Promoting Social Accountability in Education

Organization(s)

Oxfam GB

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Oxfam Novib

Basic Project Information

The project aimed to improve the quality of basic education by empowering children, especially girls and ethnic minorities, to become agents of change in their schools. It also trained teachers and school managers on school governance practices, and engaged other relevant local actors in order to foster participation.

Sector

Project Summary

Objectives

  • Raise children’s awareness of their rights
  • Increase children’s ability to identify and communicate their needs
  • Enhance parents associations’ ability to hold teachers and school managers accountable
  • Improve teacher and school manager capacity to deliver quality education
  • Strengthen accountability mechanisms in primary education

Summary

Oxfam, local governments, and local NGOs sought to improve the quality of primary education by engaging children, parent's associations (PAs), schools, and young people in public dialogue and collective action. In order to do this, the project developed a wide array of activities including:

  • Capacity building for key stakeholders covering child rights, gender equity, and practices to protect those rights;
  • Public forums for collaboration and dialogue between all the stakeholders;
  • Small grants for children, parents, and teachers to develop and implement innovative service delivery initiatives, and for local NGOs to conduct research and policy analysis;
  • Summer camps and other activities to provide a safe space for children to discuss and exchange ways to promote their rights, and through the creation of a parent’s association network to push for more effective school governance;
  • Facilitating access to the media to report results and ensure key messages reached decision-makers.

Through these activities the project aimed to help children become agents of change agents, who were able to identify and communicate their needs. It also aimed to strengthen school governance and parents associations to ensure children faced an enabling environment and were taken into account in school´s plans and policies. This project was part of Oxfam’s global “My Rights, My Voice” program.

Use of Information Communication Technology

None

Scale

More than 6,000 beneficiaries from 6 districts across 3 target provinces

Target Population

Children, young people, teachers, education managers, and parents
Results

Results Methodology

A midterm evaluation was conducted in three provinces and Hanoi using several methods including: survey applied to teachers and students; in-depth interviews of school personnel and provincial project managers; group discussions at the community level; observation of student´s group discussions and classroom interactions.

Indicators Used

  • Percentage of children informed about their rights
  • Percentage of children capable of articulating and claiming their rights
  • Percentage of children capable of identifying their needs
  • Percentage of children capable of communicating their own messages
  • Percentage of ethnic minority girls involved
  • Percentage of parent’s association members informed of school plans, budgets, and activities
  • Percentage of mothers involved in parent’s association
  • Percentage of parent’s association members, teachers and school managers who understand children’s rights
  • Percentage of school plans, budgets, and activities made with parent’s association participation
  • Percentage of school plans, budgets, and activities reflecting children’s needs, interests, and gender sensitivity

Reported Results

  • Increased children´s understanding of their rights between 77.1% to 90.8%
  • Increased children´s capabilities to identify their needs between 78.9% and 91.4%
  • Increased children´s capabilities to communicate their own messages by 50%
  • Increases in children´s indicators sustained when taking into account gender and ethnicity
  • Increased understanding of children rights by teachers and education managers (between 78.3% and 96.4%), and by involved parents
  • Increased engagement of parent´s associations in school activities
  • Enhanced role of women in parent´s association
  • Increased participation of parent´s associations and children in school plans
  • Improved quality of school plans
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