Project Formulation Framework
Title: Miraflor Rural Educational Enhancement Project
Duration: 2 years
Project Site: Miraflor, Northern Nicaragua
Section A Development Problem(s) intended to be addressed by proposed project.
A1. At the sectoral or subsectoral level (the “macro” level):
There is inadequate early education coverage in rural areas of Nicaragua.
Causes: Rural education in Nicaragua at pre-school level is low due to a lack of adequate facilities which impacts upon the low enrolment and progression into other levels of education. Rural areas are poor with very little government intervention or support in terms of education, health and infrastructure.
Evidence: World Bank Reports, USAID Reports
A2. At the level subject to solution by the proposed project itself (the “micro” level):
The Miraflor region of Northern Nicaragua has very little educational coverage at pre-school level and the quality of education available is poor.
Causes: Several communities lacking pre-school education due to a lack of inadequate facilities such as school buildings, teachers, supplies and curriculum. The Miraflor region is made up of subsistence farmers who are poorly educated and with very little input at government level.
Evidence: UNESCO Reports
Section B Target Beneficiaries
B1. Who identified the development problem and how has it come to attention?
The World Bank, USAID and UNESCO have all identified the national education problem in Nicaragua in consultation with the Ministry of Education, Culture and Sport (MECD). The Foro Miraflor Co-operative has been working with the Miraflor region communities in identifying and establishing their specific educational needs. Several other local NGO’s (Funarte, Pueblito & Miraflor Foundation) have been working with the communities in the Miraflor region to address the education deficit of this rural region of Northern Nicaragua.
B2. What particular group(s) are intended to benefit from the solution of the development problem identified in A2.
The target beneficiaries will be the children in the communities of 4-6 years old, their families and the communities involved.
The direct recipients will be Foro Miraflor Co-operative and the MECD department which deals with pre-school education, local educators and teachers who will be involved in the education of these children, regional and local contractors who will be employed to help build the schools.
Section C Pre and Post Project Situations
C1. Statement of the present/pre-project situation
About 32% of rural community populations of 15> year olds are illiterate. These communities complete on average 3.2 years worth of schooling. Since 2003 Nicaragua has implemented a ‘Friendly and Health’ initiative to enhance its education across the country. Progress has been slow in remote rural areas and this initiative has been mainly aimed at primary school education. Pre-school education has been slow to take off and in many cases pre-school age children begin schooling in primary school, as there are no pre-schools to attend. This severely affects their progression and can impact on the high numbers who drop out.
At present in the Miraflor region there is inadequate pre-school coverage which means that very few children in the region are able to attend pre-school before starting primary school. There are also inadequately trained pre-school teachers as the MECD depend upon voluntary educators for this teaching who are only compensated through incentives rather than salaries. These educators can be any member of the community and little or no training is provided.
The quality of teaching is also problematic as many rural teachers are not accredited and at pre-school level the teachers are voluntary staff with very little training or incentives to stay on to teach. Nicaragua does not provide training at pre-school level and therefore there are many teachers, mainly women, who are not accredited teacher in rural communities. Teaching materials are not adequately developed and little or no guidance is available in rural areas for the voluntary teachers.
Nicaragua began an autonomy style structure to its education system enabling schools and school boards to become autonomous in handing their budgets and curriculum. However this has not always been successful and does require the involvement of communities, children, parents and local education ministers to work together. The MECD provides supervisors for pre-school education who are usually university students who lack training on how to support the educators. The Ministry is responsible for the regulation and monitoring of its education system but rural education programmes are not regulated and monitoring only happens occasionally.
C2. Statement of situation expected at the end of the proposed project
To have increased pre-school coverage which will benefit the children in the Miraflor region as they will be provided with the adequate advantage of beginning their education at the right level before entering into primary school. Establishing more pre-schools in the region will impact upon these children’s capabilities to learn, progress through primary school and allow them to continue on to secondary school. The enhanced training programme at pre-school level targeting the existing teachers or new teachers will ensure that the children are provided with an early education which will enhance their overall development.
To have developed teaching materials specifically for pre-school level education and to also provide guidelines along the ‘Model school’ initiative which Nicaragua has been developing since 2003.
To have established a school board for the Miraflor region involving all the schools from pre-school to secondary to build upon the infrastructure in the region. This would allow the education within the region to be developed to the specific needs of these communities, be governed by the communities and allow the region to build upon the capabilities of its children.
Section D Special Considerations
D1. Identify those special considerations which may be relevant to the proposed project and describe how they influence either the content or form of the project.
The project will facilitate an increase in the number of children who can receive and complete quality schooling in rural Nicaragua which is a key Millennium Development Goal that the project can target. MECD is committed to their education system and are working with national and international agencies in developing and aiming for their MDG education targets by 2015.
Adequate pre-school coverage and quality of teaching will enhance children’s ability to progress successfully into and through primary school. Increased education allows children with a better chance to rise out of poverty and develop their own future by participating in their communities.
The Miraflor cooperative has built upon its strong community base and actively supports these communities through programmes of enhancement, agriculture ventures and establishing economic commerce both regionally, nationally and internationally.
D2. Identify any negative impact which the project may have on the environment or on particular groups.
There will be no negative impact from the project.
Section E Other Donors and Programmes
E1. Identify and describe the linkage of the proposed project to the activities of other sources of external assistance
World Bank – Second Basic Education 1999-2003 project IDA32810. This projects goal was to improve the development of human capital in Nicaragua. The projects development objective was to provide a more equitable and effective basic education system which involved communities particularly in school governance.
USAID – BASE Project 1997-2003. The project’s aim was to help Nicaragua raise its low education indicators by improving the country’s overall quality of primary education, improving student achievement and increasing the numbers of students completing primary education.
UNESCO – Early Childhood Care & Education in Central America: challenges and prospects background paper in 2006. The paper provides a rationale for early childhood education and its importance to childhood development.
Section F Development Objectives
F1. Development objective and its relation to the country programme
The development objective is to improve / expand upon Nicaragua’s goal to provide pre-school education for all 4-6 year olds. The MECD recognises that increased pre-school enrolment is necessary in order to eliminate primary school drop out rates.
Section G Major Elements
Immediate Objective
Facilitate and provide pre-school education
in the Miraflor region of Nicaragua
Success Criteria
By the end of the project:
There will be 2 new pre-school facilities
There will be 2 trained qualified community pre-school teachers
Quality designed curriculum and clear, improved administrative infrastructure which will provide pre-school education for 80% of 4-6 year olds in the 2 selected communities within the Miraflor region.
Output 1
A new administrative system
Success Criteria
A new administrative system in place and procedures for the School Council; annual review policy and recruitment policy created
Activities for Output 1
Responsible party
1.1
Hire a Project Manager
Consultant
1.2
Identify a project office
Project Manager
1.3
Hire an administrator
Project Manager
1.4
Identify the MECD regional liaison officer
Project Manager and MECD
1.5
Assess current region’s school system
Project Manager and MECD liaison officer
1.6
Create school council if none exists and identify community members to join the council
Project Manager and MECD liaison officer
1.7
Assess managerial training need for the school council members
Project Manager and trainers
1.8
Develop managerial training programme
Trainer
1.9
Provide managerial training for school council members
Trainer
1.10
Develop a recruitment policy for enrolment
Project Manager and MECD liaison officer
1.11
Develop a monitoring and evaluation policy for the annual review process
Project Manager
1.12
Develop procedures for the annual review policies including guidelines and support network
Project Manager and MECD liaison officer
Output 2
Two trained pre-school teachers
Success Criteria
Pre-school teachers will have been hired, trained and integrated into the regional education network.
Activities for Output 2
Responsible party
2.1
Hire a teacher trainer
Project Manager, MECD liaison officer
2.2
Assess training requirements for the pre-school teachers in terms of curriculum, delivery and teaching methods
Project Manager and Trainer
2.3
Prepare training programme for teachers in line with the ‘model school’ initiative
Project Manager, MECD liaison officer and Trainer
2.4
Hire pre-school teachers
Project Manager, MECD liaison officer and regional School Council
2.5
Train pre-school teachers
Trainer
2.6
Develop an annual staff development review policy and system
Project Manager, MECD liaison officer and regional School Council
2.7
Review the training requirements at end of school year
Project Manager
2.8
Develop revised training programme for teachers
Project Manager, MECD liaison officer and Trainer
2.9
Liaise with teachers from the region to identify a support network for the teachers
Project Manager
Output 3
Curriculum for pre-school
Success Criteria
The curriculum will have been prepared and certified by the MECD. The pilot curriculum will be monitored and evaluated.
Activities for Output 3
Responsible party
3.1
Identify the curriculum needs for the pre-school and align them to the MECDs pre-school curriculum and teaching aid programme
Project Manager and MECD liaison officer
3.2
Design curriculum
Project Manager and MECD liaison officer
3.3
Identify learning materials and teaching aids required for the curriculum
Project Manager and MECD liaison officer
3.4
Identify training requirements needed for the curriculum
Project Manager and Trainer
3.5
Prepare training programme for teachers in the delivery of the curriculum
Project Manager and Trainer
3.6
Purchase learning materials
Project Manager
3.7
Implement the pilot curriculum
Teachers
3.8
Develop monitoring system of effective teaching methods and materials
Project Manager
3.9
Evaluate and revise curriculum
Project Manager and Teachers
3.10
Develop progression and retention policies
Project Manager and Teachers
3.11
Create a policy document for annual review sessions in line with progression and retention
Project Manager and Teachers
Output 4
Two pre-schools built and equipped
Success Criteria
Two pre-school facilities will be built and equipped to the specification of the ‘Friendly and Healthy’ initiative
Activities for Output 4
Responsible party
4.1
Assess and identify location in Miraflor to build the 2 pre-schools
Project Manager
4.2
Hire Architect
Project Manager
4.3
Liaise with MECD regarding specifications required for a ‘Friendly & Healthy’ school
Project Manager and Architect
4.4
Draw up blueprint plans for the buildings
Project Manager and Architect
4.5
Hire a foreman to supervise the construction
Project Manager
4.6
Hire construction workers
Project Manager and Foreman
4.7
Identify supplies required and supplier(s)
Foreman and Project Manager
4.8
Procure supplies and equipment for construction of school
Foreman and Project Manager
4.9
Co-ordinate construction and plans with timeframe
Project Manager and Foreman
4.10
Construct the pre-schools
Foreman and Project Manager
4.11
Arrange inspectors visit to examine and approve the pre-school buildings
Project Manager
4.12
Procure the educational equipment and supplies for the pre-schools
Project Manager, MECD liaison officer and Teachers
4.13
Arrange the furnishing of the pre-schools
Project Manager, MECD liaison officer and Teachers
4.14
Arrange inspectors visit for final approval the pre-schools
Project Manager
Section H Project Strategy
H1. Who are the people / institutions who would benefit in the first instance from the proposed outputs, inputs, and activities of the project?
Foro Miraflor Co-operative will be the institution which will benefit from the project initially. They are an association of settlers and producers of the Miraflor region who organise, manage and execute social, economic and environmental projects to improve the quality of life for the inhabitants of the region.
H2. Describe how the benefits proposed to be delivered to the direct recipients will lead to the benefit intended for the target beneficiaries
Once the pre-schools are built, staff trained and the administrative policies organised, the Miraflor children in the 4-6 age bracket will benefit from the education provision. This education system will enable them to enhance their education capabilities and facilitate their progression into primary school and therefore allow them to fully integrate into the community both locally and nationally.
H3. Describe the implementation arrangements proposed for the project
Foro Miraflor will be responsible for the implementation the project along with guidance from the MECD with regards to the curriculum and the ‘Friendly and Healthy School’ initiatives. They will either work alongside the project manager or provide a suitable and experienced person to be the project manager. Foro Miraflor Co-operative will be responsible for the management of the project.
MECD will provide an education liaison officer to ensure that the 2003 ‘Friendly and Healthy’ initiative is followed. This person would provide supervision for the project manager and Foro Miraflor. Liaising with regional educators regarding what initiatives are working would be the responsibility of the project manager.
H4. Identify alternative project strategies / implementation arrangements which have been considered and why they have been rejected in favour of the one(s) chosen
Working only with the MECD may not be in the best interest of these remote areas. Allowing the autonomy of the school system to work for the region and enhancing the already existing system would better ensure that these children receive the education best suited to them without the bureaucracy of the Ministry.
Section I Host Country Commitment
I1. Describe host country’s commitment to the project
Nicaragua’s government, through the MECD, has worked with USAID, the World Bank and UNESCO as well as a variety of NGOs to improve upon their education system. In 2003 towards the end of the World Bank and USAID projects Nicaragua implemented their ‘Model’ school programme and the ‘Friendly and Healthy’ school initiative. They incorporated many of the recommendations into their education policies and have continued to develop their education programmes. They have improved their personnel, equipment and facilities in line with new educational budgets.
I2. Describe any legal arrangements are necessary
The long term arrangements will need to ensure their civil servants in the education system are trained to handle the education programmes and policies needed to improve their education system.
Section J Risks
J1. Description of risk &
J2. Likelihood
a) Inadequate public funding for pre-school educational costs. Liaising with MECD to ensure clear financial commitment is included within their annual budgets to ensure that post project sustainability is ensured. This is a modest risk.
b) Loss of political support for the school autonomy programme. Continuing to involve the MECD and local communities will promote school autonomy policies and make it more entrenched within the Ministry making it harder to lose political commitment. This is a modest risk.
c) High staff turnover due to low salaries and changes to government commitment. Liaising with the MECD regarding incentives and compensation strategies will ensure that these policies are sustained post project. This commitment will encourage donors to have confidence in the Ministry’s commitment to education. This is a high risk.
Section K Inputs
K1. Skeleton Budget
National Input (Cordobas)
1 NIO = 0.055 USD
External Input
(US Dollars)
Personnel
224,547
55,000
Sub Contracts (specific types of goods & services)
90,909
20,000
Training
90,909
6,500
Equipment
90,910
21,000
Miscellaneous
181,818
18,300
TOTALS
679,093
120,800
K2. Comment on any proposed inputs which raise policy issues on which headquarters guidance is sought (e.g. high equipment component, payment of local and recurrent costs, incentive payments).
There are no policy issues which require comment at this time.
Person(s) primarily responsible for this formulation framework:
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