96
St Kitts September 12, 13 & 14 2012 Carolina Peña, Project Manager OAS D. Alexandra Blason, Consultant
St Kitts
September 12, 13 & 14 2012
Carolina Peña, Project Manager OAS
D. Alexandra Blason, Consultant
SUMMARY
PROBLEM STATEMENT
IMPLEMENTATION STRATEGY
ACTIVITIES
COMMUNICATION AND AWARENESS
MATERIALS
CONTENT
… mainly through an awareness and education campaign
targeting school children in high primary and lower secondary
schools (between 9 and 14 years old).
As an extension of the Caribbean Sustainable Energy Programme
(CSEP), the present Programme has been thought as:
A Regional Programme
… tackling the Education Sector
… with the objective of raising awareness of the importance of
using energy in a rational and efficient way and spreading
knowledge about sustainable energy among the population of the
seven islands;
SUMMARY
Questionnaires, interviews and meeting with
main stakeholders.
Energy Quiz (primary and secondary school
students) - See Statistics
CONSULTATION METHODS
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These topics have not been systematically integrated across disciplines
and largely continue to be integrated only into natural sciences and
geography curricula in a very limited and general manner.
Insufficient training programmes for teachers.
FORMAL EDUCATION
Lack of appropriate teaching and supporting materials , specially, on
renewable energy and energy conservation and efficiency.
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
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The incorporation of these issues in non-formal education is still very
exceptional and only some uncoordinated and isolated initiatives were
identified during the consultation phase.
NON - FORMAL EDUCATION
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
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The Caribbean Renewable Energy Programme (CREDP) has been
implementing training programs, seminars, workshops, etc. involving
undergraduate and graduate levels in technical colleges and other tertiary
institutions.
The Sustainable Energy Technical Assistance (SETA) intends to prepare a
sub-regional awareness strategy , to launch a Public Awareness Campaign
and implement activities and other education initiatives.
REGIONAL ONGOING INITIATIVES
CARICOM Energy Weeks
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
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APUA Awareness Campaigns.
The Environment Division within the Ministry of Agriculture, Lands,
Fisheries and Planning have been implementing awareness activities such
as the Eco-ZONE Summer Camp and energy conservation competitions.
NATIONAL INITIATIVES: ANTIGUA AND BARBUDA
Non-governmental organisations (NGOs) like the Environmental
Awareness Group (EAG) have played a major role in promoting the
conservation of Antigua and Barbuda's wildlife and natural resources.
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
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BEC and Grand Bahama Port Authority Awareness
Campaigns.
The Ministry of Environment Initiatives: distribution of CFLs (BEST
Commission) and training for teachers and Comic book on Climate
Change (Climate Change National Committee).
NATIONAL INITIATIVES: THE BAHAMAS
NGO Initiatives: National Coastal Awareness Campaign, the Bahamas
National Trust, the Bahamas Reef Environment Education Foundation.
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
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DOMLEC Awareness Campaigns.
NATIONAL INITIATIVES: DOMINICA
NGO Initiatives: Dominica Conservation Association.
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
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Not much information about energy conservation awareness
initiatives and other successful public awareness campaigns in
Grenada could be collected during the consultation phase.
NATIONAL INITIATIVES: GRENADA
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
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NATIONAL INITIATIVES: ST KITTS AND NEVIS
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
Not much information about energy conservation awareness
initiatives and other successful public awareness campaigns in
Grenada could be collected during the consultation phase.
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LUCELEC Awareness Campaigns.
NATIONAL INITIATIVES: SAINT LUCIA
NGO Initiatives: Saint Lucia National Trust.
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
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VINLEC Awareness Campaigns.
The Energy Conservation and Awareness
Programme (ECEAP), designed by Egis
International.
NATIONAL INITIATIVES: SAINT VINCENT AND THE
GRENADINES
The Environment Unit within the Ministry of Health and
Environment: Environmental Education resources booklet
OVERVIEW OF ENERGY EDUCATION AND
AWARENESS IN THE REGION
The website Welectricity (http://welectricity.com/home),
developed by Herbert A. Samuel
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Not many media-driven initiatives were identified in the sub-region, with
the exception of several public service announcements (PSAs), mainly
produced by Public Utility Companies or Authorities.
OVERVIEW OF MEDIA USES IN THE
REGION
Radio would be the most popular mass media in the sub-region.
Television would still be considered as more credible and effective source
of information.
Print media, like newspaper, would be less effective to spread
information on environmental matters, with the exception of Antigua
and Barbuda which would have quite high newspaper readership
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IMPLEMENTERS
STAKEHOLDERS’ ANALYSIS
Organisation of American States (OAS)/ Regional
Coordinating Unit (RCU)
Ministries of Education in the seven CSEP participating
countries
Energy Desks in the seven CSEP participating countries within the
Ministries of Sciences, Technology, Industry and Telecommunications;
the Ministries of Environment; the Ministries of Energy or the
Ministries of Physical Planning.
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PARTNERS
STAKEHOLDERS’ ANALYSIS
Regional Agencies working on Energy: Energy Desk at the CARICOM
Secretariat, CREDP, CARILEC, OECS
Others involved Ministries, e.g. Ministries of Environment and Health
Public Utilities Companies or Authorities
Environmental NGOs and other civil society organisations
Public Information Agencies
Science Teachers Associations/ Principal Teachers Associations /
Parents Associations
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FINAL BENEFICIARIES
STAKEHOLDERS’ ANALYSIS
Overall population in the seven CSEP participating countries: 929 545
people.
Primary school children (95 546) and secondary school children (58 092).
Teaching and school staff (principals, teachers, technicians, attendants,
etc.): 6 418 in primary and 5 977 in secondary (all levels).
Ministries of Education’s officers: +- 700 people
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KNOWLEDGE OF RENEWABLE ENERGIES AND
CONSERVATION AMONG PRIMARY AND SECONDARY
SCHOOL STUDENTS AND TEACHERS
AUDIENCES’ PROFILES
Most of primary (61 %) and secondary (62 %) school students
would know that crude oil is one of the national power sources.
However, a high percentage still thinks that solar, hydro and wind
are also important energy sources in their countries. (See Graphics)
Teachers are more aware of the Caribbean islands energy
dependency on imported crude oil. (See Graphics)
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KNOWLEDGE OF SUSTAINABLE ENERGY AND
CONSERVATION AMONG PRIMARY AND SECONDARY
SCHOOL STUDENTS AND TEACHERS
AUDIENCES’ PROFILES
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Most of primary and secondary school students (≤ 90 %) and
teachers would know that “fossil fuels” is not a “clean” technology
and would acknowledge that “wind”, “solar” and “hydropower” are
renewable energy sources. (See Graphics)
KNOWLEDGE OF RENEWABLE ENERGIES AND
CONSERVATION AMONG PRIMARY AND SECONDARY
SCHOOL STUDENTS AND TEACHERS
AUDIENCES’ PROFILES
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Two-third of the students in primary (88 %) and secondary schools
(73 %) would think that pollution of air, water and land is the main
adverse environmental effect of the use of “no clean” energies.
Other effects would be: the destruction of ecosystems, explosions
and climate change. (See Graphics)
KNOWLEDGE OF RENEWABLE ENERGIES AND
CONSERVATION AMONG PRIMARY AND SECONDARY
SCHOOL STUDENTS AND TEACHERS
AUDIENCES’ PROFILES
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Only 38 % average of students would affirm to know how
much their parents spend monthly in electricity.
Only 6 % of secondary school students would know the kWh
monthly consumed in their households.
Teaching staffs would be more aware of their monthly
expenses in electricity.
(See Graphics)
KNOWLEDGE OF RENEWABLE ENERGIES AND
CONSERVATION AMONG PRIMARY AND SECONDARY
SCHOOL STUDENTS AND TEACHERS
AUDIENCES’ PROFILES
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Most of school children would consider refrigerators as the highest
consuming appliances, followed by television, bulbs and irons.
(See Graphics)
ATTITUDES TOWARD RESPONSIBILITY
AUDIENCES’ PROFILES
Students and teachers in primary and secondary schools would
have a similar understanding of how to conserve energy or water
in their homes.
Energy conservation measures regarding interior lighting (turn
off when not using) would be the best known tip for
conservation by primary and secondary school students and
teachers.
Other well-known energy saving tips would include television,
refrigerators, switches and transformers and irons.
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PROBLEM STATEMENT SUMMARY
National Strategies for Sustainable Energy Education: the absence
of national strategies for Sustainable Energy Education is the first gap
that needs to be filled through the actions of the present program.
Sustainable Energy Illiteracy: Relatively new, the topic of renewable
energies, energy efficiency and conservation is still not very well-known
by the target audiences.
Energy Efficiency and Conservation Attitudes and Practices: the
level of awareness of the importance of modifying our attitudes and
behaviours regarding energy consumption is still quite low among the
target audiences.
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RECOMMENDATIONS FROM THE KAP
SURVEY
A segmented, innovative and multimedia communication approach.
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Messages should be tailored to emphasize local issues.
Messages must be kept clear, easy and focus on simple behaviour change
that can be effortlessly adopted.
The visual identity should be mainly designed to captivate the attention
of the lower secondary school students (between 12-14 years old) given
that this bracket of age is more reticent to accept and participate in
formal education activities.
Instructional activities and communication events as the Technology
and Sciences Fairs and the Energy weeks should be encouraged.
SUMMARY
PROBLEM STATEMENT
IMPLEMENTATION STRATEGY
ACTIVITIES
COMMUNICATION AND AWARENESS
MATERIALS
CONTENT
OVERALL GOAL I
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By the end of X, at least 40 % of CEEAP’s participating
countries’ citizens are sensitized about the importance of
using energy in a more efficient and rational way and are
informed about alternatives sources of energy.
SPECIFIC OBJECTIVES
National strategies facilitating the incorporation of the topic of
sustainable energy in both curricular and extracurricular
activities are developed, approved and endorsed by the main
stakeholders in the 7 participating countries.
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Pedagogy regarding sustainable energy issues is reinforced
through training activities for teachers and other agents of
change (NGOs and CSOs representatives, media, etc.) and the
development of instructive materials.
At least 71 % of children, teaching and administrative staff in
primary and secondary schools within the CEAAP’s
participating countries are informed and sensitized about
sustainable energy, sources and uses.
COMPONENTS I
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Component 1: Building National Sustainable Energy Education
Strategies.
Component 2: Strengthening Pedagogy with regards to
Sustainable Energy in Formal and Non-Formal Education.
Component 3: Educating and Raising Awareness among Primary
and Secondary School Students. Communication and Awareness
Campaign “Learn And Save”.
BENEFICIARIES I
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Indirectly, the overall population of the seven islands (929 545
inhabitants)
Directly, the 17.6 % of the population (primary audiences), and up
to 47 % (secondary audiences).
CONCEPTUAL AND VISUAL IDENTITY I
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Advantages of this logo are that it symbolizes the interaction
of the different energy sources, using shapes that remind of
natural elements such as waves or leaves. Moreover, it is
neutral, sober and easily recognizable.
TIMEFRAME I
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The implementation of the regional strategy is expected to run
roughly over a three (3) year period.
Within the first year most of the activities in Components 1 and 2
will have been completed. The third component, the “Learn and
Save” Campaign should be launched in the Year 2 and run for two
(2) school years.
IMPLEMENTATION SCHEME I
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ROLES OF DIFFERENT STAKEHOLDERS I
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Central role of overall project management and assigning of
specific tasks.
Key technical/policy role through the direct execution of
tasks.
Management responsibility for the implementation of
technical consultancy.
OAS AS COORDINATING OFFICE
ROLES OF DIFFERENT STAKEHOLDERS I
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Design and implementation of national strategies to ensure
consistency between the regional and national CEEAP
strategy, approach and actions.
Coordination of the program activities with national relevant
authorities and ensuring extensive participation.
Revision and adaptation of all instructive and
communication materials to national contexts.
CEEAP NATIONAL COMMITEES
BACKGROUND
PROBLEM STATEMENT
IMPLEMENTATION STRATEGY
ACTIVITIES
COMMUNICATION AND AWARENESS
MATERIALS
CONTENT
COMPONENT I: BUILDING STRATEGIES
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ACTIVITY 1.1
Establishment of Energy Sustainable Education National
Committees (CEEAP Committees)
To identify key governmental and non-governmental
stakeholders
To appoint 2 CEEAP Focal Points
To establish CEEAP National Committees.
To launch the Program during Energy Week 2012???
COMPONENT I: BUILDING STRATEGIES
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ACTIVITY 1.2 Design, approval and diffusion of CEEAP
National Strategies
To carry out regional workshop on Education and
Communication Strategy Development
To design and approve CEEAP national strategies.
To promote strategies among key stakeholders.
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ACTIVITY 2.1
Introduction of Sustainable Energy and Energy
Conservation in the current primary and secondary school
curricula on regional basis
To identify gaps in the current curricula and propose
solutions.
To discuss and approve modifications.
To introduce gradually these modifications.
COMPONENT 2: REINFORCING PEDAGOGY
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ACTIVITY 2.2
Training Teaching Staff and Educators on Sustainable
Energy and Energy Conservation
To prepare an appropriated training module.
To carry out a regional workshop for masters’ teachers and
other agents of change.
To introduce this module in the Teachers’ professional
development annual programs.
COMPONENT 2: REINFORCING PEDAGOGY
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ACTIVITY 2.3
Production of Teaching Materials on Sustainable Energy
and Energy Conservation
To prepare an appropriated Teachers’ Resource Booklet.
To launch a Competition in Sustainable Energy Teaching
Technics
To create a website with useful information on this topics.
To produce a documentary video film on Sustainable Energy
in the Caribbean.
COMPONENT 2: REINFORCING PEDAGOGY
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ACTIVITY 2.4
Production of Learning Materials on Sustainable Energy and
Energy Conservation
To prepare an appropriated Instructional Set for higher primary
and lower secondary students. This might contain:
A booklet
Board (trivial) games
To produce an Interactive DVD with relevant and attractive
information.
To create a website for students with useful information on this
topics
COMPONENT 2: REINFORCING PEDAGOGY
BACKGROUND
PROBLEM STATEMENT
IMPLEMENTATION STRATEGY
ACTIVITIES
COMMUNICATION AND INSTRUCTIONAL
MATERIALS
CONTENT
INSTRUCTIONAL MATERIALS
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Sustainable Energy Teachers’ Resource Booklet
“Learn and Save” Instructional Set + board games
“Learn and Save” Text Book
“Learn and Save” Interactive DVD
“Learn and Save” Interactive Website
Documentary Video Film “Sustainable Energy in the
Caribbean”
COMMUNICATION MATERIALS
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CEEAP Brochure
CEEAP Website
Competition on Sustainable Energy Teaching Technics’
Poster and Certificate
WORKING GROUP SESSION I
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TASK A: Identify a SMART goal and three specific objectives to be
achieved by CEEAP in your country.
TASK B: Identify the potential members of the CEEAP committee
in your country.
TASK C: Identify activities and materials that could be carried out
and developed in the framework of the two first components of the
programme:
- Component 1: Building National Sustainable Energy
Education.
- Component 2: Strengthening Pedagogy with regards to
Sustainable Energy in Formal and Non-Formal Education.
Bahamas CEEAP Action Plan
WORKING GROUP SESSION I
“Learn and Save” Awareness
Campaign
IMPLEMENTATION STRATEGY
ACTIVITIES
COMMUNICATION AND AWARENESS MATERIALS
NECESSARY RESSOURCES AND BUDGET
MONITORING AND EVALUATION
CONTENT
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OVERALL GOAL
By the end of 2014, at least 71 % of children and teaching
and administrative staff in primary and secondary schools
within the CEAAP’s participating Member States are
informed and sensitized about the importance of
diversifying energy’s sources in their countries thank to an
extensive use of clean and renewable technologies and a
more efficient and rational use of energy.
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SPECIFIC OBJECTIVES
During Year One, all countries define their “Learn and Save”
Campaign Action Plan and agree upon a common and unifying
regional conceptual and visual identity: name of the campaign,
logotype and slogan.
During Year Two, 20 % of the students and staff of public-operated
primary and secondary schools are actively exposed to the
instructional and awareness materials. It would result in 18 % increase
in awareness on sustainable energy among direct target audiences and
21 % among secondary audiences.
During Year Three, 70 % of the students and staff of public-operated
primary and secondary schools are familiarized with the instructional
and awareness materials. It would represent 63 % increase in
awareness on sustainable energy among direct target audiences and 73
% among secondary audiences.
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TARGET AUDIENCES
PRIMARY AUDIENCES
Children in primary and secondary schools, especially children
in higher primary and lower secondary levels.. This group represents
a total population of 150 338 children.
Teachers and school staff, especially decision makers and
administrators at school level (principals, head of departments,
attendants). This group is composed of 12 885 persons.
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TARGET AUDIENCES
SECONDARY AUDIENCES
Parents
Officers within Ministries of Education
Other institutions and individuals related to the Education
Sector.
This audiences would correspond to approximately 215 305
persons and 25.5 % of the population of the seven CEEAP’s
participating islands.
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CONCEPTUAL AND VISUAL IDENTITY
In order to avoid any confusion and overlapping with the commonly
used mascots, a cutting edge typographic game with the letters
forming the Campaign’s title, LEARN AND SAVE, is proposed.
This logo will be escorted by a number of characters representing
the renewable and non-renewable sources of energy. Hence, a multi
character visual strategy, that is more attractive for our target
groups, will be privileged in this Campaign.
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KEY MESSAGES
SOURCES OF ENERGY
Caribbean islands are essentially net importers of crude oil and
refined products, largely from extra-regional sources.
The use of renewable energies is still limited in the Caribbean
islands, but some experiences have been already implemented.
The use of “non-clean” energies like fuel is directly linked to
global warming and climate change. Caribbean islands are very
vulnerable to the effects of climate change.
The cost of electricity in the Caribbean islands is one of the
highest in the world.
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KEY MESSAGES
USING AND SAVING ENERGY
Almost half of the electricity delivered is consumed by the
domestic sector, while the commercial sector (includes the
public consumption for hospitals, schools, administration
buildings etc.) is in a very close second position.
Industry and street lighting are of minor importance.
Tips to save energy at school and at home
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IMPLEMENTATION SCHEME
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ROLE OF DIFFERENT STAKEHOLDERS
ROLE OF THE CEEAP FOCAL POINTS
Main body responsible for the successful implementation of
communication and awareness activities in participating schools.
Work closely with “Learn and Save” Leaders and organize all
training activities.
National correspondents of the project vis-à-vis the OAS and
other regional organizations.
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ROLE OF DIFFERENT STAKEHOLDERS
ROLE OF « LEARN AND SAVE » LEADERS
He/she will be responsible for the implementation of all the
Campaign education and awareness activities in his/her school.
He/she should be selected, on voluntary basis, among the teaching
staff – i.e. Science or Geography Teachers.
He/she will be the contact person for the CEEAP National
Committee and will participate in regular meetings.
In addition to L&S Leaders, communication and awareness actions
will mobilize all school staffs and will need to be supported and
endorsed by representatives of highest level management in every
school.
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TIMEFRAME
Two Years (2)
Three phases: preliminary phase, pilot implementation phase and
extension phase.
32 22 17 15 15 13 6
IMPLEMENTATION STRATEGY
ACTIVITIES
COMMUNICATION AND AWARENESS MATERIALS
NECESSARY RESSOURCES AND BUDGET
MONITORING AND EVALUATION
CONTENT
PRELIMINARY ACTIVITIES
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ACTIVITY 3.1
Design and approval of “Learn and Save” Action Plans in all
CEEAP’s participating countries.
To outline “Learn and Save” Campaign Action Plan, including:
National specific objectives
National specific approach
Target groups’ profiles and participating schools
Implementation scheme and evaluation methods.
Specific communication actions and materials / Media
Planning
Partners and stakeholders
To promote these strategies among key stakeholders
PRELIMINARY ACTIVITIES
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ACTIVITY 3.2
Appointment and Training “Learn and Save” Leaders in
schools participating in Phase I and II
To meet with selected-schools’ principal and appoint “Learn
and Save” Leaders.
To train them on the Campaign’s objectives, strategy,
implementation scheme, etc.
PRELIMINARY ACTIVITIES
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ACTIVITY 3.3
Design and Production of Communication and Awareness
materials
To define content and format of Communication and Awareness
materials.
To produce and distribute these materials in selected schools for
Phase I & II.
PHASE 1: PILOT IMPLEMENTATION
PHASE
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ACTIVITY 3.4
Dissemination and evaluation of communication and
awareness materials (Phase I & II)
To disseminate communication and awareness materials in
selected schools for Phase I & II.
To assess their impact.
PHASE 1: PILOT IMPLEMENTATION
PHASE
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ACTIVITY 3.5
Establishment of “Learn and Save” Days (on monthly basis)
(Phase I &II)
To design and put in place Energy Management Action Plans
(EMAPs) in all selected schools.
To evaluate the results of EMAP after one year.
PHASE 1: PILOT IMPLEMENTATION
PHASE
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ACTIVITY 3.6
Participation in Energy Week (annually) (Phase I & II)
To set up an Energy Week’ Plan of activities in all selected
schools.
To carry out specific energy-related activities during this
week (field visits, conferences, competitions, etc.).
PHASE 1: PILOT IMPLEMENTATION
PHASE
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ACTIVITY 3.7
“Learn and Save” Cycle of Conferences for higher primary and
lower secondary students (Phase I & II)
To identify a team of energy specialists and design a calendar of
conferences.
To implement the “Learn and Save” Cycles of Conferences.
PHASE 2: EXTENSION PHASE
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ACTIVITY 3.8
“Energy Saving Champion” Competition and Label
To launch a national competition to award the best performances
in the implementation of the Energy Management Action Plans
(EMAPs). Schools will be awarded with the label “Energy Saving
Champion”.
PHASE 2: EXTENSION PHASE
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ACTIVITY 3.9
Creation of “Learn and Save” Clubs
To identify in each country a NGO with the capacity to
run these clubs.
To prepare learning modules and plan of activities for
10 months and to create the clubs in selected schools.
To organize instructional activities once a month (field
visits, experiences, conferences, etc.)
PHASE 2: EXTENSION PHASE
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ACTIVITY 3.10
“Learn and Save” Innovation Projects to be exposed in Science
Fairs
To prepare and disseminate a list of research topics in Sustainable
Energy and Energy conservation.
To launch a School Competition in Sustainable Energy Innovation
and select best proposals to participate in Science Fairs.
To award the three best proposals with the Prize “Innovating in
Energy 2013 and 2014”.
PHASE 2: EXTENSION PHASE
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ACTIVITY 3.11
“Learn and Save” Theatre National Competition involving
students in Grades 5 and 6
To launch the Competition that will involve the writing and
performing of theatre plays based on “Learn and Save” booklet’s
characters.
To celebrate national competitions and award the three best
performances during the Energy Week???
IMPLEMENTATION STRATEGY
ACTIVITIES
COMMUNICATION AND AWARENESS MATERIALS
NECESSARY RESSOURCES AND BUDGET
MONITORING AND EVALUATION
CONTENT
AWARENESS MATERIALS
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“Learn and Save” Posters
“Learn and Save” Brochures in renewable energies
“Learn and Save” Radio and TV PSAs
“Energy Champion” Diploma and Statuette
“Learn and Save” Stickers
“Learn and Save” bookmarks
“Learn and Save” Screen Savers
COMMUNICATION MATERIALS
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“Learn and Save” Cycle of Conference Flyer (template)
“Learn and Save” Clubs Flyer (template)
“Learn and Save” Theatre Competition Poster and Diploma
(template)
Other communication materials: caps, T-shirts, etc.
WORKING GROUP SESSION II
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TASK A: Identify a SMART goal and three specific objectives to be
achieved by the “Learn and Save” Campaign in your country.
TASK B: Identify the potential participating schools for the first and
the second phase of the Campaign.
TASK C: Identify activities and materials that could be carried out in
the framework of the “Learn and Save” Campaign.
WORKING GROUP SESSION I
IMPLEMENTATION STRATEGY
ACTIVITIES
COMMUNICATION AND AWARENESS MATERIALS
NECESSARY RESSOURCES AND BUDGET
MONITORING AND EVALUATION
CONTENT
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TOTAL BUDGET
CATEGORY COST (USD)
INTERNATIONAL EXPERTISE 22 900
REGIONAL EXPERTISE 6 500
LOCAL EXPERTISE 104 160
PERMANENT STAFF 123 750
ALLOCATIONS 489 100
INSTRUCTIONAL, COMMUNICATION &
AWARENESS MATERIAL
92 055
LOGISTIC 21 080
Sub-TOTAL 859 795
+ 10 % Contingencies 85 979
TOTAL (USD) 945 524
IMPLEMENTATION STRATEGY
ACTIVITIES
COMMUNICATION AND AWARENESS MATERIALS
NECESSARY RESSOURCES AND BUDGET
MONITORING AND EVALUATION
CONTENT
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THREE-STEPS EVALUATION STRATEGY
Ex-ante evaluation
Mid-Term evaluation: At the end of Year Two (2) of the
Program.
Ex-post evaluation: At the end of the implementation period
(Year Three).
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MONITORING OF ACTIVITIES
The parameters to be monitored and measured include:
Participation of target groups in CEEAP activities.
Quality of training activities: It will be evaluated through
knowledge’s surveys carried out at the beginning and at the end
of the activity.
Quality of communication and awareness activities: It will be
evaluated through satisfaction’s survey carried out at the
completion of the activity or event.
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RANDOMIZED EVALUATION
PHASE 1 PHASE 2
Beneficiary
Schools
Test
Schools
Beneficiary
Schools
Test
Schools
Antigua and Barbuda 2 2 8 8
The Bahamas 5 5 17 17
Dominica 2 2 8 8
St Lucia 3 3 11 11
St Vincent and the Grenadines 3 3 9 9
TOTAL 15 15 53 53
WORKING GROUP SESSION III II
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TASK A: Identify monitoring and evaluation activities for CEAAP.
TASK B: Identify schools to be part of the randomized evaluation:
“beneficiary schools” and “test schools”.
THANK YOU FOR YOUR
ATTENTION!
KAP’S SURVEY STATISTICS
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