REVISION

UNITED NATIONS DEVELOPMENT PROGRAMME

MINISTRY OF EDUCATION AND HUMAN RESOURCES

EXTENSION OF THE PROJECT DOCUMENT TO IMPROVE THE LEVEL OF EDUCATIONAL ACHIEVEMENT IN PRIMARY SCHOOLS IN DEPRIVED REGIONS YEAR 2008

The overall objective of this project is to support the Ministry of Education and Human Resources to fulfil its commitment to achieve the UN Millennium Development Goals 1 and 2, with specific reference to EFA goals by 2015, and accelerate the educational reform through the implementation of the National Strategic Plan for Education and Training 2008 2020. The existing Zones dEducation Prioritaires programme has generated some interesting innovative practices in areas of remedial education, school feeding programme, enabling learning and teaching environment; it has also provided a trial for State/Private Sector partnerships in the sector of education. The actions identified to meet the above will be: Upgrading the school feeding programme; strengthening best practices generated within the framework of the ZEP programme during period 2003 2007 and expanding to other primary schools with low performances; consolidating Key Performance Indicators (KPI) System for continuous assessment. Increasing the efficiency of the existing food programme for ZEP schools, by establishing national policy and strategy framework, operational guidelines as well as promoting experimental community mobilisation initiatives with the objective of improving children and community food habits and ameliorating nutritional status of children. Consolidating and expanding innovative teaching and learning experiences developed within the framework of the ZEP programme during the implementation period 2003 2007, with particular reference to introduction of child centred inclusive pedagogical practices (with special focus on literacy competencies) and as well as remedial teaching and provision of relevant training programmes to the teachers/ senior teachers in order to address performance weaknesses and enhance quality in the teaching and learning processes. Moreover, enhancing parents

empowerment programmes aiming at providing appropriate skills, knowledge and attitude to enable them to participate more proactively and effectively in community development programmes. Finally, strengthening community mobilisation and development practices to better integrate schools in their socio-economic environment and collective drive to improve education for their children, and reinforcing partnerships with civil society organisations and the private sector. Monitoring, evaluating and documenting the implementation, progress and impact of the ZEP programme, through the development of a key performance indicators system, whose results will be regularly disseminated among key stakeholders.

SIGNATURE PAGE Country: Mauritius UNDAF Outcome(s)/Indicator(s): Expected Outcome(s)/Indicator (s): N/A Improvement in the level of academic achievement primary schools located in deprived regions. Indicators: % increase CPE (up to 36-40%) % decrease absenteeism (up to 5% of decrease)

Expected Output(s)/Indicator(s):

5. Key Performance Indicators (KPI) System for continuous evaluation operational, leading to the creation of a reliable information system set up to inform the government policy implementation. Indicators: 1. A culture of management by objectives is set up across the ZEP system and expanded to other low performing schools. Clear communication of results based on tangible facts. 2. Programme evaluation based on KPIs undertaken by 2008. 6. ZEP School Feeding Programme upgraded and reinforced by 2008. Indicators: 1. National policy and strategy framework, standards and operational procedures, supervision and evaluation guidelines; executing unit established by 2008. 2. One pilot community development project as executing modality of the upgraded feeding programme implemented. 7. Best practices/innovative experiences in inclusive pedagogy, parents and community empowerment, remedial education consolidated for existing ZEP Programme and expanded to other low performing schools by 2008 (former Output 1). Indicators: 1. Innovative practices developed within the ZEP programme during the period 2003 2007 consolidated. 2. Innovative practices expanded to 20 other non-performing schools/supportive schools. 3. Number of participating classroom teachers using diagnostic teaching methodology to monitor student literacy development. 4. Survey of classroom teachers indicating enhanced/revised role of teaching and the ability to monitor student learning and to adapt instruction to meet diverse learners needs.

Improving the level of educational achievement in primary schools in deprived regions, thereby fighting poverty and social exclusion through education. Section I Situation analysis A) Context
For the past year, the ZEP Programme which addresses the educational and feeding needs of some 10 000 children between 5 and 12 years old in 30 primary schools, has received additional support from the United Nations System (UNDP and UNESCO), as well as the local private sector through the extension of an existing Memorandum of Understanding with the Joint Economic Council and the Mauritius Chamber of Commerce and Industry (MCCI) (Annex 6). The ZEP Programme aims at reducing failures in primary schools as it contextualizes the school within its own socio-economic and cultural environment and targets to mobilize resources from the community to contribute to improving its standard of performance. This programme is characterized by a special status within the framework of the national education system, allowing addressing specific issues negatively affecting children performances by means of experimental innovative educational and community mobilization practices. The mission of the ZEP is to encourage school staff, parents, so called forces vives such as civil society organizations, private sector, NGOs and CBOs to develop a synergy that contributes to the improvement of the quality of teaching and learning in the primary education sector. The UN System (UNDP, UNESCO and FAO) contributes in the field of capacity building on inclusive pedagogy, management skills; technical assistance; and community mobilization and development, whereas the private sector represented by the Mauritius Chamber of Commerce and Industry provides support mainly to the socio-pedagogical programmes (Annex 6). The ZEP Programme is an integral part of the Governments efforts to fulfill its commitment towards achieving the Millennium Development Goals 1 and 2 and EFA Goals by 2015. Moreover, the ZEP Programme is supportive to the educational reform and strategically features in the National Strategic Plan for Education and Training 2008 2020.

B) Rationale
At the end of May 2005, one and a half year after the launching of the ZEP Programme, a Mid-Term Evaluation Review was undertaken with the support of the UNDP, following a request of Ministry of Education & Human Resources, in order to identify progress made, challenges, opportunities to increase the programmes performances. A team of national consultants carried out the review in collaboration with the MoE&HR staff. Five main areas were focused and assigned to different working groups monitoring and evaluation, procedures manual, information, documentation and communication; coordination bureau. 5

The review confirmed the need to address existing gaps at different levels of the programme. As a result, the outcomes/recommendations of the review had consequently fed into the formulation of a joint initiative between Ministry of Education & Human Resources and UNDP-UNESCO in line with the related Country Programme Documents 2005-2007. This programme has been developed by national Government partners and other relevant stakeholders, with the financial and technical support of the United Nations System, and seeks to adopt a synergistic and coherent approach whereby various partners address different aspects of the challenges identified in the education system at primary level. For the implementation period 2007, the following strategies were prioritized: 1. Capacity building, with special attention to documenting training methodologies and revising the programme for the training of ZEP teachers through the application of innovative pedagogical practices with the support of MIE and MCA. 2. A remedial education (Rem-Educ 2008) programme is under preparation by the ZEP Unit. It will involve resource persons from the inspectorate, the library cadre, Special Education Needs, Preprimary sector, Physical Education & Sports, private sector, MIE and MCA. 3. Development of pedagogical tools in the form of posters, CDs with the support of the French Cooperation and the contribution of partners with the introduction of the Ed-kit for teachers. At the ZEP Council meeting in July 2007, it was suggested that the innovative practices of the ZEP programmes should be documented and made available to other schools, which are not targeted by the programme. The introduction of a network in October 2006 (Zanfans Cote Ouest initiative) that gathers 5 ZEP schools and nine non-ZEP schools in the Black River District, was launched and the emergence of a ZEP Plus programme is currently in the making with a larger number of nonZEP schools linking up to a ZEP school. 4. Information-Documentation-Communication as a major strategy of the ZEP + Programme. An Info-Doc-Com strategy relies heavily on both qualitative and quantitative data, which have been collected and are being analyzed as part of the monitoring and evaluation strategy. The ZEP programme is operating within the Directorate for Educational Reforms and International Relations. On Integrated Programming processes, revision of existing indicators took place last September will be added to those related to childrens progress, teachers performance and Head Teachers leadership. Early screening and early remediation of children with learning difficulties have started. The development of learning motivation and stimulation programme has been piloted in some specific schools. 5. A community-based programme, with the participation of forces vives regrouped in two foundations, has started in the form of some piloting schemes, with specific focus on improving feeding and inclusive education programmes in the sub-urban and peri-urban areas (with reference to the project Alimentary Cooperative Cascavelle). 6. A community empowerment programme with the participation of OIDC, the parish, forces vives will be introduced around the two schools of Agalega as from January 2008.

7. The Manual of Procedures introduced in May 2006 is being updated in line with the above and will be developed further following the publication of the Strategic Plan for Education 2008 2011.

C) Issues to be addressed
Mauritius has achieved universal primary education since 1990s through the introduction of a system of free and compulsory primary education, with equal opportunities for boys and girls, in line with the EFA Goal 2 and MDG 2. The 2003 Common Country Assessment (CCA) brings to the forefront the stigma of high rate of failure during the primary schooling or at the end of it. The CCA highlights the need for special attention to be given to primary schools, particularly in deprived areas, and recommends that the communities around those schools become major players to improve the education of their wards so as to improve learning achievements and redress the inherent inequalities in the education system. Partnership building, capacity building and monitoring and evaluation of process and impact of the ZEP programme will be important issues that need to be consolidated. The extension of the innovative/experimental practices generated during the implementation period 2003 2007 to other schools with low performances is envisaged during 2008.

Part II Objectives and Strategy

A) Objectives:
The overall objective of this project is to support the Ministry of Education and Human Resources to fulfil its commitment to achieve the UN Millennium Development Goals 1 and 2, with specific reference to EFA goals by 2015, and accelerate the educational reform through the implementation of the National Strategic Plan for Education and Training 2008 2020. The existing Zones dEducation Prioritaires programme has generated some interesting innovative practices in areas of remedial education, school feeding programme, enabling learning and teaching environment; it has also provided a trial for State/Private Sector partnerships in the sector of education. The actions identified to meet the above will be: Upgrading the school feeding programme; strengthening best practices generated within the framework of the ZEP programme during period 2003 2007 and expanding to other primary schools with low performances; consolidating Key Performance Indicators (KPI) System for continuous assessment. Increasing the efficiency of the existing food programme for ZEP schools, by establishing national policy and strategy framework, operational guidelines as well as promoting experimental community mobilisation initiatives with the objective of improving children and community food habits and ameliorating nutritional status of children. Consolidating and expanding innovative teaching and learning experiences developed within the framework of the ZEP programme during the implementation period 2003 2007, with particular reference to introduction of child centred inclusive pedagogical practices (with special focus on literacy competencies) and as well as remedial teaching and provision of relevant training programmes to the teachers/ senior teachers in order to address performance weaknesses and enhance quality in the teaching and learning processes. Moreover, enhancing parents empowerment programmes aiming at providing appropriate skills, knowledge and attitude to enable them to participate more proactively and effectively in community development programmes. Finally, strengthening community mobilisation and development practices to better integrate schools in their socio-economic environment and collective drive to improve education for their children, and reinforcing partnerships with civil society organisations and the private sector. Monitoring, evaluating and documenting the implementation, progress and impact of the ZEP programme, through the development of a key performance indicators system, whose results will be regularly disseminated among key stakeholders.

B. Project Strategy
The project strategy will be: To design and implement capacity building programmes mainly in the form of training either at the level of the Ministry of Education and Human Resources as well as school regular and supportive staff for existing ZEP schools and primary schools with low performances. To mobilize the community through workshops and training as well as consolidating experimental programmes and innovative experiences. To develop supportive pedagogical material. To build on partnerships/technical assistance for the reinforcement of the programme with specific reference to: i) ii) iii) iv) Governmental institutions. Private Sector (MCCI and other business associations). Civil Society Organizations (NGOs and CBOs). UN System and the European Union.

To consolidate monitoring system and assessment of impact and processes. To undertake action research to evaluate innovative practices in the teaching and learning.

C) Outputs and Activities: Output 5:

Follow up of the Key Performance Indicators (KPI) System for continuous assessment operational, leading to the creation of a reliable information system set up to inform the government in policy implementation (Annex 1).

Activities:
Introduction of regular data collection, analysis and inclusion in database ODEROI. Evaluation of ZEP programme early 2008 to look at both process and impact. Reporting on costs and financing will also be undertaken.

Output 6:
School feeding programme for increasing the educational achievement in primary schools in deprived regions of Mauritius In 2004, the Ministry of Education and Human Resources sets up a Food Supplementary Programme for the ZEP schools consisting in 9 Rps/child/day and accounting for around 18 million Rps per year at national level. In September 2007, the Ministry of Education and Human Resources, with the support of the UNDP, receives the technical assistance from the Food and 9

Agricultural Organisation (FAO) in order to appraise the existing food programme for ZEP schools and improve its efficiency. A consultation from FAO AGST Rome underlines that improvement in the current feeding scheme might be obtained by strengthening the management system at central (MoEHR), decentralized (Clusters), school level, in formulating operational manual, procedures, standards as well as supervision and evaluation guidelines (Annex 2). Once the design and operational procedures revised and executed, this programme could supply between 20 and 25 percent of daily children nutritional requirements. Proper modalities (procurement with existing business or with newly established enterprises and/or food production/school cooperative, or other models with key partners) could be implemented. An approach to education, health and wellbeing, with concomitant development of local food chains, should be applied. Moreover, within the framework of the community development and mobilization ZEP programme Zenfants Cote Ouest, initiated during 2007 in the Black River District and implemented by the NGO TAMRIV Plus, a pilot feeding programme school alimentary cooperative is proposed in April 2007 for the village-school of Cascavelle to start in 2008 as experimental executing modality. The project focuses on sustainability with active participations of partners, such as NGOs/CBOs as well as private sector. A UNDP consultancy undertaken in conjunction with the FAO mission in September 2007 gives positive feedback with regards to the feasibility of the specific scheme (Annex 3). The programme School feeding programme for increasing the educational achievement in primary schools in deprived regions of Mauritius aims at contributing to increase school performances, decrease absenteeism, improve children and community food habits and nutritional status, mobilize communities and empower parents, in line with the National Strategic Plan for Education and Training 2008 2020. The programme will target ZEP schools and will be expanded to other schools in communities with high prevalence of malnutrition and poverty in a short term, and the all primary sector in the long term.

Activities:
Setting up a Programme Steering Committee (with function of policy/strategy approval, advisory and commitment, partners coordination): - Ministry of Education and Human Resources (Head). - Ministry of Health and Quality of Life. - Ministry of Finance and Economic Development. - Ministry of Agriculture and Fisheries. - UNDP (liase with FAO). - Private Sector partners - NGOs partners Setting up a Programme Executing Unit at the level of the Ministry of Education and Human Resources (with function of Programme design, implementation, monitoring and evaluation): - Supervisor: MoH&ER. - Manager: ZEP Project Manager. 10

- Nutritionist. - Food Technologist. - Educator (MIE). - Technical Support of the FAO and UNDP. - Technical Support of private sector and NGOs. Missions/Technical Assistance of FAO AGST are required in order to formulate the Terms of Reference of the PEU and technical staff. Setting up the management system by formulating operational manual, procedures, standards as well as supervision and evaluation guidelines (PEU). Missions/Technical Assistance of FAO AGST are required in order to recruit technical staff, formulate policy strategies, operational procedures, supervision guidelines and evaluation. Moreover, enhance capacity of the Ministry of Education and Human Resources in programme management. Support of the experimental pilot project community development and mobilization (executing modality Alimentary Cooperative Cascavelle): - Supervisor: ZEP Project Manager MoHER (with support of the PEU). - Implementing body: TAMRIV Plus - Rezo West. - Partners: PTA Cascavelle GS, Private Sector Partners, AREU, Empowerment Programme. - Technical Support of UNDP and FAO. Mission/Technical Assistance UNDP expert is required in order to support implementation of the experimental project Cooperative Alimentaire Cascavelle

Output 7 (former Output 1):

Best practices/innovative experiences in inclusive pedagogy, parents and community empowerment, remedial education consolidated for existing ZEP programme and expanded to other low performing schools. It is proposed to consolidate innovative practices developed within the ZEP programme during the last two years and extending to other non-performing primary schools to increase educational achievements. The targeted number of schools will be the existing ZEP programme plus twenty other low-performing schools/supportive schools nationwide. It aims at increasing efficiency in the teaching and learning of ZEP and supportive schools, developing further the skills and competencies of Head Teachers in leadership, school management and supervision, mobilising the community in a collective drive to improve the education of their children through: developing the reading and writing skills in lower primary classes with special attention to children with learning difficulties; reinforcing the notion of inclusive education so that pupils develop study skills in order to learn more effectively and with increasing independence; extending the use of technology in the classrooms; ensuring that our school children leave school functionally literate and numerate; reinforcing the partnership with community to enhance the teaching and learning and to secure their commitment to the vision and direction of the school; 11

increasing the professional knowledge, understanding, skills and attitudes of Head Teachers to bring about expected outcomes.

Activities:
Setting up of an Innovative Practices Programme Unit. (with function of Programme design, implementation, monitoring and evaluation): - Ministry of Education and Human Resources (Head). - MIE - MCA - UNESCO, UNDP - NGOs partners, private sector - ODEROI/CSO UNESCO/IRAs exploratory pre-planning meeting with an initial planning meeting with representatives of the MoE&HR, representatives of participating schools, parents groups, and various stakeholders) Capacity building of lead professional development teams in continuous assessment and effective instruction in reading and writing (Diagnostic Teaching) (Annex 5). Critical review and revision of current structures, policies, and practices that promote high levels of reading and writing proficiency. Training programme for teachers of lower primary classes in child-centred pedagogy to develop their teaching skills (in relation with the Bridging the GAP initiative. Training programme for upper primary classes to revisit their methodologies to fit in perfectly and bring qualitative improvement. Training programme for remedial education teachers in modern techniques of remediation. Training programme for Head Teachers and support staff to improve school management efficiency. Training programme for parents to act as trainers and strengthen partnership with the community.

E) Expected results
The existing programmes in the Ministry of Education and Human Resources aims at improving educational achievements among vulnerable groups by reducing absenteeism and school failures. The synergy to be created between the relevant partners will have the following objectives: i) To assess the current situation in terms of opportunities and potential shortcomings of the present system; ii) To facilitate the development of participatory school programmes, with the leadership of the Head Teachers and the active participation of school staff, community partners such as parents as well as NGO/CBOs and private sector, so to ensure that all learning needs of all pupils are met, including the pupils with special needs; iii) To upgrade the quality and efficiency on the food supportive programme in order to increase educational achievements and reduce absenteeism; 12

iv) To review pedagogical practices to best meet the interest, expectations, capacities and needs of the pupils; v) To establish a continuous programme assessment system; vi) To promote further partnerships with local and international stakeholders; vii) To extend innovative practices to the ensemble of the low performing primary schools.

Part III Management Arrangements

It has to be underlined that the National Director profile as per usual UNDP NEX procedure is represented by the ZEP Project Manager at the level of the Ministry of Education and Human Resources. Moreover, the ZEP Council has clear mandate, which enable it to function as a steering committee for advising policy makers and stakeholders on implementation issues as well as potential changes and corrections. The UNDP provides Support to NEX (as per former Output 4 2006-2007), with specific reference to allocated fund for UNDP Programme Support Officer, as well as travel expenditures, experts missions, information and documentation. Moreover, with regards to the support to the expansion of the Observatory of Child Right in the Indian Ocean (ODEROI) into a Regional Knowledge Hub advocating in favour of child rights in Mauritius and the Indian Ocean (Annex 4).

Part IV Monitoring and Evaluation

In compliance with UNDPs monitoring, evaluation and reporting requirements, quarterly progress reports, including Financial Reports, will be submitted to UNDP by the executing agency, providing a brief summary of the status of activities and output delivery, explaining variances from the work plan, and presenting work-plans for each successive quarter for review and endorsement. A final Report will be prepared upon project completion and reviewed by the ZEP Council. Copy of the most relevant monitoring and reporting documentation will be shared with UNESCO Dar-es-Salaam and FAO.

Part V Legal Context

This project document shall be the instrument referred to as such in Article 1 of the Standard Basic Assistance Agreement between the Government of Mauritius and the United Nations Development Programme, signed by both parties on 29 August 1974. The host country-implementing agency shall, according to the Standard Basic Assistance Agreement, refer to the Ministry of Education & Human resources described in that Agreement. The following types of revisions may be made to this project document upon the signature of the UNDP Resident Representative only, provided he or she is assured that the other signatories of the project have no objections to the proposed changes: Revisions in, or additions of, any of the annexes of the project document. Revisions, which do not involve significant changes in the immediate objectives, outputs or activities of a project, but are caused by rearrangements of inputs agreed upon or by costs increases due to inflation; 13

Mandatory annual revisions, which re-phase delivery of agreed inputs or increased expert or other costs due to inflation or take into account agency expenditure flexibility; Inclusion of additional annexes and attachments only as set out in the current Project Document.

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