Save the Children’s Contribution towardsQuality Education in Bangladesh

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Elizabeth Pearce, Education DirectorSave the Children in Bangladesh

VISION

All children inBangladesh learn anddevelop to their fullpotential to contributepositively in the changingworld and be life-longlearners.

All children inBangladesh learn anddevelop to their fullpotential to contributepositively in the changingworld and be life-longlearners.

OVERVIEW

Robust history of programmingin Early ChildhoodDevelopment, Basic Educationfor Youth Empowerment

In 2012, directly reached831,678 children and 427,576adults (total 1,259,254) throughprograms in 43 districts, 3 citycorporations, and 7 divisions, inpartnership with 21 NGOs, theprivate sector, and the GoB.

Robust history of programmingin Early ChildhoodDevelopment, Basic Educationfor Youth Empowerment

In 2012, directly reached831,678 children and 427,576adults (total 1,259,254) throughprograms in 43 districts, 3 citycorporations, and 7 divisions, inpartnership with 21 NGOs, theprivate sector, and the GoB.

PORTFOLIO

• 20 active grants

• Approx Life of Grant: $68.3 million

• 2013 budget: $16.1 million

• Funding from: Sponsorship (US andKorea), USAID, European Commission(4), DANIDA, SIDA, UNHCR, DubaiCares, Chevron, IKEA, Philip VanHeusen, S Oliver, SC New Zealand, SCFinland, SC Germany, SC Korea

• Active support from 8 SC members,including TA, reporting, etc.

• 20 active grants

• Approx Life of Grant: $68.3 million

• 2013 budget: $16.1 million

• Funding from: Sponsorship (US andKorea), USAID, European Commission(4), DANIDA, SIDA, UNHCR, DubaiCares, Chevron, IKEA, Philip VanHeusen, S Oliver, SC New Zealand, SCFinland, SC Germany, SC Korea

• Active support from 8 SC members,including TA, reporting, etc.

PROGRAM AREAS

• Early Childhood Care and Development

• Basic Education

• Education for Youth Empowerment (including TVET)

• School Health and NutritionTotal Reach by Program Area

• Early Childhood Care and Development

• Basic Education

• Education for Youth Empowerment (including TVET)

• School Health and Nutrition

ECD (266,930)

BE (544,783)

EYE (289,905)

SHN (597,804)

ECCD 0-3 years

ECCD 0-3 years

THE PROBLEM

• 41% are stunted

• 36% are underweight

• 75% (6-24 months) do nothave adequate nutritionintake [4+ food groups]

• 75% have inadequate homecare

• 45% have delayed languagedevelopment.

THE PROBLEM

• 41% are stunted

• 36% are underweight

• 75% (6-24 months) do nothave adequate nutritionintake [4+ food groups]

• 75% have inadequate homecare

• 45% have delayed languagedevelopment.

ECCD 0-3 years

THE APPROACH

• Early stimulation messages integrated intocommunity-based health & nutrition programs

― Completed pilot with promising results.― Launching RCT in partnership with NNS

• Father-focused interventions engagereligious leaders to catalyze father engagementin parenting

• Upcoming initiatives with brothel workers,garment factories, use of technology

• Drafting National ECCD Policy

THE APPROACH

• Early stimulation messages integrated intocommunity-based health & nutrition programs

― Completed pilot with promising results.― Launching RCT in partnership with NNS

• Father-focused interventions engagereligious leaders to catalyze father engagementin parenting

• Upcoming initiatives with brothel workers,garment factories, use of technology

• Drafting National ECCD Policy

ECCD Pre-primary & Transition

Access to ECCD50 50

Drop Out Rates in EarlyGrades

ECCD Pre-primary & Transition

THE PROBLEM

Limited access to ECCD leads to high drop-out rates early on.

1823

0

10

20

30

40

50

2009 2012

159

0

10

20

30

40

50

Grade 1 Grade 2

Drop Out Rates in EarlyGrades

ECCD Pre-primary & Transition

THE APPROACHIncrease Access to ECCD across interventions

• PROTEEVA – 2520 PP in 7 Divisions• Garment Factory workers’ children• Children in Refugee Camps and Dauladtia Brothel• Children in chars, hoars, the hill tracts and urban slums

Demonstrate New Approaches• Emergent literacy and math• Multilingual education• 3-5 year intervention

Influence National Policy and Practice: Preprimary teacher training;Go-NGO Implementation Guidelines

Build Capacity of parents, GPS teachers,105 local NGOs, GarmentSector, Quami Madrasahs, Urban Kindergartens

Increase Access to ECCD across interventions• PROTEEVA – 2520 PP in 7 Divisions• Garment Factory workers’ children• Children in Refugee Camps and Dauladtia Brothel• Children in chars, hoars, the hill tracts and urban slums

Demonstrate New Approaches• Emergent literacy and math• Multilingual education• 3-5 year intervention

Influence National Policy and Practice: Preprimary teacher training;Go-NGO Implementation Guidelines

Build Capacity of parents, GPS teachers,105 local NGOs, GarmentSector, Quami Madrasahs, Urban Kindergartens

BASIC EDUCATION

BASIC EDUCATION

THE PROBLEM

• 94.8% Gross Enrollment Rate

• 10% out of school: urban slums, remote,disaster prone, ethnic minorities, poor,special needs

• 50% of children who enroll in Grade 1drop out by Grade 5

• Low learning: 25% achievingcompetencies in Bangla and 30% in Math

• Diversity of actors in education,inconsistent standards and quality

• PEDP 3 and NEP 2010

THE PROBLEM

• 94.8% Gross Enrollment Rate

• 10% out of school: urban slums, remote,disaster prone, ethnic minorities, poor,special needs

• 50% of children who enroll in Grade 1drop out by Grade 5

• Low learning: 25% achievingcompetencies in Bangla and 30% in Math

• Diversity of actors in education,inconsistent standards and quality

• PEDP 3 and NEP 2010

BASIC EDUCATION

THE APPROACH

Increase Access for more than 544,783 out of school children• Children from hard-to-reach areas• Multi-lingual education• Refugees, children of sex workers

Improve learning outcomes• SHIKHON teachers guides• Literacy and Numeracy Boost• Community-based Afterschool Programming• ICT (technology) in education• School Health and Nutrition mainstreamed (540,000 children)

Support uptake of good practices by government and others.

Build Capacity of teachers, parents, NGOs, Government schools support quality educationand children’s learning.

THE APPROACH

Increase Access for more than 544,783 out of school children• Children from hard-to-reach areas• Multi-lingual education• Refugees, children of sex workers

Improve learning outcomes• SHIKHON teachers guides• Literacy and Numeracy Boost• Community-based Afterschool Programming• ICT (technology) in education• School Health and Nutrition mainstreamed (540,000 children)

Support uptake of good practices by government and others.

Build Capacity of teachers, parents, NGOs, Government schools support quality educationand children’s learning.

EDUCATION FOR YOUTH EMPOWERMENT/TVET

EDUCATION FOR YOUTH EMPOWERMENT/TVET

THE PROBLEM• 7.4 million children are economically active; 1.3 million are involved in

hazardous work.

• Many working children earn 25% of family income

• 93% work in informal sector, and 68% never attend school.

• Low access to education in urban slums

• Only 3% of secondary school graduates have access to technicaleducation.

• Disconnect between job market and vocational training.

• National Education Policy and Skills Development Policy.

THE PROBLEM• 7.4 million children are economically active; 1.3 million are involved in

hazardous work.

• Many working children earn 25% of family income

• 93% work in informal sector, and 68% never attend school.

• Low access to education in urban slums

• Only 3% of secondary school graduates have access to technicaleducation.

• Disconnect between job market and vocational training.

• National Education Policy and Skills Development Policy.

THE APPROACH“Transform child laborers into empowered citizens”

― Non-formal Basic Education― Vocational Skills Training― Life Skills Education

Demonstrate New Approaches―Accelerated education and school compounds―Child Domestic Workers interventions―TVET curriculum gap analysis/upgrading―Corporate Social Responsibility―Apprenticeships

Influence National Policy and Corporate Sponsorships― Together for Working Children― National Child Labor Elimination Policy― Child Sensitive Social Protection and Social Safety Net Policy― Domestic Worker Welfare & Registration Act

Build Capacity of partner NGOs, parents, government, informal and formalsector employers

EDUCATION FOR YOUTH EMPOWERMENT/TVETTHE APPROACH“Transform child laborers into empowered citizens”

― Non-formal Basic Education― Vocational Skills Training― Life Skills Education

Demonstrate New Approaches―Accelerated education and school compounds―Child Domestic Workers interventions―TVET curriculum gap analysis/upgrading―Corporate Social Responsibility―Apprenticeships

Influence National Policy and Corporate Sponsorships― Together for Working Children― National Child Labor Elimination Policy― Child Sensitive Social Protection and Social Safety Net Policy― Domestic Worker Welfare & Registration Act

Build Capacity of partner NGOs, parents, government, informal and formalsector employers

NEW OPPORTUNITIES MOVING FORWARD

• Cross-sectoral partnerships for ECCD

• Expansion of PROTEEVA to work with Quami Madrasahs

• Multilingual Education (esp. to support early grades reading)

• Document and scale up urban programming: Reaching Out ofSchool Children (ROSC); Urban Sponsorship Impact Area

• Increased partnership with GoB schools and administration– upazilaplanning and early grades reading

• Expansion of skills development programs (**upcoming calls)

• Partnerships with private sector - garment manufacturers, supplychain, and others

• Education Local Consultative Group and re-activation of INGOForum

• Cross-sectoral partnerships for ECCD

• Expansion of PROTEEVA to work with Quami Madrasahs

• Multilingual Education (esp. to support early grades reading)

• Document and scale up urban programming: Reaching Out ofSchool Children (ROSC); Urban Sponsorship Impact Area

• Increased partnership with GoB schools and administration– upazilaplanning and early grades reading

• Expansion of skills development programs (**upcoming calls)

• Partnerships with private sector - garment manufacturers, supplychain, and others

• Education Local Consultative Group and re-activation of INGOForum

What is Sponsorship at Save the Children?

Sponsorship is an important part of Save the Children’s history and an integral part of SCUS’s current portfolio.

1. Sponsorship is an important funding source On-going contributions from committed private donors which

are pooled are pooled. Uniquely connects sponsors to SC’s mission through a one-

on-one corresponding relationship with a child.

2. Sponsorship is a program package Consists of early childhood care and development (ECCD), y p ( ),

basic education (BE), school health & nutrition (SHN) and adolescent development (AD).

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Sponsorship funded countries

Sponsorship funds support programs in 20 countries

United States

TennesseeS. Carolina

Colorado

New MexicoArkansasNevadaArizona

California

Mississippi

Kentucky

BoliviaDominican Republic Ethiopia Egypt

AfghanistanBangladeshIndonesia**

LouisianaAfrica

Latin America and the Caribbean

Middle East

AsiaW. Virginia

Dominican RepublicHaitiEl Salvador, Honduras

EthiopiaMalawiMozambiqueMaliZambia

gypIsrael Nepal & Bhutan

PhilippinesVietnam**

2• ** New CO in 2013

Union wise Enrolled children as of 15 Oct-09Basics of Sponsorship

Monthly Sponsorship contribution is $28

Sponsorship contribution are not to given to individual children, but

instead are pooled to provide child development programs

4-16 year old children are considered for Sponsorship y p p

Sponsored/enrolled children are not separated from their families,

children are enrolled in sponsorship after obtaining parents’ consentchildren are enrolled in sponsorship after obtaining parents consent

Sponsored children must participate in sponsorship funded program

Sharing of sponsorship programs report with the sponsors

Types of Sponsorship in SCiBD

ICS- Individual Child Sponsorship

One-on-one relationship between sponsor and a child. Di C i i b hild & S Direct Communication betn child & Sponsor through SCUS and SC Korea

Program The relationship between Sponsors and the C Off h Country Office to support the program activities, carried out In that CO.

Lifeline (LL) Sponsorship 1 boy & 1 girl represent all children of the ( ) p p y g pcommunity

No Direct Communication between child & SponsorSponsor

One child may have at least 500 sponsors.

Total Sponsors and Children as of 31 Dec. 2013

Number of Sponsors

SCUS ICS 6375

SC Korea ICS 11611

Active Sponsors as of 31 Dec 2013

SCUS ICS Sponsors, 6375,

34%

LL Sponsors, 258, 1%

Program Sponsors, 528

5%Lifeline 258

Program 528

T t l S 18772Total Sponsors 18772

20000 17875 19343

Number of Enrolled Children

SC Korea ICS Sponsors, 11611,

62% SCUS ICS/TC Sponsors

SC Korea ICS/TC Sponsors100001200014000160001800020000

LL Sponsors

Program Sponsors

02000400060008000

Sponsored Non Sponsored Total Children

1468

Sponsored Children

Non-Sponsored Children

Total Children

Current and Future Plan

100

120

80

40

60Current IA Meherpur

Urban Area

New Rural IA

20

0

2012 2013 2014 2015 2016 2017 2018

THANK YOU!