APPROACH AND METHODOLOGY
imagine1day will partner with federal, regional, and district governments to identify rural communities that either do not currently have access to primary school, or have existing primary schools plagued by a lack of quality, equality, or income generation activities. Through participatory planning with the communities, a tailored program is designed for each community or school and the community contribution required to successfully implement the program is determined. A memorandum of understanding between all project partners will be signed. As an implementing organization, imagine1day will directly control the resources spent in each community and will be responsible for hiring external contractors and consultants to execute construction and training. Comprehensive bi-annual monitoring and evaluation will be conducted. Once a year, representatives from imagine1day's federal, regional, and district government partners will participate in the monitoring and evaluation.
IMPLEMENTATION, TIMELINE, AND DELIVERABLES
Identify Communities to Implement Programs - Complete
Memorandum of Understanding with Project Partners - Complete
Construction of two Grade 1-4 schools with gender divided latrines in the Tigray Region - By February 2011
Construction of two Grade 5-8 schools in the Tigray Region - By April 2011
Construction of three child friendly water points in the region of Tigray - By September 2010
Provision of books, sports equipment, and science kits for four schools in the Tigray Region - By April 2011
Annual training of teachers in active learning, life skills, and use of science kits - December 2012
Annual training of principals and Parent Teacher Associations (PTA) in school leadership - December 2012
Seed funding and training to principals and PTA in implementation, management and financial controls over income generation activities - December 2012
Monitoring and Evaluation - December 2010<br /><br />
In Ethiopia, according to the Ethiopia's Education Sector Development Plan, 40.5% of girls and 48.4% of boys complete a full course of primary education running through to the eighth grade. Furthermore, the quality of public school environments and teaching processes are extremely low, with teachers passively delivering curriculum to students and children sitting on the floor rather than at desks. Oftentimes, classrooms lack books, writing materials, teaching aids, and sports equipment. The central issue is that Ethiopia has insufficient resources to sustain its schools; a school of 400 students is allocated less than ,000 annually.
imagine1day is seeking to connect with funding and implementing partners, along with media support to pursue its goal: All Ethiopians have access to quality education funded free of foreign aid by 2030.
Financial Resources, Best Practice Information, Media/Marketing Opportunities
imagine1day is seeking the following:
- Funding partners for this and future commitments through foundation grants
- Connections to in-kind contributions of supplies such as books
- Network of implementers in Ethiopia to share best practices in girls' education, school driven income generation, manuals for teacher training components of program
- Brand awareness to a wider network of people committed to learning about international development
OFFERING: Implementing Partners, Best Practice Information, Media/Marketing Opportunities
- imagine1day is an ideal partner for funders seeking to support focused work in education in Ethiopia
- imagine1day has established very good contacts/relationships with the Government of Ethiopia