Professional Documents
Culture Documents
Project plan
Goals
We focus on the following children
Different subgroups Individual/ collective What is 300 children to school???? Targets Direct and indirect
Gap Analysis
Totaal programma
Empowerment Internatianal
Onderdelen
Wij bieden dat wat anderen niet hebben zoals psychologen, onderwijsexpert, gezinsbegeleider
Zelf
Uitbesteden
200
93 45 28
Nicaragua
Honduras
Latin America
Panama
Approach
Go/ no go Go/ no go
Planning
July/ Aug What works and what doesnt work Planning
Short term strategy Long term strategy Setting goals Setting framework Designing measurement system
Execution
Sep -->
Execution of project Measurement of effectiveness Evaluations and adjustments Reporting to all stakeholders
Interviews
children teachers parents officials ngos
Data provided by Min of Education Identifying new potential educational organizations Academic research Determining low hanging fruit & executing on it
friends with teachers Trust from parents and officials
Holistic approach
School environment
Teacher
Motivation
Tools Methods
Parents
Stimulation Progress
Transportation
Food
Involved parents
Keep more children in school Have more children promote in a nominal way Have more children go to secondary school Motivation of parents
Showing the benefits to them and their children: higher income for the children and hence better retirement for the parents Devising with the parents a way for the children to still be productive for them and being able to go to school
Enabled children
Keep more children in school Have more children promote in a nominal way Have more children go to secondary school Motivation of children
Showing the benefits of the education: Informing children in 4th to 6th grade about different employment opportunities in a playful manner (tours to employers) Tutorials Scholarschips (limited number) to go to secondary/ university
Gap Analysis
Mucho
Proyecto de largo plazo
Prioridad
Menos Fcil
Implementar
Difcil
Design principles
Just giving doesnt work To become successful we need
A holistic approach To work together with locals Execute quickly on low hanging fruit Local leadership and adoption Fulfil existing needs
Multiple strategies/ different approaches might be necessary for different situations/ schools/ children
The lack of attention to quality arises from the communitys focus on infrastructure.
Source An Evaluation of World Bank Support to Primary Education An Evaluation of World Bank Support to Primary Education From Schooling Access to Learning Outcomes: An Unfinished Agenda, 2006
Source: More Children are Going to School, but Learning Outcomes are Often Neglected Juli 2006, World Banks Independent Evaluation Group
*Source: http://www.bristol.ac.uk/cmpo/news/2008/367.html
QuickTime en een TIFF (LZW)-decompressor zijn ve reist om d eze afbeelding weer te g even.
Measurement is crucial
QuickTime en een TIFF (LZW)-deco mpressor zijn ve reist om de ze afbeelding weer te ge ven.
Source An Evaluation of World Bank Support to Primary Education An Evaluation of World Bank Support to Primary Education From Schooling Access to Learning Outcomes: An Unfinished Agenda, 2006
Measurement system
There is a standard which states what number of words children should be able to read words per minute at the end of each grade*
End of second grade End of third grade End of fourth grade 60 90 110
We will measure the number of words and the weight, height and vision of children at a 6 month interval and their understanding of the text (3 questions)
Name Grade Age Height Weight Vision Number of words Answers to 3 questions
Multiple strategies
Children Additional steps
pre-scolar and 1st and 2nd parents to send their grade children to school Focus on perspectives for Improving teaching skills of secondary school for 6th teachers grade (scolarships and information about professions) TBD
Secondary school
E BR
AK
H UG RO TH
Backup slides
175,000 30,000
$ 2,727k $ 216 k
$ 15,64 $ 7,20
Corn-soya blend 30 gram Maize 45 gram Yellow split peas 35 gram Vegetable oil 10 gram Dried skim milk 7.8 gram 505 kcal 16% from protein
QuickTime en een TIFF (ongecomprimeerd)-d ecompressor zijn ve reist om d eze afbeelding weer te g even.
El proyecto tena que ser sostenible para limitar la dependencia del dinero de los donantes
Principios fundamentales
Solo dar no es efectivo Para tener xito tenemos que
Incorporar todos los factores de influencia Cooperar con los padres, los profesores, los oficiales, los nios Analizar y realizar Liderazgo local Actuar en necesidades
Holistic approach
School environment
Teacher
Motivation
Tools Methods
Parents
Stimulation Progress
Transportation
Food
Factores de influencia
Distancia
Trabajo
Uniformes
Comida
Disminucin de motivacin
Profesores
Factores de influencia
Concienciar a los padres a travs de charlas sobre la importancia de estudio (por ejemplo con videos) Ideas Forma de transporte para prevenir que nios llegan cansados o mojados
de los padres
Distancia
Trabajo
Uniformes
-mejorar el ambiente de las aulas -- pizarras (acrillas) -- pintar la escuela -Escritorios para los profesaros que ellos pueden mejor atender a los nios - dotar juegos de parque, sobre todo para los de prescolar -tiles escolar para los alumnos -Activadas extraescolares (ingles, danza, msica, teatro) -- Motivar los nios
Comida
Mejorar la almuerzo (cocinar en la escuela) Introducir desayuno (leche con galletas)
Disminucin de motivacin
Profesores
Salud
Programa integral de salud (vitaminas, minerales, lavar los dientes, educacin sexual)
Gap Analysis
Mucho
Menos Fcil
Implementar
Difcil
Costs
C$ 60,000 per year C$ 36,000 per year C$ 36,000 per year
Number
1 3 1
Total
C$ 60,000 C$ 108,000 C$ 36,000
Cocinera Breakfast
Programma integral de salud Otras cosas Total
C$ 36,000 per year C$ 312,500 (5 por dia * 250 ninos * 250 dias) per year
C$ 30,000 (10 por mes *250 ninos * 12 meses) C$ 150,000
1 1
1 1
C$ 36,000 C$ 312,500
C$ 30,000 C$ 150,000 C$ 732,500
With breakfast: $ 36,625 per year, $ 146,50 per child Without desayuno: $ 21,000 per year, $ 84 per child
Findings
Lower quality parenting behaviours are a key factor behind the deficits in school readiness of low-income children in the United States.* Many of the strategies used to rapidly increase access, such as big bang fee reductions, use of contract teachers, double-shifting, and auto- matic promotion, have had negative effects on learning outcomes, at least in the short run, and some of these strategies are difficult to sustain.** Failure to provide reading skills in the early primary school years among both the advantaged and disadvantaged is often at the root of weak learning outcomes.** Expansion and quality improvement can be successfully undertaken together and can have mutually reinforcing effects. Moreover, competing pressures may make it difficult to undertake quality retrofitting at a later date.**
Approach
Biggest hurdles (3) Total of children in program Total paid staff Total volunteers Annual cost to run the organisation