Strengthening quality learning environments and education systems

Objectives

The project successfully expanded educational access to over 144,000 children (equally balanced between girls and boys), providing them with safe learning environments that also supported their psychosocial health.

In specific regions (Diffa and Zinder in Niger, and South Kivu in the Democratic Republic of Congo), the project engaged parents and communities in school governance, establishing governance bodies and children’s clubs in schools. School management and communities were supported to promote a sense of ownership, to participate in planning to improve in-school safety and wellbeing, and to address gender-based violence within educational settings. 

Implementation

The project was implemented in 55 schools in the Democratic Republic of Congo (DRC) and 82 schools in Niger, enhancing capacities at both the school and community levels, implementing and reactivating child protection mechanisms in all targeted schools and developing disaster risk reduction plans. The project also promoted student voice and participation through the establishment of children's clubs.

A significant aspect of the project focused on teacher professional development. This included supporting school inspectors, teacher trainers, and teachers with school-based activities such as coaching, peer learning circles, and lesson observations to enhance teaching practices.

Additionally, the project undertook research to evaluate teaching quality and teacher well-being in fragile and conflict-affected environments. It also explored the impact of teacher professional development on student learning outcomes, providing valuable insights to inform educational policy and programming.

Results

Improved student outcomes: The project reached 144,443 girls and boys enrolled in targeted schools in DRC and Niger. In both countries, children in project-affiliated schools reported an improved sense of well-being, with average scores on well-being index improving. 

‘I was a student in Zakarawa. My family and I travelled abroad for over a year, and I dropped out of school. Upon our return, we learned that the bridging schools were opened. A friend of my dad enrolled me, so that I wouldn't have to leave again when my father traveled. Now, I am in my 3rd year of middle school in Kourni and I'm top of my class. Since I started the bridging school, I haven't had the need to travel anymore. I will continue to work hard, to become a doctor and help the community. Because during the rainy season, there is a lot of malaria’. Massayabou, 18 years old, student in primary school in the village of Zakarawa, Zinder, Niger

Improved teaching: Teacher professional development was provided for 895 teachers (27% female) in 55 schools in DRC, and 570 teachers (79% female) in 82 schools in Niger. 90% of the teachers self-reported significant improvements in their teaching competencies. 

Improved learning environments: Significant improvements were noted in the learning environments of 64% of the project-affiliated schools, with 67% in the DRC and 59% in Niger showing positive changes. All 137 schools involved in the project advanced in engaging their school management committees in the implementation of school development plans, with 78% of these committees becoming actively involved. Furthermore, every project school had robust child-protection systems in place, and they conducted risk assessments and/or conflict-sensitive education assessments. These preparedness measures were crucial during the COVID-19 pandemic, enabling community-led responses to school closures. For example, community mobilisers and teachers made home visits to ensure children had access to continued learning opportunities, effectively mitigating the disruption caused by the pandemic.

Strengthened education systems: The project significantly bolstered the capacities of education systems in both the DRC and Niger, engaging a diverse array of stakeholders from regional to local levels, including government employees and school inspectors. In the DRC, the capability of local education inspectors was enhanced, particularly in their use of tools to monitor school quality. A pivotal decision by local education authorities in South Kivu to expand the teacher development programme to all schools within their jurisdiction marked a major step in scaling system strengthening efforts.

Partners

• Lead implementing partner: Save the Children
• Institute for Development Studies
• Institute Superieur Pedagogique de Bukavu
• Coalition Nigérienne des Associations, Syndicats et ONG pour la Campagne Éducation pour Tous