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IRC-ETHIOPIA

IRC-ETHIOPIA. KURET’S EXPERIENCE ON TEACHER COMPENSATION Shewaye Tike CYPD Coordinator, Ethiopia March 2009. IRC OPERATIONS & CONTEXT. 6 refugee camps (2 Eritrean, 3 Somali & 1 Sudanese) 4 Regions (Oromiya, SNNP, Beninshangul Gumuz & Somali ) Multi-sectoral programs including KURET

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IRC-ETHIOPIA

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  1. IRC-ETHIOPIA KURET’S EXPERIENCE ON TEACHER COMPENSATION Shewaye Tike CYPD Coordinator, Ethiopia March 2009

  2. IRC OPERATIONS & CONTEXT • 6 refugee camps (2 Eritrean, 3 Somali & 1 Sudanese) • 4 Regions (Oromiya, SNNP, Beninshangul Gumuz & Somali ) • Multi-sectoral programs including KURET • Student certification, teacher accreditation, community ownership & govt cost sharing for teacher compensation • Emergency/post-crises/development

  3. KURET PROJECT Kenya Uganda Rwanda Ethiopia Together Combating Child Labor Through Education Funded by: USDOL Implementing Partners: IRC, World Vision and AED

  4. BACKGROUND • Alternative Basic Education as strategy • Local institutes, trainers for pre and in-service teacher training • Classroom-based support and mentoring to ABE facilitators • Parents increased support for education • Cost-sharing with local government (teacher incentives) • Solid community-government ownership • Community by-laws on child labor and education • Coordination meetings and MOU signed among Woreda education, administration, REB and IRC • Teacher compensation: 25% after the first year, 50% after year 2, 75% after year 3 and 100% after year 4

  5. PRESENT SITUATION • Project phase out, no-cost extension up to March 31st 2009 • Project handed over, support and monitoring of ABECs’ continued • Government responsibility to certify uncertified ABEC facilitators • Strong community support to educate their children and support the ABECs’

  6. LESSONS LEARNED • Community involvement is key to have sustained/community owned projects • Coordination with government at an early stage of the project is crucial • Phase by phase transition made the handover smooth

  7. Developing INEE Guidance Notes for Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery

  8. History • Roundtable on Teacher Compensation at the World Bank (October 2006) • Outcome: Recommended more research, good practices and the need to develop a clear set of Guidance Notes • Agencies facilitating broad-based, collaborative process:

  9. Process of Developing Guidance Notes • Consultants from CfBT Education Trust • INEE member case studies from 12 different countries • Consultative workshops • Washington, DC • London • Paris • Niger • New York • Turkey • Ongoing peer review process • Interim launch and piloting in the field • Pearson Foundation publication of final document • Launch at INEE Global Consultation

  10. INEE Guidance Notes for Teacher Compensation in Fragile States, Situations of Displacement & Post-Crisis Recovery

  11. Objectives of the Guidance Notes • Provide a frame of references for discussions on teacher compensation • Not intended to be prescriptive • Must be contextualized • Offer guidance for creating interim teacher compensation arrangements • Not intended to provide framework for negotiation of national teacher compensation policy

  12. Refugee IDP Returnee Overall population States affected by fragility Ministries of Education/Education authorities Donors United Nations agencies International & local NGOs Teacher organizations Audience and Context

  13. COMPENSATION Monetary Non-monetary Food Shelter Labor Healthcare TEACHERS “all persons in schools who are responsible for the education of pupils” Some definitions

  14. Policy and coordination Management and financial aspects Teacher motivation, support and supervision Guidance Notes Themes

  15. Policy and coordination Management and financial aspects Teacher motivation, support and supervision Guidance Notes Themes A1 - Collect reliable data and information on teacher compensation. A2 - Develop coordinated policy on teacher compensation. A3 - Monitor and enforce coordinated policy on teacher compensation.

  16. Policy and coordination Management and financial aspects Teacher motivation, support and supervision Guidance Notes Themes B1 - Recognise that government has the principal responsibility for ensuring teachers compensation B2 - Develop an appropriate system for the identification and payment of teachers B3 - Identify appropriate systems for financial controls and payment mechanisms

  17. Policy and coordination Management and financial aspects Teacher motivation, support and supervision Guidance Notes Themes C1 - Value complementary forms of teacher motivation and support C2 - Ensure professional development and other forms of training and support are in place C3 - Institute appropriate management, supervision and accountability systems for teachers

  18. Teacher Compensation Guidance Notes:A Basis for Advocacy and Action in Zimbabwe December 2008 – March 2009

  19. Teacher Compensation in Zimbabwe Challenges • Zimbabwe Context: Hyper-Inflation, Political Violence in Schools, Increasing “absconding” of teachers, Food Crisis, Humanitarian Space denied for months in 2008, Lack of data • Ministry of Education, Sports and Culture (MOESC) • Teachers’ Unions • Unity Government • Donors

  20. December 2008 – January 2009 Inter-Agency Concerns Raised • Discussions on targeted interventions through end of 2008: monetary and non-monetary • Dawning awareness that situation hit rock-bottom and education essentially halted as teacher unions attempt to negotiate with MOESC in transition • Dissemination of Guidance Notes at Education Partners’ Meeting (NGO, UN, Local Organizations) • Understanding that resources available to partners will have little to no impact until there is significant political change • Families bearing brunt of cost with exorbitant fees/levies collected to pay teacher incentives (January-February)

  21. Joint Advocacy, January – March 2009 UN, NGO, Teacher Unions • Education partners engaging with MOESC and teacher unions • Assessment: School Status and Attendance of Teachers/Students • Report presented to new Minister with recommendations • Profile of education increased: donors, UN, Embassies pressing for solution • Federal Reserve Bank allocated funds for civil servants for two months, buying time

  22. Lessons Learned & Observations Realities and Opportunities • More time needed to take partners through guidance notes and discuss implications/responsibilities • Shorter donor brief needed as advocacy tool • Imperative that accurate and updated cost of living calculations are made available to decision-makers • Advocacy required with additional government offices (Public Services Ministry, Federal Reserve Bank) • Opportunity to build on emergency plan to pay health workers • Sense of growing hope with new Unity government that may translate to funds

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