bena Kalombo over farmland which both communities want to cultivate. There are a large number of land conflicts around land which contains diamonds.

G. North and South Kivu Provinces

Ethnic Tensions Ethnic tensions run wide and deep in North and South Kivu provinces and, as discussed previously in the report, are often used to mobilize people and justify armed conflict. Typically, these tensions are a means to an end, and not the root cause of the problem. Most of these ethnic tensions are very localized, with different tensions in each community. These will have specific implications on ACCELERE! Activity 1’s implementation if the project decides to target CAPs and CRSs outside of the main urban centers in the two provinces. However, rural ethnic tensions often manifest in CAPs and CRSs in the urban centers as well, as they often have students who come to the centers from different rural areas of the province. Focus groups in Goma indicated that often the rural ethnic tensions result in tensions and fighting between students in the first few months of classes, as they learn to adapt to their new environment and get along with each other. This most often happens when the students are former child soldiers, or those who have been indoctrinated by an armed group. CRS and CAP staff see a main part of their responsibility as trainers to help youth adapt to a multi-ethnic environment, and to an urban environment where people “learn to live together, as we are all living in the city together.” CRS and CAPs in Bukavu seem to have a much lower level of ethnic tension than those in North Kivu, aside from centers that specifically target children formerly associated with armed groups. This could be because CRS and CAPs in Bukavu tend to have fewer students directly affected by conflict, and more students who are economically vulnerable. This may be different in CRS and CAPs in the interior of the province.


Anti-Rwandaphone Ethnic Tensions

The most widespread ethnic tension in North and South Kivu is the tension between Rwandophone ethnicities (Hutus, Tutsis) and non-Rwandophone ethnic groups. As mentioned in the context section above, these tensions intensified in South Kivu since the Year 1 report, due to the death of a prominent Banamulenge solider who was killed in Bukavu by police. The Banyamulenge community swore they would get their revenge, but in the weeks following the man’s death, no further incidents have been reported. Often when these particular tensions are heightened, there are attacks on Rwandophone university students in Goma. This most recently happened in 2012 before M23 took over Goma. These tensions are visible not only at the university level, but also among younger students. One CRS teacher said it was not uncommon to hear anti-Rwandophone remarks in the classroom, and gave the example of one young girl telling her fellow student: “Go back where you came from!” As with the management of other ethnic tensions, CRS and CAP staff continuously reinforce the lesson about peaceful cohabitation with other ethnic groups and being part of one community. This tension is also very relevated in the Rusizi plain of South Kivu, which borders Rwanda and is home to the Banyamulenge ethnic group.

Population Movements There is a large amount of population movement in North and South Kivu. Most is linked to armed conflict, but there is also confusion around other movements which seem to be directly politically motivated in preparation for elections. This is increasing tensions particularly between the Nande and Hutus in North Kivu, specifically in the Beni area. As there are new arrivals, lots of rumors, and no fact-based understanding of the situation, targeting of CRS and CAPs in the Beni area by ACCELERE! Activity 1 will require special attention to ethnic balance of students and teachers in the centers, as well as increased attention to promoting peaceful cohabitation in the center communities.

Land Conflict Land conflict in Eastern DRC is inextricably linked to the population movements and ongoing violent conflict. Every community, both rural and urban, is affected by land conflict at either a small or large scale. Although most of these conflicts are between families, there are also larger-scale land conflicts that have mobilized entire armed groups. The dynamics of these conflicts differ from one community to another.

H. ACCELERE! Activity 1 and Conflict As the 2016 field work in Haut-Katanga province was done six (6) months into the implementation of project activities in schools, this allowed for an initial analysis of the project’s relation to the conflicts explored in the sections above. Overall, there was widespread appreciation and enthusiasm for the project by all stakeholders. Those interviewed and those who participated in focus groups gave countless examples of how the teaching methods reintroduced through ACCELERE! Activity 1 and the manuals distributed to students have already had a visible impact not only on the beneficiary children, but also on children who do not attend school and their older siblings and parents. Parents gave examples of exploring the manual with their children at home, and being taught by their children. One parent gave an


example saying that her neighbors were discussing how to say “shoes” in Kiswahili, and there was a disagreement about what the correct plural form was; it was their first grader who told them the correct word for “shoes.” Parents said that they sing the ABC song, and they often hear kids who are not in school sing the song. With just a few months of implementation of activities in primary schools, both school staff and parents are very happy with the impact the project has already had on first and second graders. Despite all these positive effects, there are two main issues related to conflict sensitivity that require further reflection by the project: language of instruction and inclusion/exclusion. With the large amount of enthusiasm around the project from all stakeholders, it is the perfect opportunity to mitigate these emerging issues which could lead to conflict later if not addressed at this early stage. Language of instruction: When the subject of language of instruction came up in focus group discussions, there was generally a strong positive reaction to the fact that ACCELERE! Activity 1 would be providing instruction and materials in local languages. However, some interviewees expressed concern around the issue of regional variations in the local languages. For example, Kiswahili is spoken differently in Katanga than it is in the east of the country. From a conflict sensitivity perspective, the choice of which Kiswahili or which version of the three other official languages is used may have repercussions on intergroup relations. This is an issue which the Ministry of Education may have already thoroughly considered and worked out, but nonetheless it merits further investigation to discover whether political or ethnic biases (conscious or unconscious) are involved, and anticipate possible repercussions. Language of instruction can be a deeply contentious topic in divided societies. Since language is an identity marker, it can be a way for groups who feel excluded or marginalized to assert their identities. If there are disagreements in the DRC around the policy or the process to create the policy (e.g., lack of broad consultation), the issue could become a source of conflict. In Haut-Katanga, the Kiswahili manuals distributed by ACCELERE are in a version of Kiswahili that is not the local version. Most focus group participants assumed that the manuals and materials provided by ACCELERE! Activity 1 were written in Kiswahili from the Kivus. There are words in the manuals that many teachers did not recognize, for which they had to consult others to discover the meaning. The education stakeholders consulted that at this point this has not caused any larger problems, and they are incredibly grateful to have the manual despite the difference in language. The issue of language presents another practical implementation challenge. There are areas of Katanga where Kiswahili is not spoken at all, and where the local language is not in the same family of languages as Kiswahili. This results in teachers not speaking the language which they are supposed to teach with, and students not speaking any language related to the language in which they are supposed to learn. In this situation, should Kiswahili be the teaching language? From a pedagogical perspective, it may be preferable to continue teaching the early grades in French until accommodations in the local language can be made since all schooling will transition to French in any case beginning in the third grade. If the decision is made to use Kiswahili in this area, teachers will need lessons in Kiswahili before they will be able to teach their students in that language. These are the kinds of issues that need discussion with the Ministry, educators, and other stakeholders, including technical specialists, to resolve successfully. Year 2 fieldwork showed that this is not an issue in the Kasai Central and Kasai Oriental provinces. Further research should be done to determine if a similar language problem exists in Equateur and Sud-Ubangi provinces. Information gathered during the Year 2 fieldwork showed that it is also important to know that families move from one province to another, sometimes seeking economic opportunities, and other times because the parents are transferred from a job in one location to another. This results in kids who spend part of


their childhood in school in one national language province, and then move to another province where they do not speak the national language. This particular set of children who face additional challenges in arreas where ACCELERE! Activity 1 is being implemented. They will require additional support to learn the national language which is new to them in order to do well in school. Teachers who participated in focus groups gave examples for the type of support, or not, that they provide to these students. This needs to be addressed by ACCELERE! Activity 1 Inclusion and exclusion: One of the main challenges of implementing a project in a conflict-sensitive way is avoiding problems of exclusion. The ACCELERE! Activity 1 project will directly target students and teachers of first through fourth grades in public schools, as well as students and teachers in non-formal education settings. As the project is being implemented progressively, it first is targeting students and teachers of first and second grades in public schools. Targeted students have received workbooks which they bring home from school, and teacher beneficiaries have received trainings and teaching materials. According to focus groups in Katanga, this implementation method has created tensions both in schools and at home. Teachers who have not yet benefited from training feel excluded, and it was common during the field mission to hear them call beneficiary teachers “ACCELERE! Activity 1.” One teacher described it as, “Part of our school is ACCELERE! Activity 1, but the other part is non-ACCELERE! Activity 1.” There is a palpable division between the two parts, and teachers who have not benefited from trainings have a strong desire to be trained on the ACCELERE! Activity 1 methods. The project has caused similar tensions in the homes of students, where older siblings are jealous of the workbook their younger siblings bring home. This leads to older siblings stealing the book, teasing of the younger children and arguments in the home. Parents in Haut-Katanga also mentioned some older siblings feeling excluded as they see their younger siblings already being able to read and write better than them, knowing they will leave primary school without being exposed to those teaching methods and materials. Another issue of exclusion has materialized in the targeting of public schools and not private schools in Haut-Katanga. Teachers, directors and parents in multiple focus groups seemed to echo each other in saying that private schools should also benefit from ACCELERE! Activity 1 because the students of the private schools are the same as the public schools: “They are all Congolese children.” One group of directors thought it would be likely that next year enrolment would decrease in private schools in their communities since the families have seen the impact that ACCELERE! Activity 1 is having on those children benefitting from the project, and everyone wants their children to benefit. They predicted increased enrolment in public schools from children who had dropped out of private schools, which could exacerbate the problem of overpopulated public schools. In addition to what was explored regarding the relationship between ACCELERE! Activity I and conflict in the Year 1 report, fieldwork for the Year 2 update analyses two additional themes: communication and transparency, as well as the relationship between CRS/CAP targeting and conflict. Communication and transparency: Issues related to communication and transparency in school management were mentioned during parent focus groups in all of the provinces where fieldwork was conducted for both the Year 1 report and Year 2 update, however the emphasis placed on these issues was much greater in Kasai Central and Kasai Oriental than it was in the other provinces. The fieldwork in July 2016 uncovered that the way in which ACCELERE! is implemented will interact with transparency and money management conflicts already existing in most of the targeted schools. Countless examples were given by parents of how school personnel, school management committees and parent-teacher associations misused funds and stole money from the schools. One former COPA member admitted that


money provided to his school by Vas-y Fille was divided among the members of the school’s COPA for their own personal use. Parents expressed that they were not engaged with previous projects that come from NGOs, and therefore they were never asked to find out if what was supposed to be distributed or given to the school ever reached their children. They said that communication from NGOs often stopped at the level of school management, therefore providing limited transparency of what was supposed to happen, and little accountability regarding what actually happened. This problem of lack of transparency in money-management by school authorities is widespread through the provinces targeted by ACCELERE!, and the way in which the project is implemented will either aggravate or address this exisiting conflict. If ACCELERE! continues in a similar fashion as previous projects, keeping communication at a high level and not ensuring greater transparency between school management and parents and other beneficiaries, it will perpetuate the existing conflict. However, if ACCELERE! were to implement a complaint mechanism available to parents, and also actively engage and seek out feedback from both parents as well as the student beneficiaries of the project, this could help mitigate the risk of aggravating the conflict. CRS/CAP targeting and conflict: CRS and CAP were initially setup in DRC to provide accelerated learning opportunities for children who missed the opportunity to enroll in time in the formal school system due to war in the country. Although there are still many war-affected children who enroll in CRS and CAPs, it is more frequent, particularly outside of the Kivu provinces, to find poor children who are not directly affected by war who enroll in these accelerated learning programs. Children who either did not attend formal school or had to drop out because of their inability to pay informal school fees often enroll in CRS and CAPs which require fewer fees overall due to their accelerated program. Many of the CRS and CAPs in the DRC were established in the 1990s to provide assistance to war-affected children at that time. In recent years, funding to support these education centers has significantly decreased. The little funding that remains is often directed to urban centers which tend to have CRS and CAPs which remain somewhat functioning. This results in CRS and CAPs closing outside of urban centers, including in war-affected areas where children are at greatest need of this type of support. When fighting subsides, and areas become stable again, there is rarely funding provided outside of major cities to relaunch accelereated learning programs for kids. This results in kids leaving rural areas to access functioning accelerated learning programs in urban areas. Children and youth leave their families to attend these education centers in urban areas, dramatically increasing child protection risks for them. They are often unaccompanied in the city, or live with distant relatives or host families, where they face many risks. Children who are hosted by relatives or other families often are considered second-class as compared to the immediate children and blood relatives of those with whom they are staying. Girls particularly are at a much higher risk for sexual assault. It is important for ACCELERE! to target CRS and CAPs in return zones and emerging stable zones in order to play a role in stabilizing the zone, ensuring that conflict-affected kids and youth there have a safe place to go to, to learn and eventually contribute to their communities. This supports the family structure and keeps families intact in their communities. Centers in urban areas can also be targeted, but the danger lies when only centers in urban areas such as Bukavu and Goma are targeted, and those in towns and villages outside of the major cities are left without support. This issue is particularly prevalent in the Kivus, but could also potentially influence population movements in the other provinces.


SECTION V. RECOMMENDATIONS As the recommendations included in the Year 1 report have not yet been put into effect, the Year 2 update includes both the original recommendations as well as some additional recommendations related to strategy, community engagement and internal threats, based on what was uncovered during the fieldwork in July 2016.

A. Project Recommendations

Commitment and Accountability

• Ensure that staff have a solid understanding of the context in which they are working. Being aware of the ethnic make-up and conflicts of the specific communities where ACCELERE! Activity 1 is implemented will be essential to ensuring that the program is truly inclusive and avoiding reinforcing cleavages. A literacy program such as ACCELERE! Activity 1 can play an important role in counteracting intolerance not only in the classroom but by modeling inclusive behavior in all aspects of programming (e.g., selecting participants for training programs,) and administration (e.g., hiring project staff). It is important to ensure that some staff which are hired to work in an area are from that specific area and bring their previous knowledge of the conflict dynamics and context of the area to their work with ACCELERE! Additionally, including project staff in the implementation of conflict analyses and ensuring that conflict analysis activity be an

at the local level as ACCELERE! Activity 1 moves integral part of each team’s operational planinto new communities, will be vital in reinforcing staff’s understanding of the current context (see Step 6 of the Implementation Strategy on page 62 of this report).

Strategy

• Avoid disrupting the school calendar by planning trainings in advance and coordinating with the

Ministry of Education and the Division of Social Affairs. Starting teacher training and implementation of the teaching methods introduced by ACCELERE! Activity 1 in the middle of the 2015-2016 school year was disruptive and did not allow students as much time with the materials as they should have. By working with the Ministry of Education and following the school calendar, ACCELERE! Activity 1’s implementation will have the largest impact possible. Additionally, avoiding the disruption of the school calendar minimizes potential conflict between project staff and the government ministries. ACCELERE! Activity 1 discussed with the local ministry the possibility of embedding project staff in sub-provincial offices, and this may help in avoiding the disruption of the school calendar. Advance planning of project activities will also help mitigate disruption of the school calendar.

• Ensure that project activities respect the school calendar. Activities to promote access to school, such as a back to school campaign and distribution of school kits should be done in the first month of school to promote access to school at the beginning of the school year. When school kits are distributed after the first month of school, some vulnerable children will miss out on the opportunitiy to go to school because they were not supplied in the first month of the school year.

• Train education staff on emergency preparedness. As the conflict analysis shows, this is an instable time in the country overall, with a continuously changing context. For a five-year project


in a conflict-affected country, it is important to train education staff on emergency preparedness to continue learning (e.g., alternative learning spaces) if services are disrupted.

• Allow for grants in Activity 1 to include classroom construction for overpopulated schools. The sensitization campaign done by Vas-y Fille as well as the one launched by the government as ACCELERE! Activity 1 was beginning resulted in the overpopulation of some of the targeted schools. More children in school are sharing the limited school infrastructure, which means that classes are overpopulated and many children do not have desks or chairs to sit on, and some do not have proper classrooms. Although the ACCELERE! Activity 1 project does not include a construction component, it is advised to allow some of the grants promoting access to allow for construction of classrooms as well as the distribution of desks and chairs for the students. Students of a literacy program need a classroom in which to learn and a desk on which they can practice writing.

Equitable Access

• Train education personnel on increasing the protection of learners and education personnel in and out of school. There are a range of teacher training manuals already approved by the Ministry of Education including Peace Education, Psychosocial Support and Healing Classrooms. Primary school, CRS and CAP staff could all benefit from these trainings. Whether experienced directly or indirectly, trauma resulting from violence and conflict can affect a child's learning and behavior, not to mention its effects on teachers, parents, and other adults. This type of training will ensure that teachers are equipped to manage the specific learning needs of trauma-affected children. Focus groups with teachers in Haut-Katanga province who welcomed conflict-affected internally displaced children in their classrooms revealed that these teachers did not have an understanding of potential additional needs of conflict-affected children, aside from their increased economic vulnerability.

• Train peer educators to sensitize and teach their peers on issues of peaceful cohabitation, children’s rights, child protection, exploitation and abuse, etc. Children learn well from their peers, and this kind of peer-to-peer education can capitalize on that learning pattern. As one ACCELERE! Activity 1 staff mentioned, in his experience children who are trained as peer educators feel responsible in school and thus are less likely to drop out of school; therefore, this activity could also have other indirect positive effects.

Curricula, Teaching and Learning Materials, and Methods

• Investigate whether policy on national languages is politically biased and anticipate potential repercussions on intergroup relations. Promote dialogue on the subject; consider sponsoring or co-sponsoring a lessons-learned conference on national language policy formulation and execution focusing on overcoming obstacles and on experiences from other African nations.

• Conduct further research on targeted areas which do not speak one of the four selected local languages, including the relation between their language and the selected languages. It is important to identify early on if there are areas of Equateur where Lingala is not spoken in order to find an implementation strategy for those areas that mitigates potential conflicts. People in identified areas should be consulted as well as technical experts to brainstorm possible implementation strategies.

• Discuss with the Ministry of Education an implementation strategy for zones which speak languages unrelated to the four selected languages (Kiswahili, Tshiluba, Kikongo, Lingala).


Evaluate whether continuing to teach early grades in French is an option until an implementation strategy is determined. Once an implementation strategy is determined, support the Ministry in developing a strong communication strategy around the new policy.

• Review developed materials to ensure that they are non-discriminatory. Developed materials should be reviewed by a multi-ethnic and multi-province team to look for possible discriminatory inclusions, including both local and external viewpoints. The materials should be vetted before publication and widespread distribution. Additionally, after the first year of use, materials should be reviewed with the input of education personnel and students.

• Review developed materials to ensure that they are culturally appropriate. Developed materials should be reviewed by a multi-ethnic and multi-province team to review their cultural appropriateness, including the version of the local language used in the materials. The materials should be vetted before publication and widespread distribution. Additionally, after the first year of use, materials should be reviewed with the input of education personnel and students. During field work for this analysis, one education specialist relayed how literacy materials from a previous project he had used in the past were directly translated from the original French into Kiswahili and were not contextualized. One story referred to a little boy and his friend the monkey. The story caused a strong negative reaction in the community because the monkey was thought to be a racist reference. This anecdote underscores the importance of vetting materials for cultural sensitivity as well as conflict sensitivity.

• Clarify with Ministry of Education and at school level how ACCELERE! Activity 1 interacts with other interventions in terms of what curriculum, teaching methods and learning materials are used in the classroom. There is confusion among teachers about which curriculum, teaching methods and learning materials they are supposed to use. There have been many education interventions in the schools targeted by ACCELERE! Activity 1 and there is a need to clarify to teachers how to integrate these different elements which have been introduced by different partners. Without this clarification, teachers select the ones they like best, and also change what is being used in the classroom when different partners visit the school.

Community Engagement

• Sensitize parents and communities on increasing the protection of learners in and out of school on peaceful cohabitation, children’s rights, child protection, exploitation and abuse, etc. These sensitizations would reinforce the trainings of education staff on similar topics. As the analysis showed that community-level conflict has an impact on students’ learning, it is important that the project target not only conflict within schools but also in the schools’ communities.

• Develop risk reduction plans with community engagement in each of the targeted schools to mitigate both external and internal risks to child protection. The inclusion of parents, COPA members and local leaders in the development of risk reduction plans increases community ownership of these plans and of the school or learning center.

• Sensitize communities on the role of the COPA and its responsibilities. Lack of transparency in money management in the school remains a major source of conflict in the areas targeted by ACCELERE! Activity 1. There is a need for more understanding of the role of the COPA and its responsabilities not only by those who are already members of the COPA, but also by all parents as a way to hold the COPA responsible.

• Sensitize communities on the importance of COPA members being representative of their communities. COPA members should be reflective of their communities, including minorities and IDPs where present.


Monitoring and Evaluation

• Disaggregate all data by sex. Ensure that all data collected by the project is disaggregated by sex

to be able to evaluate gender-specific disadvantages, needs and potentials. • Establish baseline and monitoring & evaluation tools which include key education indicators and

conflict-sensitive education indicators. Baseline, monitoring and evaluation tools should include school enrolment data disaggregated by sex, collected in the targeted schools before, during and after the intervention to be able to monitor the effect of ACCELERE! Activity 1 on school enrolment and possible overpopulation of the targeted schools. Data collected should also include # of schools closed and/or operating at reduced capacity due to conflict, # of academic calendar days lost due to conflict, as well as perceptions regarding safety, security, inclusion and exclusion. Consult the USAID Checklist for Conflict Sensitivity in Education Programs for more data that should be collected by the project to allow for sufficient analysis in a conflict-affected environment.

Inclusion/Exclusion

• Strengthen communication strategy to ensure that important project information is shared with

both targeted and non-targeted communities. The field study uncovered in Haut Katanga that targeted communities had a limited understanding of the ACCELERE! Activity 1 project, and some non-targeted communities did not understand why they were excluded from the project. COPA members should be associated into the communication strategy, particularly in the targeted communities as they are well-placed to share information. Additionally, school general assemblies before the start of the new school year are a key moment to share information with parents. Perceptions of bias in distribution of resources and privileging one’s own group or interests of authorities surfaced as a key theme in field work discussions and interviews. For example, the coordinator of the Islamic schools in Lubumbashi 2 pointedly noted that none of the Islamic schools had ever received any external assistance from donors, and none are targeted by the ACCELERE! Activity 1 project in Year 1. As ACCELERE! Activity 1 targets all schools within an education sub-division, this exclusion occurs when there are no public schools associated with a particular religion in the targeted sub-division. It is important that education officials including the Proved and Sous Proveds have a solid understanding of the target criteria in order to explain to schools why they are not benefiting from the project.

• Explore ways to involve non-targeted schools. Another way for ACCELERE! Activity 1 to address the exclusion felt by private schools would be to include them in some teacher training activities, or other project activities such as football matches between schools if those are implemented to promote inclusion and cohesion between Congolese children among all schools.

• Train all teachers in the targeted schools on the ACCELERE! Activity 1 materials and teaching methods. This will minimize exclusion, but also ensure that teachers can be replaced if ever there is a need. ACCELERE! Activity 1 trained a few replacement teachers, all female, specifically to cover female teachers during maternity leave. As few replacements have been trained, the current situation could require a female teacher to switch to a distant school in the case of the death of a teacher, for example. Additionally, with the aging of teachers in areas such as Kasai Central and Kasai Oriental, there is the risk of a high turnover in the near future.

• Integrate themes of marginalization and stigmatization into the teacher training activities and COPA trainings or sensitizations. As many of the ethnic tensions that were identified in the


conflict analysis are latent, it is important to train and sensitize education stakeholders on the causes and effects of marginalization and stigmatization at the individual and community level.

• Promote participation of women in implementing ACCELERE! Activity 1. As discussed above in the analysis, the unequal power between men and women results in women’s voices not being heard as well unless they are actively sought. In order to benefit from the experiences, ideas and leadership of women in implementing ACCELERE! Activity 1, as well as to harness the role they can play in conflict prevention and revolution, the project will need to conduct specific outreach to them. Monitoring and evaluation activities, as well as additional conflict analyses should include focus groups for women to ensure their input is heard.

External Threats

• Advocate strategically and continually at the highest level of government to promote the respect of free primary education and the payment of teachers. The largest external threat to the ACCELERE! Activity 1 project is the non-respect of free primary education, including non-payment of teachers. As one education specialist in Kinshasa said, “You can have all the programs in the world, but if the teachers are not getting salaries, it’s not going to work.” Thus, ACCELERE! Activity 1’s efforts to advance the efficient and appropriate compensation of teachers under its governance activities will be key to the overall success of the project and of education reform in general. This sentiment was echoed by every participant in all 2016 focus groups, as well as every interviewee. Teachers in particular are very excited about the project, but say that the quality of education which they are able to provide is limited as many of them have to work second jobs to be able to survive, which takes time away from lesson preparation and also results in them coming to the classroom tired from their external work. Most teachers also mentioned that it is difficult to give quality instruction when they have not eaten since the previous day.

• Develop risk reduction plans with community engagement in each of the targeted schools to mitigate both external and internal risks to child protection. These strategies may include negotiating with local militias and the FARDC to establish schools as zones of peace, clearly demarcating schools, and working with parents to organize accompaniment of children to and from school.

• Develop a localized security plan including risk mitigation to ensure the safety of ACCELERE! Activity 1 staff members. Some of the environments in which ACCELERE! Activity 1 will be implemented are instable, and all precautions should be taken to ensure the safety of the staff members.

Internal Threats

• Develop risk reduction plans with community engagement in each of the targeted schools to

mitigate both external and internal risks to child protection. These strategies may include addressing rehabilitation needs to ensure that conflict-affected schools are physically safe environments for children and sensitizations on children’s rights.

• Institute a complaint mechanism or an “early warning system.” In terms of a mechanism for reporting abuse, civil society representatives consulted in Haut Katanga called favorable attention to an “early warning system” funded by DFID. This system allows community members to report abuses, such as corruption, non-application of FPE, and physical or sexual abuse, by entering certain codes into their cell phones. They noted that the system has been effective in increasing


the reports of abuse in schools and raising awareness. Civil society members in the DFID-funded project are trained to triangulate and analyze information then decide on one of several responses depending on the severity and extent of the problem: a) facilitate a local resolution of the problem; b) advocate to the General Assembly; c) do a Press Release; d) conduct a tribunal. Thanks to this system, they report that citizen engagement on education issues is growing and that in Katanga, in particular, civil society focused on education is increasingly organized and active. Education stakeholders in Kasai Central and Kasai Oriental also asked specifically for a complaint mechanism to be included in the project. This would be easier to implement than a large-scale early warning system, and could easily be put into place to boost transparence as part of project monitoring.

• Build capacities of COPAs and COGES on their role, financial management and conflict resolution. COPAs in particular play an active role in conflict mediation between parents and school personnel, so this role can be capitalized on through further training.

• Children’s and youth committees can be established in schools to play a similar conflict mediation role between students and school personnel. Some schools and centers already have these established, and in those institutions the role of the committee is appreciated by parents and school personnel as a way to address conflicts that arise between students, and also between students and school personnel.

• Support sanctions against education personnel guilty of abuse and exploitation of their students. This will help increase pupils’ respect for teachers and potentially decrease dropouts.

• Institute a code of conduct for education personnel which is also shared with students. This code of conduct can build from sensitizations and trainings on positive discipline and children’s rights.

It should be noted that a recent conflict study showed that there is a direct link between teaching conditions and the large majority of conflicts that arise in schools. These teaching conditions are related to teacher payment and educational infrastructure. The study found that through paying teachers and providing adequate educational infrastructure to schools, 70-80% of school-related conflicts would end.59 The studies’ findings were echoed by all focus groups and key informants during the 2016 field study. When focus group participants and key informants were asked what ACCELERE! Activity 1 could do to promote social inclusion and peace in the schools, every single respondant said ensure that teachers are paid and that schools have the money they need to operate. Therefore, if ACCELERE! Activity 1 would like to truly address school-related conflicts, it needs to also address the root cause of the majority of school-level conflicts: teacher payment and operation costs.

B. Conflict Sensitivity Implementation Strategy The implementation strategy for the Year 2 update has taken what was suggested in the Year 1 report and transformed it into an integrated part of the ACCELERE! project and strategy. Instead of a stand-alone strategy and action plan, the elements of this strategy have been integrated into the Year 2 workplan for the project to facilitate an overall conflict-sensitive approach to project implementation.

Guiding Principles of the Conflict Sensitivity Strategy

59 Search for Commong Ground (2012). “Education and Conflict.”


The following core principles are offered to guide the strategy and assess whether conflict sensitivity is being practiced:

• Transparency and communication: make decisions transparently and communicate the rationale clearly, consistently and in multiple ways to prevent rumors, misunderstandings, perceptions of unfairness – all of which can trigger conflict.

• Respect and dignity: demonstrate respect for all groups. Respect hierarchy and education policies, such as school calendars. Be culturally and politically sensitive.

• Inclusion and participation: ensure project policies, practices and activities are genuinely inclusive of all groups, including marginalized groups. Prioritize a high degree of consultation and participation.60

• Prevent harm: “do no harm” is a core principle of conflict sensitivity. Taking action to prevent harm to community relations and individual groups, including children, through assessment, implementation and monitoring of conflict-sensitive strategies is a way to put this principle into practice.

• Foster community, joint ownership, and joint responsibility: this grouping of principles serves to remind all involved that a conflict-sensitive project strengthens community and creates a shared sense of responsibility for achieving and sustaining results, even after external assistance has ended.

Elements of the Strategy and Rationale The strategy takes into account several factors. First, the DRC context is filled with localized conflicts that are different from one province to another, from one community to another and from one school to another. This initial conflict analysis allowed for community-level analysis in the targeted zones, however it is important that with each new targeted area of the project, a more localized conflict-analysis takes place to gather details on conflict drivers, connectors and dividers at the most localized level. Periodic visits to these areas should be conducted, with appropriate updates to this analysis as needed, to capture changes and trends in the areas where ACCELERE! Activity 1 is working. The second factor this CSA-IS takes into account is that ideally conflict analyses are developed jointly with implementing staff. As ACCELERE! Activity 1 has not yet hired all of its its field-level staff, nor fully deployed to all of the provinces where they will be working, they will need to be implemented in further ongoing conflict monitoring and analysis. Staff discussion on the strategies and action planning is an essential part of the implementation strategy. Additionally, successful conflict sensitivity requires institutional commitment. Formulation of a conflict sensitivity policy can support execution. Third, the strategy needs to be integrated directly into the project workplan, and not be considered a separate initiative. As different staff members will be responsible for considering different aspects of the project’s conflict-sensitivity, a basic conflict-sensitive education training is an important support for

60 Placing priority on consultation and participatory processes impacts sequencing and timing of activities which would mean adjusting current timelines.


project staff. As a mainstreamed component of the project, strategy and implementation will be conflict-sensitive from the start ensuring smooth implementation in a way that mitigates conflict. ACCELERE! Activity 1ACCELERE! Activity 1 Fourth, this CSA-IS must be considered a starting point for Year 2, and further analysis of the context and refinement of the strategy based on joint discussion is needed throughout the five years of the ACCELERE! Activity 1 project, as the context is not static and adaptations will need to be made. It is suggested that the ACCELERE! Activity 1 staff make use of available conflict sensitivity tools to support the continued monitoring and analysis.

Strategy Sequence Steps 1. Integration of the Implementation Strategy into the yearly work plan to ensure that the conflict-

sensitive approach is mainstreamed into the project and is not considered a separate initiative;

2. Management review and discussion of the CSA-IS, including a workshop in Kinshasa; 3. Translate CSA-IS into French and distribute to all ACCELERE! Activity 1 staff to read. 4. Organize meetings in each ACCELERE! Activity 1 provincial office to discuss the CSA-IS and to

analyze the project from a conflict-sensitive perspective. Discuss in plenary: • The value and relevance of a conflict sensitivity strategy to ACCELERE! Activity 1’s success. • The challenges it poses and how to overcome these challenges. • The recommendations in the CSA. • The CS elements in the work plan.

Form teams to discuss the recommendations, review the ACCELERE! Activity 1 project, review workplan and contextualize the conflict-sensitivity to the local level. The Inter-Agency Network for Education in Emergencies (INEE) Reflection Tool for Designing and Implementing Conflict Sensitive Education Programmes in Conflict-Affected and Fragile Contexts can serve as a guide for the team activity. 5. Develop a conflict-sensitive M&E strategy and plan.

• Include quantitative indicators related to conflict sensitivity, including but not limited to: o # of schools closed and/or operating at reduced capacity due to conflict o # of academic calendar days lost due to conflict

• Baseline, monitoring and evaluation tools should include school enrolment data disaggregated by sex, collected in the targeted schools before, during and after the intervention to be able to monitor the effect of ACCELERE! Activity 1 on school enrolment and possible overpopulation of the targeted schools.

• Track complaints and criticisms (particularly around issues of transparency, inclusion, fairness, respect, distribution of resources, accountability, and cultural sensitivity).

• Conduct perception surveys of various stakeholders around safety and security, inclusion and exclusion, and school-level governance.

• Conflict sensitivity indicators should measure both unintended/unforeseen negative impacts and positive impacts.

o Examples of negative impacts relevant to ACCELERE! Activity 1 include:


Is the assistance provided benefiting one or more sub-groups more than others? Are people being hired more from one sub-group than another? Are people being selected as participants or beneficiaries disproportionately more

from one group or another? Are assistance goods (such as school supplies) stolen or misused? Are people complaining of or do certain groups perceive a lack of inclusion, lack

of fairness, lack of respect, lack of consultation, lack of transparency, lack of clarity in relation to implementation of activities?

Has the project resulted in depopulation of neighboring schools or schools in neighboring sub-provinces?

Has the project resulted in class sizes increasing and becoming overcrowded? Has administration of block grants created tensions, resentments, or violence?

o Examples of positive impacts (including on social cohesion) include:

Have relationships between different groups (teachers/parents, students/teachers, government/citizens, ethnic groups) changed for the better?

Are there signs of increased cooperation? Are committees that have been formed to help shepherd the project been

productive and engaged? Has the project harnessed local resources? Do community members have a positive perception of the project (particularly

with regard to inclusion, respect, fairness, transparency, equitable distribution of resources, etc.)?

Do community members demonstrate a clear understanding of the goals and philosophy of the project?

Has access to education increased for groups that have been marginalized?

• Put conflict sensitivity on the agenda of staff meetings at least once per month to track progress as well as provide staff a structured opportunity to raise any issues that have come up which relate to conflict sensitivity and to develop a proactive response.

• Incorporate conflict sensitivity indicators into the project’s M&E plan and/or rolling assessments. Alternatively, conduct a separate M&E activity for conflict sensitivity every six months with the second one being more comprehensive and timed at the end of the school year to inform strategy the following year.

• Make adjustments or changes to project design and/or implementation if results from assessments or M&E activities so indicate.

6. Plan and conduct local-level Conflict Sensitivity Analyses with field staff before starting work in a new targeted area. The following is a basic framework tailored to ACCELERE! Activity 1. The USAID Rapid Education Risk Assessment (RERA) can be used in combination with the suggestions below to get a deeper understanding of risk and resilience at the local level. See Annex 3 for additional resources and tools. Step One: Understand the Context

o What is the socio-economic and political situation in this community? o What is the demographic make-up of the community?


o What is the local language spoken in the home? What is the language’s relation to the four approved local languages for school instruction (Lingala, Kiswahili, Tshiluba, Kikongo)?

o Is there a history of conflict between certain groups? o What are the types of conflict or current sources of tension in the community and what

groups do they involve? o What are the causes? o What are the types of conflict or tensions exist in the school and what groups do they

involve? o What are the causes? o Has there been development assistance, including to the education sector, in this

community before? What are community perceptions of previous assistance efforts? Did they cause conflict and/or promote social cohesion? How and why?

o What are their effects on education (access, retention, learning, and other aspects)? o What groups have access to education and which do not? o What are the barriers to accessing education (include environmental, internal and external

threats as well as economic barriers, discrimination)? o What resources exist locally which can be harnessed to advance different aspects of the

Project? o Who are the trusted “peacemakers” in the community? What other cultural resources,

groups, capacities exist in the community which can be harnessed to promote social cohesion?

Step Two: Analyze how the Project’s activities intersect with the context and identify key contextual risk factors and opportunities.

Step Three: Develop conflict sensitivity strategies to address risk factors and harness opportunities at the local level.

Step Four: Create a plan to implement and track conflict sensitivity.

7. Conflict sensitivity reflection sessions should be held prior to ACCELERE! Activity 1’s yearly

planning sessions. This provides the opportunity to review M&E reports and any additional local conflict analyses, to determine what needs to be incorporated into the planning process to ensure the conflict sensitivity of the project. The reflection session can stem from three questions based on the Organization for Economic Cooperation and Development’s (OECD) Development Assistance Committee (DAC) evaluation criteria, as they apply to conflict sensitivity:61

a. Relevance: Is the intervention responsive and adjusting to conflict context? b. Effectiveness: Are conflict mitigation measures effective in managing conflict? c. Impact: What are the effects, intended or unintended, on tensions, vulnerabilities,

grievances, connectors and capacities for peace?

61 Monitoring and evaluating conflict sensitivity: Methodological challenges and practical solutions. Rachel Goldwyn and Diana Chigas, DFID and UKAID. March 2013. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/304611/Mon-eval-conflict-sensitivity-challenges-practical-solutions.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/304611/Mon-eval-conflict-sensitivity-challenges-practical-solutions.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/304611/Mon-eval-conflict-sensitivity-challenges-practical-solutions.pdf


These reflection sessions should be held first at the provincial level to capitalize on field-level experience. Key points from provincial level reflections should be shared with the national office in Kinshasa to be used as the base for the national-level reflection session with senior project management.

SECTION VI. CONCLUSION Conflict sensitivity requires the will, time, and capacity to reflect critically on both unintended negative impacts as well as positive impacts of the project. It also requires the will and ability to adjust course and make changes to project design if the feedback from assessments, monitoring and evaluation so indicate. While this can conflict with project timelines and deliverables, those priorities need to be weighed against the importance of preventing harm to a community, including relations within that community, as well as the potential of endangering the reputation and long-term success of the project. Conflict sensitivity is a sensitive subject both in the communities in which an assistance project is implemented and within the organizations implementing an assistance project. How assessments, monitoring and evaluation are executed need to be culturally sensitive. Also, pressures to demonstrate the success of a project and other factors can lead implementers to overlook negative impacts. Therefore, there must be an organizational commitment to conflict sensitivity in order for any strategy to be successful. Training and more participatory approaches to developing a conflict sensitive strategy can help ensure that all staff understand the value of such a strategy, jointly contribute to it and commit to executing it. Finally, as mentioned earlier but bears repeating, this CSA-IS should be considered as a starting point. The conflict sensitive strategy should be revisited periodically and revised according to information gathered from local-level analyses in newly targeted areas, rolling assessments, and monitoring and evaluation activities. It should also be based on additional discussions with implementing partners and beneficiaries.


APPENDIX 1. SOCIETAL RISK FACTORS THAT INTERACT WITH ACCELERE! ACTIVITY 1 Some of the strategies below are already a part of ACCELERE! Activity 1’s project design, but were perhaps not articulated as conflict-sensitive strategies. Their inclusion here serves to underscore the aspects of the project design which are conflict-sensitive and to highlight the risk factors they address as well as additional risk factors and strategies. SOCIETAL RISK FACTOR CONFLICT-SENSITIVE STRATEGIES Poverty / unequal distribution of resources _____________________________ Activities this applies to: Block grants Any selection process (such as training participants or hiring staff) Procurement

Avoid assistance that creates visible differences between children (e.g., new school uniforms for some and not others). Alternatively, and this is less desirable, distribute assistance outside of school hours to avoid causing jealousy and resentment and making beneficiaries vulnerable to personal attack and theft. Ensure all selection criteria are jointly developed with diverse stakeholders; communicate them clearly and apply them consistently. Consider Eagle’s strategy of anonymous surveys (coded) with objective criteria to strengthen neutrality of process. Locally source whenever possible while maintaining standards. Balance the need for quality with sustainability considerations. Communicate a clear explanation for why something was not locally sourced.

Lack of access to health care and information Activities this applies to: Materials Teacher-training

Contextualize materials in a way that helps to meet basic and pressing needs such as hand-washing to prevent disease transmission; for example, use leveled readers to promote hand-washing. Enlist the help of a local healthcare professional.

Malnutrition _____________________________ Activities this applies to: School infrastructure Increasing access and retention strategy Partnerships

Consider instituting school feeding or nutrition programs (such as Vitamin A supplements) and de-worming to help ensure minimum conditions are in place for children to be able to learn. If funds aren’t available, investigate partnering with another organization, local or international. Investigate other school feeding programs for successful models. Ensure school has appropriate facilities to store / cook food

Political instability ______________________________ Activities this applies to: Contingency planning Training of staff

Design a contingency plan in the event of violence and displacement of children, teachers, and families. Consult with humanitarian organizations on providing education in crisis and emergency situations. Communicate contingency plan to staff and personnel See www.inee.org and http://eccnetwork.net/resources/ for

http://www.inee.org/

http://eccnetwork.net/resources/


resources on education in emergencies Poor governance, corruption _____________________________ Activities this applies to: School mapping and selection Communication strategy Administration of block grants Financial management

While respecting the role of authorities, resist the ease of letting them speak alone for what’s best for the community or where to direct resources. Establish a community/team-based approach. Engage with civil society leaders, COPAS and COGES early on and make them an integral and continual part of the team that will help shepherd the Project and implement activities in each community. Provide opportunities to GDRC representatives (national and local) to interact directly with beneficiary communities and civil society in order to encourage information-sharing and transparency, and promote better citizen-government relations. Be transparent and communicative to a fault to counter the high levels of distrust and fear of discrimination or marginalization. Model and insist on transparency and accountability in all financial transactions. Prioritize having strong financial oversight measures which include community members’ participation before dispersing grants. For example, consider training COPAs and others on these committees as a first step. Also have in place a clear conflict-sensitive policy around grants eligibility and selection processes that is communicated transparently and consistently.

Tribalism and Ethnicism ____________________________ Activities this applies to: Hiring practices Participant selection Materials Evaluation of teachers Registration of students Policy development

Ensure that selection criteria for committees, project participants, project personnel includes diversity (ethnic, religious, gender, etc.) Consider incorporating peace education concepts and values of acceptance and respect for differences into teaching materials. Education materials should be vetted for political, ethnic, and gender bias. Establishing clear selection criteria and adopting a clear project policy concerning inclusion in order to prevent ethnic group favoritism from replacing meritocracy and diversity. This project policy should be well-communicated internally and externally. (This would also apply to other marginalized groups, such as women and the handicapped.) Use anonymous teacher evaluations Encourage non-discriminatory student registration and teacher recruitment procedures.


Power relations (politics, gender, religion) Activities this applies to: Policy development Managing relationships School selection process Distribution of resources

Exercise political sensitivity – be aware of political dynamics and strive for political neutrality while upholding the values and principles of inclusion and diversity in the execution of the Project. Triangulate information. Do not rely on one source of information. Institute an organizational or Project policy around inclusion and diversity which will support Project implementers’ calls for inclusion. Consider the use of quotas to ensure diverse participation in Project activities, such as training, committees, etc. Neutralize tendency of some who are in positions of authority to privilege their own group or interests through formation of committees with broad representation; e.g., “school mapping and selection committee.”

Violence, insecurity, and trauma Consider targeting the most vulnerable children, including street children and lone orphans, who are easily recruited by the armed groups as they have no family and often perceive that they can gain from joining an armed group (e.g., food security and protection). Due to their lack of familial or societal protection, they are also easy targets for forced recruitment and abduction. Consider integrating trauma awareness into training of teachers in order to help them identify cases of trauma (including their own), reduce the impact, and accommodate students within the classroom setting. Contextually appropriate trauma-counseling for parents could also improve the safety of children and promote a healthy involvement of parents in their children’s education.


APPENDIX 2. LESSONS LEARNED FROM OTHER LITERACY PROGRAMS IN DRC

Vas-y Fille Project Overview: The project aims to improve education for around 137,360 girls through four main activities: (1) providing financial support to families through scholarships for girls and the creation of savings and loan associations ; 2) improving the quality and number of teaching hours through continuous training of teachers, tutoring for children with learning challenges and through community activities to promote reading ; 3) promoting community participation; and 4) re-activating civil society in organizing accelerated learning programs.62 Lessons Learned: They experienced unintended negative impacts in their selection process for scholarships. They worked with the COPAs (Parents Committees) to select recipients based on need. However, they found through the process that they were introducing a conversation and a value judgment in the community that hadn’t existed before: who is poor and who is not poor? Who is rich and who is not rich in the community? This created a conflictual situation among the parents. If someone was not selected, this sparked the question “why did you judge them not worthy?” It also created conflict between the students – between girls who were chosen and those who were not chosen and between boys and girls because boys were not eligible, although they too had financial hardships. Additionally, sometimes the scholarship payments were delayed and the beneficiary students were kicked out of school due to non-payment of informal school fees. The project leaders decided to change course and focus on the creation of village savings and loan associations called AVEC (Association Villageois d’Epargne et de Credit). The goal is to teach parents how to save and invest in a small enterprise which can improve their financial standing and help them provide for their children’s education. So far this approach has reportedly been quite successful in generating income for families and promoting social cohesion through parent discussion groups. As the interviewee explained, parents never have a chance to sit down and talk with other parents. Through these discussion groups, they can talk not only about their experiences with the small enterprise projects but other issues and challenges as well. The program also builds a sense of community and social cohesion through a special “solidarity fund” which each family contributes to in order to address community problems jointly. Additionally, with the AVEC activities, both parents are trained and sensitized together which was greatly appreciated by female focus group participants in Haut-Katanga. The combined training of couples made it a family affair, and not only a woman’s responsibility. An additional negative side effect was the exclusion which this project created by focusing on girls. Parents with all or mostly male children felt marginalized and excluded. One mother in a focus group in Haut-Katanga asked if ACCELERE! Activity 1 could not create a Vas-y Garçon project to help the boys which were excluded from the Vas-y Fille project, and the other mothers supported this suggestion. Parents who participated in focus groups in Kasai Central and Kasai Oriental echoed this sentiment, practically begging that the new ACCELERE! Activity 1 project support both boys and girls. As the

62 La Reference (2013). http://www.lareference.cd/2013/06/lancement-national-du-projet-valorisation-de-la-scolarisation-des-filles-vas-y-fille.html

http://www.lareference.cd/2013/06/lancement-national-du-projet-valorisation-de-la-scolarisation-des-filles-vas-y-fille.html

http://www.lareference.cd/2013/06/lancement-national-du-projet-valorisation-de-la-scolarisation-des-filles-vas-y-fille.html


parents explained, they want to educate all of their children, but it is financial barriers which prevent them from doing so. The impact of Vas-y Fille in terms of access to education, mothers thought, would last only as long as the project. However, they all appreciated the introduction of AVECs and said those should help them longer term, however they were somewhat doubtful due to the weakening economy. Parents particularly in Kasai Oriental who benefited from Vas-y Fille had many concerns about the way in which the program was implemented in partnership with the school administration. The level of mistrust of school directors, COPAs and COGES is very high, and as Vas-y Fille worked directly with those authorities, without creating a complaint mechanism for parents and students, the parents who participated in focus groups made it known that they were unhappy with how the project was implemented. Many examples were given of misuse of funds, with one former COPA member admitting that they had shared cash given by Vas-y Fille among the members of COPA instead of buying the supplies for the students. Parents who participated in focus groups asked ACCELERE! Activity 1 to continue to engage the parents, to ensure transparency, and to create a complaint mechanism so that parents who are not COPA members would be able to signal ACCELERE! Activity 1 when an activity did not go as planned (ex. When school notebooks given to the school to be distributed among children were instead found on the local market for sale, and not all targeted children received their notebooks).

EAGLE Project Overview: The Empowering Adolescent Girls to Lead through Education (EAGLE) project aimed to equip adolescent girls with the educational, life and leadership skills to become change agents in their communities. FHI 360 is implementing a series of multidisciplinary activities that address education, health and gender-based violence, and that engage girls, boys, women and men in examining and altering traditional gender norms. EAGLE will award scholarships to 3,000 primary school students, called EAGLE scholars, to help improve the transition from primary to secondary school and increase completion rates for lower secondary school.63 Lessons Learned: The interviewee, who is implementing the project in Lubumbashi, emphasized that problems begin when you do not work with the Ministry of Education. Not respecting the school calendar creates problems. All trainings need to be scheduled during school breaks. On selection of scholarships, they formed a committee at each school composed of seven members (the principal, two teachers, two students, two COPA members and a community leader. All applicants had to complete an anonymous coded questionnaire which evaluated two aspects: vulnerability and performance. The strength of the process was that it was objective and transparent. However, the first time they distributed school kits to students, they did it during school hours and this created jealousy and hurt feelings among children who were not selected. One child plaintive question stuck with the interviewee, “but why do you hate us?” And, some students even chased the program administrators as they left the school and started beating up students who had received the kits. So, project staff changed the practice to distributing resources after school hours with parents present. This change in strategy may have protected project staff, but likely only delayed the negative reaction from other students who did not receive the materials to the children returning home with the new materials, or to the next day at school when the children arrived with their new materials.

63 http://www.fhi360.org/projects/empowering-adolescent-girls-lead-through-education-eagle

http://www.fhi360.org/projects/empowering-adolescent-girls-lead-through-education-eagle


A strength of the design was they created a control group and compared results between the two groups of schools. While the learning outcomes were positive in the beneficiary schools and both access and retention for girls increased between 30% and 40%, there were some unintended negative impacts. Neighboring schools saw their enrollment numbers drop which also created financial instability and some resentment. The beneficiary schools dealt with the issue by creating parallel classes to make room for the influx. The interviewee also stressed that it can create problems if the funds for the scholarships from a separate pot. It is better for them to be combined with school resources and then distributed to the students. It was not clear what effect that had on transparency or whether some of the resources were used towards salaries. The increase in enrollment does increase the amount school fees collected which creates financial incentives to support the program. In terms of sustainability, the Ministry has called for the creation of “proximity networks” so other schools can benefit from the training.

OPEQ Project Overview: The The Opportunities for Equitable Access to Quality Basic Education (OPEQ) project aimed to improve teachers’ motivation and performance, children’s access to quality education in 350 communities, and social-emotional learning, literacy and math abilities of hundreds of thousands of children in DRC.64 It was a five-year project with three key interventions: 1) an integrated curriculum including both social-emotional learning as well as reading and math, 2) continuous in-service teacher training and coaching, and 3) strengthening COPAs and COGESs. Lessons Learned: In an effort to motivate teachers, OPEQ gave rewards to the top three teachers in each school. Some school directors voiced their concern about this activity, as they complained that this was discriminatory and would create conflict between the teachers. Former OPEQ staff members confirmed that this type of motivation strategy caused tensions between teachers within the same school. An interviewee also said that the issue of motivation that exists in DRC is the non-payment of teachers, and therefore strategies that motivate teachers which do not involve ensuring that they are paid do not actually help motivate teachers.

64 http://steinhardt.nyu.edu/ihdsc/opeq

http://steinhardt.nyu.edu/ihdsc/opeq


APPENDIX 3. CONFLICT SENSITIVITY RESOURCES AND TOOLS The Conflict Sensitivity Consortium’s How to Guide on Conflict Sensitivity, February 2012.

http://www.conflictsensitivity.org/how-to-guide/. The “Do No Harm” Framework for Analyzing the Impact of Assistance on Conflict: A Handbook.

http://www.cdacollaborative.org/media/52500/Do-No-Harm-Handbook.pdf Evaluating the Effectiveness of Educational Block Grants to Orphans and Vulnerable Children, Center for

Global Health and Development, Boston University, September 2011. http://www.bu.edu/cghd/files/2011/12/Block-Grant-Final-Report-9.30.11-Full-Report.pdf.

The International Network for Education in Emergencies (INEE) Conflict Sensitive Education Pack.

http://toolkit.ineesite.org/inee_conflict_sensitive_education_pack. USAID Checklist for Conflict Sensitivity in Education Programs, November 2013.

https://www.usaid.gov/sites/default/files/documents/1865/USAID_Checklist_Conflict_Sensitivity_14FEB27_cm.pdf.

USAID Guidance Note: Literacy in Conflict-affected Contexts. http://eccnetwork.net/wp-

acontent/uploads/Literacy-In-Conflict-Guidance-Note-FINAL.pdf World Bank Resilience in Education Systems (RES360) Rapid Assessment Manual (2013).

http://documents.worldbank.org/curated/en/2013/01/17708055/resilience-education-system-res-360-degree-rapid-analysis-manual

http://www.cdacollaborative.org/media/52500/Do-No-Harm-Handbook.pdf

http://www.bu.edu/cghd/files/2011/12/Block-Grant-Final-Report-9.30.11-Full-Report.pdf

http://toolkit.ineesite.org/inee_conflict_sensitive_education_pack

https://www.usaid.gov/sites/default/files/documents/1865/USAID_Checklist_Conflict_Sensitivity_14FEB27_cm.pdf

https://www.usaid.gov/sites/default/files/documents/1865/USAID_Checklist_Conflict_Sensitivity_14FEB27_cm.pdf

http://eccnetwork.net/wp-acontent/uploads/Literacy-In-Conflict-Guidance-Note-FINAL.pdf

http://eccnetwork.net/wp-acontent/uploads/Literacy-In-Conflict-Guidance-Note-FINAL.pdf

http://documents.worldbank.org/curated/en/2013/01/17708055/resilience-education-system-res-360-degree-rapid-assessment-manual

http://documents.worldbank.org/curated/en/2013/01/17708055/resilience-education-system-res-360-degree-rapid-assessment-manual


APPENDIX 4. FOCUS GROUP DISCUSSION GUIDES

Groupe de Discussion – Guide – Directeurs

Welcome Merci d’accepter de faire partie de ce groupe de discussion. J’apprécie votre volonté de participer. Presentations Shannon Staff d’ACCELERE ! Participants Objectif du Groupe de Discussion Il nous a été demandé par ACCELERE ! de diriger des groupes de discussion. La raison pour laquelle nous avons ces groupes de discussion est de connaitre plus en rapport avec vos écoles et vos communautés, les relations entre l’école et la communauté, avec les élèves, et quel est l’impact du projet d’ACCELERE ! aujourd’hui et dans l’avenir. Nous avons besoin de vos avis et voulons que vous partagiez vos idées ouvertement avec nous, parce que ca va nous aider dans le projet dans l’avenir. Lignes Directrices

1. Je voudrais avoir la participation de tous. L’avis de tous le monde qui participent ici est très important. J’invite à chacun de donner son avis.

2. Il n’y a pas de bonnes ou mauvaises réponses. Chaque expérience personnelle ainsi que chaque avis individuel sont importants. Exprimez-vous qu’il s’agisse d’un avis pour ou contre. Je veux entendre ce que tout le monde a à dire, même si vous n’êtes pas d’accord avec certains éléments.

3. Ce qui se dit dans le groupe reste ici. Je veux que vous vous sentiez à l’aise en partageant vos réflexions, avis et expériences.

4. Nous serons en train de prendre des notes qui nous aiderons à nous rappeler de ce qui a été dit pendant le groupe de discussion. Nous voulons retenir tout ce que nous nous dirons. Nous ne mentionnerons le nom de personne dans le rapport. Vous resterez anonymes. La présentation qu’on a fait au début c’était pour se connaître, nous n’avons pas pris note de vos noms.

Avez-vous des questions avant que nous ne débutons ? Questions du groupe de discussion :

1. Parlez-moi un peu de la relation entre vos écoles. Quels sont les interactions entre vos écoles ? 2. Quel est la relation entre les écoles et la communauté ? 3. Sur le plan général, est-ce que vous pensez que la qualité d’éducation est diffèrent d’une école a

une autre ? Cela pourrait être les infrastructures, les matériaux didactiques, la qualité d’enseignement ou n’importe quelle autre différence entre vos écoles.

o Est-ce que ca crée les difficultés dans la communauté ou au sein des écoles? 4. Quels sont les défis que vous rencontrez en tant que directeurs dans la gestion et la fréquentation

des enfants en âge scolaire au sein des écoles ? 5. Est-ce que vous pouvez partager un peu les différents tensions ou problèmes qui ont existé entre

les écoles et la communauté dans le passé ?


o Si oui, comment ces tensions/problèmes ont étés ressenties/manifestées ? o Si oui, comment ces tensions/problèmes ont étés réglées ?

6. Est-ce que ces tensions/problèmes existent toujours ? Ou bien, il y a d’autres genres de tensions/problèmes aujourd’hui ?

7. Est-ce que vous pensez qu’il y a l’insécurité dans les environs de votre communauté ? Si oui, est-ce que ça a un impacte sur vos écoles (fréquentation, régularité des élèves) ?

8. Est-ce que vous pensez qu’il y a de la violence ou comportement qui a un impact sur la relation entre les élèves et les enseignants dans vos écoles ?

o Si oui, quels sont les mesures palliatives à ce genre de comportement ? 9. Comment avez-vous étés associé au projet ACCELERE ! ? 10. Quelle est votre expérience avec ACCELERE! Activity 1 ?

o Comment est-ce que le projet encourage la cohésion et l’inclusion dans le projet ? o Est-ce que le projet a créé des conflits ou les tensions dans vos communautés, vos écoles,

entre vos écoles, entre les enseignants, entre les élèves, etc. ? 11. Est-ce que vous pensez qu’il y a une situation dans l’avenir qui aura un impact négatif sur la

situation de l’école, sur l’éducation es enfants, sur leur fréquentation ? (Ca pourrait être politique, économique, etc.)

12. Y’a-t-il quelque chose en plus que vous aimeriez partager ? Conclusion Ceci conclut le groupe de discussion. J’aimerais vous remercier pour votre temps et pour votre participation aujourd’hui. Merci encore.


Groupe de Discussion – Guide – Enseignants Bienvenue Merci d’accepter de faire partie de ce groupe de discussion. J’apprécie votre volonté de participer. Presentations Shannon Staff d’ACCELERE ! Participants Objectif du Groupe de Discussion Il nous a été demandé par ACCELERE ! de diriger des groupes de discussion. La raison pour laquelle nous avons ces groupes de discussion est de connaitre plus en rapport avec votre école et votre communauté, les relations entre l’école et la communauté, avec les élèves, et quel est l’impact du projet d’ACCELERE ! aujourd’hui et dans l’avenir. Nous avons besoin de vos avis et voulons que vous partagiez vos idées ouvertement avec nous, parce que ça va nous aider dans le projet dans l’avenir. Lignes Directrices






1. Qu’est-ce que vous permet de sentir comme membre de la communauté dans cette école ? 2. Est-ce que la langue d’enseignement affecte l’apprentissage et la fréquentation des élèves ? Si

oui, comment ? 3. Quelle est votre expérience avec ACCELERE! Activity 1 ? Comment est-ce que le projet

interagit avec vous ou quel est votre implications dans le projet ? 4. Est-ce que vous pouvez partager un peu les différents tensions ou problèmes qui ont existé des

groupes d’élèves, entre les élèves et les enseignants, ou entre l’école et la communauté ? o Si oui, comment ces tensions/problèmes ont étés ressenties/manifestées dans la

communauté scolaire ? o Si oui, comment ces tensions/problèmes ont étés réglées dans la communauté scolaire ?



6. Quel est le plus grand défi au sujet de l’instruction des enfants quant a l’accès, l’accessibilité et la fréquentation à une éducation de qualité ?

7. Est-ce que le programme d’éducation permet à tous les enfants d’avoir le même niveau de qualité d’éducation. (Est-ce que ça répond aux besoins en éducation de tous les enfants ?)

8. Est-ce que la représentation ethnique, religieux, tribal, sociale des enseignants reflète la représentation des élèves ? Est-ce que les minorités sont représenté au sein de vous ?

9. Les groupes minoritaires ont-ils des défis additionnels dans leur accès, fréquentation et réussite a l’école ?

10. Qui sont les minorités ou les groupes vulnérables dans votre communauté et comment le projet ACCELERE! Activity 1 interagit avec eux?

11. Selon vous, est-ce que le projet ACCELERE ! crée des tensions/problèmes dans votre communauté ? Ou est-ce que le projet ACCELERE ! a amené une inclusion dans votre communauté scolaire ? Dans l’avenir, est-ce que vous pensez que le projet ACCELERE ! a créer des confits ou dans votre communauté scolaire ?

12. Est-ce que vous pensez qu’il y a une situation dans l’avenir qui aura un impact négatif sur la situation de l’école, sur l’éducation des enfants, sur leur fréquentation ? (Ca pourrait être politique, économique, etc.) Voyez-vous un défi à venir qui pourrais rendre difficile votre profusion de l’éducation de qualité aux enfants de votre communauté ?

13. Y’a-t-il quelque chose de plus que vous aimeriez partager ?

Conclusion Ceci conclut le groupe de discussion. J’aimerais vous remercier pour votre temps et pour votre participation aujourd’hui. Merci encore.


Groupe de Discussion – Guide – Parents, Membres du COPA/COGES, Leaders Locaux (Communauté de l’École Primaire)

Bienvenue Merci d’accepter de faire partie de ce groupe de discussion. J’apprécie votre volonté de participer. Presentations Shannon Staff d’ACCELERE ! Participants Objectif du Groupe de Discussion Il nous a été demandé par ACCELERE ! de diriger des groupes de discussion. La raison pour laquelle nous avons ces groupes de discussion est de connaitre plus en rapport avec votre école et votre communauté, les relations entre l’école et la communauté, avec les élèves, et quel est l’impact du projet d’ACCELERE ! aujourd’hui et dans l’avenir. Nous avons besoin de vos avis et voulons que vous partagiez vos idées ouvertement avec nous, parce que ça va nous aider dans le projet dans l’avenir. Lignes Directrices






1. Parlez-moi un peu de votre communauté et quels sont les relations entre les membres de la communauté ?

2. Quelles sont les relations qui existent au sein de votre école ? 3. Est-ce que vous pouvez partager un peu les différents tensions ou problèmes qui ont existé des

groupes d’élèves, entre les élèves et les enseignants, entre les parents et les enseignants ou entre l’école et la communauté ?

o Si oui, comment ces tensions/problèmes ont étés ressenties/manifestées dans la communauté scolaire ?

o Si oui, comment ces tensions/problèmes ont étés réglées dans la communauté scolaire ? 4. Est-ce que ces tensions/problèmes existent toujours ? Ou bien, il y a d’autres genres de

tensions/problèmes aujourd’hui ?


5. Quels défis les garçons et les filles rencontrent pour accéder, fréquenter et réussir a l’école ? 6. Quelle est la relation entre le COPA/parents et le staff scolaire ? 7. Quelle est la relation entre le COPA et le COGES de l’école ? 8. Est-ce que les membres du COPA et du COGES sont choisis d’une manière équitable en termes

de genre, classe socio-économique, groupe ethnique, etc.? Est-ce que la composition (genre, ethnique, classe sociale, etc.) des membres du COPA et du COGES reflète les qualités des membres de la communauté ?

9. Comment aviez vous été associé au projet ACCELERE! Activity 1 ? 10. Quelle est votre expérience avec le projet d’ACCELERE! Activity 1 ? Comment est-ce que le

projet crée des tensions ou promouvait la cohésion dans votre communauté ? 11. Est-ce que vous pensez qu’il y a une situation dans l’avenir qui aura un impact négatif sur la

situation de l’école, sur l’éducation des enfants, sur leur fréquentation ? (Ca pourrait être politique, économique, etc.) Voyez-vous un défi à venir qui pourrais rendre difficile votre profusion de l’éducation de qualité aux enfants de votre communauté ?

12. Y’a-t-il quelque chose de plus que vous aimeriez partager ? Conclusion Ceci conclut le groupe de discussion. J’aimerais vous remercier pour votre temps et pour votre participation aujourd’hui. Merci encore.


Groupe de Discussion – Guide – Staff CRS Bienvenue Merci d’accepter de faire partie de ce groupe de discussion. J’apprécie votre volonté de participer. Presentations Shannon Staff d’ACCELERE ! Participants Objectif du Groupe de Discussion Il nous a été demandé par ACCELERE ! de diriger des groupes de discussion. La raison pour laquelle nous avons ces groupes de discussion est de connaitre plus en rapport avec votre centre et votre communauté, les relations entre le centre et la communauté, avec les élèves, et quel est l’impact du projet d’ACCELERE ! aujourd’hui et dans l’avenir. Nous avons besoin de vos avis et voulons que vous partagiez vos idées ouvertement avec nous, parce que ça va nous aider dans le projet dans l’avenir. Lignes Directrices






1. Parlez-moi un peu de votre CRS. Qu’est-ce que vous permet de sentir comme membre de la communauté dans ce centre ?

2. Quelles sont les relations entre les élèves au sein de votre centre ? 3. Est-ce que vous pouvez partager un peu les différents tensions ou problèmes qui ont existé entre

les groupes d’élèves, entre les élèves et les enseignants, entre les parents et les enseignants ou entre le centre et la communauté ?



tensions/problèmes aujourd’hui ? 5. Quels sont les défis en tant qu’enseignant à donner une éducation équitable à tous les élèves?


6. Est-ce que le programme d’éducation permet à tous les enfants d’avoir le même niveau de qualité d’éducation. (Est-ce que ça répond aux besoins en éducation de tous les enfants ?)


8. Est-ce que la langue d’enseignement affecte l’apprentissage et la fréquentation des élèves ? Si oui, comment ?

9. Quels sont les groupes minoritaires et les groupes vulnérables dans votre communauté ? Est-ce qu’ils ont des défis spécifique dans leur accès, fréquentation et réussite au centre ?

10. Est-ce que vous pensez qu’il y a une situation dans l’avenir qui aura un impact négatif sur la situation du centre, sur l’éducation des enfants, sur leur fréquentation ? (Ca pourrait être politique, économique, etc.) Voyez-vous un défi à venir qui pourrais rendre difficile votre profusion de l’éducation de qualité aux enfants de votre communauté ?

11. Qu’est ce qui devrait être fait pour améliorer l’inclusion et la cohésion entre vos élèves ainsi que dans votre communauté ?



Groupe de Discussion – Guide – Staff CAP Bienvenue Merci d’accepter de faire partie de ce groupe de discussion. J’apprécie votre volonté de participer. Presentations Shannon Staff d’ACCELERE ! Participants Objectif du Groupe de Discussion Il nous a été demandé par ACCELERE ! de diriger des groupes de discussion. La raison pour laquelle nous avons ces groupes de discussion est de connaitre plus en rapport avec votre centre et votre communauté, les relations entre le centre et la communauté, avec les apprenants, et quel est l’impact du projet d’ACCELERE ! aujourd’hui et dans l’avenir. Nous avons besoin de vos avis et voulons que vous partagiez vos idées ouvertement avec nous, parce que ça va nous aider dans le projet dans l’avenir. Lignes Directrices






1. Parlez-moi un peu de votre CAP. Qu’est-ce que vous permet de sentir comme membre de la communauté dans ce centre ?

2. Quelles sont les relations entre les apprenants au sein de votre centre ? Est-ce que vous pouvez partager un peu les différents tensions ou problèmes qui ont existé entre les groupes d’apprenants, entre les apprenants et les enseignants, entre les parents et les enseignants ou entre le centre et la communauté ?



tensions/problèmes aujourd’hui ? 4. Qu’est ce qui permet aux jeunes de réussir et de mieux s’appliquer au centre ?


5. Qu’est ce qui permettrait une meilleure rétention des apprenants au centre ? 6. Quels sont les défis auxquels les jeunes faire face dans l’accès, la fréquentation et la réussite dans

le centre ? 7. Est-ce que la représentation ethnique, religieux, tribal, sociale des enseignants reflète la

représentation des élèves ? Est-ce que les minorités sont représenté au sein de vous ? 8. Est-ce que la langue d’enseignement affecte la présence ou l’apprentissage des apprenants ? Si

oui, comment ? 9. Quels sont les groupes minoritaires et les groupes vulnérables dans votre communauté ? Est-ce

qu’ils ont des défis spécifiques dans leur accès, fréquentation et réussite au centre ? 10. Est-ce que vous pensez qu’il y a une situation dans l’avenir qui aura un impact négatif sur la

situation du centre, sur l’éducation des enfants, sur leur fréquentation ? (Ca pourrait être politique, économique, etc.) Voyez-vous un défi à venir qui pourrais rendre difficile votre profusion de l’éducation de qualité aux enfants de votre communauté ?

11. Qu’est ce qui devrait être fait pour améliorer l’inclusion et la cohésion entre vos apprenants ainsi que dans votre communauté ?



Groupe de Discussion – Guide – Parents, Membres du COPA, Leaders Locaux (CRS/CAP)

Bienvenue Merci d’accepter de faire partie de ce groupe de discussion. J’apprécie votre volonté de participer. Presentations Shannon Staff d’ACCELERE ! Participants Objectif du Groupe de Discussion Il nous a été demandé par ACCELERE ! de diriger des groupes de discussion. La raison pour laquelle nous avons ces groupes de discussion est de connaitre plus en rapport avec vos centres et vos communautés, les relations entre l’école et la communauté, avec les élèves et les apprenants, et quel est l’impact du projet d’ACCELERE ! aujourd’hui et dans l’avenir. Nous avons besoin de vos avis et voulons que vous partagiez vos idées ouvertement avec nous, parce que ça va nous aider dans le projet dans l’avenir. Lignes Directrices






1. Parlez-moi un peu de votre communauté et quels sont les relations entre les membres de la communauté ?

2. Quelle est la relation entre la jeunesse et la communauté ? 3. Est-ce que vous pouvez partager un peu les différents tensions ou problèmes qui ont existé des

groupes d’élèves/apprenants, entre les élèves/apprenants et les enseignants, entre les parents et les enseignants ou entre l’école et la communauté ?



tensions/problèmes aujourd’hui ?


5. Quels sont les défis auxquels les enfants/jeunes font face dans l’accès, la fréquentation et la réussite dans le centre ?

6. Qu’est ce qui constitue un empêchement aux enfants/jeunes pour leur enrôlement dans le centre ? 7. Est-ce que le CRS/CAP diminue les défis que les enfants/les jeunes rencontrent ? 8. Est-ce que vous pensez qu’il y a une situation dans l’avenir qui aura un impact négatif sur la

situation de l’école, sur l’éducation des enfants, sur leur fréquentation ? (Ca pourrait être politique, économique, etc.) Voyez-vous un défi à venir qui pourrais rendre difficile votre profusion de l’éducation de qualité aux enfants de votre communauté ?

9. Qu’est ce qui devrait être fait pour améliorer l’inclusion et la cohésion entre les jeunes ainsi que dans votre communauté ?



GROUPE DE DISCUSSION – GUIDE – STAFF CAP/CRS – SUD KIVU Bienvenue Merci d’accepter de faire partie de ce groupe de discussion. J’apprécie votre volonté de participer. Presentations Shannon Traducteur Participants Objectif du Groupe de Discussion Il nous a été demandé par ACCELERE ! de diriger des groupes de discussion. La raison pour laquelle nous avons ces groupes de discussion est de connaitre plus en rapport avec votre centre et votre communauté, les relations entre le centre et la communauté, avec les apprenants, et quel est l’impact du projet d’ACCELERE ! aujourd’hui et dans l’avenir. Nous avons besoin de vos avis et voulons que vous partagiez vos idées ouvertement avec nous, parce que ça va nous aider dans le projet dans l’avenir. Lignes Directrices






1. Parlez-moi un peu de votre CRS/CAP. Qu’est-ce que vous permet de sentir comme membre de la communauté dans ce centre ?

2. Quelles sont les relations entre les élèves/apprenants au sein de votre centre ? 3. Est-ce que vous pouvez partager un peu les différents tensions ou problèmes qui ont existé entre

les groupes d’apprenants, entre les apprenants et les enseignants, entre les parents et les enseignants ou entre le centre et la communauté ?



tensions/problèmes aujourd’hui ? 5. Qu’est ce qui permet aux enfants/jeunes de réussir et de mieux s’appliquer au centre ? 6. Qu’est ce qui permettrait une meilleure rétention des élèves/apprenants au centre ?


7. Quels sont les défis auxquels les enfants/jeunes faire face dans l’accès, la fréquentation et la réussite dans le centre ?


9. Est-ce que la langue d’enseignement affecte la présence ou l’apprentissage des apprenants ? Si oui, comment ?

10. Quels sont les groupes minoritaires et les groupes vulnérables dans votre communauté ? Est-ce qu’ils ont des défis spécifiques dans leur accès, fréquentation et réussite au centre ?

11. Voyez-vous un défi à venir qui pourrais rendre difficile votre profusion de l’éducation de qualité aux enfants de votre communauté ?

12. Qu’est ce qui devrait être fait pour améliorer l’inclusion et la cohésion entre vos apprenants ainsi que dans votre communauté ?



APPENDIX 5. KEY INFORMANT INTERVIEW GUIDES

UNICEF – National Level Focus of interview: Context of education in DRC overall, Equateur in particular.

• Would you explain to me the context in Equateur in general? • Please tell me more specifically about the educational context in Equateur. • What are the main educational challenges in Equateur? • What sets Equateur apart from the other provinces? What is unique about its context? • What are some of the main community-level connectors and dividers in Equateur? • What problems or existing tensions should an education actor take care not to exacerbate when

intervening in schools? In general:

• Can you give me a few examples of education interventions which exasperated existing conflicts, or created additional tensions with their interventions?

• What effect do you think that the current political situation and upcoming election could have on education service provision? On the ability of education actors to implement projects?

• What effect do you think that the découpage process could have on education service provision? On the ability of education actors to implement projects?

• What suggestions do you have for ACCELERE! Activity 1 project staff if they want to avoid causing tensions or conflicts in the school, with administrators and in the community?

• What suggestions do you have for ACCELERE! Activity 1 project staff if they would like to promote social cohesion and peace in the school and the community?


ACCELERE! Activity 1 Staff in Lubumbashi Haut-Katanga

• Would you explain to me the context in Haut-Katanga ? • What are the main educational challenges in Haut-Katanga? • What are some of the main community-level connectors and dividers in Haut-Katanga? • What conflicts exist in Haut-Katanga? How have they affected children’s access to education,

retention and learning? Lualaba

• Would you explain to me the context in Lualaba ? • What are the main educational challenges in Lualaba? • What are some of the main community-level connectors and dividers in Lualaba? • What conflicts exist in Lualaba? How have they affected children’s access to education, retention

and learning? Katanga in general

• How does violent conflict affect the targeted areas in Katanga? • Have you worked in other provinces? If so, what is unique about the educational context in

Katanga? • Can you give me a few examples of education interventions which exacerbated existing conflicts,

or created additional tensions with their interventions? • What effect do you think that the current political situation and upcoming election could have on

education service provision? On the ability of education actors to implement projects? • What effect do you think that the découpage process could have on education service provision?

On the ability of education actors to implement projects? • There are areas of Katanga where Kiswahili is not spoken at all. Should it still be taught? How

should ACCELERE! Activity 1 adapt its programming for this context? ACCELERE! Activity 1

• Where are the ACCELERE! Activity 1 program staff from? • Is there a diversity of ethnic group, religion, and sex among the ACCELERE! Activity 1 program

staff? • Has the project already caused any tensions or problems in the targeted schools or communities

that you are aware of? • Can you think of any potential problems that ACCELERE! Activity 1 might cause in the future? • What suggestions do you have for ACCELERE! Activity 1 project staff if they want to avoid

causing tensions or conflicts in the school, with administrators and in the community? • What suggestions do you have for ACCELERE! Activity 1 project staff if they would like to

promote social cohesion and peace in the school and the community?

Other projects: • What other education projects have you worked on? • What were some of the challenges/problems faced by those projects? • How can ACCELERE! Activity 1 avoid having the same problems?


ACCELERE! Activity 1 Staff in Goma North Kivu

• Would you explain to me the context in North Kivu? • What are the main educational challenges in North Kivu? • What are some of the main community-level connectors and dividers in North Kivu? • What conflicts exist in North Kivu? How have they affected children’s access to education,

retention and learning? South Kivu

• Would you explain to me the context in South Kivu? • What are the main educational challenges in South Kivu? • What are some of the main community-level connectors and dividers in South Kivu? • What conflicts exist in South Kivu? How have they affected children’s access to education,

retention and learning? Kivus in general

• How does violent conflict affect the Kivus? • Have you worked in other provinces? If so, what is unique about the educational context of the

Kivus? • Can you give me a few examples of education interventions which exacerbated existing conflicts,

or created additional tensions with their interventions? • What effect do you think that the current political situation and upcoming election could have on

education service provision? On the ability of education actors to implement projects? • What effect do you think that the découpage process could have on education service provision?

On the ability of education actors to implement projects? • Are there areas of the Kivus where Kiswahili is not spoken? If so, are the local languages which

are spoken related to Kiswahili? If not, should it still be taught? How should ACCELERE! Activity 1 adapt its programming for this context?

ACCELERE! Activity 1

• Where are the ACCELERE! Activity 1 program staff from? • What suggestions do you have for ACCELERE! Activity 1 project staff if they want to avoid

causing tensions or conflicts in the school, with administrators and in the community? • What suggestions do you have for ACCELERE! Activity 1 project staff if they would like to

promote social cohesion and peace in the school and the community?

Other projects: • What other education projects have you worked on? • What were some of the challenges/problems faced by those projects? • How can ACCELERE! Activity 1 avoid having the same problems?


Sous Proved Comme vous savez, le projet ACCELERE ! est financé par l’USAID et UKAID.

• La raison que je suis ici c’est d’étudier le contexte dans lequel Chemonics est en train de mettre en œuvre le projet ACCELERE! Activity 1.

• J’ai été engagé par le projet pour faire une étude du contexte, pour donner les recommandations dans l’orientation du projet dans l’avenir.

• L’entretien ne prendra pas plus qu’une heure. • Tout ce que vous dites pendant l’entretien sera confidentiel. Je ne vais pas écrire votre nom dans

mon rapport. • Si vous avez des questions, n’hésitez pas à les poser maintenant ou pendant l’entretien. • Il n’y a pas des bonnes réponses ou des mauvaises réponses. Vos avis et vos expériences sont très

importants. • Soyez à l’aise. • Est-ce que vous avez des questions avant qu’on commence ?

General questions:

• Quel est la situation générale dans le sous-division de ? • Quel est la situation socio-économique dans le sous division de ? • Est-ce que vous pensez qu’il y a l’insécurité dans les environs de la sous-division ? Si oui, est-ce

que ça a un impacte sur vos écoles (fréquentation, régularité des élèves, infrastructure, comportement des enfants, etc.) ?

• Est-ce qu’il y a d’autres tensions ou problèmes dans la communauté ? Si oui, lesquels ? • Est-ce que tous les enfants vont à l’école ?

o Est-ce qu’il y a un certain groupe ou type d’enfant qui ne fréquente pas l’école ? o Quelles actions sont en cours pour améliorer leur accès a l’éducation ?

• Est-ce qu’il y a des enfants déplacés dans le sous-division ? Administration :

• En tant que Sous Proved, quels sont les problèmes ou défis auxquels vous faites face en fournissant une éducation de qualité aux enfants dans la sous-division _________ ?

• Est-ce que le système de paiement des enseignants fonctionne bien ? Si non, pourquoi ? • A votre avis, quel est le plus grand problème dans le secteur éducation aujourd’hui dans la sous

division _______ ? • Merci de m’expliquer un peu de la politique de l’utilisation des langues locales comme la langue

d’apprentissage dans l’école primaire. Comment va la transition vers la nouvelle politique ? Relations scolaires :

• Comment sont les relations entre les écoles dans la sous-division ? • Est-ce qu’il y a des tensions ou problèmes spécifiques qui existent dans les écoles de la sous-

division aujourd’hui ? ACCELERE! Activity 1 :

• Comment avez-vous étés associé au projet ACCELERE ! ? • Quelle est votre expérience avec ACCELERE! Activity 1 ?


• Est-ce que, jusqu'à la, le projet ACCELERE! Activity 1 a déjà créé des problèmes dans la sous- division ? Si oui, lesquels ?

• Le projet ACCELERE! Activity 1 appui les écoles publique et pas les écoles privées, est-ce que vous pensez que ca a créé des tensions ou des problèmes entre les écoles publiques et les écoles privées ?

• Comme le projet ACCELERE! Activity 1 Cible spécifiquement les élèves et les enseignants de la première et la deuxième année, est-ce que ça pose problème avec les élèves et les enseignants des autres années ?

o Si non, pourquoi ? o Si oui, qu’est-ce que vous suggérez pour améliorer les relations ?

Assistance :

• Est-ce que vous pouvez me donner un exemple d’un projet d’un ONG qui a travaillé dans les écoles et qui a créé des problèmes ou des tensions dans les communautés ?

o Comment est-ce que cette situation a été réglé ? • Pouvez-vous me donner un exemple d’un projet d’un ONG qui a travaillé dans les écoles et qui a

promut l’inclusion et la cohésion dans la communauté scolaire ? • Quelles suggestions avez-vous pour les agents du projet d’ACCELERE! Activity 1 qui voudrait

éviter de créer des problèmes dans les communautés scolaires ciblées par le projet ? • Quelles suggestions avez-vous pour le projet d’ACCELERE! Activity 1 de promouvoir la

cohésion social et la paix dans les écoles et les communautés ciblées ? • Avec qui peut le projet travailler localement pour promouvoir la cohésion sociale et la paix dans

les écoles et les communautés ciblées ?


Chef de la Division des Affaires Sociales – Katanga Comme vous savez, le projet ACCELERE ! est financé par l’USAID et UKAID.






General questions :

• Il y a combien de CRS publiques dans le Katanga ? Haut-Katanga ? • Avez-vous une idée de combien d’enfant fréquente les CRS ? • Est-ce que vous avez une idée sur le nombre d’enfant qui ne sont pas a l’école ? • Merci de me donner un peu d’idée de la population scolaire (genre, âge, socio-économique, etc.) • Pourquoi est-ce que ces enfants fréquente le CRS et pas les écoles formelles ?

o Qui les a poussées d’enregistrer dans les CRS ? o Quelles sont les mécanismes pour les maintenir au centre ? o J’imagine qu’il y a certains enfants qui abandonnent leurs études. Quels sont les raisons

d’abandonnement ? • Qu’est-ce qui fonctionne bien dans les CRS ? Quels sont les défis dans le fonctionnement des

CRS ? • Comment est-ce que le processus du découpage a affecté votre travail et le fonctionnement et

gestion des CRS ? • Est-ce que vous pouvez partager un peu les différents tensions ou problèmes qui ont existé dans

les CRS dans le passé ? Par exemple, entre les élèves, ou entre le centre et la communauté ? o Si oui, comment ces tensions/problèmes ont étés ressenties/manifestées dans la

communauté scolaire ? o Si oui, comment ces tensions/problèmes ont étés réglées dans la communauté scolaire ?

• Est-ce que ces tensions/problèmes existent toujours ? Ou bien, il y a d’autres genres de tensions/problèmes aujourd’hui ?

Enseignants

• Est-ce que les enseignants suivent un code de conduite ? o Si un enseignant/une enseignante fait quelque chose contre le code de conduite, quel est

le processus pour punir cette faute ? Administration :


• En tant que ____, quels sont les problèmes ou défis auxquels vous faites face en fournissant une éducation de qualité aux enfants dans les CRS ?

• C’est quoi le système de paiement des enseignants ? o Est-ce que le système de paiement des enseignants fonctionne bien ? Si non,

Relations scolaires :

• Comment sont les relations entre les différents CRS ? • Quelle est la relation entre les CRS et les écoles formelles ? • Quelle est la relation entre les CRS publiques et les CRS privés ?

Accès : • Est-ce que tous les enfants qui ont besoin de ce type d’éducation accéléré ont accès à un CRS ?

Comment ? Ou pourquoi pas ? • Quels sont les défis sur lesquels les enfants font face en essayant d’accéder à l’éducation ?

Assistance :

• Est-ce que vous pouvez me donner un exemple d’un projet d’un ONG qui a travaillé dans les CRS et qui a créé des problèmes ou des tensions dans les communautés ?

o Comment est-ce que cette situation a été réglé ? • Pouvez-vous me donner un exemple d’un projet d’un ONG qui a travaillé dans les CRS et qui a

promut l’inclusion et la cohésion dans la communauté scolaire ? • Quelles suggestions avez-vous pour les agents du projet d’ACCELERE! Activity 1 qui voudrait

éviter de créer des problèmes dans les communautés scolaires ciblées par le projet ? • Quelles suggestions avez-vous pour le projet d’ACCELERE! Activity 1 de promouvoir la

cohésion social et la paix dans les écoles et les communautés ciblées ?


Chef de la Division des Affaires Sociales – Nord Kivu Comme vous savez, le projet ACCELERE ! est financé par l’USAID et UKAID.






General questions :

• Il y a combien de CRS/CAP dans le Nord Kivu ? • Avez-vous une idée de combien d’enfant fréquente les CRS/CAP ? • Est-ce que vous avez une idée sur le nombre d’enfant qui ne sont pas à l’école ? • Merci de me donner un peu d’idée de la population scolaire (genre, âge, socio-économique, etc.) • Pourquoi est-ce que ces enfants fréquente le CRS/CAP et pas les écoles formelles ?

o Qui les a poussées d’enregistrer dans les CRS/CAP ? o Quelles sont les mécanismes pour les maintenir au centre ? o J’imagine qu’il y a certains enfants qui abandonnent leurs études. Quels sont les raisons

d’abandonnement ? • Qu’est-ce qui fonctionne bien dans les CRS/CAP ? Quels sont les défis dans le fonctionnement

des CRS/CAP ? • Comment est-ce que le processus du découpage a affecté votre travail et le fonctionnement et

gestion des CRS/CAP ? • Quel impact a le conflit armé sur le fonctionnement des CRS/CAP ?

Enseignants :


le processus pour punir cette faute ? Relations scolaires : :

• Comment sont les relations entre les différents CRS/CAP ? • Quelle est la relation entre les CRS/CAP et les écoles formelles ? • Quelle est la relation entre les CRS/CAP publiques et les CRS/CAP privés ?

Accès : • Est-ce que tous les enfants qui ont besoin de ce type d’éducation accéléré ont accès à un

CRS/CAP ? Comment ? Ou pourquoi pas ? • Quels sont les défis sur lesquels les enfants font face en essayant d’accéder à l’éducation ?


Assistance :

• Quelles suggestions avez-vous pour les agents du projet d’ACCELERE! Activity 1 qui voudrait éviter de créer des problèmes dans les communautés scolaires ciblées par le projet ?

• Quelles suggestions avez-vous pour le projet d’ACCELERE! Activity 1 de promouvoir la cohésion social et la paix dans les écoles et les communautés ciblées ?


Katanga – UNICEF Focus of interview: Context of education in Katanga

• Would you explain to me the context in Haut-Katanga and Lualaba in general? • Please tell me more specifically about the educational context in Haut-Katanga and Lualaba. • What are the main educational challenges in Haut-Katanga et Lualaba? • Have you worked in other provinces in DRC? What sets Haut-Katanga and Lualaba apart from

the other provinces? What is unique about its context? • What are some of the main community-level connectors and dividers in Haut-Katanga? And in

Lualaba? • What problems or existing tensions should an education actor take care not to exacerbate when

intervening in schools? • Do you know how many children aren’t in school in Haut-Katanga and in Lualaba? • Why do you think that kids aren’t going to school? • Where is there insecurity in Haut-Katanga and Lualaba? Or are there areas of these provinces

which are affected by insecurity in neighboring areas? o What are the affected areas? o How are the schools affected? o How are the students affected?

In general:

• What effect do you think that the current political situation and upcoming election could have on education service provision?

• What effect do you think that the current political situation and upcoming election could have on the ability of education actors to implement projects?

• What effect do you think that the découpage process could have on education service provision? • What effect do you think that the découpage process could have on the ability of education actors

to implement projects?


Katanga – Caritas Focus of interview: Context of education in Katanga

• Would you explain to me the context in Haut-Katanga and Lualaba in general? • Please tell me more specifically about the educational context in Haut-Katanga and Lualaba. • What are the main educational challenges in Haut-Katanga et Lualaba? • Have you worked in other provinces in DRC? What sets Haut-Katanga and Lualaba apart from

the other provinces? What is unique about its context? • Do you know how many children aren’t in school in Haut-Katanga and in Lualaba? • Why do you think that kids aren’t going to school? • Where is there insecurity in Haut-Katanga and Lualaba? Or are there areas of these provinces

which are affected by insecurity in neighboring areas? o What are the affected areas? o How are the schools affected? o How are the students affected?

• What are some of the main community-level connectors and dividers in Haut-Katanga? And in Lualaba?

• What are the tensions/problems which exist in the schools? • Are there any community-level tensions or problems that you see affect the interactions between

students? This could be family conflicts, land conflicts, ethnic conflicts, etc. • Caritas is involved in the payment of teachers. Can you explain to me how that system works, and

what challenges you face in paying the teachers? o Do you receive any complaints from teachers about the payment system? And if so, what

are some of the most common complaints? o Is there anything you would suggest for improving the payment system?

In general:

• What effect do you think that the current political situation and upcoming election could have on education service provision?

• What effect do you think that the current political situation and upcoming election could have on the ability of education actors to implement projects?

• What effect do you think that the découpage process could have on education service provision? • What effect do you think that the découpage process could have on the ability of education actors

to implement projects?


Directeur – CRS/CAP - Sud Kivu Comme vous savez, le projet ACCELERE ! est financé par l’USAID et UKAID.

• La raison que je suis ici c’est d’étudier le contexte dans lequel Chemonics est en train de mettre en œuvre le projet ACCELERE!.





Questions générales :

13. Quel est la relation entre votre centre et la communauté ? 14. Merci de me donner un peu d’idée de la population scolaire (genre, âge, socio-économique, etc.)

de votre centre. 15. Sur le plan général, est-ce que vous pensez que la qualité d’éducation est diffèrent d’une

CRS/CAP a une autre ? Cela pourrait être les infrastructures, les matériaux didactiques, la qualité d’enseignement ou n’importe quelle autre différence entre vos écoles.

o Est-ce que ça a créé les difficultés dans la communauté ou au sein des centres ? 16. Quels sont les défis que vous rencontrez en tant que directeur dans la gestion et la fréquentation

des enfants/jeunes en âge scolaire au sein de votre centre ? 17. Est-ce que vous pouvez partager un peu les différents tensions ou problèmes qui ont existé dans

votre centre, dans des autres centres similaires, ou entre le centre et la communauté dans le passé ? Entre les enfants/jeunes et les enseignants ?

o Si oui, comment ces tensions/problèmes ont étés ressenties/manifestées ? o Si oui, comment ces tensions/problèmes ont étés réglées ?


19. Quel impact a le conflit armé sur le fonctionnement des CRS/CAP ? 20. Voyez-vous un défi à venir qui pourrais rendre difficile votre profusion de l’éducation de qualité

aux enfants/jeunes de votre communauté ? 21. Qu’est ce qui devrait être fait pour améliorer l’inclusion et la cohésion entre vos apprenants ainsi

que dans votre communauté ? 22. Y’a-t-il quelque chose de plus que vous aimeriez partager ?


IRC, Specialiste Education – Sud Kivu Comme vous savez, le projet ACCELERE ! est financé par l’USAID et UKAID.






General questions :

• Would you explain to me the context in South Kivu in general? • Have you worked in other provinces in DRC? What sets South Kivu apart from the other

provinces? What is unique about its context? • Where is there insecurity in South Kivu?

o What are the affected areas? o How are the CRS/CAP affected? o How are the students/youth affected?

• Please tell me more specifically about the educational context in South Kivu. • Please tell me about IRC’s work in CRS/CAPs. • What specific challenges has IRC faced in implementing projects with CRS/CAPs? • What are some of the main community-level connectors and dividers in South Kivu? And in

Bukavu in particular? • What are the tensions/problems which exist in the schools and educational centers (CRS/CAP)? • Are there any community-level tensions or problems that you see affect the interactions between

students? These could be family conflicts, land conflicts, ethnic conflicts, etc. • What effect do you think that the current political situation and upcoming election could have on

CRS/CAPs? • What effect do you think that the current political situation and upcoming election could have on

the ability of education actors to implement projects?


Entretien - Chef de la Division des Affaires Sociales – Sud Kivu Comme vous savez, le projet ACCELERE ! est financé par l’USAID et UKAID.






General questions :

• Il y a combien de CRS/CAP dans le Sud Kivu ? • Avez-vous une idée de combien d’enfant fréquente les CRS/CAP ? • Merci de me donner un peu d’idée de la population scolaire (genre, âge, socio-économique, etc.) • Pourquoi est-ce que ces enfants fréquente le CRS/CAP et pas les écoles formelles ?

o Qui les a poussées d’enregistrer dans les CRS/CAP ? o Quelles sont les mécanismes pour les maintenir au centre ? o J’imagine qu’il y a certains enfants qui abandonnent leurs études. Quels sont les raisons

d’abandonnement ? • Qu’est-ce qui fonctionne bien dans les CRS/CAP ? Quels sont les défis dans le fonctionnement

des CRS/CAP ? • Quel impact a le conflit armé sur le fonctionnement des CRS/CAP ?

Enseignants :


le processus pour punir cette faute ? Relations scolaires :

• Comment sont les relations entre les différents CRS/CAP ? • Quelle est la relation entre les CRS/CAP et les écoles formelles ? • Quelle est la relation entre les CRS/CAP publiques et les CRS/CAP privés ?

Accès : • Est-ce que tous les enfants qui ont besoin de ce type d’éducation accéléré ont accès à un

CRS/CAP ? Comment ? Ou pourquoi pas ? • Quels sont les défis sur lesquels les enfants font face en essayant d’accéder à l’éducation ?


Assistance : • Quelles suggestions avez-vous pour les agents du projet d’ACCELERE! qui voudrait éviter de

créer des problèmes dans les communautés scolaires ciblées par le projet ? • Quelles suggestions avez-vous pour le projet d’ACCELERE! de promouvoir la cohésion social et

la paix dans les écoles et les communautés ciblées ?

Improving Reading, Equity, and Accountability in the DRC ...

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