ESP's formal education program includes the following components:
- Introducing multilingual teaching and learning in primary schools, especially for lower primary levels, through the development of materials in local (Southern Sudan) languages. Coverage of the printing costs will be negotiated with other donors.
- Establishing an appropriate, in-service teacher education system that provides up to 6,000 primary school teachers with training in subject-related methodologies, health (HIV/AIDS), and life skills education, and peaceful conflict resolution based on new teaching and learning materials.
- Assisting up to 100 primary schools in developing their school improvement plans with the participation of students, teachers, and parents. School improvement plans will be implemented through a micro-project fund which is open to other donors and agencies.
The non-formal education programs include the following activities:
- Providing apprentice training for up to 4,000 youth in community learning centers. These centers will be linked to the school improvement plans. Apprentice training integrates life skills, health education (HIV/AIDS), and peaceful conflict resolution with practice in local, small-scale enterprises. Community learning centers also provide functional literacy programs for up to 16,000 youth.
- Providing social counseling services for up to 20,000 youth in the areas around the community learning centers. Social counseling includes leadership training, sports and cultural activities, information campaigns on HIV/AIDS and other important topics, community services such as waste disposal, and youth exchange activities.
- Promoting income-generating activities that encourage the establishment of small-scale enterprises. Trainees of the apprenticeship scheme and participants of the functional literacy program are supported in setting up their own community-based micro-enterprises and income-generating ventures upon graduation. As self-help groups, they present their own requests to ESP with a detailed business and maintenance plan before micro-projects are approved. The micro-project fund is open to other donors and agencies.
ESP focuses on capacity development by:
- Conducting a program preparatory mission that is comprised by a comprehensive assessment of the needs of the proposed program components, an identification of partner organizations and their human resources, and an agreement with the Ministry of Education on the four states to be covered by ESP.
- Developing and implementing a capacity development strategy based on the results of the needs assessment. At all partner institutions, capacity development is directed at the local, state, and national levels, including local NGOs and agencies of civil society as well as state and national ministries of education. Monitoring and evaluation of the program is part of its capacity development strategy.
In order to achieve ownership and sustainability, GTZ interventions were all done in collaboration with local partners. GTZ also provided them with advisory services. The objective was to enable partners to make effective and efficient use of resources in order to achieve their own goals on a sustainable basis.
In order to ensure gender equality, all programs cover the special needs of girls and women. All interventions allow fifty percent or more female participation.
Anticipated Launch: January 2008
- Conducted a program preparatory mission. Report available in 03/2008.
- Established an advisory team of international and local experts. Hired a senior advisor as team leader residing in the Ministry of Education (03/2008).
- Provided a capacity development strategy (based on results of the needs assessment) (06/2008).
As an international cooperation enterprise for sustainable development with worldwide operations, GTZ provides viable, forward-looking solutions for political, economic, ecological, and social development in a globalized world. Working under difficult conditions, GTZ promotes complex reforms and change processes. Its corporate objective is to improve people's living conditions on a sustainable basis. GTZ employs approximately 10,000 staff in more than 120 countries of Africa, Asia, Latin America, the Eastern European countries in transition, and New Independent States. Around 9,000 of these staff are national personnel. GTZ maintains its own offices in 67 countries. Some 970 people are employed at the head office in Eschborn, near Frankfurt am Main.
Education is a focal sector of GTZ work. As of 2007, GTZ was helping more than 30 countries guarantee the human right of 'education for all.' Among them were countries in crisis or post-conflict situations such as Sierra Leone, DR Congo, Afghanistan, Sri Lanka, and Guatemala. In South Sudan, GTZ was implementing a partnership program of the Federal Ministry of Economic Cooperation and Development and UNHCR on the reintegration of returning refugees and internally displaced people.
Measures of Success:
Systematically reviewing the success of operations is an integral part of GTZ's work. GTZ has a broad range of instruments for monitoring and evaluation, based on the elements of self-evaluation as well as independent and external evaluation. This enables the organization to meet the objectives at varying cost levels. Partners and local appraisers are regularly included in self-, independent, and external evaluations. These evaluations examine whether the objectives are in accord with the needs of the target groups (children and youth), with the priorities of South Sudan and partner organizations, and with the global development objectives. Furthermore, the evaluations examine the achievement of direct results (effectiveness) and of indirect results or overarching development objectives (impact), and the relationship between the resources invested and the outputs and results achieved. Particularly important for GTZ is the question of how sustainable the results are beyond the term of our commitment.
GTZ's measures of success:
· The number of children (percent of girls) who are retained in primary school receiving primary education of improved quality.
· The number of youth (percent of girls) who have successfully completed the non-formal education measures
· The number of trained teachers and instructors (percent of women) for the formal and non-formal program components
· The number of developed instructional materials used by the target groups and intermediaries (children, youth, teachers and instructors)
· The number of primary schools and community learning centers which are implementing their improvement plans and programs