Guidelines for the Whole School Improvement Initiative - JICA

Guidelines for the Whole School Improvement

Initiative

with a special focus on

Increasing Girls’ Attendance

in Rural Basic Education Schools in Taiz Governorate

Volume I: Background and Basic Approach

Broadening Regional Initiative for Developing Girls’ Education (BRIDGE)

November, 2008

Guidelines for Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Governorate (Volume I)

Table of Contents

Table of Contents ........................................................................................................................... i List of Boxes ................................................................................................................................. ii List of Figures ............................................................................................................................... ii List of Tables ................................................................................................................................. ii Abbreviations ............................................................................................................................... iii 1. Overview of the Guidelines .................................................................................... 1 2. Background ............................................................................................................. 3 2.1 Introduction .............................................................................................................. 3 2.2 Reasons why Girls Are not Attending Schools ......................................................... 3 (1) Shortage of Female Teachers and Female Only Classrooms................................... 3 (2) Passive Attitude of Parents and Strong Tradition of Keeping Girls Away from

School ....................................................................................................................... 4 (3) Perception Gaps between Headteachers and Parents................................................ 4 (4) Lack of School Management .................................................................................... 4 3. BRIDGE Project in Taiz......................................................................................... 6 3.1 What is “BRIDGE Project”? .................................................................................... 6 3.2 BRIDGE Project and the Whole School Improvement ............................................ 7 3.2.1 Benefits of the Whole School Improvement Approach ............................................ 7 3.2.2 The Cycle of School Improvement Planning............................................................ 7 3.2.3 Structure of the School Improvement Plan............................................................... 9 3.3 Using Religious Messages to Raise the People’s Awareness.................................... 9 3.3.1 BRIDGE Strategies for Developing the Awareness Raising Program...................... 9 3.3.2 BRIDGE Messages on Importance of Girls’ Education ......................................... 10 3.3.3 BRIDGE Songs and Radio Drama Script ............................................................... 12 4. Lessons Learned from the BRIDGE Project...................................................... 14 4.1 Impacts Made by the BRIDGE Project................................................................... 14 4.2 Good Practices for Raising Community’s Awareness toward School and

Education ................................................................................................................ 17 4.2.1 Drop-out Women and Married Women Started to Study at Literacy Classes

(Case 1)................................................................................................................... 17 4.2.2 Hard Working Nurse at School Encouraged Students To Study Hard (Case 2)...... 18 4.2.3 Actions to Promote Girls’ Education Initiated by Community Leaders (Case

3)............................................................................................................................. 19 4.2.4 Sharing Experiences at the School Open Day (Case 4).......................................... 20 4.3 Good Practices for Improving Quality of Education at School .............................. 21 4.3.1 Local Male Teachers Accepted by the Community for Girls’ Education (Case

5)............................................................................................................................. 22 4.3.2 Safe and Happy Learning Environment by Stopping the Use of Sticks at

School (Case 6)....................................................................................................... 22 4.4 Good Practices for Improving School Environment............................................... 23 4.4.1 Building Classrooms Together by the School and Community (Case 7)................ 24 5. Recommendation for Expansion of BRIDGE Project in Taiz........................... 25

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List of Boxes Box 1 BRIDGE Song for Girls’ Education............................................................................12 Box 2 “Return to School” Campaign Broadcasted on Taiz Radio.........................................12 Box 3 Overall Framework of the National Program on School-Based Management ............29

List of Figures

Figure 1 Structure of the BRIDGE Project ..................................................................................6 Figure 2 Cycle of BRIDGE School Improvement Planning........................................................8 Figure 3 Structure of BRIDGE School Improvement Plan..........................................................9 Figure 4 BRIDGE Logo “Amal” and Key Message ..................................................................10 Figure 5 Source of BRIDGE Funding (2005-2007)...................................................................14 Figure 6 BRIDGE School Activities by Allocation of Funding Amount (2005-2007) .............15

List of Tables

Table 1 Sample School Funding Levels by School Type (Yemeni Rial) ................................ 27 Table 2 Number of Schools by Students’ numbers in 2004（N=59） ................................... 28

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Abbreviations BEDS: Basic Education Development Strategy BRIDGE: Broadening Regional Initiatives for Developing Girls’ Education C/P: Counterpart Personnel CPU: Community Participation Unit (Governorate Level) DEO: District Education Office FC: Fathers’ Council F/M ratio: Female to Male Student Ratio FY: Fiscal Year GEO: Governorate Education Office GES: Girls’ Education Sector (Ministry Level) GEU: Girls’ Education Unit (Governorate Level) GFO: Governorate Finance Office JICA: Japan International Cooperation Agency MC: Mothers’ Council MOCS: Ministry of Civil Service MOE: Ministry of Education MOF: Ministry of Finance SC: School Committee SIP: School Improvement Plan SY: School Year YER: Yemeni Rial


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1. Overview of the Guidelines

The Guidelines are developed based on experiences during the 42 months JICA support for the

Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) project in Taiz

Governorate. The support has been provided from June 2005 to November 2008 in 59 rural

basic education schools in the 6 districts of Taiz Governorate. Under the government’s

decentralization policy and the National Basic Education Development Strategy (BEDS), the

support aims at: i) improving girls’ access to educational opportunities by promoting school

initiatives and awareness raising activities, ii) encouraging community participation in the

schools’ decision making, and iii) strengthening the capacity of local educational authorities at

the governorate and district levels. The guidelines are presented as an outcome of the support

and joint efforts among targeted schools and the community members, targeted DEOs and GEO

in Taiz Governorate with the JICA expert team.

The guidelines have been completed in consultation with the Ministry of Education, Taiz

Governorate senior officers, Taiz GEO and DEOs, Taiz GFO, JICA headquarters, and donors

including UNICEF, World Bank, GTZ, BEDP, the Embassy of Netherlands in order for the

BRIDGE guidelines to be incorporated into the national strategy and relevant donor support.

The guidelines are composed of three volumes:

• Volume I Background and Basic Approaches

• Volume II Planning and Operational Manual for GEO and DEOs in Taiz Governorate

• Volume III School Improvement Manual for School Committees

Volume I is reading material for anyone who is interested in understanding the BRIDGE project

approach. It first gives background information explaining why the whole school improvement

approach is needed for promoting girls’ education, the basic concept of the BRIDGE project,

and then lessons learned from actual experiences of the BRIDGE implementation at the 59

targeted schools in the 6 districts in Taiz Governorate. It concludes with recommendations on

how to sustain the BRIDGE project.

Volume II is a planning and operational manual for GEO and DEO officers in Taiz Governorate,

who work for the BRIDGE Project. The manual contains the management structure of the

BRIDGE project and operational procedures and forms that are used for their actual

implementation.


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Volume III is a school improvement manual for the school committee members who implement

the school improvement plan under the BRIDGE Project. The school manual includes all the

necessary forms for the school committee members and is designed as a3-day training on

planning and a 1-day training on report preparation.


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2. Background

2.1 Introduction

Girls’ education is one of the key strategic areas in the National Basic Education Development

Strategy (BEDS) 2003 to 2015. As a result of the government’s efforts, enrolment of girls has

improved. For instance, the national net enrolment rates at the primary level (grades 1 to 6);

have improved from 73 percent in 1990 to 87 percent in 2004 for males and from 28 percent in

1990 to 63 percent in 2004 for females (World Bank, 2004). However, as seen in Taiz

Governorate, many girls in the rural and disadvantaged areas are still out of school; in urban

areas, the female to male student ratio in three urban districts was 1.03 in 2004, meanwhile in

the six most disadvantaged rural districts, the ratio was only 0.65.

The following were situational analyses of rural schools on girls’ education in the targeted

schools at the beginning of the JICA support, which were done by the JICA experts to identify

concrete ways of attracting girls to schools. The analyses are based on baseline survey results

conducted at 56 pilot schools and 50 control schools in Taiz Governorate in August 2005 and

the observations around the school areas, interviews with students, teachers, head teachers and

community members. Having such understanding, the BRIDGE Project has been implemented

and modified to support promotion of girls’ education in the local Yemeni context.

2.2 Reasons why Girls Are not Attending Schools

(1) Shortage of Female Teachers and Female Only Classrooms

There are many complicatedly interrelated factors that hinder girls from attending schools. The

baseline survey indicated that the major obstacles for girls’ education are the lack of classrooms

for girl students and the lack of female teachers. This was followed by poverty, lack of

employment opportunities after education, need to support housework, and the lack of fathers’

support.

In reality, schools in rural and disadvantaged areas suffer from a serious shortage of classrooms

and teachers. Before building classrooms for girl students and hiring female teachers,

classrooms and teachers for both boys and girls were urgently needed. In addition, it is difficult

to find qualified female teachers in these areas because women have not been able to attend

schools to a high enough level. Therefore, the BRIDGE Project has made its first priority to

provide classrooms and teachers for both boys and girls.


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(2) Passive Attitude of Parents and Strong Tradition of Keeping Girls Away from School

From observing the people in the community, it was found that the people were suspicious of

the educational authorities, since they had not received any support from the government before

and had felt abandoned. In addition, many parents in rural areas are illiterate and find it

difficult to understand the value and importance of educating their children. Furthermore, the

men and women are opposed to sending their daughters and sisters to the schools where boys

and girls have to study together. Men consider it their duty to protect the women in their family

from outsiders and feel that women should be separated from men in public spaces. Many of

them believe that in Islam it says that girls and boy should not be taught in the same classroom.

(3) Perception Gaps between Headteachers and Parents

The baseline survey found interesting perception gaps between parents and head teachers

toward the importance of girls’ education and education in general. From the results, it seems

that the attitudes of head teachers contribute to keeping girls and parents away from the schools.

• Parents think girls' education is crucial, while head teachers disagree: About 80% of

parents have a strong desire to give their daughters an education which consists of more

than just reading and writing to equip them for their future life. 95% of parents believed

that males and females have an equal right to receive an education. On the contrary,

about 87% of head teachers believed that it was enough for girls to read and write. 89%

of head teachers also believed that equal education between male and female was not

needed;

• Head teachers believe that they are working with their community well while

parents distrust school: Sixty-four percent of head teachers thought that the

community’s aspiration toward school education was high. Fifty-two percent of them

believed that parents’ support for improving schools was high. On the contrary, 80 % of

parents did not think that they needed to cooperate with schools to improve education.

Furthermore, only 18 % of the parents were satisfied with their children’s schools and

82 % of the parents did not know whether or not they could respect their children’s

teachers.

(4) Lack of School Management

From the head teacher survey, it was found that the average profile of the head teachers at the

59 pilot schools is 36 years old with 5 years of teaching experience and 9 years as a head

teacher. Due to scarce resources, teachers from the same community are quickly promoted to

the position of a head teacher without having enough teaching and management experience. 68


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percent of the head teachers are in their 30s. Furthermore, 11 of the 56 head teachers have

either no education or less than secondary certificates, and they work as volunteer head teachers.

Most of the head teachers do not have good role models to follow or have not received training

that can be applied practically in the school situation. As a result, we observed many schools

with broken furniture left unfixed, rubbish in the school, courtyards and in some classrooms,

students running and screaming around the school during classes, teachers herding students

with sticks and using them for discipline, and girl students at the back of the classroom being

neglected by teachers. Many head teachers were exhausted, isolated and had lost their

confidence in their ability to manage the school.

Without supporting head teachers, schools could not be a place for students to enjoy their studies

and their school life.

It is obvious that building girls’ classrooms, school walls, and hiring female teachers would not

solve these problems. A more comprehensive and fundamental approach would be needed to

improve the quality of education and the learning environment for students by encouraging

head teachers’ leadership. School improvement requires strengthening head teachers’

management capacity, improving teaching, and promoting community participation.

At the same time of improving the quality and environment of education for students, it is

essential to raise awareness of parents, teachers, students and the entire community on the

importance of girls’ education. Raising awareness requires various activities at the community

/ school level, district level, and governorate level. In BRIDGE, the synergy of the

improvement of the quality and environment of education (supply side of education) and

people’s awareness (demand side of education) is the key for success to improving girls’ access

to basic education.


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3. BRIDGE Project in Taiz

3.1 What is “BRIDGE Project”?

The goal of BRIDGE Project is to increase girls’ access to basic education schools in the rural

and disadvantaged areas by taking the following approaches:

(1) Supporting whole school improvement through the implementation of the school

improvement plan; and

(2) Raising people’s awareness toward importance of education by using the Islamic religious

message, “Educating girls is your religious duty”.

The BRIDGE Project aims to achieve the following:

a) Strengthen the management capacities of regional education administration (GEO and DEO);

b) Promote community participation in basic education; and

c) Enhance school management capacity.

Figure 1 below summarizes the structure of the BRIDGE project.

Source: Created by JICA-BRDGE Project Team

Figure 1 Structure of the BRIDGE Project


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3.2 BRIDGE Project and the Whole School Improvement

3.2.1 Benefits of the Whole School Improvement Approach

A whole school improvement approach provides a simple cycle and structure for school

improvement in a purposeful and positive way. Drawing up a school improvement plan and

working on the implementation helps the head teacher, teachers and the community to work

together, as the plan sets out exactly what has to be done and when and who is responsible. The

school improvement plan provides clear evidence and accountability to the GEO, DEO and the

local community through financial and progress reports. The following are the benefits of the

whole school improvement approach that the BRIDGE project emphasizes:

• Giving the communities real responsibilities for managing funding to improve the schools

through school committees;

• Giving opportunities for women to actively participate in the school improvement process;

• Fostering ownership among the people toward their schools as they see the school as a

community resource;

• Recognizing the professionalism of the head teachers and their responsibilities to improve

quality of education at the school level;

• Building trustful relationships among the schools, communities and DEOs.

• Changing attitudes toward schools and education;

• Bringing new resources to the schools to improve the schools (including local council

support, other donors’ support, government support, local family support, etc.);

• Strengthening the DEOs capability to support school committees to evaluate their situation;

• Securing transparency and accountability in the use of funding through rigorous

monitoring;

• Strengthening management capacity of GEO; and

• Establishing trustful partnerships and mutual respects between GEO and DEO with clear

roles and responsibilities.

3.2.2 The Cycle of School Improvement Planning

The cycle of school improvement planning is carried out over the school academic year starting

from analyzing “Where are we now?”.


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Where are we now? (Start)

School Improvement Plan

Implementation

Evaluation


Figure 2 Cycle of BRIDGE School Improvement Planning

(1) Where are we now? Where do we want to get to?

The School Committee will evaluate the current situation in their school and prioritise necessary

improvements. It is easy to identify what needs to be improved in terms of the school buildings,

resources, and staffing, but it is much more difficult to evaluate and prioritize action to improve

the quality of education in the classroom which will be the ultimate goal.

(2) Make an action plan

The action plan must be set with specific and realistic goals that can be achieved within a

selected period. The members of the School Committee will share responsibility to manage

different aspects of the action plan and the head teacher will lead on aspects related to the

quality of education. Funding will only be transferred to the school when the school

improvement plan has been approved at both the District and Governorate levels.

(3) Implement the plan

The Chair of the School Committee, liaising closely with the head teacher, will have overall

responsibility to monitor the implementation of the action plan, deal with problems as they arise

and ensure expenditure is kept within the budget.

(4) Evaluate the implementation of the plan

Evaluation will be ongoing throughout the process and at the end of academic year; a school

self-evaluation report will be used to set the priorities for the following year.


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3.2.3 Structure of the School Improvement Plan

In the BRIDGE Project, the school improvement plan has three focuses, which are: i) raising

community’s awareness toward education; ii) improving the quality of education; and iii)

improving the school environment, under the goal of increasing girls’ attendance at the school.

The school committees will analyze their own situation, set the target to improve the situation,

and to find activities that lead the schools to the targeted situation in the school improvement

plan. The cost estimation of each activity is included in the plan. The figure below shows

examples of activities.

Source: Created by JICA-BRDGE Project Team Figure 3 Structure of BRIDGE School Improvement Plan

3.3 Using Religious Messages to Raise the People’s Awareness

3.3.1 BRIDGE Strategies for Developing the Awareness Raising Program

Awareness raising activities is one of the two major activities under the BRIDGE project as

shown in Figure 1. At the beginning of the BRIDGE support, the school head teachers and the

community people felt powerless and made excuses of not sending daughters to schools of the

government, such as “since there are no classrooms for girls and female teachers, I could not

send my daughters to schools.” They did not think that they could change the schools. Passive

attitudes of parents and strong tradition of keeping girls’ away from schools exist. To change

these attitudes, BRIDGE project has developed an awareness raising program with four

strategies:


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(1) Developing messages using verses from Qoran and the Prophet’s speeches. Messages

based on Islam are the most powerful to influence community leaders’ and parents’

behaviour without any questions asked. Involving preachers in the communities help to

disseminate these religious messages on education through the Friday speeches.

(2) Implementing awareness raising program by involvement of participants from the

communities, schools, districts and the governorate level. Then, putting emphasis on

the community level program.

(3) Making community members take action on changes. In addition to disseminating

messages, BRIDGE encourages the schools to be open to the community and women

through inviting them to several school events, so that the people could see the changes at

the school first-hand.

(4) Targeting men and women separately. Since women tend not to express their opinion

and ideas in front of men, the awareness meeting is separately organized. For the male

group, it is important to get the participation of community leaders. Leaders could be role

models in the community to promote education for girls.

3.3.2 BRIDGE Messages on Importance of Girls’ Education

BRIDGE’s key message is “Educating girls is your religious duty”. The BRIDGE logo, shown

in Figure 4 below, is named “Amal” (meaning “hope” in Arabic). The name was selected

through voting by targeted school people, DEOs and GEO.

“Educating girls is your religious duty”

Source: Created by JICA-BRDGE Project Team Figure 4 BRIDGE Logo “Amal” and Key Message

Religious messages were developed in collaboration with a religious scholar at Taiz University,

tested out several times at the communities, and then finalized to adapt it into the realities in

rural communities. Here are the major messages which were developed:


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“Families are poor. We cannot afford school expenditures.”

Islam urges us to eradicate poverty by learning skills and crafts.

Ignorance and illiteracy are the sources of poverty.

Educating your children helps to take your family out of poverty.

“We need daughters to herd, farm and do chores.”

Islam has urged us to be fair and just in dealing with our children. Why do only girls have

to be exhausted with such heavy burdens?

Why don’t parents distribute family tasks and duties among sons and daughters equally so

that girls can find a chance to attend schools?

Islam considers learning as a religious duty for all Muslim and Muslimah.

“When a girl grows up, it is not appropriate to study with boys in the same school. If there

is a separate classroom or building for girls, all the parents could send their daughters.”

We see boys and girls herding together. Why don’t they study together?

School is safer for girls than the fields.

Parents should not wait to send daughters to school until a separate school is built. When

you send daughters to school and girls’ students become large enough, a girls’ only class

could be arranged.

“If male graduates do not find jobs, why girls should go to schools?”

Religiously speaking, education is a religious duty for all men and women.

Education is not only for jobs. Education helps the daughters and sons in their life by

enjoying good quality of worship, how to take care of family’s health.

Education helps your daughters to be a teacher or literacy trainer at the schools as you can

see from the BRIDGE experience.

“It is enough for girls to write and read.”

Allah has praised some women in the holy Quran by describing them as “true Muslimah,

believers and worshippers”. How can our women be without allowing them to acquire

enough knowledge? Our daughters should follow the path of the prophet’s wife Aisha,

who was one of the greatest scholars. The prophet requested his followers, “Take (the half

of your religion from me and) the (other) half from Aisha.” The prophet treated his wife as

his equal. Allah requests us all in Quran to seek not only a little dose but also more

knowledge. It is not enough for girls to only be literate.


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3.3.3 BRIDGE Songs and Radio Drama Script

BRIDGE project songs and radio drama scripts were also developed. The poem was written by

Mr. Mahmood Sharif and the song was composed and sung by Mr. Abdulbaseet Absi, who is a

nationally renowned singer from Taiz for the traditional Yemeni folksongs. In Box 1 are the

lyrics of the project song.

Box 1 BRIDGE Song for Girls’ Education

With which girls shall tower over the peaks.

Oh, girls Here's the knowledge of light

So with 'yes' shall you respond? Come and hold it To perform your holy duty Run, seek and obtain it. From the knowledge vessel drink what is in

it. Your notebooks shall you embrace The wind is embraced by yacht's sails Hug the books, and learn what you can Educate yourself willingly Thick nights torn by a shining dawn The prophet saying follows strictly. Let girls take their share Education is every Moslems' duty, Confiscating their rights never be fair Which you shall perform carefully Struggling in her life she can not bear. The pen's light we shall greet,

Box 5 introduces the Radio drama scenario on girls’ education that was developed for the Taiz

Radio Campaign in January 2008.

Box 2 “Return to School” Campaign Broadcasted on Taiz Radio Father: Ah, Amal! Are you ready to go back to school? The mid-term holiday has finished and school will start, so I bought a new bag for you. Amal: I got tired of studying. I started my lessons in the beginning of the school year, and I don't want to complete my study. I want to sit at home like my sister Ahlam. Ahlam: (She strongly interrupts) No, Amal. You must complete your studies. Don't be like me. (A sad voice and music) Look at my situation. My father let me marry at a young age, and I have 4 children and my husband has died. Now I cannot take my rights from my husband's family since I did not complete my study. I cannot get a job to take care of myself and my children. Amal! You must complete your education to be better than I am. This is a must! Amal! You must carry on your education. The education is brightness to light the way ahead, Amal! And the illiteracy is darkness, great darkness. If you are left out from the education, you will regret it. You will feel tired now because you study hard, but you will be satisfied in the future. Father: Yes Amal, your sister is right. Now I know my mistake. I did not let my daughters educate themselves and prevented them from studying. Today I am upset and sad and I want to cry because I did not give my daughter a chance to be educated. It is one of our daughters' rights as Prophet Mohammed said: "Asking for Education is duty of each male and female." (He regrets) This is all because of me. I prevented my daughter from an education! Ahlam: Dad, no need for your regrets now! Amal! Do you know who defended me in court to get all my rights?


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Amal: Who is that? Ahlam: Amani. She is my friend whom I studied with in same classroom at school. She became a lawyer and now she is satisfied, so you must continue and complete your education, Amal! (1 minute and 45 seconds)


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4. Lessons Learned from the BRIDGE Project

4.1 Impacts Made by the BRIDGE Project

Through the three years of the BRIDGE experiences, many changes that have improved schools

and relationships between the school and community were found by the impact assessment1 and

observations by the DEO, GEO in Taiz and the JICA-BRIDGE Team.

In the three years from June 2005 to May 2008, the BRIDGE project provided 109.5 million

YER in total for the 59 schools in the six districts in Taiz Governorate. The funding came

from JICA and Taiz Governorate2 and community donations (see Figure 5 for details). Figure

6 describes the allocation of the total funding by activities.

Taiz BRIDGE Project Total Funding Amount 2005-2007 (YER)Total: 109,544,341 YER

JICA Funding,86,292,850, 79%

Local Contribution,6,578,932, 6%

Governorate Funding ,16,672,559, 15%


Figure 5 Source of BRIDGE Funding (2005-2007)

1 Impact assessment was conducted in August-September 2008 by comparing the Baseline survey data (August 2005) and endline survey data (June 2008). 2 Taiz Governorate local council started to provide school funding in the 2007/2008 school year. In the school year, both JICA and Taiz Governorate provided school funding.


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Taiz BRIDGE Project School Activities by Allocation of FundingTotal amount: 109,544,341 YER

2005-2007

Contracting Teacher39%

Classroom Construction& Repairing

28%

Construction Toilets6%

Hiring Literacy Trainer5%

Hiring Sewing Trainer5%

Purchasing WaterTank3%

OrganizingSchoolEvents2%

PurchasingRadio2%

Administration Cost2%

TransportingStudents2%

SupplyingWater1%

Others4%

AwarenessMeeting1%


Figure 6 BRIDGE School Activities by Allocation of Funding Amount (2005-2007)

Hiring contract teachers was the most popular activity that the funding was spent on in the three

years from 2005 to 2007 by the 59 targeted schools. Construction and repair of classroom was

the second common activity in terms of amount spent. Sixty-seven percent of the funding has

been spent for these two activities in the three years. These figures show what the priorities are

for improving schools in the rural areas. By number of activities implemented at the schools,

the most popular activity was awareness raising meeting followed by hiring teachers in the third

year. Awareness meetings can be organized by schools with less money.

The following are major findings from the impact assessment.


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(1) BRIDGE helped to increase the number of both boys’ and girls’ attendance at the 59

schools

The number of female students increased by 1.5 times from 6,281 (2004/2005) to 9,433

(2007/2008) and the number of male students has increased by 1.28 times during the same

period at the 59 targeted schools in the 6 districts. Since increase of girls’ attendance was more

than that of boys, the female to male student ratio (F/M ratio) improved from 0.67 to 0.79 in

these three years.

(2) BRIDGE helped to improve the school environment

During the three years of JICA support, 49 classrooms were built and 90 classrooms were

rehabilitated by the School Committees of the 59 targeted schools. In addition, using the project

funding, each year, approximately 150 teachers (including 60 female teachers) from the local

community were contracted by schools. The number of classrooms and teachers were also

increased, so that the number of schools that could offer complete grades of basic education

from grades 1 to 9 increased from 15 schools out of 59 (25.4%) in 2004 to 20 schools (33.9%) in

2007.

(3) BRIDGE helped to increase ownerships of parents toward their schools and to build

a cooperative relationships between schools and communities

Through the three years of BRIDGE implementation, parents got to know their children’s

schools and teachers better. In the endline survey, 91% of parents (n=591) fully agree that they

respect their children’s teachers. At the same time, parents’ willingness to support school

education became higher. Seventy-eight percent of parents fully agreed that they are willing to

help schools. Furthermore, ownership toward schools among parents was increased. Ninety-

two percent of parents fully agreed that schools in their communities are for themselves.

Eighty-eight percent of 59 head teachers fully agree that community participation is necessary to

improve school education.

(4) BRIDGE helped to change head teachers’ perception toward girl’s education

In the three years, head teacher became more supportive to girls’ education. In the endline

survey, ninety-seven percent of 59 head teachers fully agree that men and women have an equal

right to receive education. Eighty percent of head teachers do not agree that basic skills of

reading and writing are not enough for girls’ education.

Understanding quantitative changes at the 59 target schools, the following sections introduce

actual cases of changes observed at the schools in terms of: a) raising people’s awareness; b)

improving quality of education; and c) improving school environment.


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4.2 Good Practices for Raising Community’s Awareness toward School and Education

Various kinds of awareness raising activities were implemented by schools and communities in

the school improvement plan as well as by DEOs. When the project support started, it was very

difficult for outsiders to meet with women at the schools because the community people did not

like outsiders to meet their female family members, even though they were women. In addition,

women did not have many chances to visit schools before; they were hesitant to come to school.

Therefore, the BRIDGE project encouraged schools to implement women’s activities including

opening literacy and sewing classes for women, hiring a school nurse, organizing school events

such as students’ competition, awarding of the best students, and school trips. These activities

contributed to change the attitudes of women and their families to understand the importance of

education better. Literacy classes were implemented only in 4 schools in the 2005/2006 school

year, and then became the most popular women’s activities conducted in 36 schools in the

2006/2007 school year. In some schools, both literacy and sewing class were opened. For the

successful management of these two women’s activities, it was found that the head teachers

support was essential to make a schedule for women to attend classes and keep the school safe

by closing the school gate to keep other males away from the school. At many school events

such as the Open Day event and community awareness program, fathers and mothers were

invited to the schools and this contributed to increase the communication between teachers and

parents.

Specific cases of the project are introduced below. Case 1 describes the impact of opening

literacy classes, and case 2 introduces an example on how a nurse could contribute towards the

people’s awareness on education. Case 3 and Case 4 are examples of awareness raising

programs conducted by DEOs.

4.2.1 Drop-out Women and Married Women Started to Study at Literacy Classes (Case

1)

A mother who attended the literacy class at Al Wahda school (Al Waziiyah district) said, “The

literacy class made me step inside the school for the first time in my life. I missed the chance to

go to school when I was young, but now I can go to school like my brothers did. I am now

happy that I am able to read and write.” Another literacy student commented, “Before the

literacy class, we were like the blind, but the literacy class has opened our eyes.” One of the

trainers said, “When mothers join the literacy classes, they experience the advantage of

education, so they insist that their daughters go to school.”


18

Hakima, 17 years old, and Nawal, 20 years old at Al Eishaa school (Al Makha district), had

dropped out at Grade 2 because they needed to help their mother at home at that time. They

attended the literacy class provided by BRIDGE, and the next year, they were transferred to

Grade 4 in the morning shift and studied with younger boys and girls. “I felt happy, not nervous

or shy, to resume schooling. I insisted on returning to school and my parents supported me.”

“When my parents saw many older girls go to school, they pushed me to go to school as well.”

Now there are an unprecedented number of older girls studying with younger students in this

school. The community sees more and more older girls coming back to school, and this led

parents to send their own daughters to school as well. Community awareness has risen and a

“neighborly-pressure” to send girls to school has been effective.

Why was this case study successful?

In both schools, the head teachers’ strong support for the literacy class was the key to success.

They always stayed at school when the literacy classes were taking place to ensure the women's

safety, and advertised the literacy class widely in the community by persuading the community

men to send their wives, sisters and daughters to the literacy classes. Literacy classes also

created job opportunities for educated women in the community. The trainers represent the

benefits of education.

As many as 85 students registered for literacy class

Students talk confidently.

4.2.2 Hard Working Nurse at School Encouraged Students To Study Hard (Case 2)

Bab Al Mandab school (Dhubab district) hired Ibtesam as a school nurse. Ibtesam had

graduated from the 12th grade in this school, then attended a health school for 2 years and had

practice in a clinic in Taiz city for 4 months. Ibtesam came to school before the classes began

every day and stayed at school until the classes were over. She was responsible for the first-aid

kit which was purchased as one of the activities of their School Improvement Plan. When

students felt sick or were injured, she gave medicine and treated them. She kept all the records

of her treatment on a notebook neatly. Her day did not end at school. In the afternoon, she


19

made house-to-house visits, and she made mothers aware about the importance of education.

Mothers said, “Because she is in the school, I feel safe to send my children.” “Now children do

not have to be absent for a long time because of her immediate and thorough treatment.”


Everybody had known that Ibtesam was a good nurse even before she started working in the

school, but now people know Ibtesam not only as a good nurse, but also as a hard worker who

has attracted people’s attention to girls’ education with her humble demeanor and personal touch.

She took on a crucial role of connecting the community and the school.

Ibtesam shows the first aid kit Registration record neatly kept

4.2.3 Actions to Promote Girls’ Education Initiated by Community Leaders (Case 3)

A community leaders’ initiative and women’s initiative were held in Al Fawz school in Al

Waziiyah district where the culture and tradition is conservative and the level of girls’

attendance in school is quite low. The participants raised reasons for girls not attending school

as follows: Fathers and brothers prevent girls from studying with boys, especially after Grade 5;

Girls marry young often after as soon as finishing Grade 5 and cannot complete their education;

Girls are busy herding and doing house chores at home, etc. In this community, the culture was

such that people laugh about older girls or women coming to school to study, because they are

too old to learn. People even laugh at men who send older daughters or wives to school. This

was the reality of this community.

At each initiative, the preacher began telling religious stories and anecdotes regarding girls’

education (refer to religious messages described in 1.5). Listening to these stories, participants

started to realize that the lack of awareness of parents and themselves was the main factor


20

behind the low level of girls’ education. At the end of the meeting, the participants drew an

action plan, such as making preachers speak about girls’ education in the Friday preaching;

opening literacy classes for women; making literacy trainers discuss the importance of girls’

education with mothers in the literacy class and other social occasions like weddings; using a

school radio for raising awareness tool, such as playing project songs, educational radio drama,

etc. These actions are simple, but easy to practice, and making people take actions and

responsibilities is the key for raising awareness.

A preacher gives lectures to women on importance of education.

Community leaders and fathers seriously discuss on what they can do.

After this meeting, this school began a literacy class for women at a house near the school and

hired two students in Grade 7 as the trainers. The school is not a place for women to study yet.

Then, men saw that educated girls could earn money and realized the importance and value of

girls’ education. We hope that in the future the literacy class will be held at the school. This

was another impact of the community awareness program.

4.2.4 Sharing Experiences at the School Open Day (Case 4)

Once a year, BRIDGE funds an Open Day Celebration at one school in each district. The head

teachers, teachers, School Committees, Fathers’ Councils and Mothers’ Councils work together

to organize both boys and girls in singing and performing dramas. Students, boys and girls alike,

practice their performance rigorously to perform on the stage in front of hundreds of people

invited from outside the school. Students enjoy the experience, and parents are proud of their

sons’ and daughters’ achievements, and all the guests, such as local council members, are

convinced of the importance of girls’ education.


The Open Day gave girls a chance to play an equal role to boys in the school activities, rather

than sitting at the back of the classroom and rarely speaking up in front of the teachers and other


21

students. Fathers and mothers saw with their own eyes that their daughters act happily and

confidently in public. This reinforced the parents’ and communities’ awareness on the

importance of girls’ education and a sense of responsibility to educate girls

More than 200 participated in the Open Day Girls are confident enough to perform in front of hundreds of guests

4.3 Good Practices for Improving Quality of Education at School

The first step to improve quality of education is that teachers attend schools every day for

teaching. Hiring contract teachers is one of the major activities at the schools. Contracted

teachers attended the school everyday and worked hard to improve the school education. Head

teachers’ leadership to work with teachers and organize the school in a better way through many

activities is essential to improve the quality of education.

As mentioned, hiring teachers became one of the most important BRIDGE activities for the

schools. From the first year, three schools were newly opened in the targeted areas because

teachers could be hired by the BRIDGE project. The number of contract teachers was increased

from 145 in the 2005/2006 school year to 172 in the 2007/2008 school year. In May 2008, the

MOE and MOCS in collaboration with Taiz Governorate agreed to hire the 129 qualified

contract teachers out of the 172, who completed at least their secondary education in 2008. If it

is realized, BRIDGE could prove that hiring teachers by schools could be an effective teacher

hiring approach. In addition, contract teachers should be trained in the government training

courses as soon as they are contracted by the schools. Coordination between the GEO

Implementation Team and training department should be made.

Cases 5 and 6 are signs of changes that happen at schools to improve quality of education for

girls.


22

4.3.1 Local Male Teachers Accepted by the Community for Girls’ Education (Case 5)

Sae'ed Bin Gobair school (Al Makha district) hired 2 teachers by the BRIDGE funding.

Although hiring female teachers were encouraged by the BRIDGE project, the school could not

find any female teachers. Teachers from the city were not prepared to travel to a remote rural

area and none of the women in the community had qualifications; therefore, male teachers who

had lived in the village were employed. A mother says, “I do not care if my daughter is taught

by male teachers who come from the same area, because I know all the people in the village and

can trust them.” As long as the teachers are good at teaching and can control the class, girls like

male teachers. Grade 6 girl says, “We have many teachers, but we like Mr. Adel the best,

because he is good at teaching, checks homework every day, is strict and can control the class

well and nobody makes a noise in his class.”


The School Committee working with the head teacher took time to recruit men who were

respected by the community and had the ability to become good teachers. The head teacher

made sure that these teachers attended school every day and had regular meetings with them to

help them prepare their lessons and keep their class in control. The head teacher monitored their

work on a regular basis and gave advice on problems as they arose.

Girls can be happily taught by male teachers 4.3.2 Safe and Happy Learning Environment by Stopping the Use of Sticks at School

(Case 6)

In Al Gabri school (Maqbanah district), the head teacher decided to stop the use of sticks for

disciplining or punishing students. At first, the other teachers did not know how to keep

students organized in the classroom without a stick, but they gradually found alternative ways of


23

disciplining students. For example, discussing school rules with the students, agreeing on how

everyone should behave, having a dialogue with students and explaining why their actions were

wrong, and rewarding students for good behavior, such as good attendance in classes, good

discipline, keeping the classroom clean, and doing their homework.

At first, many parents were wary of stopping of the use of a stick, but later on, they realized that

this initiative made the school a calm and pleasant place to study. Furthermore, students started

to talk more openly about what happened at school with their parents.


The head teacher’s initiative and strong will to create a safe and comfortable learning

environment, as well as the effort of other teachers paid off. The head teacher also had frequent

meeting with the teachers to give advice. Close communication and teamwork of the head

teacher and the teachers contributed to create a safer and comfortable learning environment and

lively communication between teachers and students and parents.

Now students behave themselves without a stick and communication between students

teachers has increased. 4.4 Good Practices for Improving School Environment

During the three years of JICA’s support, 49 classrooms were built and 90 classrooms were

rehabilitated by the School Committees. In most of the schools, classrooms were built or

rehabilitated by the hands of the people at the school and community due to the limited budget.

Based on the three-year experience, one cement-made classroom could be built with around

YER400,000 and one wooden classroom could be made with around YER 70,000 if the

community people provided the construction work. Case 7 is an example on how a school and

community can work together for construction.


24

4.4.1 Building Classrooms Together by the School and Community (Case 7)

Before BRIDGE in Al Wahda school (Al Makha district), the students had to study under the

trees. There were no school buildings. Using BRIDGE funding, the community decided to

build 3 classrooms in the first year of BRIDGE. Everyone became very excited and all

members of the community, men and women, participated in the school construction. Men did

the construction and women provided lunch and tea and helped carry the water and cement.

Fatima said, “I have never done this kind of community work before. We were happy to build

the school together with other families.” In the third year of BRIDGE, the school constructed 2

more classrooms, as the student number grew in three years of BRIDGE.


The fact that all the people were involved in the classroom construction made them proud that

the children are now studying in the new classrooms where they are able to concentrate and

enjoy learning rather than sitting out in the sun and dust. This positive experience focused the

community's attention on the importance of education for all children. It created an

environment where awareness raising about the importance of girls' education was well received.

School under Construction Newly built classroom with painting


25

5. Recommendation for Expansion of BRIDGE Project in Taiz

JICA’s BRIDGE project was a pioneer project that started the whole school improvement

approach in 2005 in Yemen. This guideline is considered to be applicable and provide useful

insights on how to manage and operate the BRIDGE project. After the JICA support ends in

November 2008, the BRIDGE project is expected to be expanded to other rural and

disadvantaged schools within and beyond Taiz Governorate. Therefore, this volume I concludes

with some recommendations for expansion of the BRIDGE project.

(1) Obtaining Training and Monitoring Budget in Addition to School Funding

In Taiz Governorate, school funding has been provided from the Taiz Governorate local council

budget since 2007. Taiz Governorate has continued the same level of support in 2008 and is

expanding the targeted schools from the current 59 schools to 119 schools by adding 60 schools

in 2009. This is one of the greatest and most remarkable achievements of the BRIDGE project

in Taiz. In addition to obtaining the school funding, training and school monitoring are essential

components for the successful implementation of the BRIDGE project to strengthen

management capacities of GEO, DEOs and school committee members as well as sharing

experiences. Therefore, it should be clearly agreed between the Taiz Governorate and Ministry

of Education on who will be responsible for preparing the training and monitoring budget in

addition to the school funding financed by the Taiz Governorate. The necessary cost for the

training and monitoring should be budgeted in the annual budgeting process.

(2) Establishing a Direct Funding Transfer Mechanism to School Accounts

The success of the BRIDGE project provided strong evidence to the policy makers at the

national government that schools are capable of managing the funding transferred directly to the

school accounts in transparent and accountable manners if an appropriate monitoring and

support mechanism is established at each targeted district and schools. However, under the

current budgetary regulations, it is not possible to realize the direct funding transfer to schools

as the BRIDGE project suggests. The amendment of budgetary regulations is currently being

examined between Ministry of Education and Ministry of Finance. Therefore, Taiz Governorate

needs to wait for the amendment at the national level. It is highly recommended that MOE and

Taiz Governorate including GEO and GFO closely coordinate to follow the same mechanism in

Taiz Governorate as the one that will be realized at the national level.


26

(3) Reviewing Appropriate Mechanism of Hiring and Sustaining “Contract

Teachers” and Ensuring the Quality of Contract Teachers

BRIDGE found that hiring teachers was the most effective school activity for increasing girls’

attendance at the rural schools. Locally hired teachers can be accepted by parents even though

teachers are male if they know the teachers. It was proved that locally hired teachers are

working hard with less absence and cost less than teachers commuting from outside of the

community because there is no need to pay transportation and accommodation costs. However,

considering “sustainability” and “quality assurance” of these contract teachers, the BRIDGE

mechanism of hiring teachers should be reviewed and be improved to match the current

government hiring policy. BRIDGE strongly recommends the following criteria for selecting

contract teachers:

(1) Select from the same community;

(2) Female should have at least completed secondary education;

(3) Male should at least hold a diploma;

(4) If both male and female have the same qualification, then hire the female.

This requires intensive discussion and political leadership among key stakeholders, including

Taiz Governorate offices of Finance, Civil Services and Education with close collaboration with

their ministries in Sana’a. For example, the following issues should be determined:

• If the governorate funding can allow schools to hire teachers locally, could the contract

teachers become government official teachers in the end? How long can teachers continue

to be hired by schools with governorate funding?

• Current selection criteria do not consider the most important factor, which is the stability

of the teachers in the schools. Teachers who are sent to a very remote area where they

cannot find basic conditions for living (including water, electricity and decent

accommodation) cannot survive. Among the 59 targeted schools, 8 schools do not have

one single government teacher; all the teachers are contract teachers. Who should be

responsible for matching the school demands for teachers and regular teacher employment

procedures?

• How can the schools identify an appropriate number of contract teachers to hire in

addition to government teachers at the schools?

• Once the contract teachers are hired by schools, how could GEO provide the official

government trainings for these contract teachers as soon as they are hired? How could

school head teachers support these contract teachers to assure the quality of teaching at the

school?


27

(4) Examining an Appropriate Level of School Funding

Three year’s BRIDGE experiences can conclude that the amount of 500,000 YER per school in

a year was necessary, but might not be sufficient depending on the conditions of the school. In

the 2008/2009 school year, MOE is planning to implement the direct transfer of school

operational cost according to the number of students. Therefore, the amount of the BRIDGE

funding should be re-examined.

Table 1 Sample School Funding Levels by School Type (Yemeni Rial) School Type Year 1 Year 2 Year 3 Year 4 Year 5 Large Schools 0 0 0 0 0 Mid-size Schools 500,000 500,000 300,000 300,000 300,000 Share of activities Contracted Teachers 300,000 300,000 300,000 300,000 300,000 Construction and Rehabilitation 150,000 100,000 0 0 0 Others 50,000 100,000 0 Small Schools 800,000 800,000 800,000 450,000 450,000 Share of activities Contracted Teachers 300,000 450,000 450,000 450,000 450,000 Construction and Rehabilitation 400,000 250,000 250,000 0 0 Others 100,000 100,000 100,000 Source: JICA-BRIDGE Dataset Note: Large Schools (More than 500 students); Mid-size schools (150～499 students); Small Schools (Less than 150) It costs 150,000 YR to hire contracted teachers per year.

The table above summarizes a formula that decides the amount of funding to schools. It is

based on the number of students at the school. The amount per school is calculated based on the

following assumptions:

• 400,000 YER is the minimum amount for purchasing materials to construct one classroom

with community labor.

• 150,000 YER is the 10-month salary of hiring one contract teachers, which is based on the

lowest scale of the government teacher’s monthly salary of 15,000YER. Once the

contract teachers are hired, schools should continue to receive the necessary funding for

teachers until these teachers are hired under the government payroll.

• Other activities include organizing activities for improving quality of education and

raising parents’ awareness toward education. Since these do not cost much, it is highly

recommended that schools should spend money for these activities in addition to hiring

teachers and constructing classrooms.


28

• BRIDGE project supports targeted schools intensively for three years once they are

targeted. After this period, it is expected that the amount of funding, except the teacher

salary, should be decreased to support other schools:

Table 2 Number of Schools by Students’ numbers in 2004（N=59） School category Number Share Schools with less than 150 students 26 44% Schools with students from 151 to 499 25 42% Schools with 500 and more students 8 14% Source: JICA-BRIDGE Dataset

As shown in Table 2, 86% of the targeted schools had less than 500 students before the JICA

support started. Out of them, almost half (26 out of 51) had less than 150 students. Eight

schools have more than 500 students in grades 1 to 9. As a result, the BRIDGE project

recommends that the large schools with more than 500 students do not have to receive the

BRIDGE funding. Large schools with more than 500 students will receive more operational

funding from MOE. BRIDGE also recommends that the most disadvantaged schools with less

than 150 students should receive the largest amount of 800,000 YER per year since they require

more funding to improve school facilities and hiring teachers to make their schools as a place

for learning. Finally, the mid-size schools that have students from 150 to 499 should receive

500,000YER per year.

(5) Harmonization of Operational Procedures Among Similar School-Based

Management Programs

There are similar trials to promote school-based management being implemented by different

donors and MOE under the national Program (please see Box 3 for the details). In this regard,

much effort shall be required for harmonization in operational procedures among such programs

to avoid any duplication. In addition, sharing good practices, strategies and challenges among

key stakeholders from different regions and levels should be promoted for effective

harmonization of policy, legal framework, implementation and funding framework based on

good practices and lessons learned.

(6) Utilizing School Inspectorate System at the District Level to Effectively

Implement School Support and Monitoring

In the future expansion, it is recommended that the DEO Team should utilize their inspectors

(finance, school environment, and pedagogy) to conduct school visits to support schools and

monitor the progress of the BRIDGE activities at the school.


29

Box 3 Overall Framework of the National Program on School-Based Management (as of August 2008)

Based on Cabinet Decree 158 (2007) on developing a proposal for reconsidering the operational cost for the local councils, ministry offices, and administration unit, the Government of Yemen has established a committee which was composed by members from Ministry of Planning and International Cooperation, Ministry of Local Administration, Ministry of Finance, Ministry of Education and Ministry of Civil Services. Regarding the schools, Ministry of Education decided to provide operational costs for all the public schools (basic and secondary) and is currently developing a framework in close collaboration with Ministry of Finance and Ministry of Local Administration. The national program on school-based management is to provide operational costs for schools instead of the school fee which was abolished in the 2007/2008 school year.

• Total Budget: For the 2008/2009 school year, MOE prepared the budget of

2,312,860,000 YER for all the basic and secondary schools in the country. The amount may be increased after the first year’s experience.

• Criteria to decide the amount given to schools: All the government schools are eligible for the program regardless of their school building availability if students study there. The amount is determined according to the number of students. However, with this idea, small schools get less support and it is so difficult to manage and decide the operational cost based on number of students in each of more than 15,000 schools all over the Republic of Yemen. An alternative way is currently under examination.

• Expenditure Items: The operational cost can be used for the following budget items only:

Small maintenance for improving school buildings Purchasing stationeries for examination Transfer cost for delivering textbooks for students from the center of each district Cost of copies of examination related documents School activities

Hiring teachers by schools is not allowed. Instead, MOE is implementing a hiring female teachers program at each governorate that allows female teachers above the secondary degree to be hired by the government payroll. • Funding Transfer Mechanism: Considering the Taiz experiences with BRIDGE,

MOE agreed to prepare the direct transfer mechanism from the central bank to school accounts. Schools could set up the bank account either at a bank or post office depending on its availability. It is not yet determined whether tax will be exempted or not from the school funding. The funding is given to schools in three installments in a school year. However, since there is a gap between the school year and financial year, even though MOE is aiming at launching the program in September 2008, schools should use up all the funding by the end of December, which is the end of fiscal year 2008.

• Steps for schools to receive the funding: To decide the amount of funding, schools will submit the registered number of students to MOE via DEO and GEO. MOE will decide the amount based on the students’ number. Schools will also submit the school annual plan for approval of DEO, GEO and MOE. Once the plan is approved by MOE, the funding is transferred to the school account.

• Roles and responsibilities among the ministerial, governorate and district level: Clear division of roles and responsibilities is not given between the central level and


30

local level; and between education office and finance office. In the current plan, all the authority to determine the funding transfer is in the hands of MOE and MOLA. At both governorate and district level, currently there’s no division of roles and responsibilities between education office and finance office. The roles and responsibilities will be clarified base on discussion among the MOE staffs and between MOE and MOF.


Initiative




Volume II: Planning and Operational Manual for GEO and DEOs

Broadening Regional Initiative for Developing Girls’ Education

(BRIDGE)

November, 2008

Guidelines for Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Governorate （Volume II）

Table of Contents

Table of Contents ........................................................................................................................... i List of Boxes ................................................................................................................................. ii List of Figures ............................................................................................................................... ii List of Tables ................................................................................................................................. ii Abbreviations ............................................................................................................................... iii 1. Overview.................................................................................................................. 1 2. BRIDGE Management Structure .......................................................................... 2 2.1 Overall Structure of the BRIDGE Project ................................................................ 2 2.2 Membership, Roles and Responsibilities: Ministry of Education ............................ 3 2.3 Membership, Roles and Responsibilities: Governorate Level.................................. 3 2.4 Membership, Roles and Responsibilities: District Education Office ....................... 7 2.5 Membership, Roles and Responsibilities: School Committee.................................. 8 3. BRIDGE Project Management Cycle ................................................................. 11 3.1 Overall Cycle .......................................................................................................... 11 3.2 Preparation Stage .................................................................................................... 12 3.2.1 Determine the Policy (Step 1)................................................................................. 12 3.2.2 Select Targeted Districts and Schools (Step 2) ....................................................... 12 3.2.3 Plan the Schedule (Step 3) ...................................................................................... 16 3.2.4 Acquire and Secure the Budget (Step 4)................................................................. 16 3.3 Planning Stage ........................................................................................................ 22 3.3.1 Organize Planning Workshops (Step 5) .................................................................. 22 3.3.2 Approve School Improvement Plans from Targeted Schools (Step 6) ................... 24 3.3.3 Signing on Contract with School Committees (Step 7) .......................................... 26 3.3.4 Making the Funding Available to Each School Account (Step 8)........................... 27 3.4 Implementation Stage ............................................................................................. 30 3.5 Implement and Monitor the School Improvement Plan (Step 9) ............................ 30 3.6 Organizing the Awareness Events (Step 10) ........................................................... 33 3.7 Evaluation Stage ..................................................................................................... 37 3.7.1 Prepare the End of Year Report by Schools(Step 11) ............................................. 37 3.7.2 Review and Authorize reports by GEO (Step 12)................................................... 37 3.7.3 Organize the Year End Workshop (Step 13) ........................................................... 37 3.7.4 Issue a Newsletter to Share BRIDGE Experiences (Step 14)................................. 38 3.7.5 Report the Completion to MOE and GFO (Step 15) .............................................. 38 4. BRIDGE Forms and Materials............................................................................ 40

(1) BRIDGE Annual Schedule Form (2) School Committee Member List (3) Evaluation Form of School Improvement Plan (for DEOs) (4) BRIDGE Contract (Sample) (5) DEO Monthly Report Form (6) School Monitoring Sheet (for GEO and DEOs) (7) Open Day Form (8) Community Awareness Action Plan (9) BRIDGE Project DVD “Educating girls’ is your religious duties.”

i


List of Boxes Box 1 Importance of the local council’s involvement ............................................................ 4 Box 2 Work Ethics.................................................................................................................. 6 Box 3 Key Competencies for the Successful DEO Team....................................................... 8 Box 4 How to Make a SC function for Real Decision-Making ............................................ 10 Box 5 Setting Target on Students’ Number for BRIDGE .................................................... 23 Box 6 Problems Which Will occur if the Direct Transfer Mechanism is not Realized ........ 28 Box 7 Measures to Secure Accountability and Transparency of the Funding...................... 31 Box 8 Situations where the Sanction was Taken .................................................................. 31 Box 9 Common mistakes found in schools’ financial reports .............................................. 37

List of Figures

Figure 1 Overall Organizational Structure of the BRIDGE Project ........................................... 2 Figure 2 Organizational Structure of School Committee ........................................................... 9 Figure 3 BRIDGE Management Cycle..................................................................................... 11 Figure 4 Changes in Student Number at the BRIDGE Target Schools (2004 to 2007) ........... 23 Figure 5 Direct Funding Transfer to Schools ........................................................................... 27 Figure 6 Work Flow at Planning Stage .................................................................................... 29 Figure 7 Work Flow at Implementation Stage ......................................................................... 36 Figure 8 ................................................................................. 39 Work Flow at Evaluation Stage

List of Tables Table 1 Membership of the Governorate Committee................................................................ 3 Table 2 Membership of the GEO Implementation Team.......................................................... 4 Table 3 Membership of DEO Team.......................................................................................... 7 Table 4 Membership of School Committee .............................................................................. 8 Table 5 Number of Students by Gender and Grade at 23 Districts in SY 2006/2007............. 15 Table 6 Planning the Annual Schedule ................................................................................... 16 Table 7 Estimated Total Cost for the BRIDGE Project in SY 2008/2009 .............................. 16 Table 8 Estimated cost by fiscal year in the school year 2008/2009....................................... 17 Table 9 Budget Breakdown between GEO, DEO and Schools............................................... 17 Table 10 Breakdown of Estimated Budget for SY2008/2009................................................... 18 Table 11 Three different situations that female to male student ratios indicate........................ 23 Table 12 Sample School Visiting Schedule for DEO ............................................................... 24 Table 13 GEO’s Check List for Approving the School Improvement Plan.............................. 25 Table 14 Sample Program for Signing Ceremony .................................................................... 27 Table 15 Sample Bank Account Information that GEO should manage................................... 28 Table 16 Roles and Responsibilities in Implementation ........................................................... 30 Table 17 Monthly Meeting Agenda by Month.......................................................................... 32 Table 18 BRIDGE Awareness Raising Activities..................................................................... 33 Table 19 Participants in the BRIDGE Community Awareness Program.................................. 34

ii


iii

Abbreviations BEDS: Basic Education Development Strategy BRIDGE: Broadening Regional Initiatives for Developing Girls’ Education C/P: Counterpart Personnel CPU: Community Participation Unit (Governorate Level) DEO: District Education Office FC: Fathers’ Council F/M ratio: Female to Male Student Ratio FY: Fiscal Year GEO: Governorate Education Office GES: Girls’ Education Sector (Ministry Level) GEU: Girls’ Education Unit (Governorate Level) GFO: Governorate Finance Office JICA: Japan International Cooperation Agency MC: Mothers’ Council MOCS: Ministry of Civil Service MOE: Ministry of Education MOF: Ministry of Finance SC: School Committee SIP: School Improvement Plan SY: School Year YER: Yemeni Rial

Guidelines for Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Governorate (Volume II)

1. Overview

This volume of the BRIDGE Guidelines is prepared as a manual for GEO and DEOs to plan and

operate the BRIDGE project by themselves. The first section describes the BRIDGE

management structure from the Ministry, Governorate, GEO, DEO and school levels. GEO and

DEOs should see the overall structure and then clearly understand their own roles and

responsibilities to support the school based management approach. The second section contains

more practical information on how to manage the BRIDGE project by each stage which are:

preparation, planning, implementation and evaluation. Then, the third section contains all the

forms and samples that are used by either GEO or DEOs in implementing the BRIDGE project.

It is recommended for the GEO and DEOs to use this manual throughout the project cycle as a

source of information.

For the GEO and DEOs, it is highly recommended that the Volume I: Backgound and Basic

Approach is read before using this manual for deepening their understandings about the

BRIDGE project.

1


2. BRIDGE Management Structure

2.1 Overall Structure of the BRIDGE Project

The management structure for operating the BRIDGE project gives clear roles and

responsibilities to all the levels within the education system following the decentralization

policy. The organization of the BRIDGE Project is shown in the figure below. The BRIDGE

project is a bottom-up approach to support school-based management. In the BRIDGE project,

it is assumed that school funding is provided by the governorate local council. Since the

Ministry of Education is about to launch the national program of school-based management by

providing capitation grants, it is necessary to coordinate between the national program and the

BRIDGE project at the governorate level. DEOs provide support and advices to the targeted

schools to implement the school improvement plans. At the school level, school committees are

major bodies of the implementation.

MOE

GEO

DEO DEO DEO

School Committees

Fathers’ Councils

Mothers’ Councils

School Committees

Fathers’ Councils

Mothers’ Councils

School Committees

Fathers’ Councils

Mothers’ Councils

Provision of the Funding

GFO Governorate Local Council

MOCS MOF

Source: Created by JICA-BRDGE Project Team Figure 1 Overall Organizational Structure of the BRIDGE Project

2


2.2 Ministry of Education

The Ministry of Education plays the following roles and responsibilities to support the BRIDGE

project in Taiz Governorate.

Roles and Responsibilities

• To coordinate between the BRIDGE project and the national policy on school-based

management as well as girls’ education under the National Basic Education Development

Strategy (BEDS);

• To be informed of the progress of the BRIDGE project bi-annually;

• To share the Taiz BRIDGE experiences with the national policy on school-based

management in the other governorates in the country;

• To provide operational budget for managing the BRIDGE project in Taiz (including

monitoring fee for GEO and DEO, and training as well as workshop fees); and

• To arrange the hiring process of contract teachers hired by the target schools by the end of

the support period in coordination with Ministry of Finance and Ministry of Civil Services.

2.3 Governorate Level

Since the governorate local council is the source of the funding for the BRIDGE model, it is

highly recommended to set up a governorate committee at the governorate level to coordinate

among concerned parties in addition to the GEO team.

(1) Governorate Committee

Table 1 Membership of the Governorate Committee Position Member Chair Secretary General, Taiz Governorate Local Council Coordinator Director of Education, Taiz GEO

Member

Director of Finance, Taiz GFO Manager, Girls’ Education, Taiz GEO Manager, Community Participation, Taiz GEO Manager, Finance Affairs Department, Taiz GEO

Total 6 members Source: Created by JICA-BRDGE Project Team

Table 1 shows the membership of the Governorate Committee. Box 4 explains the importance

of the governorate local council in the BRIDGE project for acquiring the budget. Secretary

3


General of Taiz Governorate is the Chairperson of the governorate local council. He will be the

chair of the governorate committee for the BRIDGE project. Box 1 explains the importance of

involving the local councils both at the governorate and district levels.

Roles and Responsibilities of Governorate Committee

• To obtain the budget for school funding in the target schools in the Governorate annual

budget cycle;

• To be informed of the progress of the BRIDGE Project bi-annually; and

• To establish a direct funding transfer mechanism to schools according to the national

mechanism.

Box 1 Importance of the local council’s involvement In the BRIDGE Project, from the 2007/2008 school year, the governorate local council started to provide the funding to schools. Under the decentralization policy of the government, the local council has the power to obtain and allocate the budget into the education sector of the governorate. When expanding the BRIDGE project in other governorates, the key will be to get the local council’s involvement from the beginning. In the districts, district local council members could be a catalyst to bring the additional resources to the schools. Thus, it is recommended for DEOs to share information about the BRIDGE project at their districts.

(2) Governorate Education Office

Table 2 describes the membership of the GEO implementation team.

Table 2 Membership of the GEO Implementation Team Position Member Chair Director of Education, Taiz GEO Coordinator Manager, Girls’ Education, Taiz GEO

Member Manager, Community Participation, Taiz GEO Member, Follow up and Evaluation, Girls’ Education Department Member, Finance Affairs Department, Taiz GEO

Resources

Manager, General Education Department Manager, Statistics Department Manager, Training Department Manager, Inspector Department Manager, Finance Affairs Department

Total 6 members plus 5 resources Source: Created by JICA-BRDGE Project Team

4


Roles and Responsibilities of Director of Education, Taiz GEO

• To obtain necessary budgets from the Office of the Governor to implement the BRIDGE

Project at the selected districts and schools;

• To give approval to the districts and schools to implement the school improvement plan.

• To take action to resolve issues as they arise that cannot be resolved by the implementation

team;

• To mobilize all the necessary resources within the GEO for schools to implement the school

improvement plan;

The General Education Office is responsible for coordinating the allocation of the

government teachers, hiring qualified contracted teachers as the governorate teachers,

and assigning head teachers to a newly opened school;

The Statistics Department is responsible for collecting accurate school statistics annually

(e.g. number of students enrolment, teachers, classrooms);

The Financial Department will monitor the proper use of the funding;

The Inspection Department will monitor the progress of the school improvement plan;

and

The Training Department is responsible for providing trainings for the contract teachers

in the Ministry’s teacher training program.

• To be responsible for making the final decision to remove funding from the school if the

funds are misappropriated;

• To keep the Governor informed of developments and gain agreement on all policy matters;

• To liaise with the Governorate Finance Office (GFO) to confirm that progress and time

lines are met; and

• To report the progress of the school improvement plan bi-annually to the MOE.

Roles and Responsibilities of GEO Team

• To prepare budget requests and an annual plan for implementing the BRIDGE Project;

• To collect and analyze the district and school data which will be used in selecting districts and

schools with support from the Statistics Department;

• To set and review criteria and improvement targets for the DEOs;

• To organize planning workshops with DEOs;

• To approve the school improvement plans before sending the funding to the school account by

visiting 10 schools out of 60 schools (15% of total target school number);

• To manage the signing of the contract between the School Committee and the GEO Director;

5


• To set up bank accounts for each school committee and arrange transfers of the funding to

each school account in collaboration with the Governorate Finance Office;

• To organize monthly meetings with DEOs to monitor the progress and concerns of the schools.

• To attend awareness raising activities at the districts;

• To ensure accountability and transparency by visiting 5 sample schools randomly selected

from the 60 schools before the authorization of financial reports;

• To approve the end of year reports submitted from the schools via the DEO at the end of each

school term;

• To make recommendations to the Director of Education, GEO to remove funding from the

school when funds have been mismanaged;

• To issue a newsletter once a year to disseminate the progress of the pilot schools; and

• To organize and conduct the end of year workshop to share the experiences at the target

schools.

Box 2 below emphasizes the importance of the GEO and DEOs to maintain their work ethics

for implementing the project.

Box 2 Work Ethics

The BRIDGE Project takes a bottom-up approach giving school committees responsibilities to improve their schools with the communities under the MOE’s decentralization policy. This approach requires changes in attitudes not only in schools and communities but also in the GEOs and DEOs. The role of the DEOs is to support schools and communities to take the responsibilities to improve their own schools for girls’ education. The roles of the GEO are to secure the use of the funding from the governorate, focus on school improvement and monitor the progress of the school improvement plan.

The GEO and DEO implementation teams are requested to uphold the following work ethics: • Treat all the districts and schools fairly and equally. Do not give any special favours/

punishment to any single district or school based on your own personal relationships;

• Respect the DEOs’ knowledge and experience about the schools; • Respect the autonomy of the school committees. School committees have the

responsibility to improve the schools by themselves; and • Do not receive/request any financial return from the DEOs and school committees in

return for their support.

6


2.4 District Education Office

Table 3 explains about the membership of the DEO team. Table 3 Membership of DEO Team Position Member Head Manager of the District Education Office

Member 2 members of the District Education Office Include at least 1 female member.

Total 3 or 4 members Source: Created by JICA-BRDGE Project Team

Roles and Responsibilities of DEO Team

The DEO team plays a crucial role in making BRIDGE a success.

• To support schools to prepare, implement and evaluate the school improvement plans;

To provide training/workshops for school committees and head teachers to develop the

school improvement plans;

To make regular visits to each school to monitor the implementation of the school

improvement plans;

Act as a mentor to the school committees and head teachers.

To report monthly the progress and problems if any at each school to the GEO

Implementation Team;

To organize the Open Day Event once a year among the targeted schools to share

experiences;

To organize the awareness raising program at the school registration period and at the

beginning of the new term;

To organize report preparation workshops at each district;

To evaluate and finalize the end of year reports from the target schools, and submit

them to GEO; and

To attend the end of year workshop.

Box 3 describes key competencies of the DEO team in project management. These criteria are

useful in finding the appropriate team members.

7


Box 3 Key Competencies for the Successful DEO Team

The DEO team plays key roles in the BRIDGE project by supporting schools in their districts directly. The manager and members are required to visit schools frequently, to know the school situations and to provide appropriate support to the schools. Therefore, it is highly recommended that the members should have a background of school inspections or school management as a head teacher in addition to teaching experience. The 3-year experiences of BRIDGE indicated that the DEO team should have and build the competencies shown below: • Manager’s leadership: To give clear directions to the team and set tasks for each

member. • Team work: To help the other member in the team • Networking ability: To contact key stakeholders including local council, parliament

members, and wealthy families to make them support the project • Resource mobilization: To build good relationships with key stakeholders to bring

new resources to support schools • Communication with schools: To be respected by the school and community people

and to listen to the people. • Knowledge and skills to support schools: To understand the school situation and

identify solutions to solve the problems. Organize meetings with the school people including women.

• Commitment to work: To meet the deadline of all the documents and produce results.

Although the role of female members is limited since most of the women could not travel to schools in remote areas by themselves, the BRIDGE model emphasizes the participation of women in the team. Female members could play roles in organizing meetings with women at the schools and as a trainer at the workshop. The DEO manager should give female members clear roles and responsibilities.

2.5 School Committee1

Table 4 describes the membership of the school committee.

Table 4 Membership of School Committee Position Member

Chair Selected by election among members. Should take a leadership role and be respected and trusted by the members.

Deputy Chair Head teacher if he is not the chair.

Member

• Treasurer could be a teacher or someone from the community who has experience of keeping financial records.

• Internal Auditor from the members. • Other members: teachers, representative from fathers’ and mothers’

council, preachers and shiekhs, etc. Total Maximum 20 members


1 MOE is currently revising the decree on establishment of fathers’ council and mothers’ council. In the new decree, it is expected that the fathers’ council and mothers’ council, which are currently set up separately, are merged into one “fathers’ and mothers’ council”. With enacting the new decree, the school committee in the BRIDGE project will be replaced by the new “fathers’ and mothers’ council”.

8


Roles and Responsibilities of School Committee

• To develop and implement the school improvement plan annually;

• To attend workshops organized by the DEO team (4 members including: chair, head

teacher, treasurer, and head of mothers’ council);

• To manage the funding;

• To organize a monthly meeting to share the progress and issues regarding the school

improvement plan. To agree on any changes concerning the school improvement plan;

and

• To prepare and submit the end of month reports and end of year reports.

The figure below shows the organizational structure of the school committee.

School Committee

Teachers, Representatives from fathers’ and mothers’ council, preachers/imams, and shiekhs, etc.

Treasurer Internal Auditor

Chairperson


Figure 2 Organizational Structure of School Committee

Roles and Responsibilities of Chairperson

• To be responsible for planning, implementing and evaluating the school improvement

plan;

• To work closely with the treasurer and internal auditor to ensure the financial management

based on the planned expenditure as set out in the school improvement plan;

• To liaise with the DEO team if any changes are needed to the school improvement plan;

• To call for the monthly SC meeting and chair the meeting. To facilitate sharing the

progress and issues of the school improvement plan at the meeting;

• Approve all the required reports (monthly and at the end of year); and

• To be a co-signer of the BRIDGE bank account with the treasurer.

9


10

Roles and Responsibilities of Head teacher

• To support the SC chair as the deputy if he himself is not a chair; and

• To be responsible for improving the quality of education section in the school

improvement plan.

Roles and Responsibilities of Treasurer and Internal Auditor

• The treasurer is responsible for financial bookkeeping and managing all the financial

documents (e.g. book, receipt, invoices) as well as storage of the cash. It is the treasurer’s

responsibility to submit all the financial documents upon the request from the SC members,

the DEO and GEO;

• The bank account is set up by the GEO at a Bank. The funding can be withdrawn by two

signatures; the chairperson’s and the treasurer’s; and

• The internal auditor is assigned from the SC members to check (a) the financial book (b)

receipts, (c) remaining cash amount, and (d) balance at the bank account every month.

Box 4 introduces the tips for establishing successful school committees.

Box 4 How to Make a SC function for Real Decision-Making Setting up the School Committee is not the end of the project. The most important part of the project is how the SC functions as the platform of the decision making regarding the school improvement plans. Other international experiences points out that the risks of the community’s participation in decision making might increase tensions among the community members if the information and decision making is not shared enough among the members. Based on 3-year’s experiences, the BRIDGE model suggests the followings as tips for building successful SCs.

• Elect the member and chair based on the people’s consultation or voting. • Select the members to consider the balance of all the villages in the school

community. Do not select members only from villages close to the school. • Include the community leaders (e.g. sheikh, local council members) among the SC

members. It helps for conflict solving over the school activities and for networking the people in the community.

• Do not exclude illiterate people. • Include women in the SC members. Women could organize a separate meeting to

discuss school issues. Get the chair or head teacher’s involvement in incorporating the women’s discussion during the SC’s decision making.

• SC should organize the monthly meeting with all the SC members to share the progress and issues regarding the school improvement plan. Decisions are not allowed to be made by only a few members of the SC. Make a report each time and submit it to the DEO and make all the decisions and information open to the public.


3. BRIDGE Project Management Cycle

3.1 Overall Cycle

One BRIDGE cycle is divided into four stages as shown in Figure 3. They are preparation,

planning, implementation and evaluation. The preparation stage alone takes almost one year

throughout the process as the budget preparation needs to start one year prior to beginning the

planning stage. It then takes another year to go through the remaining three stages; the Planning,

Implementation and Evaluation stages.

Step 1: Determine the policy Step 2: Select target districts and

schools with the DEOs Step 3: Plan the annual schedule Step 4: Acquire and secure the budget

PLANNING STAGE

Step 5: Organize planning workshops Step 6: Approve improvement plans Step 7: Sign on contracts with schools Step 8: Make the funding available to schools

IMPLEMENTATION STAGE

Step 9: Implement and monitor the plan Step 10: Implement awareness events

EVALUATION STAGE

Step 11: Prepare the end of year reports Step 12: Review and authorize the reports Step 13: Organize the Year End Workshop Step 14: Issue a newsletter to share experiences Step 15: Report the completion to GFO and MOE

PREPARATION STAGE

Source: Created by JICA-BRDGE Project Team Figure 3 BRIDGE Management Cycle

The preparation stage is led by the Secretary General of the Governorate, the Director of

Education, GEO, with the GEO Implementation Team in collaboration with DEOs and GFO. In

the planning, implementation and evaluation stages, GEO, DEOs, schools committees are all

involved.

The following sections articulate what should be done by whom at each stage shown in Figure 3

above. For the details of each stage and step by each GEO, DEOs and School Committees,

please see “flow charts of BRIDGE planning stage” (Figure 6), “flow charts of BRIDGE

11


12

implementation stage” (Figure 7), and “flow charts of BRIDGE evaluation stage (Figure 8).

BRIDGE Project DVD (Section 4: Forms and Materials (9)) also gives an overall idea about the

BRIDGE approach and impacts given to schools.

3.2 Preparation Stage

GEO plays a leading role in the preparation stage in collaboration with DEOs for setting the

policy, selecting the targeted districts and schools, developing an annual plan, and acquiring the

budget for the BRIDGE project.

3.2.1 Determine the Policy (Step 1)

The GEO Director and GEO Implementation Team need to decide the basic policy for the

BRIDGE Project shown in the following before preparing budget requests to the Governorate

Financial Office (GFO) of Taiz and the Office of the Governor.

• Objective: To improve girls’ access to basic education by improving the school

environment and quality of education in rural areas.

• Indicator: Number of female students against male students (F/M ratio).

• Target districts and number of schools: Select target districts according to the

criteria. Number of target schools should also be determined.

• Period of supporting schools: Once the target schools are selected, support the

schools for two cycles (2 years). Every two year the GEO Team reviews the school

statistics by district and re-selects districts and schools.

• Amount of school funding: Determine the amount of funding which will be provided

to the target schools per year.

3.2.2 Select Target Districts and Schools (Step 2)

The number of target districts and schools should be determined before the budget request. To

meet the national goal of BEDS by 2015, the number of target schools should be gradually

increased to expand the coverage. A long term strategy is required to determine the target areas

and numbers of the target schools.


Select the target districts and train the DEOs in the districts. Once the DEOs are experienced, it

is possible to increase the number of schools in the districts. The GEO Director and GEO Team

select target districts and schools based on the school statistics by consulting with the DEOs as

follows.

(1) Identify districts with lower female to male student ratio in grades 1 to 9:

Find the F/M ratio by dividing the number of female students by male students (F/M). Rank the

districts from the best F/M ratio to the worst F/M ratio from 1 to 23.

(2) Identify districts with higher female drop-outs from grades 1 to 5:

Female drop outs are presumably estimated by comparing the female student number of grade 5

to the female student number of grade 1 (G5/G1 female student). Rank the districts from the

best G5/G1 female student to the worst G5/G1 female student from 1 to 23.

(3) Identify districts which are worse in both criteria shown in Step 1 and Step 2:

Add the ranking in step 1 and ranking in step 2 and make a total ranking from the best to worst.

Select the worst districts. Table 5 shows the sample student number in the 2006/2007 school

year.

(4) Agree with DEOs:

Once the target districts are identified, GEO should confirm the DEOs’ willingness and agree

with DEOs to implement the BRIDGE project.

(5) Select schools in the selected districts jointly with GEO and the selected DEOs :

Identify target schools according to the same criteria for selecting the district, which means:

• Identify lower female students to male students ratio in grades 1 to 9

• Identify higher female drop-outs from grades 1 to 5

Visit the selected districts and schools and finalize the school selection with the DEOs by

considering the access to the schools for monitoring.

(6) Make a request to the selected DEO managers to form the Implementation Team

The team should be headed by the DEO manager. 3-4 members who have head teacher and

inspector experience are recommended. Having a mixed gender team is also recommended.

(7) Make a request to the DEO team to organize the SCs at the target schools

Once the school committees are established, DEOs should collect a member list of each school

committee (Form (2) in Section 4) and submit them to GEO. DEO and schools should keep the

copies.

PREPARATION Stage

13


PREPARATION Stage

14

In selecting the BRIDGE targets, it is important to consider other relevant project supports, and

to avoid overlaps of target schools with other similar projects.

G

uidelines for Broadening Regional Initiative for Developing G

irls’ Education (BRIDG

E) in Taiz G

overnorate

(Volume II)

Table 5 Number of Students by Gender and Grade at 23 Districts in SY 2006/2007

15

Source: Data from GEO Statistics Department and created by JICA-BRDGE Project Team

PRE

PAR

AT

ION

Stage


3.2.3 Plan the Schedule (Step 3)

Once the target districts and schools are selected, the GEO team should plan the annual schedule

for the school year and agree on it with DEOs. It is recommended to start the one year cycle

from July for schools to implement their school improvement plan from the beginning of each

school year in September. The table below shows the estimated time needed for each stage.

For preparing the schedule, please use Form (1) Annual Schedule Form in Section 4. Table 6

summarizes the schedule by each stage.

Table 6 Planning the Annual Schedule Stage Required months Sample Schedule Preparation 3 months minimum June, July, August Implementation Period after preparation and before the evaluation September to March Evaluation 3 months minimum March, April May


3.2.4 Acquire and Secure the Budget (Step 4)

The GEO Implementation Team needs to prepare the budget for implementing the BRIDGE

Project. The budget should include not only school funding but also costs for workshops and

monitoring.

The tables below show the estimated budget to implement the BRIDGE project in 59 schools in

the six districts for the 2008/2009 school year. The total amount of the school funding is

calculated assuming that the 230,000 YER is given to each of the 59 schools annually as a sample.

In the actual planning, the total budget amount should be determined once the number of schools

and districts are decided. Per school funding amount will be finalized based on how much amount

of budget is approved. It should be noted that the budget request for monitoring and training fee

should be made twice since there is a gap between the school year and fiscal year. Table 7, 8 and

9 explains the estimated cost for the BRIDGE project for the 2008 and 2009 school year with 59

schools in the 6 districts.

Table 7 Estimated Total Cost for the BRIDGE Project in SY 2008/2009 Total of SY 2008/2009 A. Fund for Schools 13,716,000 62%B. Workshops & Other 6,434,700 29%C. Monitoring 1,935,000 9%Total 22,085,700 100%


16 PREPARATION Stage


17 PREPARATION Stage

Table 8 Estimated cost by fiscal year in the school year 2008/2009 Fiscal 2008 Fiscal 2009 Total

A. Fund for School 13,716,000 0 13,716,000B. Workshops & Other 2,412,200 4,022,500 6,434,700C. Monitoring 1,130,000 805,000 1,935,000Total 17,258,200 4,827,500 22,085,700


Table 9 Budget Breakdown between GEO, DEO and Schools Total of 2008/2009 School Year A. To School 13,716,000 62% B. To DEO 6,331,200 29% C. To GEO 2,038,500 9% Total 22,085,700 100%

Source: Created by JICA-BRDGE Project Team The BRIDGE project highly recommends on the source of the budget as follows:

• BRIDGE school funding should be financed by the Taiz Governorate. GEO will make a

budget request to the Taiz Local Council.

• Monitoring fee and training/workshops fee should be financed by the MOE. GEO will

make a request for the budget to the MOE annually.

• DEO should be delegated the responsibilities of managing their own budget by GEO. It is

recommended that each DEO will set up a bank account to receive and manage the budget.

DEO should report the expenditures to GEO.

Please see Table 10 for the detailed breakdown of the estimated annual budget for the 2008/2009

school year.

18 PR

EPA

RA

TIO

N Stage

Guidelines for Broadening Regional Initiative for D

eveloping Girls’ Education (BRID

GE) in Taiz

Governorate

(Volum

e II)

Table 10 Breakdown of Estimated Budget for SY2008/2009 Fiscal Year

Month Duration Implementer Description Total

Planning Stage From Month ( August )to Month( October ) <Minimum 3 mths>

2008

Aug. 2days GEO (1) DEO Planning Workshop (1 venue*2 days in Taiz)

Transportation for DEO (3 people*6 districts*2 days)Material

Venue

136,500

2008 Aug. 6days DEO (2) Head teacher Workshop (6 districts*2 days)

Transportation for DEO (3 people*6 districts*2 days)Transportation for Headteacher (1 person*60

schools*2 days)Venue

MaterialMaterial transportation to districts

453,200

2008 Aug. – Sep.

12 days

DEO (3) School Committee Workshop (6 districts*2 days*2 rounds)

Transportation for DEO (3 people*6 districts*2 days*2 rounds)

Transportation for Participants (4 people*60 schools*2 days)

VenueMaterial

Material transportation to district

1,298,400

19 PR

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N Stage

2008 Sep. 1 month DEO (4) Monitoring Fee for DEO (6 districts*1 month)

Monitoring fee for DEO (6 districts*1 month)

240,000



GE) in Taiz

Governorate

(Volum

e II)

Fiscal Year


2008 Sep. 5days GEO (5) Monitoring Fee for GEO Monitoring for GEO (10 schools)

Petrol & Driver for GEO (10 schools)

170,000

2008 Oct. 3days DEO (6) Signing Ceremony (6 districts*1 day)

Transportation for DEO (3 person*6 districts)Transportation for Participants (2 person*60 schools)

VenueMaterial

312,600

Schools (7) Funds for School Improvement (59 schools)

13,716,000

Implementation Stage From Month ( October )to Month( March )

2008 2008 2008 2009 2009 2009

Oct. Nov. Dec. Jan. Feb. Mar.

Each 1day

GEO (8) DEO Monthly Meeting (1 venue*1 day*6 times in Taiz)

Transportation for DEO (3 people*6 districts*6 times)

Material (30 sets*6 times)Venue

423,000

20 PR

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N Stage

2008 2008 2008 2009 2009 2009

Oct. Nov. Dec. Jan. Feb. Mar.

Each 1mth

DEO (9) Monitoring Fee for DEO (6 districts*6 months)

Monitoring for DEO (6 districts*1 month*6 months)

1,440,000

Fiscal Year


2009 Jan. 3days DEO (10) School open day (6 districts*1 day)

Transportation for GEO (1 person for each district)Transportation for DEO (3 people*6 districts)

Transportation for Participants (6 people*60 schools)Venue

1,782,600

2009 Jan. – Mar.

6days DEO (11) Awareness Raising (Men & Women) (6 districts x 2 events) Transportation for GEO (1 person for each event)Transportation for DEO (3 people for each event)

Venue

229,200

Evaluation Stage From Month ( March )to Month( May ) <Minimum 3mths>

2009 Mar. 6days DEO (12) Financial Report Workshop (6 districts*1 day*2 rounds)

Transportation for DEO (3 people*6 districts*2 rounds)

Transportation for Participants (3 people*60 schools)Venue

Material

575,200



GE) in Taiz

Governorate

(Volum

e II)

21 PR

EPA

RA

TIO

N Stage



GE) in Taiz

Governorate

(Volum

e II)

2009 Apr. 3days GEO (13) Monitoring Fee for GEO Monitoring for GEO (5 schools)

Petrol & Driver for GEO (5 schools)

85,000

2009 May 1day GEO (14) Year End Workshop (1 venue*1 day in Taiz)

Transportation for DEO (3 people*6 districts)Transportation for Participants (4 people*60 schools)

Venue, Equipments

1,024,000

Fiscal Year


2009 Apr. 5days GEO (15) Production of Awareness Goods Newsletter Arabic (1 issue)

200,000

2008/2009 School Year Total

22,085,700



3.3 Planning Stage

Please see Figure 6: Flow chart of planning stage for the details. 3.3.1 Organize Planning Workshops (Step 5)

(1) Organize DEO Planning Workshop (Two Days in Taiz City)

The GEO Implementation Team organizes the DEO Planning Workshop. The purpose of the

Workshop is to prepare the DEOs to organize school improvement planning workshops with head

teachers and school committee members and to support their target schools to complete the

process of the school improvement planning. GEO and DEO review this manual for the Planning

Workshop to understand the BRIDGE management process.

Before the Workshop

• GEO will Organize the venue, logistics and program

• Prepare the manuals and any necessary documents for DEOs and target schools

• DEO will collect and bring students’ enrolment statistics for the past two years

At the Workshop

GEO will facilitate the workshop and GEO and DEO will:

DAY 1

• Discuss and agree on basic rules for implementation (including roles and responsibilities

of DEOs and School Committees) based on the guideline

• Set and agree on the annual schedule and detailed dates of each steps (including the date

of planning workshop at each district, proposal submission date, signing ceremony date)

• Review and understand the school statistics. Set the target number of students at each

district in two years. Based on each district target, set the total target in two years.

• Finalize the amount of school funding at each school.

DAY 2

• Understand how to organize the school improvement planning workshop with the School

Improvement manuals (BRIDGE Guidelines Volume III).

• Understand how DEOs should conduct their school visits and evaluate the school

improvement plan.

• Agree on the next monthly meeting between DEO and GEO and set the date for DEOs to

submit the school improvement plans to GEO.

22 PLANNING Stage


Box 5 Setting Target on Students’ Number for BRIDGE

Since BRIDGE aims at increasing the number of female students at basic schools, it is important to set the target number of students during the support period at the target schools. In BRIDGE, it is recommended to set the target as a ratio of female student number over male students number at the end of the support year. The table below explains the three possible situations according to the number of students. The BRIDGE project aims at realizing situation 2 where the same number of boys and girls attend the schools. To set the target number, GEO and DEO firstly should understand the changes of the total student number by school, by district and in total of all the target schools in the past two years. Based on the number before BRIDGE, set the target student number and ratio at the end of the BRIDGE support period. Table 11 Three different situations that female to male student ratios indicate Situation 1:

boys >girls Situation 2: boys =girls

Situation 3: boys < girls

male students 200 150 100 female students 150 150 150 Female over male F/M ratio

150 200

= 0.75

150 150 =1

150 100 =1.5

Source: Created by JICA-BRDGE Project Team Figure 4 shows the changes in student number as well as the female to male ratio at the 59 target schools in four years from 2004 before the JICA support to 2007 which is the last year of JICA support. It is recommended that GEO should prepare the target as shown in Chart 7.


Figure 4 Changes in Student Number at the BRIDGE Target Schools (2004 to 2007)

(2) Organize School Improvement Planning Workshop (Three Days at each district)

Following the DEO Planning workshop, each DEO team will organize a workshop on school

improvement plan (SIP) with head teachers and key members of the SC including the chair,

treasurer, internal auditor and heads of fathers’ and mothers’ council according to the School

Improvement Manual. At the end of the workshops, the participants will complete the

feedback sheet. The GEO will analyze the comments, so that improvements can be made.

23 PLANNING Stage


BEFORE the workshop: DEO will

• Organize the venue and logistics

• Prepare the manuals for all the participants

• Prepare the school improvement plan format for each school by filling out the cover sheet

(school statistics) prior to the workshop and funding amount in each school’s format

• Set up the school committee, fathers’ council and mothers’ council at each school.

• Make a request to each school committee to bring the member list of the school

committees (Form (2) in Section 4) and names of two authorized persons for the bank

account

AFTER the workshop

• DEO submits the workshop evaluation sheet of attendants to GEO

3.3.2 Approve School Improvement Plans from Target Schools (Step 6)

(1) DEO’s School Visits and Evaluation of the School Improvement Plan

After the planning workshop, each school committee prepares the school improvement plan

with cost estimation. DEOs are responsible to provide support to each school committee in

drafting the plan as they will make a visit to each school. BRIDGE recommends that each DEO

Team should visit all the schools for finalizing the school improvement plan before the

submission to GEO. The table below indicates the sample visiting schedule for the DEO.

Table 12 Sample School Visiting Schedule for DEO Time Schedule

9:00－9:15 (At the 1st school) Briefing from SC chairperson on how they prepared the Plan.

9:15-10:10 Meeting with SC members and Mothers’ Council members (Chaired by DEO)• To review their school improvement plan and discuss questions that

DEO prepared. • To discuss which activity is for mothers’ council and how the SC will

support women’s activities. 9:00-10:10 If women cannot attend the meeting with SC members, meet with Mothers’

Council separately (Chaired by DEO’s female member) • To get the briefing from the head of MC on how they participated in the

School improvement Plan preparation. • To confirm their participation in the activities and what kinds of support

they will get from the SC.

24 PLANNING Stage


25 PLANNING Stage

Time Schedule 10:10-10:30 Meeting with SC members and Mothers’ Council members (Chaired by DEO)

• To agree on changes if there are any or approve the proposal. • Exchange signatures about the changes and confirm the date for re-

submission. Travel to the second school and at the 2nd School

11:00-12:30 Follow the same in the 1st school meeting. Source: Created by JICA-BRDGE Project Team After the visits and receipts of school improvement plans from all the targeted schools in the

district, DEOs will evaluate and approve each school improvement plan, and submit the plans

with each evaluation sheet (Form (3) in Section 4) for all the target schools to GEO at the next

monthly meeting.

(2) GEO’s School Visits and Approval of the School Improvement Plan

On the day of the submission, GEO will check whether the SIPs include all the necessary

documents with DEOs: Table 13 summarizes points to be checked when evaluating the school

improvement plans.

Table 13 GEO’s Check List for Approving the School Improvement Plan Form Check points DEO’s evaluation sheet

Check whether it is attached and it has the required information.

Cover Sheet Check whether the head teacher and DEO put the statistics and signature for the agreement.

A1 form : Check that the total amount of the funds are correct. Check if bank account information is correct.

A2 form Check transportation to bank is less than 3 times. Section 1 to 3 Check whether monthly salary for contract teachers and trainers are

adequate. Source: Created by JICA-BRDGE Project Team • DEOs and GEO will discuss the overall situation of the SIPs, and then identify 10

concerned schools out of 60 schools (15% of total target school number) that require GEO

visits. Then, DEOs and GEO will agree on the school visiting schedule.

• Before School Visiting, GEO will study the submitted SIPs and DEO’s evaluation sheet for

the visited schools. DEO will organize the GEO’s visit to schools in their district.


• After the school visits by GEO, DEO will submit the finalized school improvement plan of

the concerned schools to GEO. GEO will approve the plans.

3.3.3 Signing on Contract with School Committees (Step 7)

Following the approval of the school improvement plans, GEO will ask each DEO to organize a

signing ceremony at each district between GEO and each school committee. The signing

ceremony is an important event. First of all, it could be the first opportunity for all the schools

in the same district to meet together and share each school improvement plan. It helps to create

a sense of unity among the target schools. Secondly, it is an opportunity for the chairs, head

teachers as well as treasurers to recognize the importance of their responsibilities for managing

the funding by signing the contract with the GEO. Finally, it is an opportunity for the district

stakeholders to recognize the importance of the BRIDGE project as they are the selected

districts.

Before the Ceremony

• GEO and DEO will agree on the date of the signing ceremony at each district.

• GEO will prepare two copies of the contract documents (Form (4) in Section 4) for each

school. One for the schools and the other for the GEO Team.

• DEO will arrange the ceremony according to the following.

Invite 2 people per school (SC Chairperson, Treasurer. *If SC chair is not the head

teacher, include the head teacher) to attend the ceremony and bring their finalized

school improvement plan to the ceremony. Without their presence, the contract will

not be signed. Please inform each school that school should also bring their final

school improvement plan.

In addition to the pilot schools, DEO could invite others who should be involved in the

project, such as district manager and local council members.

GEO should attend the ceremony to be a witness of the signing. Get Director’s

signature on the contract.

The following is a sample program of the signing ceremony. DEO BRIDGE manager

will chair the ceremony on behalf of the district.

Please see Table 14 as a sample program for the signing ceremony.

26 PLANNING Stage


Table 14 Sample Program for Signing Ceremony Time Schedule

10:00-10:10 Opening Remarks by DEO BRIDGE Manager

10:10-11:00 School Presentation on their school activities (A1). Each presentation should be no more than 3 minutes. Submission of the contract teacher list and their certificates to GEO.

11:00-11:30 Signing of the Contracts 11:30 Closing remarks by the Guest

Source: Created by JICA-BRDGE Project Team After the Ceremony

• GEO will return one of contracts to schools via DEO. Each school should keep the

contract in their BRIDGE file.

3.3.4 Making the Funding Available to Each School Account (Step 8)

BRIDGE project supports the idea of direct funding transfer to the school committee’s bank

account from the source of funding (e.g. Taiz Governorate). The figure below shows the

mechanism of the direct funding transfer according to each of the steps.

1. Prepare and submit the school improvement plan with costing

2. Support the school’s preparation and

approve the plans 3. Submit the approved plan to GEO 4. Approve the school improvement plan 5. Agree on the contract with school

committees 6. Transfer the full amount of the funding

to school bank account

Source: Created by JICA-BRDGE Project Team Figure 5 Direct Funding Transfer to Schools

Prior to the transfer, the bank account will be set up for each school committee at a bank by GEO.

GEO should prepare the list of the bank account information based on the information submitted

from the schools. The table below shows the sample of the bank account information. After the

signing GEO will then make the funding available at each bank account to the schools.

27 PLANNING Stage


28

Withdrawal from the account requires two signatures from both the chair and the treasurer. GEO

will report to GFO and MOE after all the steps are completed.

Table 15 Sample Bank Account Information that GEO should manage District School Name Bank’s Branch

Name Account Number

Registered Signer (1)

Registered Signer (2)

Maawiyah Baha Al Dean 26th September, Taiz

75XX Ali Abdullah Saeed Yasir


・・

・・

・・

・・

・・

・・

Box 6 raises the issue of what will happen if the direct transfer does not occur.

Box 6 Problems Which Will occur if the Direct Transfer Mechanism is not Realized

In the 2007/2008 school year, Taiz Governorate tried to realize the direct funding transfer to the schools based on the BRIDGE mechanism shown above. However, due to the financial legislation of the country, it was not achieved. Lessons learnt from the experiences are noted here. To avoid such situations, a direct transfer mechanism should be established at the governorate. 1. Prior to the Government’s school-based program, there was no budget available to be

given directly to schools for their activities. Therefore, in year 2007, the budget was allocated from Section 2 (Goods, services, and properties).

Problem : Budget allocation from Section 2 limited flexible usage of the funding for various school activities; only construction works and cleaning activities were officially allowed. 2. Governorate Funding could not be given without receipts of expenditure. Problem: Schools needed to prepare application documents to get the funding in addition to the school improvement plan. 3. Governorate Funding could not be sent from GFO to schools directly. Problem: The school funding was transferred from the Central Bank to the District’s account unit first. The existence of an intermediate dealer (=District Account Unit) caused delays of transfer, additional paper work, and risks of extracting commission fees from the funding. 4. Governorate Funding could not be transferred at one time. Problem: Schools could not receive the funding until December. It delayed implementation of school improvement plan. 5. Tax was deducted from the funding. Problem: The original 320,000 YER per school became 290,000 YER after the tax deduction. Schools were forced to change their school improvement plan due to the reduced amount of the funding.

PLANNING Stage

29 PL

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Figure 6 Work Flow at Planning Stage

Participate in DEO Planning Workshop

GEO DEO School CommitteeOrganize DEO Planning Workshop (1)

Organize School Improvement Planning (SIP) Workshop (2)(3)

Participate in SIP Workshop

Visit pilot schools to provide support to the schools in drafting the school improvement plans (4)

Draft the School Improvement Plan

Select 10 concerned schools and visit the schools (5)

Approve the School Improvement Plan Evaluate the draft, finalize and submit the school improvement plans to GEO Submit it to DEO

Organize a Signing Ceremony at each district (6) Sign the Contract Sign the Contract

Make the funding available for the school use (7) Start to use the funding

Receive evaluation sheets from DEOs for feedback from the participants

Set up the bank accounts for all the target school committees

is referred in Table 10 breakdown of estimated budget.


3.4 Implementation Stage

Please see Figure 7: Flow chart of implementation stage for details. 3.5 Implement and Monitor the School Improvement Plan (Step 9)

Each school will implement their school improvement plan at this stage. At the same time,

monitoring at the school level is conducted by the DEO teams. GEO will monitor the progress

and note any concerns about the schools through monthly meeting with DEOs and monthly

written reports (Form (5) in Section 4). Table 16 describes each roles and responsibilities

during the implementation stage.

Table 16 Roles and Responsibilities in Implementation

Level Roles and Responsibilities in Implementation Stage

School Committees

• Implement activities and spend the funding according to the plan. • Hold monthly meetings with SC members to share the progress. If any

changes are needed for activities in the plan, agree on the changes among the members, and then submit the letter to the DEO.

• Prepare and submit the monthly report to the DEO.

DEOs

• Visit each target school at least once in a month. Meet with the chair, treasurer, head teachers and members of the school committee at schools. Provide any supports needed for the school. Fill out the monitoring sheet after each visit

• Receive and review the schools’ monthly reports. Submit the reports to GEO.

• Review and approve any changes of activities at the schools. Sign and return the letter from the schools regarding the changes.

• Report to the GEO by preparing the monthly report with monitoring sheets at the monthly meeting. Seek support for any problems that could not be resolved by the DEOs.

GEO

• Organize the monthly meeting with DEOs to discuss progress and issues at the schools in each district.

• Receive and review the monthly reports from the DEOs and schools. • Take any actions needed to solve the problems.


Monitoring and evaluation plays essential roles during the implementation period, not only for

securing the accountability, transparency and effective use of the funding but also for checking

the progress of the school improvement plan and identifying areas of support to schools. The

focus of monitoring at the school level will look for evidence of the impact of implementing the

school improvement plan as well as the quality of the implementation process. Please use

30 IMPLEMENTATION Stage


BRIDGE monitoring sheet (Form (6) in Section 4) for recording the findings from monitoring.

Box 7 summarizes a mechanism to secure accountability of the funding in the BRIDGE project.

Box 7 Measures to Secure Accountability and Transparency of the Funding

The BRIDGE project proved that the schools are able to manage the funding by themselves. The provision of funding motivated the schools and communities that they were trusted and fostered their ownership to their schools. Therefore, setting up the direct funding transfer mechanism to schools is one of key features of the BRIDGE model. To ensure the proper use of the funding, the following arrangements should be made: 1. Exchange a contract between the school committees and the Taiz GEO GEO and each school committee chair will sign on a contract annually with approval of

the school improvement plan. The school funding becomes only available after the contract is agreed.

2. Sanctions in a case of misuse of the funding by the school When the misuse (see box 14) of the funding is found as shown in the box below, the

General Director of GEO can take actions to impose sanctions on the concerned schools through consultation with the GEO Implementation Team and DEOs; • Immediate withdrawal of the funding from the school; and • Elimination of the school from the BRIDGE Project for the remaining period.

3. Setting up bank accounts for each school committee Funding is transferred to each bank account of school committee from the Central Bank

according to the approved school improvement plan. 4. Funding withdraw only with authorized signatures The funding can be withdrawn from the school account by two signatures; the chair’s

and treasurer’s. 5. Managing the financial expenditures by Treasurer and Internal Auditor The treasurer is responsible for financial book keeping and managing all the financial

documents as well as storage of the cash. The internal auditor is responsible for checking the financial book, receipts, remaining cash amount and balance at the bank account.

6. Preparing financial reports at the end of month and year School Committees submit the financial report at the end of each month to DEOs and at

the end of year with the receipts. Any remaining funds should be returned to GEO.

Box 8 below describes a case where the sanction was actually taken at the school.

Box 8 Situations where the Sanction was Taken

In the BRIDGE Project, the following are regarded as a subject matter for sanctions:

Failure in updating the financial book record.

Failure in disclosing financial information to the DEO when monitoring the school.

Intentional miscalculation in the financial record.

Considerable amount of money missing.

Expenditure not stated in the school improvement plan.

Fake receipts and other financial documents, etc.

During the three year implementation, there was one case that the funding was returned



before the end of school year to JICA. It was the case when the head teacher decided all the funding use by himself without consultation with other school members and the funding was actually used for his own purpose. The project took this incident seriously and took strict actions. The salary of the head teacher was suspended by the order of District Manager. The amount that the head teacher used up was returned from the suspended salary. The head teacher was replaced by a new head teacher. Under the new head teacher’s leadership with support from the DEO, school committees were reorganized, and a new treasurer was assigned.

During the planning and implementation stage, the monthly meetings are the most important

occasion for the GEO team and DEO teams to share the plan and update the latest progress and

concerns about the school improvement plans at each school. The monthly meeting is chaired by

the director of education, GEO and organized by the GEO BRIDGE Implementation Team. All

theDEO Implementation Team members should attend. Table 17 shows the sample agenda for

monthly meetings.

Table 17 Monthly Meeting Agenda by Month Month Meeting Agenda Month 1 (Planning stage)

=【DEO Planning Workshop】 Set the targets Agree on the BRIDGE annual schedule Prepare the School Improvement Planning Workshop Familiarize the approval process of school improvement plan

Month 2 (Planning stage)

Submit the School Improvement Plans from schools Plan the GEO’s school visits for approving the SIPs Plan the signing ceremony

Month 3 (Implementation stage)

Update the start-up of implementation at the schools


Plan the School Open Day Events at each district


Report the Open Day Events Plan the Community Awareness Program at each district

Month 6 (Evaluation stage)

Report the Community Awareness Program at each district Prepare the Report Preparation Workshop

Month 7 (Evaluation stage)

Submit the end of year reports from schools to GEO Develop the GEO’s school visit schedule for approval of the reports


All the members of GEO and DEO Implementation Team should have their own “BRIDGE file”

to organize all the BRIDGE related documents and bring them in each monthly meeting.



3.6 Organizing the Awareness Events (Step 10)

Awareness raising events are conducted by GEO, DEO and schools throughout the year. Table

18 describes their tasks for awareness activities.

Table 18 BRIDGE Awareness Raising Activities Level Awareness Activities GEO • Disseminate the awareness messages throughout the governorate by

disseminating awareness materials and newsletters. DEOs • Organize the Open Day event for sharing the school experiences

within the district. • Planning registration campaign, returning to school campaign after

school vacations, and implementing the community-based awareness program.

Schools • Implement awareness activities in their school improvement plan. Source: Created by JICA-BRDGE Project Team

During the implementation period, the GEO team will work on disseminating awareness raising

messages and BRIDGE experiences at the targeted schools throughout the Taiz Governorate by

distributing awareness materials and newsletters. The DEO team will organize a series of

awareness raising events at their school, which includes school registration campaign, return to

school campaign, the School Open Day, and the community-based awareness events in addition

to awareness activities by each school.

School Campaigns

Twice in a year at the time of registration (August-September) and at the beginning of the

second term (January-February), the DEO will ask each school to organize the campaign for

registration or for returning to school to increase the number of students at registration as well

as reduce the drop-outs after the school holidays. DEO will provide awareness materials to each

school.

School Open Day

The purpose of the Open Day is to share BRIDGE experiences among the schools and to teach

each other on how to improve activities. DEO will identify the host school for the Event and

cooperate with the head teachers and SC members to organize the program. Please use Open

Day (Form (7) in Section 4) for preparing the event. In the program, it is recommended to

include group discussions for head teachers, head of school committees, head of fathers’

councils and head of mothers’ councils.



Community-based Awareness Program

While the schools are implementing the school improvement plans, the DEO Team will

implement community-based awareness raising programs at two schools among the targeted

schools during the school holidays before the second term starts. The purpose is to bolster the

people’s awareness on the importance of education, in particular for girls as well as facilitate the

community participation in the school activities. The BRIDGE community awareness program

is composed of two parts as shown in Table 19:

Table 19 Participants in the BRIDGE Community Awareness Program Community Leaders’ Initiative Women’s Initiative

• Head teacher • School Committee Chair • Head of Fathers’ Council • Each village’s sheikhs • Each village’s imams/ preachers

• Head of mothers’ council • Active women in each village, such as

female teachers, nurses, literacy and sewing trainers

• Mothers having school-aged daughters. Illiterate women should be welcomed.


Before the Event

• DEOs will select two schools that require some outside pressure to stimulate the

community participation based on the school statistics and their observation of schools

at the school visits.

• Visit the schools and discuss with the head teacher and school committee members

about the each initiative’s program, participants, and venue. It is recommended to find

the best timing for attracting the community people to attend the initiative. Weekend or

afternoon could be suitable for the people.

• Identify the preachers who could be a facilitator of the program. Share the BRIDGE

religious message to the preachers to make him familiarized with the BRIDGE message.

• Submit the program and list of participants to GEO.

At the Event

• DEO members will chair the session. One male for Community Leaders’ Initiative, and

one female for Women’s Initiative.

• At each initiative, use the Action Plan and Sample (Form (8) in Section 4) for analyzing

the community situation, set the ideal situation, and plan the actions by the participants.

In addition, ask the preacher who facilitate the session to refer to the BRIDGE religious

messages during the discussion.

• Each action plan should be shared with all the participants.




After the Event

• DEOs should follow up on whether the action plan is actually implemented in a course

of the regular school visits. DEO will report back to GEO on the discussion at the

monthly meeting.

36 IM

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Organize DEOmonthly meetings (8)

Visit pilot schools to check the progress (9)

Report the Progress monthly to GEOs.

Implement the School Improvement Plan.

Hold a monthly meeting with SC members. Prepare and submit the monthly report to the DEOs.

Record the expenses of the funding.

GEO DEO School Committee

Conduct community-based awareness activities at each district (10) (11)

Participate in the Event Participate in the Event

Step 9

Step 10


Source: Created by JICA-BRDGE Project Team Figure 7 Work Flow at Implementation Stage


3.7 Evaluation Stage

Please see Figure 8: Flow Chart of Evaluation Stage for the details. 3.7.1 Prepare the End of Year Report by Schools (Step 11)

Following participation in report preparation workshop, schools will prepare and submit end-of

year reports, which include a) financial report with all the expenditure records and receipts and

b) the SIP self evaluation report to the DEOs. The chair, treasurer and internal auditor from

each school will participate in the one-day report preparation workshop at each district. After

the workshop, DEOs will visit schools to provide support in finalizing the reports. Part II of

School Improvement Manual covers the issues on how to prepare the end of year report.

Box 9 Common mistakes found in schools’ financial reports

Some of the common problems detected in the financial reports are as follows: • Calculation mistakes -> The school needs to redo the calculation. • Insufficient information on receipts (No date written, unit cost was not written, etc.) -

> The school needs to resubmit the receipts with sufficient information. • Missing receipts -> The school needs to submit the receipts. • Forged receipts (total amount was forged, etc.) -> The school must return the

amount of money which were forged. To detect these problems, DEOs and GEOs must check receipts very carefully.

3.7.2 Review and Authorize reports by GEO (Step 12)

Before the submission to GEO, DEOs will ensure the quality of the reports. The GEO will

receive the reports from the DEOs and evaluate the reports. GEO will visit 5 (5 % of total

number of schools) randomly selected schools out of 59 schools to check the accuracy of the

reports for each term. After the visits, the GEO will evaluate all the reports and approve them.

3.7.3 Organize the Year End Workshop (Step 13)

At the end of each academic year, the GEO will organize the Year End Workshop to celebrate

the successful completion of the BRIDGE cycle and to share the school experiences with the

rest of the governorate. Four people are invited from each of the target schools including

women in addition to the DEO teams. The GEO could also invite other relevant stakeholders

including GFO, Taiz Governor’s Office, district managers, DEOs of non-targeted districts.

37 EVALUATION Stage


38 EVALUATION Stage

3.7.4 Issue a Newsletter to Share BRIDGE Experiences (Step 14)

At the end of each school year, the GEO will issue a newsletter to share experiences and ideas

for school improvement. The GEO will ask DEOs and pilot schools to contribute articles. The

GEO will be responsible for writing and editing articles, printing the newsletters and

distributing them to the basic schools, related governorate agencies and donors.

3.7.5 Report the Completion to MOE and GFO (Step 15)

At the end of each term, the GEO should report the completion of the term to the MOE and

Governorate Finance Office.

39 E

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GEO

Participate in the workshop


Figure 8 Work Flow at Evaluation Stage

Submit the report to the DEOs.

DEO School CommitteeOrganize a report preparation workshop (12)

Visit schools to support their preparation of reports (9)

Finalize the reports and submit to the DEOs.

Evaluate the reports and submit it to GEOs.Visit the 5 randomly selected schools (13)

Authorize the reports

Report to the MOE and GFO.

Organize the Year End Workshop (14)

Issue a newsletter and distribute them (15)


Step 11

Step 12

Step 13

Step 14


Report the completion to GFO and MOE Step 15



4. BRIDGE Forms and Materials

(1) BRIDGE Annual Schedule Form

(2) School Committee Member List

(3) Evaluation Form of School Improvement Plan (for DEOs)

(4) BRIDGE Contract (Sample)

(5) DEO Monthly Report Form

(6) School Monitoring Sheet (for GEO and DEOs)

(7) Open Day Form

(8) Community Awareness Action Plan

(9) BRIDGE Project DVD “Educating girls’ is your religious duties.”

40

Form (1) BRIDGE Annual Schedule

Year Month Planning Stage GEO organize and DEOs attend Planning WS DEOs organize Planning Workshop at each district DEOs receive the Plans from schools DEOs evaluate and submit the plans to GEO GEO approves the Plans after visiting 10 schools DEOs organize a signing ceremony. GEO attends.

DEOs submit the list of contract teachers from schools with the certificates and contracts to GEO

Implementation Stage DEOs visit schools every month at least once DEOs receive and review the monthly reports from schools and submit to GEO

GEO organizes and DEOs attend the monthly meeting

DEOs organize awareness programs at the districts Evaluation Stage DEOs organize the Report Preparation Workshop DEOs evaluate and submit the end of year report from schools to GEO

GEO reviews and authorizes the reports after 5 school visits.

GEO organizes and DEOs attend the Year End Workshop

Form (2) List of School Committee /Fathers Council / Mothers Council Members (Circle the one which applies) District _______________________ School ________________________________ School Year

No. Position Name Age Sex Literate/Illiterate # of daughters # of sons Job 1 Chair 2 Treasurer 3 Internal Auditor 4 Member 5 Member 6 Member 7 Member 8 Member 9 Member 10 Member 11 Member 12 Member 13 Member 14 Member 15 Member 16 Member 17 Member 18 Member 19 Member 20 Member

Form (3) DEO’s Evaluation of School Improvement Plan

District___________________________________School

__________________________________

Instruction: Please fill out this form when approving the school improvement plans before submission to GEO office. (Use one sheet per school.)

Question 1: Check below points.

☐ Check if the unit prices are realistic for EACH activity (A2 form & Section 1- 3).

☐ Check if the calculation is correct, and adjust them if necessary (A2 form & Section 1- 3 &

A1 form).

☐ Check the items in the box below which are not included for Governorate money (A2 form

& Section 1- 3).

• Per diem costs (=costs other than salary) for teachers • Food, drink, qaat and snack for meetings or students • Car purchase • Motorbikes and fuel • Expensive electricity equipment (e.g. TV, PC, photocopy machine, fax, printer, refrigerators,

etc.) • Acquisition or rental of property (land, office space, etc.) • Students’ chairs • School Uniforms • School Bags • Stationeries for students (Stationeries needed for class, general administrative expenditure may

be allowed.) •

☐ Check if at least one of the activities is led by women.

☐ Check if the School Improvement Plan was made by all members of School Committee,

Mothers’ Council, Fathers’ Council and other community members. (The plan must NOT

be made by a small group of people.)

☐ Check if the headteacher has agreed on Section 2 with the School Committee Members.

☐ Check if the number of contracted teachers is the same or less than that of last year.

☐ Check if the School Committee Chair and Treasurer collaborated in making the budget.

Form (3) DEO’s Evaluation of School Improvement Plan

Question 2: List any questions and points needed to be clarified. These will be asked at the school

visit. (Ex.) - Cost for teacher meeting is too high.

- Need to talk with mother council head if she can manage the sewing class.

Form (4) BRIDGE Contract (Sample)

AGREEMENT ON BRIDGE SCHOOL IMPROVEMENT PLAN IMPLEMENTATION

FOR THE BROADENING REGIONAL INITIATIVE FOR DEVELOPING GIRLS’

EDUCATION (BRIDGE) IN TAIZ GOVERNORATE (SCHOOL YEAR 20XX/20XX)

between

Governorate Education Office

and

<XXX School Committee >

< XXX Subdistrict >, < XXX District >, Taiz Governorate

This document is an agreement (hereafter referred as “Agreement”) between Governorate Education Office (hereafter referred to as “GEO”) and <XXX School Committee >, < XXX Subdistrict >, < XXX District >, Taiz Governorate (hereafter referred to as “Executing Agency”) represented by the Chairperson of the School Committee, regarding the BRIDGE School Improvement Plan implementation during School Year 20XX/20XX.

Article 1: BY AND BETWEEN Agreement party: Governorate Education Office Agreement party: <XXX School Committee >, <XXX Subdistrict >, <XXX District>,

Taiz Governorate 1. The Executing Agency is a school committee duly organized, validly existing and in

good standing under Yemeni laws, and has the full power to conduct the activities presently being conducted by it and is duly qualified to implement the School Improvement Plan with GEO.

2. The execution, delivery and performance of the Agreement by the Executing

Agency has been duly authorized and approved by requisite Yemeni laws. 3. The person signing the Agreement is fully authorized to represent the Executing

Agency. The Agreement when signed, shall be binding for the Executing Agency.


Article 2: SCOPE OF AGREEMENT This Agreement establishes the arrangements under which the Executing Agency will implement activities as specified in the Terms of Reference. The following document is subject to the Agreement: 1) Terms of Reference (Annex 1) - FORM A1: Cost Summary

Article 3: COMMENCEMENT AND DURATION The Agreement will be effective from the date on which this agreement is signed to XX ( month ), 20XX unless otherwise terminated or extended in writing.

Article 4: PAYMENT 1. GEO shall pay the activity costs of the Executing Agency (hereafter referred to “the

BRIDGE funds”). The financial term of the School Improvement Plan is from the date on which this agreement is signed to XX ( month ), 20XX.

2. The Agreement amount for the financial term is up to Yemeni Rial XXXXXX in total.

The actual amount is specified in Annex 1. 3. The Executing Agency shall submit all the receipts of the payment with the outputs,

by which the accounts are regarded as settled between GEO and the Executing Agency.

Currency of payment : All payments under this Agreement shall be made in Yemeni Rial

Method of payment : One hundred percent (100%) of the total amount will be

paid within 30 days of signing the Agreement.

Article 5: GENERAL SCOPE OF ACTIVITIES 1. The Executing Agency will implement the activities as specified in Annex 1. 2. GEO shall, in good faith, pay the activity costs of the Executing Agency. The

Executing Agency shall be responsible for the proper utilization of the BRIDGE funds.

3. At the end of the financial term of this Agreement month, 20XX), the surplus

balance of the BRIDGE funds shall be returned to GEO.


4. The Executing Agency shall properly maintain the book keeping on all the expenses and prepare financial reports according to the “BRIDGE School Improvement Manual for School Committee”. The Executing Agency shall submit financial report by XX ( month ) 20XX to the GEO office.

5. If the Executing Agency shall have failed to carry out any of its obligations under

this Agreement, GEO may request the Executing Agency to return the disbursed money in whole or in part.

6. The Executing Agency shall hold all the liabilities of any risks and accidents

occurred during the School Improvement Plan implementation period and/or any risks and accidents occurred because of the outcome of the activity (classrooms, toilets, etc).

Article 6: GENERAL CONDITIONS The parties to this Agreement acknowledge that premature termination of the activities would adversely affect the reputations of both parties. Accordingly, it is agreed that neither party will take any action that would lead to premature termination of the activities or their involvement in them without providing the other party with full opportunity to minimize the effects of such termination.

Article 7: VARIATION Alteration of this Agreement may be made by means of a written Agreement explaining the changes and signed by the parties and shall thereupon become a part of the Agreement. In witness whereof, the parties hereto have made duplicate copies of this Agreement for the duly authorized representatives, and each party shall keep one copy of the originals. Date: , 20XX Dr. Mahdi Ali Abdossalam Director Taiz Governorate Education Office

XXX Representative of <XXX School > < XXX Subdistrict > < XXX District > Taiz Governorate

Witness XXX Director < XXX > Governorate Finance Office

Witness XXX Head < XXX > District Education Office

Amount of Monitoring Fee from JICA-GEO in the Month: Rial

Date Expense (Rial) Item Receipt Number

Distrcit Name ________________________________

Reported by ________________________________

Monthly Activity Report in month_______________and year_______________

Form (5) BRIDGE DEO Monthly Expense Report

1. List of visited schools in the month

Date Name of Visited School Name of DEO Visitor Signature of SC Head MonitoringSheet #

2. Summary of Monitoring in the month (Any special notes, concerns to be reported to GEO)

3. Plan for the next month (including names of schools for monitoring)

Distrcit Name ________________________________

Reported by ________________________________


Form (5) BRIDGE DEO Monthly Activity Report

Form (6) BRIDGE School Monitoring Sheet (for GEO and DEO)

District ____________________School Name ________________________________ Date of Monitoring / / Monitored by ______________________________________________________ People present during interview (Name and Position) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ A. Site and General Observation If there are any concerns and follow up issues, please describe here. Also, please describe your observation about school environment, head teacher’s capacity, community participation as well as mothers’ participation, etc. B. Financial Record Observation Check the financial report to see if the treasurer is recording the receipts daily. Describe any advice given.


C. Interview with School Committee members, Fathers’ / Mothers’ Council members Please fill out any progress and follow up issues by each activity in each section. Section No. ( ) Activity No. ( ) : _____________________________________________ Section No. ( ) Activity No. ( ) : _____________________________________________ Section No. ( ) Activity No. ( ) : _____________________________________________


<<This page only for Proposal Approval Visits.>> Issues raised during the interview and changes agreed

By the end of field visit, proposal must be finalized.

Signed by School Committee Chairperson: __________________________________

Signed by Monitor: ____________________________________

Form (7) BRIDGE Open Day Form

“Open Day for Sharing BRIDGE Experiences”

In BRIDGE, “Open Day for Sharing BRIDGE Experiences” will be held once a year in all the target

districts. The DEO team will be responsible for planning, implementing and evaluating the “Open

Day for Sharing BRIDGE Experiences” collaborating with the host school’s head teacher.

1. What is the “Open Day for Sharing BRIDGE Experiences”?

The “Open Day for Sharing BRIDGE Experiences” is an opportunity for your pilot schools to:

Be motivated to continue to work hard and collaboratively.

Share BRIDGE experiences (including benefits and difficulties) among the district schools.

Get ideas on how to encourage community participation, including women.

Learn from an excellent school on how the head teacher supports girls’ studying under a

favorable environment.

At the end of the event, each of the target schools will find ways and ideas and share successful

examples to improve their own school activities.

2. Preparation by DEO

Each DEO Team will submit a proposal on the district’s “Open Day for Sharing BRIDGE

Experiences”. Please discuss within your team, prepare the attached form, and then submit the

proposal by (date: ) to GEO BRIDGE office.

Tips for planning

1. Venue and Date Please select one school to host this event. A host school head

teacher needs to work with DEO team to organize the event.

DEO needs to select one school which has an experienced and

capable head teacher as well as the capacity to host the event.

Consult and decide the date of the event with GEO.

2. Program Based on the sample program, please develop your own. Be

flexible and creative to plan your own district’s program for the

School Exchange. Please do not forget objectives of the Event.

Share BRIDGE experiences (including benefits and

difficulties) among the district.

Get ideas on how to encourage community participation,

including women, at school activities.

Learn from excellent schools on how the head teacher

supports girls’ studying under a favorable environment.

1


3. Participants

Please decide the number and which members are coming

from each school. Then, please make a list of participants for

each district. Each district should invite all the pilot schools to

the event, and key school representatives such as a head teacher,

School Committee Chair, and head of both the fathers’ and

mothers’ council. In addition, DEO could add anyone from

and outside of schools who could benefit from the event.

4. Budget Please make a budget plan for the event by using the attached

format. DEO will manage budget for organizing the event.

GEO will give a fixed amount of money to each DEO. DEO is

responsible for planning to use the amount, keeping expenditure

records with receipts attached. Remaining balance must be

returned to GEO with financial reports by

(date: ). Even if the DEO spends and submits

receipts of more than the given amount of money, GEO will not

pay any more amount.

5. Summary Please fill out the summary sheet which covers the above

decisions.

2


Summary for Open Day for Sharing BRIDGE Experiences in Year 2

1 Venue

2 Dates and time

Please develop your own program by using the attached Form 2. 3 Total number of participants Please make a list of participants in the attached Form 3. Please include all the participants from schools, outside of schools and DEO. 4 Total Budget YER Please make a detailed budget in the attached Form 4. Date Name Title Signature

3


Proposed Program for BRIDGE Year 2 Open Day for Sharing Experiences A Sample

PART I: For All (8:30-10:00) Time Program Responsible Person and

Participants Welcome by Students (Singing of project song?) Students at host school 8:30-8:45

Welcome Speech DEO BRIDGE Team Leader Participants: All

8:45-9:15

School Achievements under BRIDGE Project

DEO BRIDGE Team Participants: All

9:15-10:00

School Tour

Observe what is a favorable school environment for girls?

Led by host school’s students Participants: All

PART II: By Group 10:00-10:15 Break and Divide into each group Led by DEO BRIDGE Team 10:15-11:30

Teaching Observations at the classroom and discussion “What is a favorable classroom environment for girls?”

Led by Head teacher of the host school Participants: head teachers

10:15-11:30

Sharing experiences among fathers

“How can fathers support girls’ education?”

Led by DEO Girls Education Person?? Participants: Heads of each fathers’ council, head of SC

10:15-11:30

Sharing experiences among mothers

“How can mothers support girls’ education?”

Led by Preachers or Imam of the community Participants: Heads of each mothers’ council

PART III: For All (11:30-12:45) 11:30-12:30 Presentation from each group: Sharing

experiences with all Presented by each group Participants: All XXX

12:30:12:45

Conclusion and Closing Remarks DEO BRIDGE Team Leader Participants: All

12:45-14:00

Lunch and Entertainment (singing a song, a

play, etc.)

4


5

FORM 2: Proposed Program for BRIDGE Year 2 Open Day for Sharing Experiences PART I: For All (Time: )

Time Program Responsible Person and Participants

PART II: By Group (Time: )

PART III: For All (Time: )

Form (7) BRIDGE Open Day Format

Based on the sample program, please develop your own with more detailed ideas on who’s responsible for which task. PART 1:For All

Time Program Detailed activity Responsible Person and Participants

6


7

PART II: By Group Time Program Detailed activity Responsible Person and

Participants


Cost Estimates for School Exchange Events

Item Description (Unit price x Quantity)

Total Amount Required (YR)

1. Venue Fee (including food, tent, etc.)

Subtotal 0 2. Participants Travel fee 1500 YER X participants number DEO Travel fee 1700 YER X participants number

Subtotal 0 3. Goods Supply (Purchase, Printing, etc.)

Subtotal 0 4. Goods and Service Transportation Fee

Subtotal 0 4. Service Fee, Other (Fee for preacher or guest speakers, etc.)

Subtotal 0

Total

DEO is required to submit all the receipts for all expenditure items. Remaining balance MUST be returned to GEO with your financial records.

8


9

RECEIPT

NO: DATE:

Receipt from Total Amount: Unit Price and Quantity: Purpose: Recipient Name: Recipient Signature:

<Examples of expenses you need to plan>

1. Tent Purchase (wood, nets, ropes, fabrics, carpets, labor, etc.)

2. Stage Material Purchase (wood, blocks, fabrics, labor, etc.)

3. Speaker, Chair, Tables Rental

4. Materials for exhibitions (cements, woods, sticks, paints, carton boxes, paper, fabrics, stationeries,

labor, etc.)

5. Banner purchase

6. Hiring music men

7. Material transportation fee

8. Instructors’ fee for students’ songs, play, etc.

9. Remuneration for preacher

10. Food, drink, paper plates etc. that is related to food on the Open day, snack for students during

practices.

Form (8) BRIDGE Community Awareness Program Form

SAMPLE Action Plan for Community Awareness Program

District: ___________________ School: ___________________ Head teacher: ___________________ Improvement aspect

Where are we now? Where do we want to go? Action plan 1) Girls drop out from G4 and above 2) The low girls' enrollment number in

basic grades is less compared with the number of boys.

1) Stop the girls drop out and encourage them to continue and complete their studies. 2) Registering all the girls which are of school age. 3) Return the girls who dropped out to continue their studies.

1) The Imam preaches on girls' education problems and promotes them to let girls be educated. 2) The school admin. will invite the parents who have girls who dropped out from school and who have girls not registered in school and encourage them to register their girls to study in the school. 3) The teachers will setup daily advertisements in the school radio program to encourage the girls and parents to continue their studies. 4) The literacy trainer will discuss w/ the mothers on the absence and drop out of the girls from the school.

Form (8) BRIDGE Community Awareness Program Form Action Plan Format for Community Awareness Program District: ___________________ School: ___________________ Head teacher: ___________________ Improvement aspect Where are we now? Where do we want to go? Action plan


Initiative




Volume III: School Improvement Manual

Broadening Regional Initiative for Developing Girls’ Education

(BRIDGE)

November 2008

Guidelines for Broadening Regional Initiative for Developing Girls’ Education (BRIDGE) in Taiz Governorate (Volume III)

Preface

To: School Committee members and Head teachers. This volume is prepared as a manual for the School Committee members and head teachers to implement the BRIDGE School Improvement Plan. All the procedures and rules of BRIDGE are written in this manual, so keep this manual at hand all the time while you plan, implement and evaluate the School Improvement Plan. It is recommended that DEOs will organize workshops for the School Committees and head teachers at each district twice a year by using this manual:

• The first workshop at the beginning of the school year for the School Committee to start the School Improvement Planning.

• The second workshop at the end of the school year for the School Committee to complete the process.

This manual consists of 2 parts:

• Part 1: School Improvement Planning (used for the first workshop); and

• Part 2: Report Preparation (used for the second workshop). This manual has the following attachments:

- Attachment 1: School Improvement Plan Forms; - Attachment 2: Self Evaluation Form; - Attachment 3: Financial Report Forms; and - Attachment 4: Financial Report Sample.


Table of Contents Preface

Part I: School Improvement Planning

Overview .........................................................................................................1 Chapter 1 Understand the BRIDGE Project ................................................5 1. What is “BRIDGE Project”? ..................................................................5 2. What should the School Committee do? ...............................................7 Chapter 2 Understand and Draft School Improvement Plan ...................13 Step 1 Cover Sheet: Know your school’s current condition with some basic

statistics ...........................................................................................15 Step 2 A1 Form: Understand this year’s funding amount................................18 Step 3 Understand “Guideline for BRIDGE”....................................................19 Step 4 Draft “A2 Form: Budget Sheet for General Administrative

Expenditure”.................................................................................... 25 Step 5 Understand how to fill out Section 1, 2 & 3 of your School

Improvement Plan ............................................................................27 Step 6 Draft “Section 1: Raising People’s Awareness and Increasing

Number of Girls in School”................................................................ 28 Step 7 Draft “Section 2: Quality of Education” .............................................. 31 Task 1: .......................................................................................... 31 1.Read below the definition of “Quality of Education” in BRIDGE..........31 2.Read below “Who is the key player in this process?” ........................32 3. Read three case studies below and explore ideas regarding “Quality of Education” ................................................................... 36 Task 2: ...........................................................................................39 1. Read a school inspection report .....................................................39 2. Compare your school with the inspection report..............................42 3. After making the list, prioritize the most urgent aspects of improvement ................................................................................42 Task 3: Draft Section 2 on “Quality of Education” of your School

Improvement Plan ............................................................................43 Step 8 Agree on “Section 2: Quality of Education” .........................................47 Step 9 Draft “Section 3: School Environment” .............................................. 48 Step 10 Draft “Form A1: Cost Summary” ....................................................... 51 Step 11 Finalize your School Improvement Plan with other School

Committee members .........................................................................53 Chapter 3 Understand How to Manage Funding of BRIDGE ....................54 1. Structure of Financial Report .............................................................55 2. Procedure of Making Financial Report.................................................57 3. Importance of Receipt.......................................................................58 Task: Fill out the “Evaluation Sheet” of this workshop......................................60


Part II: Report Preparation

Overview .......................................................................................................63 Chapter 1 Evaluate your School Improvement Plan ................................65 Task: Fill out the Self-Evaluation Report ......................................................65 Chapter 2 Make Financial Report ..............................................................69 Task 1: Review the structure of Financial Report (Chapter 3 of Part1) ..............69 Task 2: Work in your school group to make Financial Report ...........................69 Important Notes in Making Financial Report........................................71 Task 3: Go back to your school and finalize the Financial Report......................71

Attachment

1. School Improvement Forms

Cover Sheet Form A1: Cost Summary Form A2: Budget Sheet for General Administrative Expenditure Section Sheet:

Section 1: Raising People’s Awareness and Increase Number Section 2: Quality of Education Section 3: School Environment

2. End of Year School Self Evaluation Report

3. Financial Report Forms Form B1: Financial Statement Form B2: Financial Summary Form B3: Bank Account Transactions Form B4: Local Resource Record: Cash Donation Form B5: Local Resource Record: Material Contribution Form B6: Local Resource Record: Labor Contribution Form B7-1: Expenditure for General Administrative Expenditure Form B7-2: Expenditure for Each Activity Form B8-1: Receipt for General Administrative Expenditure Form B8-2: Receipt for Each Activity

Part 1: School Improvement Planning


1

Overview In the School Improvement Planning Workshop, 4 people per school will participate: School Committee Chair, Head teacher, Treasurer, and Mothers’ Council representative. (If Head teacher is the Chair, one more person can attend.) Make sure that at least one participant from a school is a woman. The workshop is held for 3 days. On Day 1 & Day 3, all 4 participants must attend. On Day 2, only the head teacher will attend.

The participants must submit the following to DEO at the workshop: (1) Member list of School Committee; (2) Names of the authorized persons (Chair and Treasurer) for the

bank account. The main purpose of the workshop is to make the key members of the School Committee ready for preparing the School Improvement Plan. • On Day 1, ALL participants will:

(1) Understand the BRIDGE Project; (2) Understand and start drafting the School Improvement

Plan;

• On Day 2, the head teachers will: (3) Understand the Quality of Education and draft the section

of Quality of Education of the School Improvement Plan. • On Day 3, ALL participants will:

(4) Continue drafting the School Improvement Plan; (5) Understand how to manage funds for the School

Improvement Plan. Sample program of the workshop is shown in the next page.


2

School Improvement Planning Workshop Sample Program

Day/Time Program

Day 1 9:00-9:10 9:10-9:45

9:45-9:55 9:55-10:35 10:35-10:55 10:55-11:05 11:05-11:35 11:35-11:50 11:50-12:05 12:05-12:35 Day 2 9:00-9:15

Overview Chapter 1: Understand the BRIDGE Project 1.What is “BRIDGE Project”? 2.What should the School Committee do? Chapter 2: Understand and Draft the School

Improvement Plan Step 1: Cover Sheet: Know your school’s current

condition with some basic statistics Break Step 2 A1 Form: Understand this year’s funding

amount Step 3 Understand “Guideline for BRIDGE” Step 4 Draft “A2 Form: Budget Sheet for

General Administrative Expenditure” Step 5 Understand how to fill out Section 1, 2 &

3 of your School Improvement Plan Step 6 Draft “Section 1: Raising People’s

Awareness and Increasing Number of Girls in School”

Step 7 Draft “Section 2: Quality of Education” Task 1: 1. Read below the definition of “Quality of Education” in BRIDGE


3

9:15-9:45 9:45-10:05 10:05-10:30 10:30-10:50 10:50-11:05 11:05-11:15 11:15-12:20 Day 3 9:00-9:20 9:20-9:50 9:50-10:10 10:10-10:30 10:30-10:50 10:50-11:50

2. Read below “Who is the key player in this process?” 3. Read three case studies below and explore ideas regarding “Quality of Education” Task 2: 1. Read a school inspection report Break 2. Compare your school with the inspection report 3. After making the list, prioritize the most urgent aspects of improvement Task 3: Draft Section 2 on “Quality of Education” of your School Improvement Plan

Step 8 Agree on “Section 2: Quality of Education”

Step 9 Draft “Section 3: School Environment” Step 10 Draft “Form A1: Cost Summary” Step 11 Finalize your School Improvement Plan

with other School Committee members

Break Chapter 3 Understand How to Manage Funding

of BRIDGE 1. Structure of Financial Report 2. Procedure of Making Financial Report 3. Importance of Receipt


4

11:50-12:00 Task: Fill out the “Evaluation Sheet” of this workshop


5

Chapter 1: Understand the BRIDGE Project Objective:

To understand the framework of BRIDGE Project and roles and responsibilities of the School Committee.

1. What is “BRIDGE Project”?

(1) The goal of BRIDGE Project is to increase the number of girls’

attendance in schools (Grades 1-9) through the Whole School

Improvement approach.

To achieve this goal, our focus is to give the head teacher and

community the responsibility for improving all aspects of the

school and raising awareness of the community for education.

Through BRIDGE, the school becomes a valuable resource for

everybody in the community, including women, for meetings,

celebrations and adult training.

(2) School and Community form a “School Committee” to set goals

and manage the improvements in the school. Annual funding is

allocated to the School Committee to implement the “School

Improvement Plan”. The School Committee will be responsible

for managing the funding.


6

(3) BRIDGE is implemented with the cycle below.

Step 1 Where are we now? Where do we want to get to? The School Committee visits the school, talks to teachers, students and parents and then lists the strengths of the school and what needs to be improved. Step 2 Draw up the School Improvement Plan The School Improvement Plan provides a step-by-step program, setting out who is responsible for each improvement goal, the cost, when it will be carried out and who will monitor the progress. This helps everyone work together effectively. The School Committee must consult the community before finalizing the School Improvement Plan. The final plan should be displayed in the school so that everyone knows what improvements will take place and the cost. Step 3 Implementation It is the responsibility of the Chair of the School Committee to make sure the School Improvement Plan is implemented on schedule. It is the responsibility of the Treasurer to keep financial records and store the cash safely and make sure the improvement plan keeps to the budget. It is the responsibility of the Internal Auditor to audit the Treasurer’s work by checking the Financial Report, remaining cash amount and

Where are we now?

(Started)

School Improvement Plan

Implementation

Evaluation

Step 1

Step 2

Step 3

Step 4


7

the balance at the bank account every month at the monthly meeting. It is important to recognize that implementation may not go according to plan, as problems arise and the situation changes. For this reason someone must be responsible for monitoring each aspect of the School Improvement Plan. Step 4 Evaluation Rigorous monitoring and evaluation is required so that lessons learned are fed into the next phases of improvement. At the end of the school year, the School Committee will prepare and submit the year-end report, which includes self-evaluation of the School Improvement Plan and Financial Report. 2. What should the School Committee do?

The School Committee holds the responsibility of planning, implementing and reporting of the School Improvement Plan. (1) Roles and Responsibilities

The chart below shows the organizational structure of the School Committee.

Other Members

Teachers, Representatives from fathers’ and mothers’ councils, Preachers/Imams

and Shiekhs, etc.

Chair

Treasurer Internal Auditor

School Committee


8

• The Chair must convene a meeting at least once a month and

discuss the progress with all the members. It is not allowed to

make decisions with only a few members of the School

Committee.

• The School Committee must prepare below and submit to

DEO:

(1) monthly report (as attached) after each monthly

meeting; and

(2) year-end report (Self-Evaluation Report and Financial

Report) at the end of the year.

• Changes in an activity in the plan after the Signing Ceremony

are not allowed. However, if an activity needs to be

changed because of unavoidable reasons during the

implementation period, ALL the members of School

Committee must agree on the change. The Chair must write

and submit an agreement letter and get approval from the

DEO. The approved letter must be attached to the Financial

Report which will be submitted at the end of the year.

• The School Committee must keep the community informed

about the developments of the plan.

• The Chair must keep a “BRIDGE file” and keep the papers

below:

1. School Improvement Plan 2. Task Schedule Sheet (as attached in the next page) 3. Member list of School Committee 4. Contract between GEO (after Signing Ceremony) 5. Contract between contract teachers


9

6. Contract Teachers’ Certificates 7. School Committee Monthly Report 8. School Improvement Manual 9. Papers / letters you have received from DEO/GEO

The Treasurer must keep the “Financial Report” (explained in

Chapter 3).


10

(2) Task Schedule

The School Committee are responsible for the tasks below

throughout the year.

Instruction to the Chair: Put the date of each event in the left-hand boxes, and a signature on the right-hand boxes, when the task has been completed. Then, receive a signature from the DEO. Keep this sheet in the “BRIDGE file”.

Tasks HT Sign

DEO Sign

Date

Task1: Attend the School Improvement Planning Workshop

Task 2: Submit the list of School Committee members and two authorized names of the bank account.

Task 3: Draft and submit the School Improvement Plan to DEO (Submission Date: )

Task 4: Finalize the School Improvement Plan with DEO

Task 5: School Improvement Plan approved by GEO

Task 6: Attend Signing Ceremony and sign the contract with GEO

Task 7: Submit the list of contract teachers with certificates and contracts.


11

Task 9: Attend the Report Preparation Workshop.

Feb-Mar

Task 10: Draft and submit the Year-End Report to DEO (Submission Date: )

Feb-Mar

Task 11: Finalize the Year-End Report with DEO.

Feb-Mar

Task 12: Report approved by GEO

Mar-Apr

Task 13: Attend the Year-End workshop

May

Task 8: Implement School Improvement Plan, submit monthly report to DEO at the end of each month.

February

March


12

BRIDGE Monthly Report (For School Committee)

District ____________________ School Name ______________________________ Reported by ________________________________ (School Committee Chair) Monthly Report in month_______________and year_______________ a) Progress of the activities in the month: If there is any change in activities, a letter must be signed by all the members and submitted to DEO.

b) Progress of the financial expenditure: Are all the necessary receipts kept? Is the Treasurer recording Financial Report regularly? Is there any significant change in the expenditure from the planned School Improvement Plan?

c) Meeting records: When members met, what was discussed and who participated? Any issues and problems found?


13

Chapter 2: Understand and Draft the School Improvement Plan

Objective:

1. To understand the structure of School Improvement Plan. 2. To understand basic school statistics and analyze the current

situation of your school. 3. To actually draft your own School Improvement Plan.

• Each School Committee develops a School Improvement Plan

with cost attached and receives the funding to implement the

plan.

• The School Improvement plan is composed of:

Cover Sheet with Basic Statistics;

A1 Form for Cost Summary;

A2 Form for General and Administrative Expenditures;

Three Sections;

① Raising People’s Awareness and Increasing Number of

Girls in School;

② Improving quality of education; and

③ Improving school environment.

Look at the structure in the next page for the overview.


14

Structure of School Improvement Plan

Cover Sheet

School Statistics

Form A1

Cost Summary

Form A2 General

Administrative Expenditures

Section 2 Improving Quality of Education

Section 1 Raising

Awareness & Increasing Girls

Section 3 Improving

School Environment

Improving

Daily Administrative

Tasks

Improving

Basic Teaching

Requirements

Improving Students’ / Teachers’ Discipline


15

Step 1 Cover Sheet: Know your school’s current condition with some basic statistics

(40 min.)

Task: Work in your school group.

Receive your school’s School Improvement Plan from the DEO

and check your school’s current condition.

1. Using the cover sheet of the School Improvement Plan, the

head teacher has prepared with the DEO, check the numbers

below:

• the number of classroom for each grade;

• the number of teachers (female / male) for each grade;

• the number of toilets (for girls, boys, teachers); and

• the number of students (female / male) for each grade

in the last year

• the target number of students (female / male) for each

grade for this year

Are there enough numbers?


16

Break

3. Calculate Female/Male ratio of the students. Female/Male ratio

shows how many girls there are in the school compared to

boys.

(Ex.) Female/Male ratio can be calculated as follows:

Total # of Girls: 135 Female/Male ratio = -------------------------- = 0.75

Total # of Boys: 180

If the Female/Male ratio = 1 -> Equal number of boys and girls.

If the Female/Male ratio is less than 1 -> Fewer girls than boys.

If the Female/Male ratio is more than 1 -> More girls than boys.

What is your schools’ situation? Are there more or fewer girls

than boys?

4. Discuss in your school group the problems and issues that can

be drawn from the statistics on the Cover Sheet.

(Are there enough classrooms and teachers for all the grades?

Are there enough girls attending school compared to boys?)


School Improvement Plan (Cover Sheet) (School Year: 20__ - 20__ ) District School (1) Numbers of Classrooms (2) Numbers of Teachers

Classroom Teacher # # Female Male Grade1 1 Grade1 1 0 Grade2 1 Grade2 0 1 Grade3 1 Grade3 0 1 Grade4 1 Grade4 0 1 Grade5 Grade5 0 1 Grade6 Grade6 0 1 Grade7 - Grade7 - - Grade8 - Grade8 - - Grade9 - Grade9 - - Total 5 Total 1 5

(3) Number of Toilets

For Girls For Boys For Teachers0 1 1

(4) Number of Students (a) Last year Actual (Year: 2007-2008 ) (b) This Year Target (Year: 2008-2009 )

Registration Registration Girls Boys

Girls Boys

Grade1 45 46 Grade1 45 45 Grade2 30 30 Grade2 45 46 Grade3 20 30 Grade3 30 30 Grade4 17 24 Grade4 20 30 Grade5 13 23 Grade5 17 24 Grade6 10 21 Grade6 13 23 Grade7 - - Grade7 - - Grade8 - - Grade8 - - Grade9 - - Grade9 - - Total 135 180 Total 170 198

1

Sample

F/M Ratio: Total # of Girls / Total # of Boys Total # of Girls 135 Total # of Boys 180

F/M Ratio = = 0.75

Signature of Head teacher: ____________________

Signature of DEO: ____________________

F/M Ratio: Total # of Girls / Total # of Boys Total # of Girls 170 Total # of Boys 198

F/M Ratio = 0.85


18

Step 2 A1 Form: Understand this year’s funding amount

(10 min.) In the A1 form of your School Improvement Plan, there is a table like the one below.

To be financed by Total Cost (YR) % Governorate Fund

Local

TOTAL 100%

The table shows you that in this year, the funds will come from 2 sources: (1) Fund from the Governorate Office (YER230,000); and (2) Fund from local (cash donations from the community) This is your school budget for this year. Your school will implement the School Improvement Plan within the total of these amounts. We will come back to the A1 Form in Step 10 to fill out the rest of the form.


19

Step 3 Understand “Guideline for BRIDGE”

(30 min.) Understand following rules on how to use your funding before drafting your School Improvement Plan.

1. List of items that cannot be financed by governorate money

• Per diem costs (=costs other than salary) for teachers • Food, drink, qaat and snack for meetings or students • Car purchase • Motorbikes and fuel • Expensive electronic equipment (e.g. TV, PC, photocopy machine, fax,

printer, refrigerators, etc.) • Acquisition or rental of property (land, office space, etc.) • Students’ chairs (-> Should be provided by GEO) • School Uniforms* • School Bags* • Stationeries for students* (Stationeries needed for class, general

administrative expenditure may be allowed.) * BRIDGE funding supports to improve the school, and not for individual students.

2. Hiring contracted teachers:

(1) Minimum qualification for the contract teachers is to have completed the secondary school (i.e. Completed grade 12).

(2) Salary for contract teachers is YER 15,000 per month. If there needs any variation, DEO must consult with GEO.

(3) The School Committee must make contract with the teachers before hiring them. (A sample contract sheet is attached.) The contract sheet and certificate of the teacher as well as the list of the contract teachers (as attached) must be submitted to GEO at the time of Signing Ceremony.


20

3. Women’s Activity:

(1) Each school is required to implement at least one activity for women.

(2) If the school has sewing and/or literacy classes, salary for literacy trainers and sewing trainers is between YER12,000–15,000. If any changes are needed, DEO must consult with GEO.

(3) As sewing class is more difficult to manage than a literacy class, sewing classes will be approved only when the school has previous successful experiences in managing literacy class. Also, the School Improvement Plan must include how the women plan to make the classes sustainable. For example, a) who will pay for fabrics, threads etc., b) what will be done with products produced.

A story below shows a success story of managing a literacy class and sewing class.

Al Fakhead Ahamed Saif School, Al Waziiyah district. Even though this school is a boys’ school, they opened both literacy and sewing classes for women and girls. Students of literacy class say, “I was so happy when I first stepped into the school. I missed the chance to come to school when I was young, but now I can come to school like my brothers did!” “When I was young, I only saw my brothers read and write. I really wanted to learn like them. ” “Now that I learned math, I won’t be cheated at a store about change.” “Before literacy class, we were like the blind, but the literacy class has opened my eyes.” Most importantly they all say they will send both girls and boys to school when they become mothers.


21

In the sewing class, 18 girl students who are attending Al Zahara school, a nearby girls’ school, are learning how to use a sewing machine and how to knit. Now students are able to make school uniforms and children’s clothes. They are thinking that they will sell those uniforms at half of the market price. The trainer says, “Girls want to learn

different skills in addition to the school curriculum.” In this school, the head teacher strongly supports these activities for women and girls. First, he told boy students at his school to inform their sisters and mothers of literacy and sewing classes. He also met with men in the community so that they could ask their wives if they were interested in attending classes. For the sewing class, he encouraged the trainer to teach in the school when she had been only teaching at her house. With this kind of strong leadership and a willingness to work with women, the school has been successful in attracting women to the school.


22

Republic of Yemen Ministry of Education Education Office, Taiz governorate District Education Office ……………….. School Name ……………………..

Work Contract

This contract was agreed upon on / / 200…. Between: First party : School committee of the school ……………………………… represented by school committee chair Mr. …………………………….., and the second party : Mr./Ms …………………………………. qualification is…………….. which is enclosed with this contract, and holding identity card number ( ), issued from ( ) on / / , the social status is……….... residing in………………. Both parties hereby agreed on the following: 1- First party shall pay the second party a monthly salary ………………..YER at

the end of every month starting from the month of ……………. 20…. until the end of ……………. 20….

2- The second party shall be committed to teach at school during the period from …………. until ……………. with …………… classes every week as distributed under the supervision of school administration based on the needs of school.

3- Second party complies with teaching fully without any shortcomings. 4- Second party shall attend daily and record his/her attendance by signing when

he/she comes and leaves school in the school attendance record. 5- Second party shall adhere to all instructions provided by the school

administration in regard to the work he/she undertakes. 6- In the case of the second party being absent without permission from the school

administration, the first party shall deduct the amount o f money for the days he/she was absent on. The deducted amount of money shall go towards the school as school revenue.

7- The first party shall follow up on the second party consistently to ensure he/she is conducting the work smoothly without any deviations from these contract conditions.

8- If the second party wishes to leave the work for conditions beyond his/her control, he/she must inform the first party 3 weeks beforehand to enable the first party to find another appropriate alternative.

9- There will be two copies of this contract; one copy for each party of this agreement.

Notes: please enclose with this contract one copy of teacher’s qualification.


23

First Party Second Party Name Name Signature Signature

24



GE) in Taiz

Governorate

(Volum

e III)

List of Contract Teachers District _________________________ School __________________________ School Year ________--________

No Name Sex Qualification Years of experience as a Teacher / Teaching Field

Contracted from previous year? (Y/N)


25

Step 4 Draft “A2 Form: Budget Sheet for General Administrative Expenditure”

(15 min.)


1. Look at the sample A2 Form on the next page.

2. Within your school group, plan the budget for the cost which

does not come under any activities. These cost include:

• transportation to bank (less than 3 round-trips),

• photocopies (for copying reports, BRIDGE forms),

• stationaries (files, pens, notebooks for BRIDGE use), etc.

3. Fill out the A2 Form with your school group.

Note: • Within the same district, the round-trip cost for

“Transportation to Bank” should be the same. If any variation is needed, DEO must consult with GEO.

• The number of “Transportation to Bank” must be less than 3 times.


26

Form A2: Budget Sheet for General Administrative Expenditure (School Year: 20__ - 20__ ) District: ____________________________ School: ______________________________

To be financed by Item Description (Unit price x Quantity)

Total Cost (YR)

Governorate (YR)

Local (YR)

1. Goods Supply (Purchase, Printing, etc.)

Photocopy YR4 * 250 pages = YR1,000 Stationeries YR3,000

4,000

4,000

-

2. Travel & Transportation

Transportation to Bank YR5,000 * 3 trips = YR15,000

15,000

15,000

-

3. Service Fee, Other

Total 19,000 19,000 0

Sample


27

Step 5 Understand how to fill out Section 1, 2 & 3 of your School Improvement Plan

(15 min.) Focus of each section is as follows:

Section1: Raising People’s Awareness and Increasing Number of Girls in School

Section2: Improving Quality of Education Section3: Improving School Environment

In Sections 1 to 3, there is a table like the one below.

To be

financed by

Where are we NOW?

Where do we want to get to? –Target-

How can we get there?

Who? When? Cost

Governorate

Local

Total

For preparing the School Improvement Plan, you will fill out the table in the following order:

(1) Where we are now? – Analyze the current situation. (2) Where do we want to get to? – Set the target. (3) How can we get there? – Describe activities to achieve the

targets. (4) Who? – Put the responsible person for EACH activity. (5) When? – Decide when the activity will be implemented. (6) Cost – Estimate all the costs needed for EACH activity. (7) To be financed by – Decide which money source will be

used for EACH activity.

(1) (2) (3) (7)(6) (5)(4)


28

Step 6 Draft “Section 1: Raising People’s Awareness and Increasing Number of Girls in School”

(30 min.) In Section 1, you will focus on activities that will raise people’s awareness and that will increase girls’ enrolment and decrease girls’ drop-outs.

End of Day 1


1. Look at the sample of Section 1 on the next pages for ideas of

activities. You can think about activities such as the ones

below.

• Awareness campaigns/meetings with fathers, mothers, and community leaders

• House visits by teachers to follow up on drop-outs and absenteeism

• Organizing School Events • Transporting Students • Any classes for educating women, such as literacy classes

and sewing classes. The above and the activities on the sample are just some suggestions. Please be creative and make your own plans!

2. Within your school group, draft Section 1 of your plan. Based

on last year’s data on the Cover Sheet, set the target number

of girls in your school in the column labeled, “Where do we

want to get to?”.

3. Put cost estimations for each activity. List all activities,

including the ones which do not require funding. . In such

case, put “0” as the cost.

School Improvement Plan (School Year: 20__ - 20__ ) – Section1: Raising People’s Awareness and Increasing Number of Girls in School– District: ____________________________ School: ______________________________

To be financed by Where are we NOW? Where do we want to get to? – Targets –

How can we get there? Who? When? Cost Governorate Local

- Last year, for all the grades in school (G1- G6), there were 135 girls and 180 boys who attended school.

- Last year, there

were 10 girls who dropped out between G1 to G2.

- This year, we need 180 girls and 190 boys for G1-G6.

- At the beginning of

this year, all 30 girls who finished G2 last year will register in G3, which means there will be no drop-outs.

- At the end of this year, all 30 girls will complete G3 without any drop-

1. Registration Campaign - Give notebooks (given by GEO) for

registered students (All grades) - School radio campaign - Household visits by teachers for all

the G1-3 girls before registration to ensure their registration.

2. Awareness meeting with parents and

teachers. - Male teachers discuss problems of

girls’ drop-outs with fathers who do not send daughters to school and convince them to attend. - Drinks YR 100 * 40 people =

YR4,000 - Female teachers discuss with mothers

the importance of girls’ education. - Drinks YR 100 * 40 people =

YR4,000 3. School Competition

Mr. Adel Mr. Fadhel Mr.

Aug. Aug. Dec.

0

8,000

10,000

- -

10,000

-

8,000

-

Sample

- Lack of

opportunities for women to learn literacy and math, and many women do not realize the importance of education.

outs. - Open literacy class

at school. Get women interested in education.

- In order to motivate children to learn, hold a school competition. - Awards (clocks) YR500 * 20 =

YR10,000 - Invite fathers and mothers to attend. 4. Headteachers’ meeting with parents. - If drop-out occurs, Headteacher will

immediately meet with parents to convince them to continue girls’ schooling.

5. Hire 1 female literacy trainer.

- Salary YR12,000 * 1trainer * 4 months = YR48,000.

- Headteacher to supervise the trainer.

Omar/ Ms. Amal Mr. Mohamed Ms. Fatheya

Sep. – May Oct. – Jan.

0

48,000

-

48,000

-

-

Total 66,000 58,000 8,000


31

Step 7 Draft “Section 2: Quality of Education”

Section 2 focuses on activities that will improve quality of education. Objectives of Day 2 for Head teachers:

1. To understand the definition of quality of education in BRIDGE.

2. To identify the strength and weakness of your school related to quality of education.

3. To draw up a School Improvement Plan to raise the quality of education.

Task 1: Understand What “Quality of Education” Means in BRIDGE

(Total 65 min) 1. Read below the definition of “Quality of Education” in BRIDGE

(15 min) Quality of education under BRIDGE refers to the improvement of the school education to create a welcoming and motivating learning atmosphere for all students, in particular for girls. BRIDGE regards the head teacher as the key player to lead the improvement which covers three areas:

a) Organizing daily administrative tasks; b) Basic teaching requirements; and c) Students / teachers discipline.

Improvements in theses three areas will eventually lead to better student achievements.


32

Head teachers’ Leadership

Quality of education is a limitless process that never ends at one point or level. Considering the available resources for the BRIDGE target schools, we would like to start with basic and simple requirements needed to improve the quality of education. 2. Read below “Who is the key player in this process?”

(30 min) Research and BRIDGE experiences have proved that the head teacher is the key person who can lead the changes. He/She has many roles. He/She should play different roles and responsibilities in each of the following areas:

a) Organizing daily administrative tasks; b) Basic teaching requirements; and c) Students / teachers discipline.

Organizing daily

administrative tasks

Students’/ teachers’ discipline

Basic teaching requirements


33

Head teacher’s Roles a) Organizing daily administrative tasks:

Head teacher as a planner / organizer. - He/She lists all the daily administrative tasks from school

assembly to the end of the school day. - He/She delegates tasks to teachers efficiently so that every

one knows what to do. - He/She holds meetings regularly for following up and solving

problems. b) Basic teaching requirements:

Head teacher as a supporter. - He/She checks teachers’ lesson plans and gives advice on

them. - He/She conducts classroom observations and gives

encouraging feedback to teachers. - He/She makes less-experienced teachers learn from

experienced ones (less-experienced teachers attend lessons conducted by experienced ones).

Supporter

Authority

Organizer

Advisor

ModelConsultant Helper

Supervisor

Guide

Trainer Planner

Leader


34

c) Students/ teachers discipline:

In a chaotic school situation, children, particularly young girls, find it very threatening and an insecure place to stay in.

Classroom observation tips: Use the criteria below to judge the quality of teaching in your school. Before the lesson: • Teacher prepares for the lesson in advance. • Teacher has clear learning objectives for the lesson. • Teacher prepares suitable teaching aids for the lesson.

In the classroom: • Teacher warms up the students. • Teacher uses the blackboard effectively: organized, clear

handwriting, organized display of ideas. • Teacher provides enough and sufficient explanations. • Teacher encourages all students to participate in the lesson. • Teacher praises students for their good work. • Teacher allows students to practice orally and in writing. • Teacher gives individual help to weak students.

Student’s work: • Teacher checks that all students have their own textbooks

and notebooks in class. • Teacher marks students’ written work carefully indicating

their mistakes. • Teacher does not marginalize girls in the classroom; teacher

does not make girls sit at the back of the classroom and encourages girls to participate in the lesson.


35

Read the following extract from girls explaining why they do not want to go to school:

“We are beaten several times with a stick almost everyday: for being late for the school assembly, for not doing homework, for failure to bring textbooks and for making noises. Only a few students make noises in the classroom and we are all beaten without discrimination. ” -> What do you think about this?

“As soon as the assembly finishes, the students rush to the classrooms jumping over the desks and chairs quickly and violently competing for seats. Since the boys take their seats first, the girls are left to sit at the back behind the boys and unable to see the board clearly.” -> Does this happen in your school?

“Students keep running around in the schoolyard fighting and playing because teachers are late for their next classes. To sort out the matter, the head teacher rushes towards us with a stick in his hand beating everyone randomly and forcing students to go inside to wait for teachers to come.” -> How punctual and disciplined are your students and teachers?


36

3. Read three case studies below and explore ideas regarding “Quality of Education”

(20 min)

Case 1: Children can be disciplined without a stick. Ending the use of sticks made a safe and happy learning environment.

In Al Gabri school (Maqbanah district), the head teacher decided to stop the use of sticks for disciplining or punishing students. At first, the other teachers did not know how to keep students organized in the classroom without a stick, but they gradually found alternative ways of disciplining students. For example, discussing school rules with the students, agreeing on how everyone should behave, having a dialogue with students explaining why their actions were wrong, and rewarding students for good behavior, such as good attendance in classes, good discipline, keeping classroom clean, and doing their homework. At first, many parents were wary of stopping the use of a stick, but later on, they realized that this initiative made the school a calm and pleasant place to study. Furthermore, students started to talk more openly about what happened at school with their parents.

Can you transfer this experience to your school?

Now students behave themselves without a stick and communication between students and teachers has increased.


37

Case 2: Improving basic teaching requirements contributes to improving

quality of education and increasing students’ motivation to learn. In Al Gabri school (Maqbanah district), 5 contracted teachers were employed by the BRIDGE fund. The head teacher worked closely with them to provide education that both girls and boys would enjoy. First, they changed the seating arrangements: instead of the girls sitting at the back of the classroom, the room was organized with the girls on one side and boys on the other. Girls say, “We like this new way of seating. It’s fair that boys and girls sit equally.” The second initiative was to make the lessons more interesting. With the help of training workshops held by JICA-BRIDGE team, the teachers prepared teaching aids such as flashcards and pictures to attract students’ interests, rather than continuing a formal lecturing style. Thirdly, teachers started to check students’ work more closely. Students used to have one notebook for all subjects before the project. The teachers changed this practice, advising parents and students to have one notebook for each subject. This has enabled each teacher to follow up his students’ work and check homework. Students have become more interested in seeing their work marked by the teachers and pleased to have organized and tidy notebooks. This made students more motivated to learn.

Is this story applicable to your school?

Boys and girls have equal seating. Teachers using their own original teaching aids.


38

Case 3: Good school administration manages the day-to-day organization

well. In Al Salah school (Maqbanah district), many students used to be late for school assemblies and sometimes for the first class. The first class was usually disturbed by latecomers. The school administration (the head teacher, teachers and the social worker) started to investigate this problem as a part of their School Improvement Plan. The school administration prepared a list of late students and interviewed them to find out the reasons for their being late. The administration realized that late students lived very far away from the school. Considering such circumstances, the administration decided to accept these students to excuse themselves from the school assembly, but talked with these students and parents not to be late for the first class in the morning to avoid any disturbance for other students. It was important that the school administration investigated the causes of the problem. Only after such investigation, effective measures to tackle the problems can be taken. The social worker said, “You need to investigate before taking any measure in order to be fair.”

Does your school have a similar problem? What measures do you take for students who live far away from the school?

School assembly is a good start for an organized school day.


39

Task 2: Familiarize Yourself with Criteria of Quality of Education and Think about Your School’s Quality of Education

(Total 50 min) 1. Read a school inspection report

(25 min) This report was written by an inspector following his visit to the school (attached from the next page). The report includes descriptions of:

• teachers' behavior; • students’ behavior; and • head teacher's behavior.

with concrete evidence of his observation. All these descriptions relate to the three areas of improvements defined in BRIDGE:

• Organizing daily administrative tasks; • Basic teaching requirements; and • Students / teachers discipline.


40

School Inspection Report

Inspector’s Name: XXXXXXXX (xxx District Education Office) School Name: XXXXXXXX Date: 2008/3/14 Type of visit: Inspection Following my two-day visit to the school, I am amazed by the great changes made at XXX School since a new school head teacher was appointed three months ago. Compared with last year, the school has made the following changes: Observations on: Teachers Behavior

1- School assembly starts at 7:30 and all teachers attend to organize the students.

2- Teachers receive students at the door of the classroom as soon as the school assembly finishes. They organize students’ seating.

3- Teachers start the first period on time at 8. 4- Teachers are well prepared for their lessons. 5- Teachers know their subject better than before. 6- Many teachers conduct their lessons using teaching aids 7- Teachers give help to individual students particularly the weak ones. 8- Teachers mark students’ work and give feedback to them. 9- Teachers give special attention to girls by praising them and helping them

to participate in the lesson. 10- Teachers seat girls at the front of the classroom. 11- Teachers present very interesting lessons while students participate in the

lesson actively. 12- Teachers continue working in the school until class 6 is over.

Students behavior

1- Almost all students attend school assembly early because they feel it is interesting.

2- No student leaves the school after the break and continue studying until the end of the school day because they find it interesting, not boring.

3- Students do their homework daily. 4- All of the students have organized and tidy notebooks. 5- Students’ examination results indicate good achievement standard.

Head teacher behavior

1- The head teacher always comes early to school, greeting students at the school gate and praising them for being early.


41

2- The head teacher gives a useful speech during the school assembly and announces disciplined and hard working students.

3- The head teacher honors teachers for their efforts. 4- The head teacher checks the teacher’s preparation notebooks daily. 5- The head teacher meets teachers every week discussing problems of the

slow learners and students’ achievement standards. 6- The head teacher observes the teachers’ performance in the classroom and

gives them encouraging feedback later. 7- The head teacher listens to the teachers and respects their opinions and

never become authoritative. Recommendation: I’d like the head teacher and his teachers to keep control over the students’ behavior between classes. While students wait for the next teacher to come, they get out of the classroom and make noises and disturb other classes.

(End of Report)

Break



GE) in Taiz

Governorate

(Volum

e III)

42

2. Compare your school with the inspection report On the next exercise sheet, make a list of the improvements needed in your school which would please inspectors. (15 min)

3. After making the list, prioritize the most urgent aspects of improvement

(10 min)

Areas need improvements in my school Urgently needed improvements

Teachers in my school

1- 2- 3-

Students in my school

1- 2- 3-

Myself (as a Head teacher)

1- 2- 3-


43

Task 3: Draft Section 2 on “Quality of Education” of your School Improvement Plan

(Total 65 min)

1. Look at the sample of Section 2 on the next pages and get some ideas for activities. (10 min) You can think about activities such as the ones below.

• Organizing daily administrative tasks; • Basic teaching requirements; and • Students’ / teachers’ discipline

The activities on the sample are just suggestions. Please be creative and make your own plans!

2. Draft Section 2 to improve the most urgent issues at your school. (15 min) 3. Put cost estimation for each activity. Please list all activities, including the ones which do not require funding. In such case, put “0” as the cost. (5 min) 4. Get feedback from the trainers and rewrite the plan. (15 min) 5. Share your plan with all the participants and get feedback. (20 min)

End of Day 2

School Improvement Plan (School Year: 20__ - 20__ ) – Section2: Quality of Education – District: ____________________________ School: ______________________________



- Lack of teachers makes the quality of teaching low.

- Lack of good

preparation leads to boring lessons and low achievement.

- Hire 1 female teacher. Girls feel comfortable with female teacher and are motivated to come to school.

- Good teachers

preparation and planning for interesting activities.

- Students

6. Make contract with 1 female teacher. - Salary YR15,000 * 1 teacher* 7 months =YR105,000

- Mothers’ council will have afternoon meeting once a month with the female teacher to talk about girls’ situation in class.

- Fathers’ council will visit school and see if the teacher is having good relationship with students.

- Headteacher provides “MOE Teacher’s Guide” to the hired teacher. Get experienced teacher to help the hired teacher and share experience in lesson planning.

- Invite inspector to give her help. 7. Headteacher holds monthly meeting

with teachers to discuss methods of lesson planning.

- Head teacher shows the teachers a sample of a lesson plan from “BRIDGE

Mr. Yaheya HT

Sep. – Mar Sep. – May

105,000

0

105,000 -

- -

Sample

- Teachers and

students are not punctual, so school day starts badly and ends badly.

enthusiastic to learn and happy to stay in school.

- Both students and

teachers attend the school assembly and their classes on time.

Teachers’ Guide”. Agree with teachers to follow that guide.

- Head teacher does classroom observation weekly and gives encouraging feedback based on the criteria attached to this manual.

- Head teacher invites a district inspector to visit the school and evaluate teachers’ performance and give them feedback.

8. Make School Assembly Organized. - Head teacher calls for a meeting with

teachers to discuss the reasons for the students and teachers late attendance of the classes.

- Head teacher leads the discussion so that everyone agrees that they will attend the school assembly at 7:30.

- Head teacher is the firs to arrive. - Teachers help students to organize an

interesting assembly to attract

HT HT

Oct. & April Sep. – May

0

0

- -

- -

students. - Teachers make a schedule to arrange

this tasks daily with each student group.

- Deputy develops a daily class schedule so that every teacher knows when and where their class are.

- Deputy follows up on the students’ attendance and checks that every one is available.

- School announces the start of the school assembly on school radio.

- School praises students with good behavior.

Teachers Deputy Teachers

Total 105,000 105,000 0


47

Step 8 Agree on “Section 2: Quality of Education”

(20 min.)


1. Look at Section 2 on quality of education of your School

Improvement Plan. The section has been half completed by

your head teacher. For the head teacher, present your plan to

the other members of the school group. Within your school

group, agree on the contents of Section 2.

2. Put cost estimation for each activity. Please list all activities,

including the ones which do not require funding. In such

case, put “0” as the cost.


48

Step 9 Draft “Section 3: School Environment”

(30 min.) In Section3, you will focus on activities that will improve the school environment.


1. Look at the sample of Section 3 on the next pages for ideas for

activities. You can think about activities such as the ones

below.

• Constructing/ repairing classrooms • Constructing/ repairing toilets • Maintenance of doors, windows, school gate, school area,

etc. • School cleaning activities • Students’ health care activities • Supplying water • Purchasing school radio, blackboards, water tank, etc. • Planting greens to create shade and seating in a private

place for girls in the playground. The above and activities on the sample are just suggestions. Please be creative and make your own plans!

2. Within your school group, draft Section 3 of your school.

3. Put cost estimation. Please list all activities, including the ones

which do not require funding. In such case, put “0” as the

cost.

School Improvement Plan (School Year: 20__ - 20__ ) – Section3: School Environment – District: ____________________________ School: ______________________________



- Grade1 Classroom is too dark and too hot to study.

- Classrooms are dirty

and girls do not feel comfortable.

- Repair the classroom by making 2 windows and painting the walls. Students will learn in a comfortable environment.

- The classroom is

clean and tidy. Students are motivated.

9. Repair the classroom. Purchase materials and repair. - Glass YR5,000 * 4= YR20,000 - Cement YR1,500*13bags=YR19,500 - Wood YR30,000 - Net YR4,000 * 4 = YR16,000 - Paint YR2,000 * 10 can = YR20,000 - Labor YR2,000 * 8 people * 2 days =

YR32,000 - Sand YR4,000 - Transportation of materials =

YR10,500 10. Purchase Cleaning equipments and

Make cleaning Schedule for students and let them do the cleaning of classrooms and toilet in turn according to the schedule.

- Buckets YR500 * 10 = YR5,000 - Dust bins YR100 * 10 = YR1,000 - Detergents YR500 * 10 = YR5,000 - Mops YR600 * 10 = YR6,000 - Brooms YR300 * 10 = YR3,000

Mr. Hamoud Mr. Ahmed

Sep. Sep. – May

152,000

20,000

152,000

16,000

-

4,000

Sample

- Students need

drinking water.

- Supply drinking

water to the water tank. Students feel comfortable in school.

11. Supply drinking water. - Mothers’ Council will collect money

from the community by house visits. - Fathers’ Council will buy water and fill

the tank. - Water YR5,000*7months=YR35,000

Ms.Yasmeen/ Mr.Hassan

Sep. – March

35,000

-

35,000

Total 207,000 168,000 39,000


51

Step 10 Draft “Form A1: Cost Summary”

(20 min.)

Task: Work in your school group. 1. Look at the sample of A1 Form on the next page. It is a cost

summary page that shows a list of all the activities with the

cost information in one page.

2. Fill out A1 Form with the information you have drafted on A2

Form and Sections 1, 2 and 3 of your School Improvement

Plan.


52

Form A1: Cost Summary (School Year: 20__ - 20__ ) District: ____________________________ School: ______________________________

To be financed by Section No.

Description Total Cost (YR) Governorate (YR) Local (YR)

- General and Administrative Expenditure 19,000 19,000 0

1 (1. Registration campaign ) 0 0 0

1 (2. Awareness meeting with parents and teachers )

8,000 0 8,000

1 (3. School Competition ) 10,000 10,000 0

1 (4. Headteacher’s meeting with parents ) 0 0 0

1 (5. Open 2 Literacy Classes ) 48,000 48,000 0

2 (6. Hire 1 Female Teacher ) 105,000 105,000 0

2 (7. Headteacher holds meeting with teachers regarding lesson planning )

0 0 0

2 (8. Make School Assembly Organized) 0 0 0

3 (9. Repair 1 Classroom ) 152,000 152,000 0

3 (10. Cleaning Activities ) 20,000 16,000 4,000

3 (11.Supply drinking water ) 35,000 0 35,000

TOTAL 397,000 350,000 47,000

To be financed by Total Cost (YR) %

Governorate Fund 350,000 88% Local 47,000 12%

TOTAL 397,000 100% Bank Account Information For Governorate Fund Bank Branch Account Number School name Signer A Signer B


53

Step 11 Finalize your School Improvement Plan with other School Committee members

(20 min.)

The Chair must put the submission date on the Task Schedule Sheet (Page 8,9).

Break

Task 1. Go back to your community and have a discussion with all

members of School Committees and finalize the School Improvement Plan.

2. All three sections of the School Improvement Plan must be

agreed on by all the members of School Committee before submission to DEO.

3. Agree with your DEO on the date for the submission of School

Improvement Plan. Write down the agreed submission date in the box below.

Submission date of School Improvement Plan: _________________


54

Chapter 3 Understand How to Manage Funding of BRIDGE

Objective:

To understand how to manage the funding for the School Improvement Plan and to make the year-end report.

After the contract signing, the funds will be available in the school

bank account. The funding can be withdrawn by two signatures;

the Chair’s and the Treasurer’s.

If there is any misuse of money or lack of the proof of expenditure,

the money must be returned to GEO from the school. Also, if the

school did not use up all the fund that was provided, the remaining

amount of the fund must be returned to GEO at the time of financial

report submission.

The Chair must put the submission date on the Task Schedule Sheet (Page 8,9).

* Prior to the submission, Report Preparation Workshop will be held for Chair, Treasurer and Internal Auditor.

Submission date of Year-end Report*: ______________________


55

1. Structure of Financial Report

The Financial Report consists of the following forms: Form B1: Financial Statement

Approved signatures of the Chair, Treasurer and Internal Auditor. Form B2: Financial Summary

This Form summarizes the amount spent for each activity and shows the balance at the end of the year.

Form B3: Bank Account Transactions

This Form records all transactions with the bank account. A photocopy of the bank receipt must accompany this Form.

Form B4: Local Resource Record: Cash Donation This Form records all cash donations from the community.

Form B5: Local Resource Record: Material Contribution

This Form records all material contributions from the community. Form B6: Local Resource Record: Labor Contribution

This Form records all labor contributions from the community. Form B7: Expenditure by Activity

This Form has two variations (B7-1 and B7-2) but they are basically the same. Form B7-1 is for general and administrative expenditure while Form B7-2 is for each activity.

Form B8: Receipt Use this Form to attach the receipts. Form B8-1 is for general and administrative expenditure while Form B8-2 is for each activity.


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The chart below explains the structure of the Financial Report. Only Form B2 and B1 will be made at the end of year. All the other Forms need to be recorded daily.

B8-1 Receipts

for General

B8-2 Receipts

for Activity 1

B8-2 Receipts

for Activity 10

B8-2 Receipts

for Activity 2

…..

B7-1 Expenditure for General

B7-2 Expenditure for Activity 1

B7-2 Expenditure for Activity 2

B7-2 Expenditure for Activiy10

Bank Receipt

B4 Cash

B5 Material

B6 Labor

B3 Bank

B2 Financial Summary

B1 Financial Summary

Daily Work

Daily Work

Yearly Work


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2. Procedure of Making Financial Report

The Treasurer must constantly keep the transaction records

throughout the implementation period. Tasks of the Treasurer are

as follows:

<Daily Work>

(1) Whenever you obtain new receipts, attach them on Form B8.

Then, record them on Form B7. Be sure you keep receipts for

each activity separately.

(2) Whenever you withdraw money from the bank account, get a

receipt from the bank, and keep records on Form B3.

(3) Whenever the School Committee gets money or contribution

from the community, keep records on Form B4 (Cash Donation)

or Form B5 (Material Contribution) or Form B6 (Labor

Contribution).

<Monthly Work>

(4) Report the situation of expenditure at monthly School

Committee meeting.

(5) Let the Internal Auditor check the Financial Report, receipts,

cash amount, and bank account balance.

(6) Show the Financial Report to DEO when they visit the school.

<Yearly Work>

(7) Make Form B2 and Form B1.


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(8) Collate all the forms and receipts and submit the Financial

Report to DEO.

3. Importance of Receipt

• In order to keep track of expenditure and make Financial

Reports, the School Committee must obtain receipts of ALL the

money transactions from shops, sub-contractors, drivers of taxi,

etc.

• If the School Committee does not submit the receipt, GEO will

not approve the use of money and tell the School Committee to

return the money to GEO.

A Receipt needs the information below: (1) Date (From the signing date of the contract till the submission

date of the financial report.); (2) Payer’s Name (=School Name); (3) Total Amount; (4) Unit Price; (5) Quantity; (6) Purpose (ex. “Salary of teachers”, “Transportation of chairs”,

“Transportation to Bank”, “Water Tank”, “Constructor’s fees”, “Cement”, “Pipe”, “Photocopies”, etc.);

(7) Name of recipient of payment; (8) Signature of recipient of payment.

As much as possible, get a receipt from the shop. Only when the

payee cannot issue a receipt, use the form below.


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RECEIPT NO:_______

DATE: __________________

Payer (School Name): ________________________________________________ Total Amount: YER__________________________________ Unit Price and Quantity: ______________________________________________ Purpose: ___________________________________________________________ Recipient Name: _____________________________________________________ Recipient Signature:_____________________________________________


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Thank you for your participation in the workshop.

Task: Fill out the “Evaluation Sheet” of this workshop.

And submit it to DEO. (10 min.)


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BRIDGE Feedback: School Improvement Planning Workshop Please circle the number which applies for each of the questions. A. Schedule & Learning Environment Disagree Neutral Agree A1 Length of the Workshop was appropriate 1 2 3 4 5 A2 Length of the workshop (per day) was appropriate

1 2 3 4 5

A3 Number of facilitators was appropriate 1 2 3 4 5 A4 Facilitators managed sessions well 1 2 3 4 5 A5 Explanations by facilitator were clear 1 2 3 4 5 A6 Group work was effectively done 1 2 3 4 5 A7 Atmosphere of the venue was appropriate for the workshop

1 2 3 4 5

If you have any comments on any of the facilitators, schedule or learning environment, please describe.

B. Curriculum & Material Disagree Agree B1 Contents of the workshop were clear 1 2 3 4 5 B2 Concepts of School Improvement Plan were easy to practice

1 2 3 4 5

B3 Volume of contents was appropriate 1 2 3 4 5 B4 I have better understanding on how to improve school

1 2 3 4 5

B5 I have better understanding on how to promote girls’ education

1 2 3 4 5

B6 I have better understanding on how to collaborate between school and community

1 2 3 4 5

B7 I believe that collaboration between school and community is necessary to improve school and to promote girls’ education

1 2 3 4 5

If you have any comments on the contents of the workshop, please describe.

Continued on the backside.


62

Any comments for further improvement of our training are welcomed. Please feel free to describe your opinion below. Thank you very much for your cooperation in improving the BRIDGE.

Part 2: Report Preparation


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Overview

In the Report Preparation Workshop, 3 people per school will

participate: School Committee Chair, Treasurer, and Internal Auditor.

The participants must bring the following:

(1) School Improvement Plan (Including Form A1);

(2) Financial Report with ALL the receipts and bank statements;

and

(3) Calculator.

The workshop is held for one day.

The main purpose of the workshop is to prepare the School

Committee to:

(1) Evaluate their School Improvement Plan;

(2) Make Financial Report.

A sample schedule of the workshop is shown in the next page.


64

Report Preparation Workshop Sample Program

Day/Time Program

9:00-9:10 9:10-10:00 10:00-10:20 10:20-10:35 10:35-12:20 12:20-12:30

Overview Chapter 1:Evaluate your School Improvement Plan

Task: Fill out the Self-Evaluation Report Break Chapter 2: Make Financial Report

Task 1: Review the structure of Financial Report (Chapter 3 of Part1)

Task 2: Work in your school group to make Financial Report

Important Notes in Making Financial Report

Task 3: Go back to your school and finalize the Financial Report


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Chapter 1 Evaluate your School Improvement

Plan

Objective: To identify lessons learnt from this year’s School Improvement Plan.

Task: Fill out the Self-Evaluation Report.

(Total 50 min.) 1. Look at the sample of the Self-Evaluation Sheet on the next page.

2. Fill out the evaluation sheet with your School Group.

3. Get feedback from the trainers.

4. Go back to your community and have a discussion with all

members of School Committees and finalize the evaluation sheet.

Submit it with the Financial Report.

-> The Chair must put the submission date on the Overall Schedule Sheet (Page 8,9).

Break

Submission date of Year-end Report: ______________________



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Where did we want to go? (PLAN) Where have we reached now? (Self-evaluation) What are the next steps to continue to improve

the school? 1- Raising awareness of fathers

and mothers. 2- Honoring students who

perform well.

1- Before BRIDGE, parents were not interested in school or

education. Teachers held meetings for parents (fathers and mothers separately). As a result, now there is more communication between teachers and parents and thus there are more positive responses from parents towards school needs. (For example, there were huge labor, material and cash donations in regard to the classroom construction. Even women helped with the construction work. Because all the people in the community participated in the construction, all of them have a sense of ownership of the school and more interest in their children’s education.)

2- Before BRIDGE, school was doing only its routine work,

but now students are more motivated to perform well, as there is a healthy, competitive atmosphere. Parents were invited to the award ceremony, and saw children awarded. They felt proud of their children and more interested in education. They realized the importance of education.

1- We will hold more awareness

meetings as much as possible. Also, teachers will encourage parents to visit school to check teachers’ and students’ performance at any time. Whenever an event is held, teachers will invite parents

2- Concern is that students depend too

much on material awards. We will try to make a healthy, competitive atmosphere even without any prizes. For example, in the school assembly, teachers will announce the names of students who perform well.

BRIDGE End of Year Self Evaluation Report

District: …………………………………………… School: ..................................................................... Date: …………………………………………………… Sample



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3- Hiring 3 contract teachers. 4- Improving quality of

teaching by providing teaching aids and school record notebooks.

5- Constructing 2 classrooms.

3- Before BRIDGE, 2 grades were combined together and taught by one teacher at a time. As a result, quality of teaching and learning was low. Now we have separated grades and have them taught by different teachers and achieved better quality of teaching and learning. Teachers and students are happier and more organized. As a result, more students are coming to school and there are fewer dropouts.

4- Before BRIDGE, teachers were not well equipped. Now

they come with teaching aids to help students understand better. This improved quality of education. Also, now teachers are checking attendance and achievements of each student, so that they can follow-up on students’ achievements and assess and recognize students who need extra help from the teachers.

5- Before BRIDGE, students were studying under the sun

with lots of dust and winds coming in. The students were feeling sick, and parents were hesitant to send children to school. Now two new classrooms were built and are being used by Grade 1 and Grade 2 students. Now students have a much more comfortable environment, and are able to concentrate on study. Parents are happy to send their children. As a result, more students are attending and there are fewer dropouts.

3- We will hire 2 more teachers to cover the current shortage. We will write a letter requesting DEO and GEO to send us more teachers from the government and to employ the already-hired contract teachers permanently.

4- We will continue holding a weekly

teacher meeting to encourage each other to perform better. Make use of qualified teachers from the other school and get his advice. Invite a district inspector to get his feed back to improve the quality of teaching.

5- We need one more classroom room

and another administration room. School is expanding every year to accommodate more students.



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6- Repairing blackboards.

6- Before BRIDGE, we had only small broken wooden boards and the quality of teaching and learning was low. Now we have nice-quality cement boards. Teachers and students can read and write better and the learning environment became better.

6- We will keep the blackboard clean all the time.

School Committee Chair ______________________________________________ DEO _________________________________________

Treasurer __________________________________________________________ GEO _________________________________________

Internal Auditor________________________________________________________


69

Chapter 2 Make Financial Report

Objective: To understand how to make the financial report.

Task 1: Review the structure of Financial Report (Chapter 3 of Part 1).

(15 min.)

Task 2: Work in your school group to make Financial Report.

(105 min.) Today, with the receipts kept so far, you will practice how to make Form B2. Following these steps will lead you to make Form B2. Get feedback from DEO on each step so that your group is making the report correctly. The Sample of Financial Report will show you what a real Financial Report looks like. Refer to it as you proceed through the steps below.

Step1 1. Put Activity Numbers (serial numbers) on Form A1 of the School

Improvement Plan, if the Activity Numbers are not written. Step2 2. Sort all the receipts by each activity. 3. Check if all the receipts information is consistent with the record

on Form B7-1. If record is not written on Form B7-1, write it now. The receipts must be attached on Form B8-1.


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4. Check if all the receipts’ information is consistent with the record on Form B7-2. If record is not written on Form B7-2, write it now. The receipts must be attached to Form B8-2. Do this for EACH activity.

5. Fill out “Realized Expenditure” for each activity on Form B2. 6. Calculate the “Total Expenditure” on Form B2. Step3 7. Check if all the bank statements are consistent with the record on

Form B3. 8. Fill out “Money from Governorate” on Form B2. Step4 9. Check Form B4. 10. Fill out “Local Resource (Cash donation)” on Form B2. 11. Calculate the “Total Revenue” on Form B2. Step5 12. Calculate “Total Balance” -> “Total Revenue” minus “Total

Expenditure”. 13. Fill out “Deposit in Bank Account” on Form B2. 14. Fill out “Cash” on Form B2. 15. Make sure that the total amount of “Cash” and “Deposit in

Bank Account” is the same as “Total Balance”.


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Important Notes in Making Financial Report All schools must submit a copy of Form A1 (Cost summary of School Improvement Plan) with the Financial Report, in order to show that the activities planned in the School Improvement Plan were implemented as planned.

If an activity was changed during the implementation period, the letter agreed and signed by all the School Committee members must be submitted with the Financial Report.

Also, put notes on the Form A1 regarding the reasons for change. (Sample attached).

Task 3: Go back to your school and finalize the Financial Report. Submit it to DEO with the Self-Evaluation Sheet.

If there is any change on Form A1, please make changes in pen.

(1) If you canceled an activity, cross out the activity name. Do not make changes in budget columns. Give reasons for cancellation below.

(2) If you added an activity, add activity name. Do not make changes in budget columns.


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FORM A1: Summary of Cost and Budget - Year 20XX/20XX

District: XXXX Sub-district: XXXX School: XXXX

Cost Summary

Governorate (YR) (YR)1. General and Administrative Expenditure 2,000 2,000

2. Activity No. 1 ( Build 2 classrooms ) 110,000 100,000 10,000

3. Activity No. 2 ( Buy 1 water tank ) 30,000 30,000

4. Activity No. 3 ( Hire 1 female teachers ) 90,000 90,000

5. Activity No. 4 ( Build a toilet) 105,000 100,000 5,000

6. Activity No. 5 ( Buy 2 blackboards )7. Activity No.

8. Activity No.

9. Activity No.

TOTAL 337,000 320,000 17,000

Revenue SummaryAmount Required

(YR) %320,000 95%

17,000 5%

337,000 100%

Bank Account InformationBank XXXX

Branch XXXX

Account Number XXXX

Beneficiary (School nXXXX

Registered Signer A XXXX

Registered Signer B XXXX

This Activity Proposal for the Funds for Proposed Activities was prepared by:

School Committee Chairperson: School Treasurer: Date:

Reasons:Since classroom building needed more money than planned, we moved budget of water tank to classroom building. With the remaining money, we added blackboard purchase.

To be financed by

Money from Governorate

Local Resource (Cash donation)

TOTAL

To be financed by

Activity AmountRequired (YR)

Canceled

Added

Do NOT changebudget columnseven if youmade changeson activities.


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Attachment

1. School Improvement Forms Cover Sheet Form A1: Cost Summary Form A2: Budget Sheet for General Administrative Expenditure Section Sheet:

Section 1: Raising People’s Awareness and Increase Number Section 2: Quality of Education Section 3: School Environment

2. End of Year School Self Evaluation Report 3. Financial Report Forms

Form B1: Financial Statement Form B2: Financial Summary Form B3: Bank Account Transactions Form B4: Local Resource Record: Cash Donation Form B5: Local Resource Record: Material Contribution Form B6: Local Resource Record: Labor Contribution Form B7-1: Expenditure for General Administrative Expenditure Form B7-2: Expenditure for Each Activity Form B8-1: Receipt for General Administrative Expenditure Form B8-2: Receipt for Each Activity

BRIDGE School Improvement Plan Format (School Year: 20__ - 20__ )

Cover Sheet District School

(1) Numbers of Classrooms (2) Numbers of Teachers

Classroom Teacher # # Female Male Grade1 Grade1

Grade2 Grade2 Grade3 Grade3 Grade4 Grade4 Grade5 Grade5 Grade6 Grade6

Grade7 Grade7

Grade8 Grade8

Grade9 Grade9

Total Total

(3) Number of Toilets

For Girls For Boys For Teachers

(4) Number of Registered Students last year (Year: 20 ___-20 ___) (4) Number of Students (a) Last year (Year: 20___-20___) (b) This Year Target (Year: 20___-20___)

Registration Registration Girls Boys

Girls Boys

Grade1 Grade1 Grade2 Grade2 Grade3 Grade3 Grade4 Grade4 Grade5 Grade5 Grade6 Grade6 Grade7 Grade7 Grade8 Grade8 Grade9 Grade9 Total Total

F/M Ratio: Total # of Girls -------------------- = ---------- = Total # of Boys

F/M Ratio: Total # of Girls -------------------- = ---------- = Total # of Boys

Signature of Head teacher: ____________________

Signature of DEO: ____________________


Form A1: Cost Summary District: ____________________________ School: ______________________________

To be financed by Section No. Description Total Cost

(YR) Governorate (YR)

Local (YR)

- General and Administrative Expenditure

( )

( )

( )

( )

( )

( )

( )

( )

( )

( )

( )

( )

TOTAL

To be financed by Total Cost (YR) %

Governorate Fund

Local

TOTAL 100% Bank Account Information For Governorate Fund Bank Branch Account Number School name Signer A Signer B


Form A2: Budget Sheet for General Administrative Expenditure District: __________________________School: ______________________________

To be financed by Item Description

(Unit price x Quantity) Total Cost (YR)

Governorate (YR)

Local (YR)

1. Goods Supply (Purchase, Printing, etc.)

2. Travel & Transportation

3. Service Fee, Other

Total


Section ( ) : District: ____________________________ School: ______________________________

To be financed by Where are we NOW?

Where do we want to get to? – Targets –


Total

Evaluation of School Improvement Plan District__________________________ School __________________________________

Instruction: Please fill out this form when approving the school improvement plans before submission to GEO office. (Use one sheet per school.)

Question 1: Check below points.

☐ Check if the unit prices are realistic for EACH activity (A2 form & Section 1- 3).

☐ Check if the calculation is correct, and adjust them if necessary (A2 form & Section 1- 3 &

A1 form).

☐ Check the items in the below box are not included for Governorate money (A2 form &

Section 1- 3).

• Per diem costs (=costs other than salary) for teachers • Food, drink, qaat and snack for meetings or students • Car purchase • Motorbikes and fuel • Expensive electricity equipment (e.g. TV, PC, photocopy machine, fax, printer, refrigerators,

etc.) • Acquisition or rental of property (land, office space, etc.) • Students’ chairs • School Uniforms • School Bags • Stationeries for students (Stationeries needed for class, general administrative expenditure may

be allowed.) •

☐ ☐ Check if at least one of the activities is led bywomen.

☐ Check if the School Improvement Plan was made by all members of School Committee,

Mothers’ Council, Fathers’ Council and other community members. (The plan must NOT

be made by a small group of people.)

☐ Check if the headteacher has got agreement from the School Committee Members on

Section 2.

☐ Check if the number of contracted teacher is the same or less than that of last year.

☐ Check if the School Committee Chair and Treasure collaborated in making the budget.

Question 2: List any questions and points needed to be clarified. These will be asked at the school

visit. (Ex.) - Cost for teacher meeting is too high.

- Need to talk with mother council head if she can manage the sewing class.

List of School Committee /Fathers Council / Mothers Council (Circle One appropriate) Members District _______________________ School ________________________________ School Year

No. Position Name Age Sex Literate/Illiterate # of daughters # of sons Job 1 Chair 2 Treasurer 3 Internal Auditor 4 Member 5 Member 6 Member 7 Member 8 Member 9 Member 10 Member 11 Member 12 Member 13 Member 14 Member 15 Member 16 Member 17 Member 18 Member 19 Member 20 Member

BRIDGE Contract (Sample)

AGREEMENT ON BRIDGE SCHOOL IMPROVEMENT PLAN IMPLEMENTATION

FOR THE BROADENING REGIONAL INITIATIVE FOR DEVELOPING GIRLS’

EDUCATION (BRIDGE) IN TAIZ GOVERNORATE (SCHOOL YEAR 20XX/20XX)

between

Governorate Education Office

and

<XXX School Committee >

< XXX Subdistrict >, < XXX District >, Taiz Governorate

This document is an agreement (hereafter referred as “Agreement”) between Governorate Education Office (hereafter referred to as “GEO”) and <XXX School Committee >, < XXX Subdistrict >, < XXX District >, Taiz Governorate (hereafter referred to as “Executing Agency”) represented by the Chairperson of the School Committee, regarding the BRIDGE School Improvement Plan implementation during School Year 20XX/20XX.

Article 1: BY AND BETWEEN Agreement party: Governorate Education Office Agreement party: <XXX School Committee >, <XXX Subdistrict >, <XXX District>,

Taiz Governorate 1. The Executing Agency is a school committee duly organized, validly existing and in

good standing under Yemeni laws, and has full power to conduct the activities presently being conducted by it and is duly qualified to conduct School Improvement Plan with GEO.

2. The execution, delivery and performance of the Agreement by the Executing

Agency have been duly authorized and approved by requisite Yemeni laws. 3. The person signing the Agreement is fully authorized to represent the Executing

Agency. The Agreement when signed, shall be binding on the Executing Agency.


Article 2: SCOPE OF AGREEMENT This Agreement establishes the arrangements under which the Executing Agency will implement activities as specified in the Terms of Reference. The following document is subject to the Agreement: 1) Terms of Reference (Annex 1) - FORM A1: Cost Summary

Article 3: COMMENCEMENT AND DURATION The Agreement will be effective from the date on which this agreement is signed to XX March 20XX unless otherwise terminated or extended in writing.

Article 4: PAYMENT 1. GEO shall pay the activity costs of the Executing Agency (hereafter referred to “the

BRIDGE funds”). The financial term of the School Improvement Plan is from the date on which this agreement is signed to XX March 20XX.

2. The Agreement amount for the financial term is up to Yemeni Rial XXXXXX in total.

The actual amount is specified in Annex 1. 3. The Executing Agency shall submit all the receipts of the payment with the outputs,

by which the accounts are regarded as settled between GEO and the Executing Agency.

Currency of payment : All payments under this Agreement shall be made in Yemeni Rial

Method of payment : One hundred percent (100%) of the total amount will be

paid within 30 days of signing the Agreement.

Article 5: GENERAL SCOPE OF ACTIVITIES 1. The Executing Agency will implement the activities as specified in Annex 1. 2. GEO shall, in good faith, pay the activity costs of the Executing Agency. The

Executing Agency shall be responsible for the proper utilization of the BRIDGE funds.

3. At the end of the financial term of this Agreement (XX March 20XX), the surplus

balance of the BRIDGE funds shall be returned to GEO??. 4. The Executing Agency shall properly maintain the book keeping on all the expenses

and prepare financial reports according to the “BRIDGE School Improvement


Manual for School Committee”. The Executing Agency shall submit financial report by XX March 20XX to the GEO office.

5. If the Executing Agency shall have failed to carry out any of its obligations under

this Agreement, GEO may request the Executing Agency to return the disbursed money in whole or in part.

6. The Executing Agency shall hold all the liabilities of any risks and accidents

occurred during the School Improvement Plan implementation period and/or any risks and accidents occurred because of the outcome of the activity (classrooms, toilets, etc).

Article 6: GENERAL CONDITIONS The parties to this Agreement acknowledge that premature termination of the activities would adversely affect the reputations of both parties. Accordingly, it is agreed that neither party will take any action that would lead to premature termination of the activities or their involvement in them without providing the other party with full opportunity to minimize the effects of such termination.

Article 7: VARIATION Alteration of this Agreement may be made by means of a written Agreement variation signed by the parties and shall thereupon become a part of the Agreement. In witness whereof, the parties hereto have caused this Agreement to be executed in duplicate by their duly authorized representatives, and each party shall keep one copy of the originals. Date: , 20XX Dr. Mahdi Ali Abdossalam Director Taiz Governorate Education Office

XXX Representative of <XXX School > < XXX Subdistrict > < XXX District > Taiz Governorate

Witness XXX Head?? < XXX > Governorate Finance Office???

Witness XXX Head < XXX > District Education Office

Amount of Monitoring Fee from JICA-GEO in the Month: Rial

Date Expense (Rial) Item Receipt Number

Distrcit Name ________________________________

Reported by ________________________________


BRIDGE Monthly Expense Report (For DEO)

1. List of visited schools in the month

Date Name of Visited School Name of DEO Visitor Signature of SC Head Monitoring Sheet #

2. Summary of Monitoring in the month (Any special notes, concerns to be reported to GEO)

3. Plan for the next month (including names of schools for monitoring)

Distrcit Name ________________________________

Reported by ________________________________


BRIDGE Monthly Activity Report (For DEO)

BRIDGE School Monitoring Sheet (for GEO and DEO）

District ____________________School Name ________________________________ Date of Monitoring / / Monitored by __________________________________________________________ People present during interview (Name and Position) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ A. Site and General Observation If there are any concerns and follow up issues, please describe here. Also, please describe your observation about school environment, head teacher’s capacity, community participation as well as mothers’ participation, etc. B. Financial Record Observation Check the financial report to see if the treasurer is recording the receipts daily. Describe any advice given.


C. Interview with School Committee members, Fathers’/Mothers’ Council members Please fill out any progress and follow up issues by each activity in each section. Section No. ( ) Activity No. ( ) : _____________________________________________ Section No. ( ) Activity No. ( ) : _____________________________________________ Section No. ( ) Activity No. ( ) : _____________________________________________


<<This page only for Proposal Approval Visits.>> Issues raised during the interview and changes agreed

By the end of field visit, proposal must be finalized.

Signed by School Committee Chairperson: __________________________________

Signed by Monitor: ____________________________________

BRIDGE Community Awareness Program Form

SAMPLE Action Plan for Community Awareness Program

District: ___________________ School: ___________________ Head teacher: ___________________ Improvement aspect Where are we now? Where we want to go? Action plan 1) Girls drop out from G4 and above 2) The low of girls' enrollment number in basic grades is less comparing with the number of boys.

1) Stop the girls drop out and encourage them to continue and complete study. 2) Registering all the girls which are in study age. 3) Return the girls dropped out to continue study.

1) The Imam preaches the people on girls' education problems and promotes them to let girls educate. 2) The school admin. will invite the parents who have girls dropped out from school and who have girls not registered in school and promote them to register their girls to study in the school. 3) The teachers are setup daily flashes in school radio program to promote the girls and parents to continue study. 4) The literacy trainer will discuss w/ the mothers on the absence and drop out of the girls from the school.

BRIDGE Community Awareness Program Form

Action Plan Format for Community Awareness Program

District: ___________________ School: ___________________ Head teacher: ___________________

Improvement aspect Where are we now? Where we want to go? Action plan

BRIDGE Open Day Format

“Open Day for Sharing BRIDGE Experiences”

In BEIDGE, “Open Day for Sharing BRIDGE Experiences” will be held once a year in all the target

districts. The DEO team will be responsible for planning, implementing and evaluating the “Open

Day for Sharing BRIDGE Experiences” collaborating with the host school’s head teacher.

1. What is the “Open Day for Sharing BRIDGE Experiences”?

The “Open Day for Sharing BRIDGE Experiences” is an opportunity for your pilot schools to:

Be motivated to continue to work hard and collaboratively.

Share BRIDGE experiences (including benefits and difficulties) among the district schools.

Get ideas on how to encourage community participation, including women.

Learn from an excellent school how the head teacher supports girls’ studying under favorable

environment.

At the end of the event, each of the target schools will find ways and ideas and share the successful

example to improve their own school activities.

2. Preparation by DEO

Each DEO Team will submit a proposal on the district’s “Open Day for Sharing BRIDGE

Experiences”. Please discuss within your team, prepare the attached form, then submit the proposal

by (date: ) to GEO BRIDGE office.

Tips for planning

1. Venue and Date Please select one school to host this event. A host school head

teacher needs to work with DEO team to organize the event.

DEO needs to select one experienced and capable head teacher

school as well as capacity of the school.

Consult and decide the date of the event with GEO.

2. Program Based on the sample program, please develop your own one.

Be flexible and creative to plan your own district’s program for

the School Exchange. Please do not forget objectives of the

Event.

Share BRIDGE experiences (including benefits and

difficulties) among the district.

Get ideas on how to encourage community participation,

including women, at school activities.

1


Learn from an excellent schools how the head teacher

supports girls’ studying under favorable environment.

3. Participants Please decide how many and who are coming from each

school. Then, please make a list of participants as a district.

Each district should invite all the pilot schools to the event, and

key school representatives such as a head teacher, School

Committee Chair, head of each fathers’ and mothers’ council.

In addition, DEO could add anyone from and outside of schools

who could be benefited from the event.

4. Budget Please make a budget plan for the event by using the attached

format. DEO will manage budget for organizing the event.

GEO will give fixed amount of money to each DEO. DEO is

responsible for planning to use the amount, keeping expenditure

records with receipts attached. Remaining balance must be

returned to JICA with financial reports by

(date: ). Even if the DEO spends and submits

receipts of more than the given amount of money, GEO will not

pay any more amount.

5. Summary Please fill out the summary sheet to cover the above decisions.

2

BRIDGE Open Day Format FORM 1: Summary for Open Day for Sharing BRIDGE Experiences in Year 2

1 Venue

2 Dates and time

Please develop your own program by using the attached form 2. 3 Total number of participants Please make a list of participants in the attached form 3. Please include all the participants from schools, outside of schools and DEO. 4 Total Budget YER Please make a detailed budgeting in the attached form 4. Date Name Title Signature

3

BRIDGE Open Day Format FORM 2: Proposed Program for BRIDGE Year 2 Open Day for Sharing Experiences A Sample

PART I: For All (8:30-10:00) Time Program Responsible Person and

Participants Welcome by Students (Singing a project song?) Students at host school 8:30-8:45

Welcome Speech DEO BRIDGE Team Leader Participants: All

8:45-9:15

School Achievements under BRIDGE Project

DEO BRIDGE Team Participants: All

9:15-10:00

School Tour

Observe what is a girls’ favorable school environment?

Led by host school’s students Participants: All

PART II: By Group 10:00-10:15 Break and Divided into each group Led by DEO BRIDGE Team 10:15-11:30

Teaching Observations at the classroom and discussion “What is a girls’ favorable classroom environment?”

Led by Head teacher of the host school Participants: head teachers

10:15-11:30

Sharing experiences among fathers

“How fathers could support girls’ education?”

Led by DEO Girls Education Person?? Participants: Heads of each fathers’ council, head of SC

10:15-11:30

Sharing experiences among mothers

“How mothers could support girls’ education?”

Led by Preachers or Imam of the community Participants: Heads of each mothers’ council

PART III: For All (11:30-12:45) 11:30-12:30 Presentation from each group: Sharing

experiences with all Presented by each group Participants: All XXX

12:30:12:45

Conclusion and Closing Remarks DEO BRIDGE Team Leader Participants: All

12:45-14:00

Lunch and Entertainment (singing a song, a

play, etc.)

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5

FORM 2: Proposed Program for BRIDGE Year 2 Open Day for Sharing Experiences PART I: For All (Time: )

Time Program Responsible Person and Participants

PART II: By Group (Time: )

PART III: For All (Time: )


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Based on the sample program, please develop your own with more detailed ideas on who’s responsible for what. PART 1:For All

Time Program Detailed activity Responsible Person and Participants


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PART II: By Group Time Program Detailed activity Responsible Person and

Participants


FORM A4: Cost Estimates for School Exchange Events

Item Description (Unit price x Quantity)

Total Amount Required (YR)

1. Venue Fee (including food, tent, etc.)

Subtotal 0 2. Participants Travel fee 1500 YER X participants number DEO Travel fee 1700 YER X participants number

Subtotal 0 3. Goods Supply (Purchase, Printing, etc.)

Subtotal 0 4. Goods and Service Transportation Fee

Subtotal 0 4. Service Fee, Other (Fee for preacher or guest speakers, etc.)

Subtotal 0

Total

DEO is required to submit all the receipts for all expenditure items. Remaining balance MUST be returned to JICA with your financial records.

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9

RECEIPT

NO: DATE:

Receipt from Total Amount: Unit Price and Quantity: Purpose: Recipient Name: Recipient Signature:

<Examples of expenses you need to plan>

1. Tent Purchase (wood, nets, ropes, fabrics, carpets, labor, etc.)

2. Stage Material Purchase (wood, blocks, fabrics, labor, etc.)

3. Speaker, Chair, Tables Rental

4. Materials for exhibition (cements, woods, sticks, paints, carton boxes, paper, fabrics,

stationeries, labor, etc.)

5. Banner purchase

6. Hiring music men

7. Material transportation fee

8. Instructors’ fee for students’ songs, play, etc.

9. Remuneration for preacher

10. Food, drink, paper plates etc. that is related to food on the Open day, snack for students in

practice of song,

Distrcit Name ________________________________ Reported by ________________________________

Name of Activity________________________________ Date of Activity________________________________

If there are no payment occurred at the event, leave the amount column.

المهنة دوره في اللجنة المدرسية اسم المدرسة ذآر/أنثى

Signالتوقيع المبلغ المسلمAmount(بالريال) Job Position in SC School /District Name M/F

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2

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Date: Sub-Total =Payer: Total = YER

Name الاســــــــــــــــم NO

:التاريخDate

YER

Participant List for BRIDGE Activities

FORM A3-(1): List of Participants for BRIDGE Year 3 Open Day for Sharing Experiences証書番号

المبلغ المستلم المخصص آبدل مواصلات لحضور تدريب بريدج

____________________________:Distict Name اسم المديرية

ذآر/أنثى

Signالتوقيع (المبلغ المسلم(بالريالAmoun t Job M/F

1700 1

1700 2

1700 3

1700 4

1700 5

1700 6

1700 7

1700 8

1700 9

1700 10

Date: Sub-Total = YERPayer: Total = YER

Trainers' Perdiem for BRIDGE Training / Workshop


:التاريخDate المهنة

List of Participants for BRIDGE Event

المبلغ المستلم المخصص آبدل مواصلات لحضور تدريب بريدج

المهنة دوره في اللجنة المدرسية اسم المدرسة ذآر/أنثى

Signالتوقيع المبلغ المسلمAmount(بالريال) Job Position in SC School /District Name M/F

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2

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10

Date: Sub-Total =Payer: Total = YER



:التاريخDate

YER

FORM A3-(3): List of Participants for BRIDGE Year 3 Open Day for Sharing Experiences証書番号

المهنة / دوره في اللجنة المدرسية اسم المدرسة ذآر/أنثى

Job / Position in SC School Name M/F

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2

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Guidelines for the Whole School Improvement Initiative - JICA

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