CSCF PROPOSAL FORM

GPAF INNOVATION PROPOSAL FORM

The proposal documentation provides detailed information about your proposed project. This information is used to assess the strengths and weaknesses of the initiative and will ultimately inform the DFID funding decisions. It is very important you read the GPAF Innovation Window Guidelines for Applicants and related documents before you start working on your Proposal to ensure that you understand and take into account the relevant funding criteria. Please also consider the GPAF Innovation Round Proposals - Key Strengths and Weaknesses document which was prepared following the appraisal of the full proposals submitted to the earlier rounds of GPAF Innovation. This document identifies the generic strengths and weaknesses of proposals submitted in relation to the key assessment criteria.

How?: You must submit a Microsoft Word version of your Proposal and associated documents by email to gpafinnovation@tripleline.com. It should be written in Arial font size 12. We do not require a hard copy.

When?: All Proposal documents must be received by Triple Line on or before 23:59 GMT on Wednesday, 14th March 2012. Proposal documents that are received after the deadline will not be considered.

What?: You must submit the following documents:

1. Narrative Proposal : Please use the form below. The form has been designed to allow you to record all the information DFID needs to assess your proposed project. Please note the following page limits:

· Sections 1 – 8: Maximum of 15 (fifteen) A4 pages

· Section 9 : Maximum of 3 (three) A4 pages per partner

Please do not alter the formatting of the form and guidance notes. Proposals that exceed the page limits or that have amended formatting may not be considered.

2. Logical framework: All applicants must submit a full Logical Framework/Logframe and Activities Log. Please refer to the GPAF Logframe Guidance and How-To-Note and use the Excel logframe template provided.

3. Project Budget: Applicants must submit a full project budget with the Proposal. Please refer to the GPAF Innovation Window Guidelines for Applicants and Financial Management Guidelines and the notes on the budget template (for Round 3). The Excel template has three worksheets/tabs: Guidance Note; Budget; and Budget Notes. Please read all guidance notes and provide full and detailed budget notes to justify the budget figures.

4. Your organisation's governance documents: e.g. Memorandum and Articles of Association, Trust Deed, Constitution. We need this to check your eligibility. If you have any doubts about your eligibility please contact Triple Line Consulting immediately.

5. Organisational Accounts: All applicants must provide a copy of their most recent (less than 12 months after end of accounting period) signed and audited (or independently examined) accounts.

6. Project organisational chart/organogram: All applicants must provide a project organisational chart or organogram demonstrating the relationships between the key project partners and other key stakeholders Please use your own format for this.

7. Project Schedule or GANTT chart: All applicants must provide a project schedule or GANTT chart to show the scheduling of project activities (please use your own format for this).

Before submitting your Proposal, please complete the checklist below to ensure that you have provided all of the necessary documents.

CHECKLIST OF PROPOSAL DOCUMENTATION

Please check boxes for each of the documents you are submitting with this form.

All documents must be submitted by e-mail to: gpafinnovation@tripleline.com

Mandatory Items

Check

Y/N

Proposal form (sections 1-8)

X

Proposal form (section 9 - for each partner)

X

Project Logframe

X

Project Budget (with detailed budget notes)

X

Your current organisational governance document

X

Your most recent set of audited or approved organisational annual accounts

X

Project organisational chart / organogram

X

Project bar or GANTT chart to show scheduling

X

Please provide comments on the documentation provided (if relevant)

SECTION 1: INFORMATION ABOUT THE APPLICANT

1.1

Lead organisation name

The Child-to-Child Trust

1.2

Main contact person

Name:Patricia Young

Position:Director

Email:t.young@ioe.ac.uk

Alternative email address: triciayoung99@gmail.com

Tel:020 7612 6648

1.3

2nd contact person

(If applicable)

Name:

Position:

Email:

Alternative email address:

Tel:

1.4

Please use this space to inform of any changes to the applicant organisation details provided in your Concept Note

SECTION 2: BASIC INFORMATION ABOUT THE PROJECT

2.1

Concept Note Reference No.

INN-02-CN-0376

2.2

Project title

Paths to School Success: adapting the Child-to-Child approach to increase on-time enrolment, retention and performance of children in post-disaster & emergency situations

2.3

Country(ies) where project is to be implemented

Pakistan & Haiti

2.4

Locality(ies)/region(s) within country(ies)

Haiti: Jeremie, Grand’Anse Department

Pakistan, Jamshoro District, Lal Bux Jatoi and Sobho Khan village (Sehwan Sharif Tehsil)

2.5

Duration of project (in months)

30 months

2.6

Anticipated start date of project (not before 01 February 2012)

November 2012

2.7

Total project budget? (In GBP sterling)

£277,486

2.8

Total funding requested from DFID (in GBP sterling and as a % of total project budget)

£249,998

90%

2.9

If you are not requesting the full amount from DFID, please list the amounts and sources of any other funding (In GBP sterling and as a % of total project funds)

Source:

£32,754

In kind contributions from partners

12%

2.10

Year 1 funding requested from DFID (In GBP sterling)

£51,765

2.11

Please specify the % of project funds to be spent in each project country

20% to be spent in Haiti

21% to be spent in Pakistan

2.12

Have you approached any other part of DFID to fund this project?

NO

2.13

Administration Costs (Please specify the percentage of the DFID request which relates to administration costs)

2%

2.14

ACRONYMS (Please list all acronyms used in your Proposal in alphabetical order below, spelling out each one in full. You may add more rows if necessary)

AIR

American Institutes of Research

CAB

Community Advisory Boards

CtC

Child-to-Child

DRR

Disaster Risk Reduction

ECD/ECE

Early childhood development / Early childhood education

ERP

Enrolment, retention and performance

GRS

‘Getting Ready for School’ (this is the ECD model developed by the Trust and implemented in partnership with UNICEF in six countries between 2007-2010 see: http://www.educationandtransition.org/resources/unicef-plans-to-expand-innovative-pre-school-programme/)

HAS

Health Action Schools programme

HC

Haitian Connection

IE

Inclusive education

KCS

The Keeping Children Safe Coalition

LSE

Life skills education

MoE / MoH

Ministries of Education / Health

MT

Master Trainers

OVC

Orphans and vulnerable children

PLWD/PLWHA

People living with disability / people living with HIV/AIDS

PSS(T)

Paths to School Success; Paths to School Success Toolkit

SCF

Save the Children Fund

SEF

Sindh Education Foundation

SEL

Social emotional learning

The Trust

The Child-to-Child Trust

TRC

Teachers Resource Centre

YF

Young Facilitators: older, already-enrolled primary school-aged children who work with pre-schoolers (Young Learners) to prepare them to enter school on time

YL

Young Learners (see above)

SECTION 3: CAPACITY OF THE APPLICANT ORGANISATION

3.1

EXPERIENCE: Please outline your organisation's experience that is relevant to the proposed areas of work

For 30 years The Trust has pioneered to facilitate the participation of the most marginalized and disadvantaged children, disseminating copyright free resources and materials designed to address thematic areas including: ECD; IE; OVC / children in communities affected by HIV/AIDS; Child Protection; health education and promotion in schools. It is recognised as an expert in building the capacity of organisations to meaningfully participate with children in planning, implementing and evaluating education, health and community development programmes (winning the 1991 UNICEF Maurice Pate award for innovation). It is currently: delivering capacity building to World Vision Mongolia (school health); UNICEF East Timor (ECE/GRS); funded by Comic Relief to deliver an adapted version of GRS in Sierra Leone. In 2011 it ran training in Nigeria on OVC affected by HIV/AIDS (commissioned by NELA with funding from USAID) and participation in child protection (in partnership with Keeping Children Safe). In 2010 it wrote the module on children’s participation for UNICEF’s child-friendly schools manual. From 2007-2010, it worked with UNICEF to pilot GRS in 6 countries. The Trust engages with and supports a global network of field practitioners. The Trust has small core of staff based in London and a team of experienced international consultants.

3.2

FUNDING HISTORY: Please describe your organisation's main sources of funding, with an indication of the amounts received and the purpose of the funding.

Since 2007 funding received includes: (a) 2011: £1.2 million (Comic Relief) ‘Increasing Access Retention and Performance in Primary Education in Kailahun District, Sierra Leone; (b) 2010: £50,000 (Comic Relief): ‘Welcoming to School Children at Risk of Going to the Street’ (Yemen); (c) 2010: £24,380 (Oak Foundation) to produce a module on Children’s Participation for the Keeping Children Safe Coalition’s Toolkit; (d) 2009: $42,550 (VITOL Foundation)– ‘Scaling Up Health Education In Pakistani Schools’ in partnership with the Aga Khan University Institute for Educational Development; and (e) 2007: £571,859 (UNICEF HQ) 3 year global GRS pilot. The Trust also secures unrestricted income through its training and consultancy activities.

3.3

CHILD PROTECTION (projects working with children and youth (0-18 years) only)

What is your organisation's capacity and experience in relation to child protection? How will you work with your partner(s) to ensure children are kept safe?

The Trust is committed to - and through its work - has developed an expert understanding of - child protection. It has recently developed a module on ‘Children’s participation in Child Protection’ for the KCS toolkit, containing child-friendly exercises and materials to engage children’s in child protection and safeguarding.

3.4

FRAUD: Are you aware of any fraudulent activity within your organisation within the last 5 years? How will you minimise the risk of fraudulent activity occurring in future?

There has been no incidence of fraud. The Director has delegated authority to approve expenditure; all financial transactions are recorded using appropriate software by a contracted Finance Officer who produces quarterly management accounts which are reviewed by the board, as is the regularly updated risk register. Accounts audited annually by Knox Cropper. The Trust’s director has reviewed the UK Anti-Bribery Policy 2010 and online materials produced by Transparency International UK http://www.doingbusinesswithoutbribery.com/. The Trust will sign Project Agreements with HC and TRC which will include a clause stipulating the Trust’s zero tolerance on bribery and corruption.

SECTION 4: FIT WITH GPAF INNOVATION WINDOW

4.1

CORE SUBJECT AREA - Please identify between one and three core project focus areas (insert '1' for primary focus area; '2' for secondary focus area and; '3' for tertiary focus area)

Agriculture

Health (general)

Appropriate Technology

HIV/AIDS / Malaria / TB

Child Labour

Housing

Climate Change

Income Generation

Conflict / Peace building

Justice

Core Labour Standards

Land

Disability

Livestock

Drugs

Media

Education & Literacy

1

Mental Health

2

Enterprise development

Reproductive Health / FGM

Environment

Rural Livelihoods

Fisheries / Forestry

Slavery / trafficking

Food Security

Water & sanitation

Gender

Violence against women/ girls/children

Governance

Other: (please specify)

4.2

Which of the Millennium Development Goals will your project aim to address? Please identify between one and three MDGs in order of priority (insert '1' for primary MDG focus area; '2' for secondary MDG focus area and; '3' for tertiary MDG focus area)

1. Eradicate extreme poverty and hunger

2. Achieve universal primary education

1

3. Promote gender equality and empower women

4. Reduce child mortality

5. Improve Maternal Health

6. Combat HIV/AIDS, malaria and other diseases

7. Ensure environmental sustainability

8. Develop a global partnership for development

4.3

Explain why you are focusing on these specific MDGs.

Are the above MDGs “off track” in the implementing countries or project location? Please state the source of the information you are using to determine whether or not they are “off track”. Your response should also inform section 5.3.

Both Pakistan and Haiti have made insufficient progress to meet MDG2. In 2011 the Pakistan Prime Minister declared an education emergency; 30% of primary age children (more than 17 million), more girls than boys, are not in school; 35% of children who do attend school and make it to grade 3 cannot do single digit subtraction. Each day approximately 25% of the country’s teachers do not turn up; many thousands of schools that could be open are not. Education has not been a priority for past governments in Haiti: the country lacks schools, teaching material and qualified teachers. The Haitian President has declared universal education as a national priority. Despite education being free, ancillary costs exclude families with limited income. Primary school enrolment is 65%; with completion rates of 35%. Since there are few schools, particularly rurally, parents wait until a child is old enough to make the long journey to the nearest school. The damaged caused by the earthquake left the already under resourced and poor public education system in a further abysmal state. 70% of the population is illiterate. Please note, there is significantly less data available for Haiti than Pakistan; this is reflected in the forthcoming narrative.

4.4

Please list any of the DFID’s standard output and outcome indicators that this fund will contribute to? Note if stated here, these also need to be explicit in your logframe.

Outcome Indicator 1: Net enrolment in primary education of boys and girls; Output Indicator 3.1: Number of teachers trained.

SECTION 5: PROJECT DETAILS

5.1

PROJECT SUMMARY: maximum 5 lines - Please provide a brief and clear project summary including the overall change(s) that the initiative is intending to achieve, why it is considered to be innovative and who will benefit. (This is for dissemination about the fund and should relate to the outcome statement in the logframe. Please avoid jargon).

Paths to School Success will increase on-time enrolment, retention and performance of pre- and primary school age boys and girls in disaster affected communities in Haiti and Pakistan. The project toolkit will use Child-to-Child approaches to develop children’s academic and non-academic competencies focusing on disaster risk reduction, social emotional learning and trauma recovery to promote psychosocial wellbeing, thus providing critical foundations for school success.

5.2

PROJECT DESIGN PROCESS

Who or what is the inspiration behind the project? Describe the process of preparing this project proposal. Who has been involved in the process and over what period of time? Were representatives of the target group consulted, and if so, how? If a consultant or anyone from outside the lead organisation and partners assisted in the preparation of this proposal please describe the type of assistance provided.

Field-based CtC practitioners and child-focused organisations in disaster affected communities highlighted traumatised children are less able to engage with school and lack support. Desk research identified that there are no child-focused peer-to-peer approaches to promote trauma recovery. Consultations were carried out in Haiti and Pakistan. In Haiti, local project partners had already formed a local CtC Association with its own board of directors. They highlighted how children’s exposure to multiple humanitarian disasters over time negative impacts on their ability to learn. In Pakistan, two focus group discussions were held with a range of stakeholders and revealed that community members live in constant fear of the monsoon and believe floods are punishment from God. There is no awareness about how floods happen and what one can do to mitigate their worst effects. Following these consultations, the Trust worked closely with implementing partners and AIR to further develop and refine the project design including participating (TRC participated virtually) in a three day project / proposal development workshop.

5.3

PROJECT CONTEXT / PROBLEM STATEMENT

Describe the context for this project. What specific aspects of poverty is the project aiming to address? Why have these particular project locations been selected and at this particular time? Please also refer to your response to section 4.3 when answering this section. What gaps in service delivery have been identified that necessitate the innovation that you are proposing?

Studies in several developing countries identify positive links between ECE participation, primary school enrolment and improved school results for disadvantaged children. Good quality ECE can improve well being of young children especially in the developing world where a child has a four in ten chance of living in extreme poverty. (UNESCO EFA Global Monitoring Report 2007). Pakistan remains a low-income country: nearly 30% of its population is below the poverty line, a further 20% hovering just above. Overall literacy rates are 57%; for women they are 45% falling even further in rural areas to 33% and 22% in the Sindh province where the project will take place. The Net enrolment ratio for primary (age 5-9) stands at 56% with a drop-out rate of 43%. 7.3 m children and half of all children aged 7 to 16 from the poorest households are out of school, the majority of which are girls (Education For All Global Monitoring Report 2011; Pakistan Education Task Force) ranking Pakistan 2nd globally. ECE was well organized and formalized till 70s but fell into decline from the 80s. Provision was made in 1998-2010 National Education Policy to reintroduce Katchi/pre-primary class, extending primary education for six years but due to insufficient resources, implementation was not achieved. Sindh performs badly on educational indicators compared to other provinces; girls’ enrolment and participation low; there is only 3-4% gross enrolment of the age group 3-5. In Haiti only 6.3% boys and 2.8% females complete primary level in Grand ‘Anse (Jeremie is the capital) Prior to the earthquake, the pre school enrolment of children under 5 years was 20 %. Education in both contexts is characterised by traditional pedagogic methodologies which do not recognise the role children can play in their own education nor the benefits that children obtain from active learning approaches such as CtC which, as well as developing core academic competencies (literacy and numeracy) develop critical non-academic competencies (life-skills and SEL). Lack of educational opportunities faced by children in Pakistan and Haiti is further compounded by recent humanitarian crises with 20 million people affected by floods in Pakistan in July 2010, impacting 6 million children, destroying 1.8 million homes and over 9000 schools. The devastating 2010 Haiti earthquake, killed 250,000 people and displaced 1 million. The communities in Jeremie and Jamshoro, where the project would take place, were severely affected by these recent events with children experiencing displacement, trauma and significant disruption to their education and schooling. Neither context has available trauma counselling for children. Children exposed to catastrophic events experience a host of non-clinical, mental, physical and social signs of distress including post-traumatic stress symptoms, undermining a child’s ability to learn with negative ramifications for subsequent employment prospects. Promoting psycho-social wellbeing is proven to provide a critical foundation upon which an effective academic education can be built. There is compelling evidence to demonstrate that children’s psycho-social wellbeing can be improved by active participation in DRR efforts, which can help them develop a sense of efficacy and agency particularly important post-disaster where children experience helplessness, loss of community and other psycho-social stressors. Despite this, most DRR activities do not actively encourage children's participation.

5.4

ANTICIPATED IMPACT ON POVERTY (within the lifetime of the project)

Please describe the anticipated real and practical impact of the project in terms of poverty reduction. What changes are anticipated for the main target groups identified in 5.5 within the lifetime of the project?

Children being in school means parents are more able to engage in income generation; community engagement will help families / beneficiaries to identify strategies to overcome challenges, enabling them to take better care of the health of themselves and their families. Longer-term, through increasing ERP and reducing educational poverty, project activities will enable children to become more resilient, enhancing chances of educational success and increasing long-term employability. Master Trainers will be able to charge to train others in the PSST methodologies, increasing their earnings capacity. Enhancing teachers’ skills will increase their earnings potential.

5.5

TARGET GROUP (DIRECT AND INDIRECT BENEFICIARIES)

Who will be the direct beneficiaries of your project and how many will be expected to benefit directly from the anticipated poverty-reducing changes within the lifetime of the project? Please describe the direct beneficiary group(s) under a) below, differentiate where possible and provide numbers for each sub-category and then provide a total number in b).

DIRECT:

a) Description

Children in communities impacted by disasters (YF; YL; older disengaged children; children from the wider school community). Master Trainers. Teachers. Community Advisory Board members.

b) Number

Haiti: 400 children (100 YF and 300 YL/disengaged children); 20 MT/teachers; 20 members of the CAB Pakistan: 400 children (as above); & 12 MT/teachers; 20 CAB members

Who will be the indirect (wider) beneficiaries of your project and how many will benefit within the lifetime of the project? Please describe the indirect beneficiary group(s) and numbers on each category under a) and then provide a total number in b).

INDIRECT:

a) Description

Non-participating teachers; siblings and neighbouring children; parents who will benefit because of the increase in household literacy and extended family members.

b) Number

Haiti: 1200 children; 20 teachers; 50 parents; Pakistan: 1200 children; 20 teachers; 80 extended households.

5.6

PROJECT APPROACH / METHODOLOGY

Please provide details on the project approach (or methodology) proposed to address the problem(s) you have defined in section 5.3. Please justify the timeframe and scope of your project and ensure that the narrative relates to the logframe and budget. Please explain why the proposed approach is considered to be innovative. Will the project involve experimenting or piloting new ideas or approaches? Is a significant proportion of the ‘effort’ invested in the innovation? How does this approach differ from work being done by others? Is it clear and convincing in what way this project is different from standard practice?

CtC uses fun active methods to teaching and learning that link learning with action at home and in the community. Its innovative ‘Step Approach’ enables children to participate in a series of linked activities to enable them to understand, discuss, take action on and evaluate issues that impact their lives, their families and their communities, enabling them to develop academic competencies, life skills such as decision making, critical thinking and leadership. This project will build upon existing and successful CtC approaches to ECD, DRR and LSE, incorporating them into a comprehensive ‘Paths to School Success Toolkit: A Child-to-Child Approach’, which will, in addition, address a new and rapidly expanding area of need – trauma support and recovery: the key innovation. A review of psychosocial support available to communities impacted by humanitarian disasters confirmed the critical role that could be played by communities but identified only two interventions which focused on developing children’s resilience’s within community settings, neither of which used peer-to-peer methodologies. This project’s ‘theory of change’ is based upon the proven connection between psychosocial wellbeing and a child’s ability to learn academically. The PSST toolkit to be developed by the Trust will enhance the existing successful CtC GRS toolkit and will incorporate additional resources and materials to promote psychosocial wellbeing: LSE (to develop SEL); DRR - to enhance knowledge and skills for disaster preparedness and promote self-efficacy and leadership; and trauma recovery. New materials and resources will be developed for the ‘trauma’ module as follows. YL: age appropriate story books and activities to explore ‘trauma’; for older children, CtC active learning materials to enable them to provide support to their traumatised peers. More profoundly traumatised children will be signposted to teachers trained in basic counselling. The project will therefore embed the CtC element within a broader web of community support offered by Community Advisory Boards, membership of which will comprise community and school leaders, health workers and parents / caregivers. Their role will be to provide local ownership of the project; develop locally appropriate mechanisms for identifying and signposting on children who have greater support needs; ensure that the project is ‘anchored’ within appropriate local cultural norms and values whilst simultaneously acting to challenge those norms and values which serve to undermine school ERP, such as gender stereotypes. (a) Development Phase (6 months): reviewing existing CtC materials; consulting members of beneficiary communities and stakeholder groups to ascertain needs; developing new materials and drafting first version of PSST – the key project output; designing the evaluation framework and participatory monitoring data collection tools; establishing the CAB; mapping key stakeholders critical for sustainability (or replication / scaling up). (b) Training Phase (3 months): Training MTs who will subsequently train teachers; some selected teachers trained in basic counselling skills. (c) Implementation Phase (12 months): Teachers train and provide ongoing support to YF who will use PSST to work with two key beneficiary groups: Group A: Young Learners: pre-schoolers; Group B: older children who have either never enrolled or have disengaged from school. CtC clubs will also be created to enable pupils from the wider school community to participate in CtC activities intended to promote psycho-social wellbeing. (d) Learning, Advocacy and Dissemination Phase (9 months): endline evaluation; report writing and dissemination; in-country policy dialogues with key stakeholders (eg MoE’s & UNICEF) to promote sustainability / scaling up and / or replication; seminar at the Institute of Education.

5.7

SUSTAINABILITY OF BENEFITS

How will you ensure that the poverty reduction benefits for the beneficiary population will be sustained?

Since 1978, it is estimated that CtC activities have been implemented in over 70 countries, impacting 1.5 million children annually in most cases without the direct support of the Trust. As a peer education model, it is inherently sustainable. The approach proposed in this initiative will build upon readily available and self-sustaining community-based resources. It will create a local cadre of MT who will subsequently implement a cascade capacity building / training model. The input of technical expertise from the Trust, to be funded by this investment from DFID, will ensure that the skills and competence of these MT are developed to the highest standards so that they, in turn, can train others effectively. As two schools in each community have previously used CtC approaches, teachers already trained as CtC facilitators will provide potential MT to recruit from. In the Trust’s experience, training MT who are experienced CtC practitioners is a critical factor for the long-term success and sustainability of a CtC initiative. Criteria used to select potential MT will include a demonstrable aptitude for facilitating CtC activities with children and an ability to train others. Once the project funding is finished, MT will be ideally positioned to continue to train other teachers, thus ensuring the sustainability of activities. This also mitigates the potential loss of teachers trained to facilitate CtC activities, as new teachers can be trained to replace them. In addition, the two local partners will have staff trained as MT, enhancing their organizational sustainability enabling them to generate income by training other agencies. These various factors combine to ensure that the poverty reduction benefits will be sustained beyond the lifetime of this funding. Although resources and materials are required to support CtC activities, the main costs are incurred during their initial development, translation and printing, all activities to be funded by this grant. The PSST will build upon existing resources costs, so development costs will be minimal. Once the PSST is available, it will simply need to be photocopied or reused.

5.8

SCALING-UP AND REPLICABILITY

What is the potential for future replication or larger-scale implementation? Does the innovation have serious potential for generating a change in practice in other actors operating in that context or more widely? Please provide details of any ways in which you see this initiative leading to accessing other funding or being scaled up by others in the future. Describe how and when this may occur and the factors that would make this more or less likely.

There is a significant previous experience of CtC activities being scaled up and / or replicated. In Pakistan, development of this particular project has included discussions with the Director of SEF, Senior officials from Sindh District MoE and from UNICEF Pakistan country office, all of which have expressed a serious interest in this initiative with a view to scaling up and / or replication should it be successful. Similarly in Haiti, the MoE will provide support to the CtC Association in Jeremie to disseminate the project within Grand’Anse and other areas of Haiti, and share the project’s goals and accomplishments with the national offices of the MoE. Further mapping of strategic partners will be undertaken. Meetings will be held with partners throughout the project’s to build support, ideally to secure budgets to ensure sustainability.

5.9

CAPACITY BUILDING, EMPOWERMENT & ADVOCACY

If your project includes capacity building, empowerment and/or advocacy components, please explain how these elements will contribute to the achievement of the project's outcome and outputs?

As set out in section 5.7, this project will significantly build the capacity of individual MT and teachers and the institutional capacity of local implementing partners and schools (the latter to adopt child-friendly methodologies and active learning pedagogies). There is compelling evidence that CtC empowers children in the most challenging circumstances and builds their capacity. After engaging with CtC activities, children have increased health knowledge and behaviour and greater confidence, self-esteem, self-efficacy, empathy and decision making, The evaluation of GRS, undertaken by AIR found that it: (a) had significant impacts on children’s beginning literacy and beginning mathematics in four of the six pilot countries (b) school on-time enrolment considerably increased. Evidence also demonstrates that participating in CtC enables children to engage with participatory democracy, leading to long-lasting changes (for example in attitudes to gender) and positively impacting upon participants pro-social and citizenship behaviour as they mature into adulthood. Advocacy The Trust has always successfully advocated for the realisation of children’s rights and is a highly respected partner of (amongst others) UNICEF and UNESCO. Advocacy is an integral part of the project strategy and activities to raise awareness about the project and engage in-country strategic stakeholders including district MoE and UNICEF country offices have already begun; linkages have also been established with NGOs such as SEF and BasicNeeds.

5.10

GENDER AND SOCIAL INCLUSION

How was the specific target group selected and how are you defining social differentiation and addressing any barriers to inclusion which exist in the location(s) where you are working? Please be specific in relation to gender, age, disability, HIV/AIDs and other relevant categories depending on the context (e.g. caste, ethnicity etc.). How does the project take these factors into account? Explain any innovative approaches to gender and social inclusion.

The target groups are amongst the most marginalised and disadvantaged populations of children globally, facing multifaceted and overlapping barriers to educational and life opportunities. In Sindh province girls are especially marginalised, hence SEF establishing community based schools to provide easy access to school. In Jeremie, female teachers are under-represented so the project team will ensure that at least two of the school co-ordinators are women. CtC methodologies are based upon the Convention of the Rights of the Child and its fundamental principle of inclusion. Previous experience from earlier CtC projects demonstrates that children participating in CtC activities readily reach out to those children who are excluded, promoting inclusion and engagement.

5.11

VALUE FOR MONEY (VFM)

Please explain why you believe that the proposed project would offer optimum value for money. How have you determined that the proposed approach is the most cost efficient way of addressing the identified problem? Please ensure that your completed proposal and logframe demonstrate the link between activities, outputs and outcome, and that the budget notes provide clear justifications for the inputs and budget estimates.

CtC offers is low-cost, has high productivity and a proven track record of delivering desired outcomes. The major costs associated with the project are the initial investments to: (a) develop the PSST, which will be undertaken by a consultant with a long-track track record of similar assignments who can draw upon a range of existing materials and (b) training the MT. The CtC approach to ECE is economical as it does not require capital investment for infrastructure development.

5.12

COUNTRY STRATEGY(IES) AND POLICIES

How does this project support the achievement of DFID’s country or regional strategy objectives? How would this project support national government policies and plans related to poverty reduction or other key sectoral areas (e.g. Poverty Reduction Strategy Papers, etc.)?

The project will directly enhancing levels of ERP amongst disaster affected populations of children and showcase an effective methodology that can be scaled up nationally. The project will also demonstrate an effective ECE methodology that can be replicated. Education is one of the top priorities of UK aid for Pakistan. By 2015, if the Government of Pakistan makes progress on reform and results, UK aid will help to get over 4 million more children into school; recruit and train 90,000 new teachers. The EFA National Plan of Action (NPA) ( 2001-2015) developed by the government of Pakistan focuses on (i) reaching disadvantaged population groups in rural and urban areas, focusing out of school girls and illiterate girls and women, (ii) promoting community participation and ownership of basic education programmes at the grassroots, and (iii) improving the relevance and quality of basic education through enhancing learning achievements of children, youth and adults. Early Childhood Education is the third priority of NPA; the target is to provide ECE to at least half the relevant age group, raising the net participation rate from existing 25% to 50 % by 2015. One of the three focus areas for DFID in Caribbean is boosting wealth creation, for which an educated workforce is essential. In order to realize its MDG2 commitment, the new Haitian is introducing free schooling across the country in stages. In partnership with UNICEF, the government is now focusing on the development of an ECD policy to enhance enrolment.

5.13

ENVIRONMENT

Please specify what overall impact (positive, neutral or negative) the fund is likely to have on the environment. What steps have you taken to assess any potential environmental impact? Please note the severity of the impacts and how the project will mitigate any potentially negative effects.

Environmental impact will be positive as children take action to reduce the risks their communities face from disaster, for example by planting trees in flood-vulnerable areas.

SECTION 6: PROJECT MANAGEMENT AND IMPLEMENTATION

6.1

IMPLEMENTING PARTNERS

Include a list of all organisations to be involved in project implementation including offices of the applicant and any partners starting with the main partner organisation(s). Please only include those partners that will be funded from the project budget. Please provide full details for each of the partners in section 9.

AIR: 1000 Thomas Jefferson Street, NW Washington, DC 20007 USA; HC: Calas Jeremie, Haiti; TRC: C-121, 2nd Floor, Ehtesham Centre, DHA Phase 1, Karachi-75500, Pakistan

6.2

PROJECT MANAGEMENT

Please outline the project implementation and management arrangements for this project.

This should include:

· A clear description of the roles and responsibilities of each of the partners. You must also provide an organogram of the project staffing and partner management relationships.

· A clear description of the added value of each organisation (including the applicant).

· An explanation of the human resources required (number of full-time equivalents, type, skills, background, and gender).

The Trust: Lead agency accountable to DFID. Designing PSST, baseline survey & monitoring tools; training MT; international dissemination via global networks & seminar @ Institute of Education Added value 30 years track record and expertise in creating resources and materials and providing training and capacity building to enable others to effectively facilitate children’s participation using CtC approaches in directly relevant areas. Human resources (a) Director (F) (10% FTE): responsible for overall management of project. She has 10 years experience of designing and implementing complex capacity building initiatives; (b) Programme’s Co-ordinator (F) (20% Y1; 10% Y2&3). 15 yrs experience of CtC management / implementation; (c) CtC consultant (F) 20 years experience of designing, managing and implementing CtC activities in the field. Responsible for designing PSST and train the MT (Pakistan); (d) part-time intern (F), a Pakistani national employed in UK as Pakistan Country Manager for International Alert. TRC: Pakistan local implementing partner responsible for: recruitment, training and mentoring of CAB members; recruitment, training and management of MT, co-ordination of MTs’ training; overseeing implementation of CtC activities, including monitoring and data collection; engaging with strategic local stakeholders; delivering policy dialogue Added value Track record of ECE (developed first ever national-level early years curriculum) and credibility with local communities. Human resources (a) Project coordinator (F; 40% FTE) Senior manager with 10 years of CTC experience; (b) Project administrator (F: 25% FTE) Experienced administrator; (c) CtC consultant (M) 10 years of relevant CtC experience and previous employee of SEF with local language skills; responsible for monitoring, data collection and analysis; HC: Haiti Roles & responsibilities as TRC Added value Track record and credibility with local communities run by clinical psychologist with support of long-standing CtC expert advisor; Human resources: (a) Director (F; 50% FTE) responsible for project implementation in country. Clinical psychologist, extensive experience in development initiatives in housing, health, mental health, and finance. (b) Administrative Asst (F; 100% FTE) with basic computer knowledge, accounting, and networking skills; (c) 4 x School Coordinators (contracted but approx 20% FTE. Will also serve as MTs); experienced CtC teachers (to be recruited with equal numbers of men and women); (d) Project Consultant (F; 5% FTE as in-kind donation) Doctorate in public health, extensive experience in CtC methodology in US & Mexico; AIR: Responsible for external evaluation Added value Lead global non-profit behavioural and social science research organisation with significant relevant experience of GRS and programmes intended to strengthen Pakistan & Haiti educational systems Human resources (a) Evaluation Lead (F; 9% FTE): PhD in relevant discipline; responsible for AIR evaluation of GRS; (b) Editor/QC Reviewer (M; .04% FTE) extensive writing, editorial, and desktop publishing experience (c) Senior Advisor (F; 2% FTE as in-kind contribution): Senior Vice President and expert on young people’s social emotional health and wellbeing (d) Consultant (M; 1% FTE): M.D. specializing in adolescent psychiatry (e) Qualitative Analyst (.04% FTE) & Research Assistant (2% FTE): both to be recruited.

6.3

OTHER ACTORS

Include details of any other key stakeholders who will have a role in the project (but will not be funded from the project budget). How does this innovation link to or integrate with other programmes especially those of other government agencies?

In both Pakistan and Haiti key actors include; (a) district (Grand’ Anse & Sindh) MoE’s to be engaged in the project and to disseminate learning. In Haiti the MoE will also support the CtC association; in Pakistan, 2 resources persons from the Sindh local education office to be involved in training and monitoring; (b) district MoHs to be kept informed about the project. In Haiti the MoH Grand’ Anse have already supported existent CtC schools with creating health messages, especially during the recent cholera epidemic. In Pakistan, the local government health centre will be involved. Additional actors include: Haiti: 4 private, NGO-run schools in Haiti’s Grand’Anse department; the University of the Nouvelle Grand’Anse will: host MT and Teacher Training workshops; provide technical assistance and guidance in project management to the Haitian Connection and the CtC Association; Pwogwam Sante Mantal Community Mental Health Program: which has trained 27 community mental health workers able to provide more advanced counselling to traumatized children under the guidance of a clinical psychologist (project director) and volunteer professors; Kay Pou Fanm Ayisyen (Houses for Haitian Women): a peer-led, participatory home construction program that targets very poor, single mothers, often with children disengaged from educational system who will be targeted with the goal of re-enrolling them in school. Pakistan: 4 community based schools run by SEF; SEF: a semi government organization with its sister NGO Community Development Council (CDC) whose staff will train as MT so that they can train teachers from a further 30 schools in CtC. 2-3 representatives from government schools will also be involved in the project; other NGOs to be engaged are: Indus Resource Center; Sindh Graduates Association; Thardeep Rural Development Program; and Bhit Rural Support Program.

6.4

NEW SYSTEMS, STRUCTURES AND/OR STAFFING

Please outline any new systems, structures and/or staffing that would be required to implement this project. Explain any innovative aspects of the project management and partnership arrangements. Are new ways of partnership to be developed?

At TRC a part time CtC resource person with local language skills will be contracted for overseeing engagement with communities and project monitoring. Project implementation in Haiti will require hiring one new 100% FTE administrator. No new organizational structures or systems will be required. In both countries, innovative partnerships between government and NGO sectors will be developed.

SECTION 7: MONITORING, EVALUATION, LESSON LEARNING

This section should clearly relate to the project logframe and the relevant sections of the budget. Please note that you will be required to undertake a project evaluation towards the end of the funding period to assess the impact of the fund. Please allow sufficient budget for monitoring and evaluation (M&E) and note the requirements for external and independent evaluation.

7.1

How will the performance of the project be monitored? Who will be involved? What tools and approaches are you intending to use? Are there any new or innovative M&E tools and methods which you will test and apply? How will your logframe be used in M&E? What training is required for M&E? How will you involve beneficiaries and other stakeholders?

The Trust will carry out monitoring, and AIR will carry out an independent, formative evaluation. Monitoring: In 2007 The Trust and AIR developed and piloted quantitative and qualitative monitoring data collection tools accompanied by detailed operational guidance for GRS, which will be adapted by the Trust and its expert advisers for this project. The external evaluation will focus on (a) project fidelity (1) how much and under what conditions programme implementation aligned with what was intended; (2) what adaptations were made after the launch of programming; and (3) whether adaptations improved or detracted from ease of implementation and perceived effectiveness (b) project targeting to tell us (1) the extent to which programming reached the intended beneficiaries; (2) the extent to which programming was aligned with the needs of intended beneficiaries; and (3) its relevance and cultural acceptability to stakeholders (c) the outcome of on-time enrolment in primary school and retention three months later. This outcome will be assessed for three groups: (1) participant young learners; (2) children in project communities (whether or not they took part in the programme); and (3) children in similar, neighbouring communities without PSS. Results will be reported overall and by child gender. In the absence of an experimental design, it will not be possible to claim that PSS caused a change in on-time enrolment, but enrolment rates for these three groups will provide information about whether PSS appears to have a positive impact on on-time primary enrolment for participating children (who may or may not be typical for their community) and for the broader community relative to what is typical in the area. AIR will recruit and train independent, local data collectors who are knowledgeable about the local culture and language, accustomed to interacting with children and families, and completely independent of PSS and beneficiaries. During this formative evaluation phase, AIR will begin preparing for a more rigorous impact evaluation in the future by developing and pilot testing assessment tools for outcomes such as children’s SEL.

7.2

Please use this section explain the budget allocated to M&E. Please state clearly in relation to evaluation costs and confirm your intention to commission an external evaluation.

AIR will conduct an external evaluation. Their costs relate to: (a) staff time to liaise with The Trust project team (b) designing evaluation framework; (c) international travel and visa costs; (d) in-country travel (and per diem costs) to train monitors; (e) translation and interpreting costs; (f) supporting in-country data collectors; (g) analysis and reporting

7.3

How will lessons from your project be identified and learned, and disseminated to a wider audience? - Please explain how the learning from this project will be incorporated into your organisation and disseminated, and to whom this information will be targeted (e.g. project stakeholders and others outside of the project).

For 30 years the Trust has disseminated copyright free resources and materials to an established and extensive global network of practitioners and partners. Learning from the evaluation will be shared with this network and targeted at strategic national stakeholders during policy dialogues in Karachi and Port Au Prince and international partners, including UNICEF and other INGOs such as Save the Children and BasicNeeds. A summary version of the PSST will be circulate in a variety of formats via the Trust’s global networks and posted onto the Trust’s and AIR’s websites. A seminar will be held at the Institute of Education in London to share learning and encourage replication.

SECTION 8: PROJECT RISKS AND MITIGATION

8.1

The innovation window is looking to support projects considered as medium to high risk due to the experimental nature of the projects. Please outline the main risks to the success of the project indicating if the potential impact and probability of the risks are high, medium or low. How will these risks be monitored and mitigated? If the risks are outside your direct control, is there anything you can do to manage their effects? If relevant, this may include an assessment of the risk of engagement to local partners. The risk assessment for your programme needs to clearly differentiate the internal risks and those that are part of the external environment and over which you will have less (or little) control. (You may add extra rows if necessary.)

Explanation of Risk

Potential impact High/Medium/Low

Probability

High/Medium/Low

Mitigation measures

External: Pakistan political instability

High

Medium

Flexibility timing of activities

External: Pakistan & Haiti extreme weather conditions

High

High

Flexibility timing of activities

External: Haiti Instability and unreliability of households/parents/ caregivers. May not be possible to persuade them of the value of education due to ancillary costs and income-generating contributions from children

Medium

Medium

Involvement of CAB and by assigning caretaker in the household. Strategies developed by local partner to address barriers. CAB activities improve attitudes towards education.

External: Pakistan & Haiti Schools cannot accommodate the more profound learning needs of older children who have been disengaged from formal education; such children may be ashamed of their relative lack of education

Medium

Medium

Based on previous experience of CtC projects where similar instances have occurred, YF can engage such children with informal education in community settings

External: Pakistan & Haiti Lack of space in schools for Young facilitators to work with young learners

Medium

Medium

Collaboration with afterschool centres for extra space or creation of neighbourhood clusters where children can work together (as was the case with the GRS pilot)

External: Pakistan & Haiti External officials pay lip service to the project and do not commit to identifying resources to ensure sustainability

High

Medium

Emphasising (a) the project has an international profile (b) project partners are high level strategic players engaged with agencies such as UNICEF (c) learning will be disseminated globally

External: Pakistan Regular attendance of teachers

High

Medium

Involvement of CAB and principals.

External: Pakistan Education for girls is not valued

Medium

High

Working in SEF community schools where there has already been considerable effort to overcome practical barriers to girls’ education. CAB activities will erode negative attitudes further.

Internal: Pakistan & Haiti Difficulties of creating a comprehensive PSST covering all thematic areas, meeting the needs of various age-groups of children which is user-friendly and not unwieldy

Medium

Low

(a) The Trust has a core product to work with (GRS toolkit); (b) PSST will be developed by a long-standing expert CtC consultant /advisor The consultant will be managed by the Trust’s Programme’s Co-ordinator who was employed to manage the GRS global pilot, implemented in 6 countries (c) focus groups in country using local staff to understand local needs

Internal: Pakistan & Haiti Ensuring that the right people are recruited to the CAB, that they function effectively and engage properly with the community

High

Medium

Development of selection criteria which clearly specifies qualities / experience being sought. Training of CAB members in governance processes and individual training, where necessary (eg, for women on assertiveness skills). Convening and facilitation of CAB meetings by trained MT.

Internal: Pakistan & Haiti Children using the CtC approach to meet the emotional needs of other children; teachers trained as counsellors who are themselves traumatised: this is a key project innovation

High

High

Providing teachers with regular clinical supervision; ensuring that YF who will be at the ‘frontline’ of this work in the project participate in regular ‘circle / debriefing’ time run by teachers trained in counselling skills where they can explore their thoughts and feelings in a space.

Internal: Pakistan & Haiti Parents resist their children – particularly girl children - participating in project activities especially those of Young Facilitators; children unable to engage with activities due to out of school responsibilities

Medium

Medium

This was encountered previously by the GRS project which highlighted the importance of community sensitisation to overcome resistance, hence the development of CAB. In the GRS this resistance was overcome when parents saw the benefits of participation for their children

� � HYPERLINK "http://pakistaneducationtaskforce.com/erp.pdf" �http://Pakistaneducationtaskforce.com/erp.pdf�

( DFID 2011, � HYPERLINK "http://www.dfid.gov.uk/Documents/publications1/DFID%20Pakistan%20eBrochure%201%20March%202011%20(3).pdf)" �http://www.dfid.gov.uk/Documents/publications1/DFID%20Pakistan%20eBrochure%201%20March%202011%20(3).pdf)�

� http://Haitieducation.info/profile.asp

� http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/LACEXT/0,,contentMDK:21896642~pagePK:146736~piPK:146830~theSitePK:258554,00.html

� http://www.oecd.org/document/43/0,3343,en_2649_35961311_46152683_1_1_1_1,00.htm

� http://www.aepam.edu.pk/Files/EducationStatistics/PakistanEducationStatistics2008-09.pdf

� �HYPERLINK "http://www.unesco.org/education/wef/countryreports/pakistan/rapport_2.html"�http://www.unesco.org/education/wef/countryreports/Pakistan/rapport_2.html�

� Rapport Diagnostic DSGA 2011; Etat Des Lieux De La Situation Du Departement; Departement Sanitaire De Le Grande’ Anse;

� Morris, J., Ommeren, M., Belfer, M., Saxena, S., & Saraceno, B. (2007) Children and the Sphere standard on mental and social aspects of health Disasters (71-90)

� See also: Barenbaum, Ruchkin and Schwab-Stone, 2004; Loughry and Eyber, 2003; Lustig et al., 2004; Machel, 1996

� Goenjian et al, 2001

� See http://casel.org/

� Morris, J., Ommeren, M., Belfer, M., Saxena, S., & Saraceno, B. (2007) Children and the Sphere standard on mental and social aspects of health Disasters (71-90)

� Klingman A. (2002) Children under stress at war. In: La Greca A, Silverman WK, Vernberg E, Roberts MC, editors. Helping children cope with disasters and terrorism. Washington, DC: American Psychiatric Association Books

� Zaveri, S. (2011) Approaches to psychosocial support work in international humanitarian assistance. In Curry, J. &* Horn, R. (eds) International Psychosocial Support Programming (pp 1-15) Washington DC: The American Red Cross. Sonal Zaveri is the Trust consultant who will be contracted to design the PSST.

� Ibid; the importance of cultural sensitivity is also given emphasis in the work of Heath et al (2009).

� This model is analogous to the community-based approach taken by Basic Needs, an INGO working to address mental health issues in developing countries and reflects the Inter Agency Standing Committee framework, which has at its tip specialized, resource-intensive psychological and psychiatric services available only to the few and at the base, community-based non-specialist services available to large populations.

� Agarwal, S., Zaveri, S., Kapur, S. (2008) Life Skills Education: an effective intervention for HIV/AIDS prevention and care among orphans and vulnerable children in India. Presentation at HIV/AIDS Implementers Meeting, Kampala June 2008 � HYPERLINK "http://www.hivimplementers.com/2008/OralPresentationsFinalDay4.asp" �http://www.hivimplementers.com/2008/OralPresentationsFinalDay4.asp�; Eunson, P (1995) Children in War: the Role of child-to-child activities in the therapy and care of displaced unaccompanied children, presented on behalf of MERLIN at Association Prix Pierre Straus; Carnegie, R. and Khamis, T. (2002) ‘The Quest for Quality: An Evaluation of the Health Action Schools Project, Unpublished Report, Aga Khan University-Institute for Educational Development Karachi, Pakistan

� The evaluation framework and tools were designed by Sonal Zaveri who will work on this project.

� (a) Yemen by a substantial 32% - nearly all children in the Intervention group enrolled in first grade within the first week of school term, less than two-thirds of the Control group did so. Enrolment rates were similar for boys and girls within both groups; and (b) Ethiopia�, there was 100 percent on-time enrolment in the Intervention group. While on-time enrolment information was unavailable for the Control group, this figure compares favourably with Ethiopia’s typical net primary enrolment rate of 78 percent and an overage enrolment rate of 19 percent (UNESCO, 2008)

� Serpell, R., Mumba, P., & Chansa-Kabali, T. (2011). Early educational foundations for the development of civic responsibility: An African experience. In C. A. Flanagan & B. D.Christens (Eds.), Youth civic development: Work at the cutting edge. New Directions for Child and Adolescent Development, 134, 77–93.

� � HYPERLINK "http://www.moe.gov.pk/" �http://www.moe.gov.pk/�; � HYPERLINK "http://ecdpak.com/lates-news/ECD%20Mapping%20Study_May%202010.pdf" �http://ecdpak.com/lates-news/ECD%20Mapping%20Study_May%202010.pdf�

PAGE

3