In the context of implementing the JPF Project (Education Support), funded by Japan self-fund, which runs from 1st November 2023 to 31st October 2024, significant challenges remain in the education sector two years after the attacks of 24th March 2021. These challenges include a lack of materials necessary to ensure the teaching and learning process. The project aims to support the education sector to guarantee that teaching and learning can continue smoothly despite the atypical environment affecting Cabo Delgado province, particularly Palma district.
The project has been carrying out various education-focused actions to ensure children learn in a safe environment, both inside and outside school. However, many children remain outside the national education system. Of the 44 schools in the district, only 27 were open in 2023, with the others still closed due to insecurity in some communities. Although displaced communities are beginning to return, the number of students attending school remains low. In this context, the Education Support project introduced Catch-Up Classes in communities to map out-of-school children and provide remedial education over a period of 12 to 13 weeks. After this period, children are integrated into formal education.
To facilitate these remedial classes, the project engaged 20 community facilitators, including 3 women, distributed across 10 schools/communities (Namotho, Quirinde, Unidade, Tandica, Muaha, Boa Viagem, Mondlane, Chicuedo, Pundanhar, and Nhica do Rovuma). Their mission was to identify children without access to education within their communities and provide remedial lessons (recreational activities with pedagogical impacts) to these children. School directors, parents, guardians, and community leaders were involved to ensure the successful integration of these children into formal education. To further motivate children to attend school, the project piloted the distribution of school uniforms to children at Nhica de Rovuma Primary School, which had reopened during the current academic year.
Community leaders played a crucial role in supporting facilitators by identifying children, allocating safe spaces, and sensitising parents and guardians about the importance of sending their children to school. The project successfully reached 1,539 children (788 boys and 751 girls) across two cycles. In the first cycle/round, 1,064 children (546 girls) were reached, while in the second cycle/round, 475 children (242 boys) were reached. These children were integrated into formal education, with activities conducted in 19 safe spaces.
Despite the efforts of community leaders, challenges remain. While some schools saw an increase in student enrolment, many parents and guardians still prioritise sending their children to madrassas instead of formal schools.
.jpg-ch11029384.jpg/h6y2riw1t1308x50qu0mva17r0cn21ka.jpg?g=top&w=392&h=261&format=webp&itok=CjRzlLzV "Save the Children press release")
