Nicole Rodger - Gender in Early Childhood Care and Development


Published on

Published in: Education, Spiritual
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Nicole Rodger - Gender in Early Childhood Care and Development

  1. 1. Partnerships for Education ACFID Education Sector Working Group Development Futures Conference, Sydney, November 21-22, 2013 Facilitators: Megan Williams (ACFID); Katie Robinson (CARE); Richard Geeves (ChildFund); Nicole Rodger (Plan)
  2. 2. Who we are • ACFID ESWG works to enhance the focus on, and quality of, education programming within the Australian international development sector. • Made up of ACFID members and other organisations working in education aid, including ASPBAE, CARE, CBM, ChildFund, Plan, Sa ve the Children and World Vision. 2
  3. 3. What we do • Networking and knowledge sharing. • Inter-agency collaboration. • Engagement with Australian government for policy discussions on education aid. • Developing a strong and united voice on development education policies, practices and frameworks of government. • Events, workshops and publications. 3
  4. 4. ANGO Partnerships for Education • Opportunity for innovation and development of alternative approaches. • Flexibility to operate at local, sub-national or national levels. • Development of long-term relationships. • Capacity to target vulnerable populations. • Increases to efficiency and effectiveness. • Contribute to global evidence base. • Inform education policy development. 4
  5. 5. Why Education Case Studies? • Education (has been/is?) the flagship of the Australian aid program. • To demonstrate the important and unique contribution of ANGOs to education aid. • As evidence of the scale, range, reach, diversity, innovation and impact of the work. • To highlight the direct, complex and multiple relationships NGOs have at all levels. 5
  6. 6. About the Case Studies • 19 case studies highlight ANGOs’ work in education and development . • An Introduction discusses the studies in relation to 6 key themes. 6 May 5, 2012
  7. 7. Key Themes 1.NGOs build long-term relationships at community level and strengthen civil society. 2. NGOs reach the unreached. 3. NGOs work across the whole education sector but target the gaps. 7
  8. 8. Key Themes continued… 4. NGOs work locally but have a range of relationships with government, to national level. 5. NGOs are an effective, and often efficient, way of bringing about change at system level. 6. NGOs work is technically sound, evidencebased and able to document long-term impact. 8
  9. 9. Some Examples Many case studies touch on multiple themes… 9 Bilingual education for ethnic minority groups, CARE, Cambodia The Harmony Education Program, World Vision, Sulawesi, Indonesia Literacy Boost, Save the Children, Malawi The Beacon School Initiative, Oaktree, Cambodia
  10. 10. Case Study 1 - Cambodia Bilingual education for ethnic minority groups, CARE Reading books in ethnic minority languages produced through CARE’s project. Photo: Josh Estey, CARE 10
  11. 11. Case Study 2 – Sulawesi, Indonesia The Harmony Education Program, World Vision Children in Central Sulawesi Province who have been exposed to the Harmony Education approach within their school environment. Photo: World Vision Australia 11
  12. 12. Case Study 3 - Malawi Literacy Boost, Save the Children Beatrice practices her reading out loud during reading camp. Beatrice is an 11-year-old fourth-grader from a village in the Zomba district of Malawi. Photo: Save the Children 12
  13. 13. Case Study 4 - Cambodia The Beacon School Initiative, Oaktree School before and after renovation in Kampong Cham, Cambodia Photo: Oaktree/KAPE 13
  14. 14. Small Group Discussion Task • 4 groups, 4 propositions, 4 different audiences • Additional Case Study • What strengths do NGOs bring? What are the key selling points? – Argue the case. 14
  15. 15. Propositions (and target group) Group 1: NGOs work well because they have strong relationships/partnerships at grassroots level, stay long-term and key personnel are local [Community] Group 2: NGOs work strategically through partnerships with government at sub-national levels and have access to national education leaders and forums [MoE] 15
  16. 16. Group 3: NGOs work effectively with marginalised/disadvantaged populations because they bring skills, knowledge and focus intensity of effort over time [GPE] Group 4: NGOs have solid M&E systems and practices, can show results and their work is evidenced-based [Australian Government] 16
  17. 17. Plenary • What is the comparative advantage of NGOs that makes them a vital partner in education for development? 17 May 5, 2012
  18. 18. Thank you! • ESWG Case Study Publication is available online and at the Conference. • Please join ACFID ESWG! Contacts: Nicole Rodger – Richard Geeves – 18 May 5, 2012