SFP illustrative example 2

Context and community priorities: The assessment and design process found that many children have poor learning outcomes (low literacy and numeracy proficiency), and vulnerable children are dropping out of school. Registered children are aged 6-18.

Responding with the SFP: The local team have identified three foundational interventions to prioritise in the first cycle of implementation. They plan to use 30% of flexible funding to initiate work with schools on teaching quality and safe and nurturing schools.

They also ensure all the interventions:

• are inclusive and GEDSI-sensitive
• address safeguarding
• integrate EWV principles wherever appropriate, with reflections on:

TD Core integration

• How does participating in these interventions enable people to see themselves as having assets and capacities, being made in the image and likeness of God?
• What broken / dysfunctional attitudes and relationships contribute to the identified issues and how will the intervention restore the purposeful vision as God intended? In the process, what opportunities are available to demonstrate love and care for others (motivated by faith?)

As well as the specific integrations mentioned above, the team work to strengthen CP Groups and Reporting and Referral Mechanisms, including reporting mechanisms in schools.

Child Development, Learning and Participation

• Reading and Catch up clubs, to build the literacy and numeracy skills of vulnerable children, incorporating messages on CP and GESDI.
• Children’s groups to advocate for quality education and school safety

Child/Adolescent

Use the 20% flexible funding for community engagement in learning and in school management along with teaching and learning and safe and nurturing schools.

Communities

Citizen Voice and Action (CVA) used to advocate for access to and provision of quality education services.

Local institutions

The programme will actively seek grant funding for school improvement including School WASH infrastructure and additional components of Unlock Literacy (teacher training, teaching and learning materials); The second cycle of implementation will include IMPACT+ to address life skills of adolescents. Further funding could also address early childhood health and development to address underlying causes of cognitive development and school readiness.

Considerations for future cycles and/or alternative funding:

Savings for Transformation to help address household contributions to education through regular saving, including linkages to parent support groups and school management committees. Child Development, Learning and Participation caregiver groups work on value of education, support for home-based learning and engaging the school.

Caregivers/Families