Progress report AMOR

___________________________________________________________________________________________________________________ DUBAI CARES Page 1 of 16

DUBAI CARES NARRATIVE REPORT TEMPLATE

1. General Information

Country of Intervention: Mozambique

Implementing Agency: Plan International Inc.

Program Title: Apoio para Melhores Oportunidades para Raparigas (AMOR)

Total Amount of Grant: 1 776 580 USD

Payment/instalment Received: 386 342 USD

Start-up date of Operation: January 1, 2014

Period covered by this Report: July -December 2014

Submission date of present Report: February 17, 2015

Program Coordinator/Manager: Kerri Moloney Vice President Program Management

Phone & Email Address: 416-920-1654 ext. 269 [email protected]

mailto:[email protected]


Table of Contents

1. General Information ..................................................................................................................................... 1

Table of Contents ................................................................................................................................................ 2

Acronyms ............................................................................................................................................................. 2

2. Executive Summary ..................................................................................................................................... 3

3. Situation Analysis ........................................................................................................................................ 3

4. Planned Program/Project Response ........................................................................................................... 4

5. Program Achievements ............................................................................................................................... 8

6. Financials ................................................................................................................................................... 14

7. Communication .......................................................................................................................................... 15

8. Requests for Operational Modification ...................................................................................................... 16

9. Conclusion ................................................................................................................................................. 16

10. ANNEXES .............................................................................................................................................. 16

Acronyms

AIDS Acquired Immune Deficiency Virus

DDE District Departme of Education

GDP Gross Domestic Product

HIV Human Deficiency Virus

MoU Memorandum of Understanding

PMC Project Management Committee

SMC School Management Committee

ZIP “Zona de Influência Pedagógica”, School Clusters


2. Executive Summary

This following report describes the major achievements of AMOR during 2014, the first of 4 years of the

project lifespan. AMOR project (Apoio para Melhores Oportunidades para Raparigas), is one of three

proposed projects that will link Dubai Care’s Girls Flagship Programme with the global advocacy and

communication efforts of the Plan International BIAAG campaign. The project´s aims to contribute to the

global goal of the BIAAG campaign, which is to empower girls to realize their rights by reducing gender-

based barriers and enabling girls to develop the personal, social, material and economic assets necessary to

have their position and value in society recognized.

The project was launched in March 2014 during a start-up workshop (March 17-21, 2014) that gathered Plan

staff from Canada National Office, Mozambique Country Office and Program Unit (PU) as well as the major

implementing partners. The major deliverable of this workshop was the Project Implementation Plan, the

master planning document of the project that include, among others the project budget, Gantt chart,

performance management plan.

Like any other community development project, AMOR initial steps aimed at presenting the project goals and

objectives to the major stakeholders namely the government, school management committee, children,

community leaders and parents. This was done through mobilization meetings, community dialogues and

other formal and informal meetings. These engagement meetings were key for establishing strong

relationships with the project stakeholders and ensure that all have a collective vision for the benefit of the

community.

The achievements of the project for the current reporting period include:

Construction of 4 classroom in 2 primary schools, namely Matenga and Chamuana

Construction of 1 classroom for distance learning education program

Training of 6 school management committees

Provision of scholarships to 133 children enrolled in secondary schools

Provision of scholarships to 150 young mothers / children enrolled in distance learning program

3. Situation Analysis

3.1 Elaborate on changes & challenges in the current social/political and fiscal environment in the

country

Mozambique’s economy has remained one of the most dynamic and fastest growing economies in Africa,

with its rate of real gross domestic product (GDP) growth standing at 7%1. This economic boom is largely

attributed to the recent discovery of mineral production in the Northern provinces of the country, including

Tete (known for coal production) and Cabo Delgado (which is believed to be one of the world’s largest gas

discoveries in recent years). The mining industry in Mozambique is bringing along many investments in

infrastructure, hotels, communication and transport.

In spite of these great strides in the economy, over 54% of Mozambique’s 25 million inhabitants live below

the poverty line, and millions of children do not have adequate meals and suffer malnutrition. Others

challenges facing the country include poor access to water and facilitation, and high incidence of diseases

such as malaria and HIV & AIDS. For example, UNICEF estimates that only 47.2% of Mozambicans have

access to safe and potable water.

During 2014, the country saw some politico-military low-intensity confrontations between the Government

and the opposition movement. These occurred in central provinces of Sofala and Manica and claimed the lives

11

Source: Africa Economic Outlook


of dozens of Mozambicans. They were stopped following a peace agreement that was signed on the 6th of

September 2014 by the then President of Mozambique, Armando Guebuza and the leader of the opposition

Afonso Dlakhama. This has brought back stability and undoubtedly more hope for the future for

Mozambique.

Also in the political arena, the country held the 5th

general elections on the 15th of October, which were won

by incumbent party FRELIMO and its candidate Filipe Nyusi.

3.2 Include specific assessment and updates in the education sector as it relates to policy, curriculum,

budget, planning, international donor make-up and collaboration.

The education system in Mozambique has improved considerably over the past few years with increase in

number of infrastructure, especially in rural areas, which has contributed to the increase in number of children

enrolled in school. Nowadays school enrolment rate stands at 89%2, compared to 69% from 2003.

The country also sees progress in training of teachers

Nevertheless the education system in Mozambique is still challenged with the fact that nearly half of school

age children drop out before completing primary school, and only XXX % get enrolled to secondary school.

There also remains a significant disparity between girls and boys, with female youth having a literacy rate of

56.5% compared to male youth at 79.8%3.

3.3 Include assessment of risk to program due to external factors such as domestic or regional turmoil,

inflation, trade disruptions, natural phenomena such as extended drought or wet season, internal

displacement of people or international migration.

At present, there are limited external risks to this program in Mozambique. The political situation in

Mozambique remains tense following the elections, with the opposition not accepting the results. It will be

important to keep watch for any potential escalation into violence or displacement. Should this occur, Plan

has security protocols in place that would guide a response to ensure the safety of staff and beneficiaries, and

any impact on programming for AMOR would be shared with Dubai Cares.

Additionally, Mozambique is cyclically affected by flooding during the rainy season. Although the project

area is not usually affected by floods, planning is taken into consideration possible impacts on roads or other

infrastructure. To date, although there is significant flooding in the north of the country, there has been no

impact on the AMOR project.

4. Planned Program/Project Response

4.1 Main results planned and outcomes expected as per the approved country program

Intermediate Outcome 1: Improved girls’ completion rates for primary school

Intermediate Outcome 2: Improved girls’ transition from primary to secondary school

Intermediate Outcome 3: Improved social and personal assets of young mothers excluded from mainstream

education systems conditions for themselves and their children.

22

UNICEF 3 http://www.unicef.org/infobycountry/mozambique_statistics.html


Gender equality considerations are fully integrated across all project activities.

4.2 Include number of direct & indirect beneficiaries to date explaining calculation methodology.

The table below captures the direct beneficiaries of the AMOR project to date. As interventions have been

focused on construction and scholarship distribution, that will start being utilized in Q1 of 2015, the majority

of the beneficiaries will begin to be recorded in 2015.

Type of Beneficiary Jangamo

Total

1. Number of communities reached 16

2. Number of education/community structures supported 9

2.1 Number of primary schools supported 2

2.2 Number of secondary schools supported 0

2.3 Number of distance education facilities supported 1

2.4 Number of SMCs supported 6

Male Female Total

3. Number of child/youth beneficiaries 0 0 0

Children in primary schools 0 0 0

Youth with secondary school scholarship 0 0 0

Youth with distance learning scholarship 0 0 0

Girls in youth camps 0 0 0

Boys in youth camps 0 0 0

Male Female Total

4. Number of community education leaders 34 32 64

Number of government officials 0 0 0

Number of SMC members 34 32 64

Male Female Total

5. Number of youth leaders 7 8 15

Youth facilitators of school clubs 7 8 15

Community based tutors 0 0 0

Male Female Total


6. Number of education professionals beneficairies 0 0 0

Number of headmasters 0 0 0

Number of primary teachers 0 0 0

Number of distance education tutors 0 0 0

Number of ZIP coordinators 0 0 0

Male Female Total

7. Number of other community beneficiaries 405

Number of attendees of community awareness sessions 405

4.3 Geographic coverage (include map)

This project is being implemented in Jangamo district of Mozambique, in 16 different communities.

4.4 List the main implementing local partners and assess their operational effectiveness

Partner Contribution of Partner to

Achieving Results

Operational

Effectiveness /

Challenges

Steps that will be taken

to address challenges

during next reporting

period

Provincial

Department

of

Education

The MOU with the Provincial

Department of Education has been

signed, formalizing the Department’s

commitment to contributing to the

success of AMOR and the

achievement of the project goals and

outcomes. Contributions include:

Coordination and monitoring of

There is willingness on

the part of the Department

to support and engage in

the project. Nevertheless,

they have limited

resources to provide this

support.

Plan will continue to

provide support where

possible to facilitate and

strengthen the ability of

the Department staff to

engage with AMOR.

For example, during the


project activities, and support for

compliance with regulations

pertaining to implementation

Provision of technical support in

project implementation (training,

supervision of work and project

activities)

Head of Construction Unit

undertakes quality assurance for

schools being constructed under

AMOR

The District Education Office

was a key partner in identifying

beneficiary schools of the project

Coordination with training

institutions to provide technical

personnel for the training of

teachers, tutors, facilitators,

among others.

Provision of available materials

related to girls’ education,

sexual and reproductive health

for adolescents; distance learning

modules; and other related topics

Collaboration with project staff

and consultants on activities

including research and

development of project materials

past reporting period, use

of Plan’s project vehicle

for the Head of

Construction Unit has

allowed for timely

review of construction

sites. This approval is

required for payment and

handover of the sites to

the Department of

Education.

District

Department

of

Education

(DDE)

The District Department of

Education plays an important role in

AMOR through the provision of data

on school enrolment, pass rates and

additional information on the project

schools. This data is used to inform

project planning and implementation.

The project launch meeting was held

at DDE facilities without any cost to

project and with the full participation

of all senior DDE staff.

Staff continue to be engaged with

AMOR, and in particular the Gender

Coordinator for the District

Department of Education has been a

key point of contact for the project.

She is part of the Project

Management Committee and

provides information on how the

project can tackle gender barriers to

education.

There is willingness on

the part of the DDE to

support and engage in the

project. Nevertheless,

they have limited

resources to provide this

support.

The Administrator and

District Director of

Education also presided

over the ground breaking

ceremony for the

construction of new

primary schools

undertaken under

AMOR. This support in

the community will

continue to be sought by

Plan as the project moves

forward.

Plan has also decided to

engage the Gender

Coordinator to be a co-

facilitator of several

AMOR trainings in 2015,

working to ensure

ownership and

sustainability of the

project interventions.

School The key role of the SMC is to ensure Amongst the 6 SMCs that The project, in


Management

Committees

the voices of parents and children are

reflected in the school management.

Additionally, SMCs play a key role

in following up in the community in

cases of drop out or non-attendance

of children.

The SMC’s have organised

themselves into sub-committees,

including one specifically related to

construction. This sub-committee

has played an active role in

identifying the construction sites for

the classroom and latrine

construction, as well as warehousing

and supporting construction work

with water.

received trainings through

AMOR to date, the

effectiveness has

markedly improved since

the last reporting quarter.

For example, SMCs have

started forming sub-

committees, which are

much more active and

have a deeper

understanding of their

role.

coordination with the

schools, will continue

working to ensure that all

SMCs have an effective

structure where members

are familiar with the

regulations, and hold

regular meetings and

trainings. For example,

the remaining 9 SMCs

will be trained and

develop their action

plans.

Parents/

Caregivers

During the project orientation

meetings held in the communities,

the majority of parents expressed

strong support of the project’s goal of

empowering girls and supporting

their access to education.

Parents of girls who receive

scholarships have a particular role, in

terms of supporting and ensuring

attendance.

Nevertheless, there are

some parents who have

shown reluctance in

further investment in girls

education.

Recognizing that

behavior change takes

time and requires

engagement of all

community members, the

project will continue to

hold community

meetings where parents

will be able to express

their opinions with

regards to gender

equality.

The project will also

develop targeted

communication messages

to address concerns

raised during these

meetings.

5. Program Achievements

5.1 Reporting should follow the numbered line items of the original proposal. For example, reports

should follow a tabulated format that specifies all activities, outcomes and impacts with associated

comments defined under the components. Please highlight impacts.

Intermediate Outcome 1: Improved girls’ completion rates for primary school

Immediate Outcome 1.1 Reduced physical school-based barriers for girls (from grades 1 through 7) that inhibit

primary school completion.

1.1.1Construction and equipping of 2 additional classrooms in each of 5 schools to enable complete primary program


In the previous reporting period, the AMOR project had defined selection criteria for the 5 primary schools to

receive infrastructure support through the project. The criteria included schools had more children having

lessons under the trees or in classrooms made of local material. Five schools were selected: Matenga,

Mahena, Chamuana, Ravene and Licaca.

During this reporting period, the project began to move forward with construction. The bidding process began

in August 2014, with the launch for invitation for bids through local radio and newspaper, as required by

Plan’s procurement procedures. A bid evaluation team, comprising Plan staff and the Head of Construction

Unit at Government Department of Education, selected the two constructors.

It is important to note that the contracts awarded for the construction contain a key empowerment element:

local bricklayers must be employed throughout the construction process. This is measure has allowed school

classroom construction to have an unintended positive effect in terms of increasing livelihoods opportunities

for the families in the communities.

The project began construction works in Matenga and Chamuana primary schools; these schools were selected

based on need. The construction works began on the 6th of October with ground breaking ceremony headed

by the District Administrator at Chamuana Primary School. The ground breaking for Matenga took place on

the 20th of October, a ceremony that was also presided over by the District Administrator.

The project is therefore currently building 4 classrooms and two blocks of latrines per school (1 for boys and 1

for girls), a process that will be completed by the end of Q1FY15. These classrooms and latrines are being

constructed based on Government standards and with cement, bricks and metal for durability. Each classroom

is expected to hold approximately 50 children per shift (classes are held in two shifts- morning and afternoon).

Thus, upon completion in Q1, these 4 classes (2 schools) will support approximately 400 children in having

access to an enhanced learning environment.

The community played a significant role in supporting this construction work. For example, they took on the

responsibility of managing the warehouse for construction supplies (keeping records, doing requisitions,

ect…) and they brought water to the school sites for mixing of cement.

Purchase of learning and teaching material will be done after the construction of classroom has been

completed, however the project team has already requested the administration team to begin with the

procurement process, since the classrooms are set be handed over by the end of February.

1.1.2 Infrastructure and Logistics Development Support

The AMOR Infrastructure Officer was hired in July 2014 and played a critical role in supporting the

construction works during this past reporting period. In addition to undertaking Plan processes, such as

developing bills of quantities and selection of contractors, the Officer played a key role in the community. For

example, two trainings were held with School Management Committees in Chamuana and Matenga

communities, as well as Cumbana (where the distance learning facility is). These trainings were focused on

record keeping and warehousing for materials, as well as community mobilization to ensure the full

community was supportive of the construction process. Oversight was provided at each sight to ensure work

was of quality.

Immediate Outcome 1.2 Enhanced supportive and girl-friendly school environments in 15 primary

schools

1.2.1 Extracurricular camps for girls

Not applicable for this reporting period.


1.2.2 Strengthen School Committees (SMCs)

In addition to the training and support provided to SMCs on infrastructure support and warehousing, 6

committees were trained on gender and child protection during this reporting period. These were from the

following schools: Matenga, Chamuana, Jogo, Guipombo, Nhancoja, and Mahena. In total, 66 people were

trained (32 women and 34 men).

The one day training was facilitated by Plan staff using Plan’s Planting Equality material and the Child

Protection Policy. This training covered basic gender concepts, such as sex and gender; gender stereotypes

and how these affect boys and girls; and how the SMC can help to address challenges facing girls and boys in

access to education. Experiences of community members were shared, including by school headmasters, and

the role of the SMC in positive change was explored with the groups.

1.2.3 Material Development

Materials for primary school clubs have been developed during this reporting period. A consultant was hired

in September 2014 and visited the project sites to conduct focus group discussions and key informant

interviews. This included interviews with children, teachers and community members, and the visit was the

basis for developing an appropriate and culturally-sensitive training package.

The package, which include 3 modules (Adolescence and Reproductive Health, Self Esteem and Life-skills,

Gender and Empowerment), was completed and approved by Plan Mozambique and Plan Canada in

November 2014. It has been translated to Portuguese and is in the process of being printed for trainings,

commencing in February 2015.

1.2.4 Primary School Clubs in 15 schools

The AMOR project will be running primary school clubs, part of the approach for creating a safe and

conducive learning environment. The clubs will encourage primary school students to develop positive

attitudes about schooling and about girls’ rights and value, and will provide them opportunities to acquire new

life skills in a safe and supportive environment.

During the last reporting period, the project team held meetings with school directors and teachers to discuss

the selection criteria and children have been selected for the clubs. Clubs will begin functioning in 2015, with

the start of the new school year.

In collaboration with communities and schools, 15 facilitators (8 female and 7 male) have now been selected

and have received two sets of training:

Training in child protection and child rights and facilitation skills (led by project team)

Training in sexual and reproductive health and rights and child participation led by CHOICE4

The training in Child Protection, Child Rights and Facilitation skills was a 2-day training aimed at providing

the youth clubs facilitators with basic information on what their role will be in facilitating the boys and girls

clubs. The youth clubs facilitators will receive another series of training on the new materials and facilitators

manual.

The training in sexual reproductive health and rights was a 4-day training. The goal of this training was to

provide foundational knowledge on sexual and reproductive rights to the club facilitators, as well as child

participation and decision making.

1.2.5 Training of trainers on gender and access to school

Not applicable during this reporting period.

4 CHOICE is a Dutch NGO which partnering with Plan Mozambique in training of youth clubs. CHOICE was hired Plan through 18

Plus “ending child marriage” program.

Comment [HG1]: Nidhi, if you are able to add a few sentences elaborating on the training package approach/contents, that would be great!


1.2.6 Support to ZIP coordinators for joint quality assurance and follow up

ZIP coordinators are appointed by the District Education office; they provide support and guidance to 5

primary schools in their jurisdiction, and those in the AMOR project area are part of the PMC

The planned support for ZIP coordinators in terms of quality assurance will begin in Q1FY15, however ZIP

coordinators have been engaged in the Project Management Committee (PMC) since the beginning of the

project. The PMC is a steering body for the project, and holds a meeting every month to discuss the project

and provide the project with support/guidance in running certain education activities. For example, the PMC

developed the selection criteria of the scholarships and held the selection process in their respective areas.

Intermediate Outcome 2: Improved girls’ transition from primary to secondary school

Immediate Outcome 2.1 Reduced physical and financial barriers that prevent the access and

participation of girls in secondary education

2.1.1 New secondary infrastructure in remote location

Construction of the classroom bloc at Nhancoja satellite secondary school is set to begin in spring 2015. The

communities and local government authorities have been informed about this activity and have committed to

actively participating in the construction of the classrooms.

2.1.2 Provide scholarships to secondary education for disadvantaged girls

The project team held meetings with the 15 primary school communities to discuss the eligibility criteria for

secondary school scholarships. On the 24th of October the SMCs approved the eligibility criteria which

include: children who have completed grade 7; parenthood (priority given to orphan children) and

vulnerability aspects (including the socio-economic condition of the family). It was also agreed with the

communities that parents/caregivers of children selected to receive scholarships would be engaged in the

process and responsible for ensuring that their children regularly attend the lessons and contribute to the

performance of the child.

During the reporting period, 133 girls were identified for scholarships and schools fees for 2015 have been

paid. The project team, the school headmasters, the SMCs and the Social Affairs Officer from the Government

were involved in the selection process. The SMC came up with a list of eligible children, based on the criteria.

Each child and family was interviewed by the Social Affairs Officer and PMC to ensure the most vulnerable

children were selected. Additionally, each child selected was required to have birth registration and poverty

certificate documents; Plan staff provided support and guidance to families missing this, so that their children

could be included and the Social Affairs Officer was also able to help with this process.

School starts February 9, 2015, and every quarter the project team and SMCs will meet with the

parents/caregivers of the scholarship beneficiaries to discuss the performance of the children.

2.1.3 Gender Analysis support

The AMOR project places a significant focus on gender equality and girl’s access to quality education.

During this reporting period, a main focus has been on trainings and meetings to increase gender sensitivity.

For example, the youth facilitators for the school clubs will be a key part of this as the project moves forward

and their training is necessary for girl’s participation and empowerment within the schools.

Intermediate Outcome 3: Improved social and personal assets of young mothers excluded from

mainstream education systems conditions for themselves and their children.

Immediate Outcome 3.1 Improved access of young mothers and previously excluded girls to the

distance secondary education program


3.1.1 Rehabilitate and/or expand secondary distance education facility

On the 6th of October, 2014 construction works began at Cumbana Secondary School for the distance

education facility, with the ground breaking ceremony being presided over by the District Administrator. This

is a one classroom facility made of cement bricks and metal; this structure was necessary as previously the

Distance Education classes were taking place in a cultural room of the school, which is usually used for

extracurricular activities.

The contractor is currently finalising the roof of this classroom and the project aims to complete the

construction by the end of February 2015. Procurement of furniture, including 25 duo desks (for 50 students),

has begun. Also, a photocopy machine has been procured for the distance education program and will be

delivered in February 2015. This is a critical need for distance learning program because copies of modules

need to be given to each student to take home.

The secondary school has committed to providing support in terms of the maintenance and use of this

machine; this includes a financial commitment for repair work, paper, ink, ect…

In the meantime the school has only one photocopy machine which is used for the distance learning centre and

the mainstream system. The school has a budget for supplies and this will be used to support running costs of

the photocopy machine.

3.1.2 Capacity development for distance education teaching staff


Immediate Outcome 3.2: Increased knowledge of young mothers on life skills including child/maternal health,

gender roles and stereotypes, early learning and the benefits to education for girls

3.2.1 Provide support and tutoring program for girls and young mothers enrolled in the distance education program


3.2.2 Scholarships (fees) for the distance education program for 150 girls and young mothers

The project has begun with selection of young women, including young mothers that will benefit from

scholarships for the distance education program. During this reporting period, 103 young women were

identified and in coordination with PMC and community members, the final 47 girls will be identified to

begin school in February 2015.

Selection of the girls was undertaken through various community mechanisms. During community

mobilization campaigns Plan staff shared the option of distance education and this awareness created demand

in the community. Plan was proactively approached by some girls and mothers requesting to be considered in

the selection process. The youth facilitators of school clubs and community leaders also helped in identifying

girls in their community who had been previously excluded from the formal education system.

These 150 girls will receive support, beyond school fees once the school year opens on the 9th of February.

This will include transportation or accommodation support, depending on the needs of the girls (distance from

site; responsibilities at home, ect…).

3.2.3 Awareness Campaigns

Awareness raising campaigns have been ongoing in the community and the key messages in this community

mobilization have included: how the project aims to support education for girls and the importance of girl’s

education. The roles of the key stakeholders were explored, including related to early pregnancy, which is a

major cause of girl drop out from schools. Approximately 405 people have been reached with these messages

across the 15 communities.

Comment [HG2]: Ailton, please expand on the details of this arrangement with the secondary school


Promotional materials such as t-shirts and poster have been procured. In total the project purchased 100 t-

shirts that were distributed to the members of PMC, youth facilitators, Plan staff, community leaders, school

headmasters and members of SMCs. The project is now purchasing materials such as banners and megaphone

to be used during future community awareness campaigns.

5.2 List and include results, as well as methodology used, of any surveys (both qualitative and

quantitative) undertaken, including baselines, household surveys and measurements of outcomes and

impacts (survey examples to be attached in the Annex)

The baseline study for the project was conducted in November 2014, with 10 days of field work undertaken

by the University of Mondlane as the consultant. Additionally, this study included the Gender Analysis for

the AMOR project. The consultants visited the 15 primary schools, 2 secondary schools (including the

distance learning center) and the satellite secondary school.

The study was carried out using a mixed methods approach. A combination of quantitative and qualitative

methods was used to provide greater insights and to enhance the understanding of both the typical and unusual

cases. The quantitative method was applied not only for analysis of statistical information from secondary

sources but also for collecting and analyzing secondary data either from District Education and Health Offices

or from schools themselves. The qualitative portion a mixture of FGD and KII, including interviews with key

stakeholders, from both community and government.

5.3 To what extent has the monitoring of program implementation identified learning opportunities

within the context of the intervention?

As project implementation has moved forward, monitoring has showed several key lessons learned.

1. It is important to have transparent criteria for scholarship selection and a multitude of community

stakeholders involved helped to ensure no bias. For example, community selection was cross checked

by Plan staff in household interviews; this is considered a best practice, beyond having schools select

the students themselves, to ensure those with highest need receive support.

2. Community mobilization and ownership of construction processes has resulted in a sense of

ownership of the new structures within the communities. The responsibilities accorded to the SMCs

in the process have also resulted in no incidence of misappropriation or stealing of cement to date.

This engagement is seen as a key lesson to be replicated in all remaining infrastructure programming

for AMOR.

3. Early teenage pregnancy is quite prevalent in project areas and is an important contributing factor to

girl’s and boy’s dropout rates from school; girls tend to drop our because of the childcare

responsibilities and boys because of needing to support the girl and child. Consequently, the project

is proposing in the Year 2 workplan to adjust the planned camps from primary to secondary school

level, to include a camp for boys as well as girls, and to ensure a strong SRH component in both

camps.

5.4 To what extent are unplanned positive effects (impacts) contributing to program results? List

Examples.

During the reporting period, one of the unplanned positive impacts that is contributing to the project achieving

its result is that the Chamuana community decided to connect their borehole to the school. Initially, this was

an action undertaken by the SMC to support the construction process (ie: water for cement), however this will

continue to provide clean water support to children in the schools for drinking and handwashing. Community

members/parents have agreed to contribute to running this borehole in a small monthly payment,

demonstrating the sustainability of this activity within the community.

5.5 Include a Gantt chart or similar format indicating planned program activities and milestones for

the next 6 months reporting timeframe.

Kindly see attached workplan, Annex XX


5.6 Highlight difficulties encountered during the implementation with recommendations

A key difficulty encountered by the project was distance between communities and secondary schools. This

distance was one of the most significant barriers to accessing secondary education, particularly for

communities further away from the secondary schools. The transportation options in these remote

communities were limited- for example there are no buses and few cars travelling back and forth. The

recommendation for addressing this issue for girls receiving secondary school scholarships was to build in

transportation allowance for bicycles, which is the most effective form of transport. Additionally, it was

discussed that bicycles must be girl sizes, with Because I Am A Girl with stickers on them, to limit chances of

misappropriation by family or community members. The girls receiving scholarships will be encouraged to

bike together (mitigating risks).

Another challenge encountered was that there weren’t many existing materials available in Mozambique for

SMC training. This gap has resulted in Plan undertaking work to develop and build a material base for SMCs

that is contextualized to this context. This has been built into the Year 2 workplan for AMOR.

Finally, as mentioned, National elections were held in Mozambique during this reporting period. The project

had to avoid holding any large community meetings or mobilisation campaigns during this period, to ensure

that Plan’s interventions were able to remain independent of politics. While this was anticipated for

programming purposes, an unexpected impact was that this also delayed the baseline survey. The PMP, with

the baseline data integrated, is in the process of being finalised and will be shared with Dubai Cares alongside

the next report.

5.7 Are the current targets realistic and are they likely to be met?

The Year 2 planning workshop was held with the project team in Mozambique at the end of Janaury 2015.

This workshop was beneficial in recommending several small changes in the project approach and planning,

and course correction based on learnings from Year 1 of implementation. With these amendments, the current

targets are realistic and likely to be met by the project.

5.8 Are there external factors likely to jeopardize the project’s direct impact? At what scale?

Not at this time. Any developments, particularly related to the outcome of the recent elections, will be shared

with Dubai Cares, if necessary.

5.9 If yes, are there measures for mitigating any negative impact?

Not applicable at this time.

6. Financials

6.1 Official and certified financial breakdown according to the proposal budget line items highlighting

actual rate of expenditure versus the approved budget over the reporting period.

Please see attached financial report, Annex XX.

6.2 To what degree has the agency engaged in cost-reduction efforts to maximize fund utilization? Cite

specific examples.

As an organisation, Plan always strives to engage in cost reduction efforts where possible, and in a way that

does not negatively impact on quality or effectiveness of project interventions. In the context of AMOR, the

following measures have been undertaken:

In the construction works, the project elected to build latrines and classrooms at the same time, with

the same contractor. The materials were purchased by the same vendor, and transported together,

thereby reducing construction costs.


The project team coordinates with other Plan projects working in the same areas of Jangamo District

to save on fuel costs, and when technical advisors in Maputo provide support in the programming

unit, they will schedule time to work on several projects to share costs.

Using local facilities for trainings in communities, and bring several community bodies together for

trainings has been a positive practice during the past reporting period. This results in savings on

transporting community members to larger centers, and also enhances community engagement in the

process by supporting them to host trainings locally.

The project vehicle that was procured is considered to be extremely efficient, requiring less

maintenance than others currently on the market.

6.3 To what degree has the rise/drop of prices/salaries influenced budgetary items and which measures

has the agency adapted to mitigate negative impact?

In general, the inflation rate in Mozambique has remained stable and, in particular, the costs of two significant

budget items- cement and fuel- have not fluctuated.

Through internal processes, Plan does regular check-ins on project spending and cost changes. This allows us

to be prepared to make amendments as needed and to manage risks. Plan also has a very competitive

procurement process and always endeavors to buy the most cost-effective option.

6.4 To what extent have matching funds from the agency been utilized and effective in supporting the

program?

Plan has provided match funds for the salary of the Project Manager, office general supplies and office rental

expenses. This support will continue as per the project plan and budget, and has contributed to ensuring the

oversight and support needed for a quality intervention.

6.5 Has the agency been able to leverage the program’s theme and funding to attract and secure

additional funds from external sources?

In Jangamo District, a complementary project has recently begun called: 18+ Ending Child Marriage. This

project is funded by the Dutch Government and builds on the girls education work taking place in the primary

schools through AMOR.

While these are separate projects, their complementarity has facilitated sharing of information and lessons

learned between the teams, and it has been possible to conduct one training together, for club facilitators, to

share costs.

7. Communication

7.1 Outline communication strategy and specific activities undertaken to highlight Dubai Cares

AMOR is committed as a project to contributing to raising the profiles of Dubai Cares as an international

philanthropic organization dedicated to breaking the cycle of poverty by ensuring all children have access to

quality primary education.

During the reporting period, specific activities undertaken to highlight Dubai Cares and the AMOR project

included:

In November 2014, a debate on child marriage with 14 journalists was held in Inhambane. The Project

Manager was invited to speak on Dubai Care’s initiative, the AMOR project, and the importance of

girl’s education.


o A community radio has requested further collaboration with AMOR project to share messages

and experiences. This is being built into the project workplan.

T-shirts with the Dubai Cares logo were distributed to project staff, school headmasters, project

management committee members, youth facilitators and senior government officers, including the

District Administrator, District Director of Education, and the Head of Social Affairs.

Banners have been produced for community meetings, with messages such as: Let’s all invest in

education for girls. The Dubai Cares Logo is featured on these banners.

The Project Management team, which includes government officials, youth facilitators, ZIP

coordinators, community leaders, have briefed on the project and Dubai Cares contribution.

As the project interventions move forward, there are several key means of enhancing visibility:

Plaques are being developed for the schools currently under construction.

Decals will be procured, both for the project vehicle and equipment, as well as for the bicycles that

girls will use to travel to secondary school.

Dubai Cares will also be prominently featured on the training materials developed, which are

currently being printed.

7.2 Include human interest stories, communication material (newspaper articles, press releases) and

evidence (video/photo) of workshops, training sessions and launches

Please find attached case study, Annex XX.

7.3 Describe and attach all relevant communication material produced, plus any published educational

material

Please note that this will be provided in upcoming reports.

7.4 Submit, via CD if necessary, relevant pictures of structures built/rehabilitated as well as instances of

children engaging in activities demonstrating learning and positive behaviour (e.g. washing hands,

receiving treatment, reading/writing)

Kindly find attached photos from the AMOR project, Annex XX.

8. Requests for Operational Modification

Kindly find attached revised project LM, PMP and Year 2 Work plan, Annex XX.

9. Conclusion

This first of the 4 years of AMOR project implementation was “fruitful” and dynamic. Being this first year,

the team initially concentrated efforts in establishing relationships with the stakeholders, namely the teachers,

schools management committees, government officers, students and the community in general. To that end

embarked to a series of meetings of meetings, both formal and informal to have the stakeholders buy in.

10. ANNEXES

xxx

Date post:	22-Jul-2016
Category:	Documents
Upload:	plan-nederland
View:	217 times
Download:	3 times

Progress report AMOR

Documents