BASIC & GIRLS’ EDUCATION SECTORAn Overview

November 5, 2008

Global Educational Regional Advisory Committee Meeting

Johannesburg, South Africa

GOALS OF THE 2008 GLOBAL ERAC MEETING

Discuss how ERAC can support

organizational objectives

around program quality.

Review existing plan of action and revise ERACs

Plan of Action

Gather input for new BGE

sector Strategy

Build capacity of CARE to

improve educational

quality through its programs

THE AGENDA

Day One: Taking stock – BGE, Country Office and

External Perspectives

Day Three: Time for Reflection – Regional

Discussions

AN OVERVIEW

•Education and CARE

•Basic & Girls’ Education Unit

•Educational Regional Advisory Committees

•Special Initiatives (Patsy Collins Trust Fund Initiative and Power Within Signature Program)

•Education Sector Strategy

TRENDS IN EDUCATION AT CARE

Sector Spending: 23 million

(FY07) $28

million (FY06)

TRENDS EDUCATION AT CARE CARE is increasing projects with very vulnerable groups. Work

with out-of-school children increased in the past year by more than forty percent in all four regions.

CARE’s work in advocacy has shown a steady rise (more than doubling in Africa, and rising by 27% and 15% in Asia and Latin America, respectively).

Universal to almost all of CARE’s programming in education is improving teaching and learning environments.

Early childhood development work is increasing in Africa (decreasing everywhere else). Orphans and vulnerable children work also increased in Africa.

Middle East and Eastern Europe continues to have a relatively high number of girls’ education programs (girls’ education work is decreasing in Africa and Latin America and the Caribbean).

Child Labor ranks high in Latin America and the Caribbean, as does focus on capacity building of PTAs, NGOs, and government.

Learning environments stand out in Asia; activities like school building, sanitation, water and material provisions have increased.

WHAT IS THE MANDATE OF THE BGE UNIT?

•Technical leadership•Allocation and stewardship of global resources•Knowledge sharing and organizational learning•Advocacy and representation

We are a part of the Program

Quality and Impact Division

WHO IS THE BGE UNIT?Sarah Bouchie, BGE Unit Unit Director

L’Erin AsantewaaProgram Associate BGE and EDU

Stephanie BaricEducation Advisor

VacantPower Within

Manager

Geeta Menon, Senior Technical

Advisor

Camber Brand, Program Officer

Vacant, Senior Education Advisor

Pamela Young, Senior

Technical Advisor, OVC

Ted Neil, ECD

Fellow

Kumkum Kashiparekh, Organizational Learning

Advisor

Margaret Meagher, Senior Advisor, Girls’

Education

John Trew, Senior Technical

Advisor

Joyce Adolwa, Technical Advisor

Amanda Moll, Program Associate

WHAT IS THE BGE UNIT WORKING ON NOW?

Sector standards

Management of central grants

Supporting donor stewardship

Education field guide

Communication, knowledge strategy

Representation and Advocacy

Basic & girls’ education sector strategy

EDUCATIONAL REGIONAL ADVISORY COMMITTEES

There are three committees (Africa; Asia, Middle East and Eastern Europe; and Latin America and the Caribbean)

Link professionals in the sector Voluntary participation Face-to-face meetings have been

approximately every 18 months. Purpose to promote learning and sharing Also serve a critical role in advising the Basic

& Girls’ Education Unit

Education Regional Advisory Committee –Time line 2000-2008

2000 ERAC an organizational innovation for the Unit: Establishing program standards and best practices Provide guidance and support in identifying and carrying out staff development activities. M&E framework is integrated into CARE practices. Identify and share lessons learned. Assist in the process of documenting CARE's work in Education.

LAC Region AFRICA RegionAMEE Region

OLATPCA ToolDocuments: Improving Quality of Education Through Communities and TeachersCross Visit :Community SchoolsLAC Regional Initiatives

PCTFI Scholarship Funds Learning OpportunitiesLearning Journey Series: AMEE & LACSIIINEE; UNGEI; Cross Visit between Cambodia & Timor Leste

Best practices shared Advocacy on Child Labor and Bilingual and Intercultural Education

01-04: Miami Guatemala Peru

Atlanta and Honduras

Programmatic PrioritiesChild Labor; IBE (A strategy for advocating for greater IBE opportunities) Literacy;M&E; RBA; Scaling up;PartnershipOLATPosition CARE as an education leader in the Region

01-03: Cairo; Addis Ababa and Bamako

Learning Agendas: Staff skills development; Project design; M&E; Advocacy; Partnership; Education in crisis and emergency Scaling up Organizational: RBA; Capacity (CSO); Regional Initiatives: HIV/AIDs; OSYDraft Tool: RBA; Tool: PCA; OLAT

01-03: Bangkok PhilippinesCambodia and Atlanta

M&E; RBA; Information TechnologyStaff skills development; Project design; Working with Government, Donors, and CommunityRegional OverviewOLAT

05------Cairo

IBE; Child Labor; Community education

05------Cairo

Learning AgendaStaff skills development; Project design; M&E; Documentation; AdvocacyOrganizational: learn & reflect on own experiences & approachesRegional: HIV/Aids; OSY

05------Cairo

Quality: Discussion paper and contribution to GED; Cross Sectoral ApproachesContribute to Organizational learning; Sharing Experiences; Representation of education sector06-07: Bolivia and Atlanta

Quality of education focused on marginalized girls; Best practices shared Advocacy on Child Labor and Bilingual and Intercultural Education; Social and Community participation to improve relevance of education.LAC coordinator 2 year work plan

06 --07------Atlanta and Ghana

Steering Group FormedWork Plan

06-07 Atlanta and New Delhi

Quality: Discussion paper and contribution to GED; Cross Sectoral ApproachesContribute to Organizational learning; Sharing Experiences; Representation of education sector

6 Essentials

There is a Community

There is a Community

Being a member of the ERAC means something special to the members, & the community has a certain priority and or work plan. Members are keen to meet each other because they benefit from the network- A community which has active members with an interest in sharing their learning’s and building knowledge.

There is a Domain

There is a Domain

There is a Practice

There is a Practice

There is a Mandate

There is a Mandate

Each of the regional ERACS has a clear domain, a thematic orientation that is neither too narrow nor too large. This domain is relevant and meaningful to the members; they are interested in specific topics and expect to improve their own practice by sharing experience related to what they do.

There is a Motivation

There is a Motivation

There is formal & informal structure

There is formal & informal structure

Each and every member has his/her own practice within the domain of the ERAC, and that we know of and about each others work. And hopefully our own work/practice serves as a kind of reality check when sharing experience, concepts and strategies. Reflecting on one’s own practice against the background of other practices is one of the essentials being a member of the ERAC group

This ERAC, as we have seen, exists only through the motivation of its members. This motivation is recognizable by their personal interest and the priority they assign in their daily work. We also adhere to this means by developing a passion for it.

By means of a mandate, the management of the organization shows its interest in and commitment. It defines, on one hand, the thematic focus and the expected concrete results. On the other hand, the mandate provides an open space for self-commitment to its members, in terms of time and financial resources.

Our ERAC structure is beyond organizational boxes and lines as there is no hierarchy –this is not an important element. There is a crosslink.

SDC - Swiss Agency for Development and Cooperation

Information TO Knowledge Networks

Connecting Members &

Reference Group that periodically

advises BGE unit

Reference Group +Sharing Project

Information to validate good

practices

Collaborate with each

other and BGE to organize collective

knowledge

Develop innovative ideas; A

collaborative Group with an

agenda driven

by ERAC

Our Path

PATSY COLLINS TRUST FUND INITIATIVE

Innovation

Knowledge Generation

Cross-sectoral Programming

Organizational Learning

Advocacy and Coalition Building

PATSY COLLINS TRUST FUND INITIATIVE

Innovation

Innovation

Cohorts

Advocacy

Grants Progra

m

Knowledge Generation

Indicator Framework and Cross-Site

Analysis

Strategic

Impact Inquiry

Cross-Sectoral

Programming

HIV/AIDS and

Education Pilot

Collaboration with

Other Sectors

Organizational

Learning

Knowledge

Products

Training Modules

Scholarship Fund

Advocacy and

Coalition Building

Participation in Global Forums

and Meetings

Scholarship Fund

POWER WITHIN: SIGNATURE PROGRAM FOR GIRLS’ EDUCATION AND LEADERSHIP

10 million girls complete primary school with the skills to be leaders in

their world.

Support for Girl’s Rights

Quality Educati

on

Leadership

Opportunities

OBJECTIVES AND COMPONENTS OF THE POWER WITHIN

Objective 1: Increase the number of girls completing primary school.•Equitable, quality education•School transitions•Learning opportunities for older girls•Gender sensitive policies and programs

Objective 2: Build girls’ leadership skills.•Diverse extracurricular activities for girls•Social networks of girls•Girls’ participation in civic action

Objective 3: Advocate for the rights of girls.•Attention to harmful traditional practices•Reduction of risk and vulnerability•Role models, mentors and champions for girls

PURPOSE OF THE BGE SECTOR STRATEGY

Define CARE’s Global

Direction

Enhance Shared

Learning

Common

Purpose

EDUCATION SECTOR STRATEGY

Information Gathering

• Background Papers on external, internal and organizational trends

Analysis

• Reference Group Discussion

• BGE Unit Retreat

Draft Strategy

• External Consult-ation

• Sector Meeting

THANK YOU!

Any questions for us?

Group work Outline for each of the Regions

Take stock of progress and limitationHow far have we come in the past last year? Compared to the Assessment sheet Compared to the Work plan

Address the administration and sustainability of the ERAC Is it feasible to have participation in the ERAC? If so WHY and HOW

How can we work together?Discuss the modes of communication that have been most effective (or can be

most effective) for your ERAC: Brainstorm uses of technology, regular meetings, joint projects, or other ways

to keep in touch

Define ERAC structure for the future Identify goals of each ERAC What can BGE expect from the ERAC GROUPS? Connecting members Validate good practice Organize collective knowledge Develop innovative ideas

Reference Group

+Sharing Project Information to validate good practices

Collaborate with each other and BGE to organize collective knowledge

Develop innovative ideas; A collaborative Group with an agenda driven by ERAC

Information TO Knowledge Networks

Connecting Members and a Reference Group that periodically advises BGE unit