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GUIDING PRINCIPLES

CHILD & EDUCATION


h"p://www.cordaid.org/en/topics/child-­‐educa6on/  


SUCCESS THROUGH CORDAID CHILD & EDUCATION The  Cordaid  model  will  make  inclusive  educa4on   policies  work  for  those  who  are  prepared  to  invest   even  in  the  most  adverse  situa4ons.     You  can  benefit  from  Cordaid’s   connected  fields  of    exper4se   and  track  records    

You   can   achieve   effec6ve   and   sustainable   change   through   Cordaid’s   model   of   connected   interven6ons.   For   investors   aiming   at   educa6on   for   all   Cordaid's   Balanced  Change  Model  will   make   educa6on   systems   work  for  you.  

The  shared  challenge:  reach  and  empower  the  most  vulnerable  groups  in  fragile  regions  and  states.  


WE HELP YOU GETTING THE MOST VULNERABLE CHILDREN INTO SCHOOL

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CHANGE THROUGH EDUCATION Relevant  programmes,  be"er  access   and  high  quality  of  teachers  and   learning.  That’s  what  makes   children  and  their  communi6es   believe  in  educa6on.  We  facilitate   and  enable  change  in  schools  and     in  the  educa6on  system.  At  the  level   of  pedagogy,  teaching  prac6ce  and   school  facili6es  and  infrastructure.   Educa6on  will  provide  children  with  the  opportunity  and  ability  to  learn  how  to  think  for  themselves,  how   to  work  and  live  together  and  for  them  to  discover  their  role  in  improving  the  world.  In  turn,  these  skills   will  contribute  to  conflict  preven6on  and  solving  in  fragile  regions,  a  core  element  of  Cordaid’s  mission.  

CHANGE  AT  SCHOOL  LEVEL  IS  NOT  ENOUGH  

INTRODUCING  CORDAID’S  BALANCED  CHANGE  MODEL     Cordaid  believes  in  structural  social  changes  that  define  the  transforma6on  from   fragile  to  flourishing  communi6es.  The  Cordaid  Balanced  Change  Model  (BCM)   reflects  this  philosophy.  It  combines  educa6on  and  community  development   through  a  context  specific  mix  of  connected  interven1ons  and  support  mechanisms   (including  Results  Based  Financing).         Project  evalua6ons  and  independent  research  show  that  educa6on  changes   require  mul6-­‐point  and  connected  interven6ons.  This  will  cause  sustainable  and   scalable  change  at  community  and  system  level.  The  BCM  has  been  tested  in  many   contexts  and  is  based  on  interna6onal  exper6se  and  research  (  see  Worldbank,   OESO,  UNICEF  and  INEE  recommenda6ons  plus  “All  systems  go”,  Fullan).    

We  believe  in  transparency  and   respect.  Together  we  agree  on   targets  and  how  to  monitor  them.  


EVERY CHILD TO SCHOOL: EDUCATION IS THE KEY TO FLOURISHING COMMUNITIES Cordaid  knows  how  to   strengthen  educa4on   (classes  and  systems)  and   how  to  ac4vate  and  engage   children  and  the  community   in  learning  

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COMMUNITY AND EDUCATION Inves4ng  in  children  and  their  communi4es   Progress  has  been  made  worldwide  in  gran6ng  more   children  access  to  be"er  educa6on.  However,  72   million  children  do  not  have  access  to  primary   educa6on  simply  because  of  their  birthplace.  At  the   same  6me,  too  many  children  quit  school  without  the   required  skills  to  enable  them  to  find  a  well-­‐paid  job.   Millions  of  children  are  either  orphans,  homeless  or   run  the  risk  of  being  abused  or  exploited.     An  investment  in  children  is  considered  to  be  an   investment  in  a  peaceful  future.  Educa6on  and  a   caring  home  are  crucial  to  ensuring  that  children  can   make  a  posi6ve  contribu6on  to  their  society  in  the   future.  Children  who  face  a  future  that  offers  them   opportuni6es  provide  a  founda6on  that  reduces  the   risk  of  conflict  development.   What  difference  Cordaid  makes  for  communi4es   ü  Lodging  orphans  and  children  without  a  home  with   foster  homes.   ü  Providing  vulnerable  children  with  addi6onal   counseling  by  family  coaches.   ü  Suppor6ng  the  families  of  children  with  disabili6es.   ü  Providing  for  more  schools  in  regions  that  have  been   exposed  to  hardships,  such  as  areas  of  conflict.     ü  Suppor6ng  parents  who  cannot  afford  to  pay  school   fees  with  financial  assistance.  

Community  and   educa6on  share  the  same   interests.  That’s  why   Cordaid  links  them  in   aims  and  at  different   prac6cal  levels  


COMMUNITY TAKING RESPONSIBILITY Cordaid  believes  schools  and  their   local  communi4es  have  to  deliver  the   agreed  changes  together;  the   community  plays  a  key  role  in   audi4ng  the  process  and  measuring   community  sa4sfac4on  

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EFFECTIVE STAKEHOLDER AND CHAIN MANAGEMENT Cordaid  involves  all  relevant  stakeholders  necessary  to  strengthen  the  educa6onal  system   comprehensively:  from  local  community  (parents,  the  girls)  to  purchasers  of  educa6onal   services,  civil  society  (among  others  for  social  audits),  local  entrepreneurs  (to  make  learning   and  training  locally  relevant)  and  the  regulators,  as  represented  by  the  MoE  (na6onal  and   sub-­‐na6onal  level).     Engaging  with  decision-­‐makers,     this  how  Cordaid  makes  it  work    

(example  DRC,  South  Kivu)  

  The  government  is  a  cri6cal  decision-­‐maker  partner  in   the  proposed  pilot.  The  Ministry  of  Educa6on  (MoE)  at   the  provincial  and  district  level  serves  as  the  regulator,   guaranteeing  the  quality  of  services  delivered  by  the   school.  The  provincial  and  district  school  inspec6on  also   plays  a  role.  Cordaid  has  the  support  of  the  government   in  South  Kivu.  By  including  the  MoE  and  inspec6on  at   both  the  district  and  provincial  level  with  performance   based  contrac6ng  and  support,  the  func6ons  of   regula6on  and  control  are  strengthened.  As  part  of  their   work,  school  inspectors  will  follow-­‐up  and  monitor   teachers  following  a  teacher  training  course.   Addi6onally,  they  will  be  engaged  in  the  content  design   and  the  roll-­‐out  of  the  radio  lessons-­‐based  teacher   training  program.  Regarding  previous  (and  ongoing)   engagement  with  other  decision-­‐makers:  Cordaid  has   been  partnering  with  the  government  in  a  variety  of   sectors;  for  example,  we  work  with  the  Ministry  of   Health  (MoH)  on  a  health  program  in  6  provinces  funded   by  the  Global  Fund.  

Close-­‐up:  working  closely  with  the  ministry  of  educa4on  on  more   relevant  and  effec4ve  school  and  community  educa4on  programmes  

 

Cordaid’s  own  chain   Cordaid  is  rela1vely  new  in  the   field  of  educa1on  field  but  brings   experience  from  other  sectors   (health  system  strengthening,   community  care,  state  building).   We  work  in  a  consor1um  with   educa1on  experts  from  APS   Interna1onal  and  innova1on   experts  from  Tipping  Point  and   researchers  through  University  of   Amsterdam.    

The  impact:  MORE  VALUE  FOR  MONEY   Our  Balanced  Change  Model  will  make   inclusive  educa6on  policies  work  for  those   who  are  prepared  to  invest  (even  in  the   most  adverse  situa6ons)    

 

       


IMPROVED CHAIN PERFORMANCE Cordaid  connects  all   relevant  stakeholders  to   establish  a  sustainable   market  driven  chain.  

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INCREASED COMMITMENT THROUGH BETTER COMMUNICATION Relate  to  needs     We  know  how  to   engage  community   and  stakeholders.   We  translate  aims   and  outcomes  to   realis6c  promises   answering  real   needs  and   expecta6ons.  

ally   Typic id   Corda

Process  management  and   communica4on   Cordaid  applies  the  result  chain   methodology  to  plan  and  share   aims,  ac6vi6es  and  outputs,   outcomes  and  impact.  We  know   how  to  design  and  manage   workflows,  roadmaps  and   communica6on.  


COMMUNICATION AND COMMITMENT

We  believe  in  transparency   and  open  communica4on   to  guide  and  manage   expecta4ons  and   strengthen  commitment    

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FINANCIAL INSTRUMENTATION OF CHANGE

Financial  drivers:  supply-­‐side   (PBF/RBF  and  investment  funds);   demand  side  (condi4onal  cash   transfers).  

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RESEARCH AND CONVINCING EVIDENCE

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Research:  partnering   model  to  build  knowledge   in  the  process  and   strengthen  research  skills   and  aZtude  (capacity   building  in  the  region).    


TOGETHER WE INVEST IN A SUSTAINABLE FRAMEWORK OF CHANGE Cordaid  believes  in  structural  social  changes  that  define  the   transforma6on  from  fragile  to  flourishing  communi6es.  That’s  why   we  invest  in  an  ins6tu6onal  framework  of  change.  This  framework   provides  a  transparent  contract  structure  to  manage  the   performance  based  financing  mechanism.         The  purchaser  func4on:  this  func6on  is  filled  in  by  an  independent   local  and  trusted  organisa6on  that  coordinates  the  process  and  the   related  financing.       The  change  func4on:  Cordaid  believes  schools  and  their  local   communi6es  have  to  deliver  the  agreed  changes  together  (school   and  parent  commi"ees);  the  community  plays  a  key  role  in  audi6ng   the  process  and  measuring  community  sa6sfac6on;  this  func6on  is   filled  in  by  a  local  civil  society  organisa6on.     The  regulator  func4on  is  filled  in  both  at  the  ministry  level  and  the   inspec6on  level.   Research  is  in  in  the  hands  of  a  local  public  or  private  ins6tu6on   (university  or  centre  of  exper6se)  twinned  to  a  Cordaid  interna6onal   centre  of  exper6se.     Capacity  building  is  in  the  hand  of  a  local  public  or  private  ins6tu6on   twinned  to  Cordaid’s  interna6onal  capacity  building  team.     The  Cordaid  local  team  provides  general  coordina4on  and  support.   This  sustainable  ins6tu6onal  framework  of  change  defines  all   cri6cal  func6ons  and  their  rela6onships.  Different  partners  can   fill  in  the  func6ons  as  the  process  of  change  develops.      

Cordaid  invests  in  transforma6on  of  communi6es  and  educa6on   systems.  The  Balanced  Change  Model  is  Cordaid’s  tool  to  make   change  happen.  This  is  planned  in  three  steps:         Step  1:    all  formal  and  social  stakeholders    (including  NGO’s  and  civil   society  organisa6ons  in  the  region)  are  ac6vated  and  brought   together  to  define  their  ambi6ons  and  synchronize  ac6vi6es;  the   Balanced  Change  Model  (including  the  network  and  contract   structure)  is  configured  to  the  context.       Step  2:    the  Balanced  Change  Model  is  implemented  and  ac6vi6es   and  processes  are  delivered,  monitored  and  researched  (to  provide   input  for  fine-­‐tuning  and  maximizing  outputs  and  outcomes).       Step  3:  when  configuring  the  Balanced  Change  Model  in  step  1,  the   scaling  and  sustaining  of  the  agreed  changes  is  planned;  Cordaid   remains  available  to  share  exper6se  and  research  in  the  post-­‐ transforma6on  period.  


SUSTAINABLE AND SYSTEMIC CHANGE

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BALANCED CHANGE MODEL (example)

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Cordaid guiding principles (draft pv for aps update 22 august 2013)