JICA’s Cooperation in Education Sector:
with focus on experience on community participation
Sei KONDO
Representative, India Office
Japan International Cooperation Agency (JICA)
Asia-Pacific Regional Conference of the Community of Democracies
“Education for Democracy: Learning together”
New Delhi, 18 January 2013
Today’s presentation
 Intro
 General view of Education sector in JICA’s cooperation
 Case: Niger “School for all” project:
contributing creation of democratic environment
What’s “JICA” ?
 the World’s Largest Bilateral Donor Agency
 India: one of the most important partner country
Grant Aid*
Grant
bilateral
assistance
ODA
Technical
Cooperation
JICA
Yen loans
multilateral
assistance
international authority
* A part of grant assistances is provided by MOFA (Ministry of Foreign Affairs, Japan) 3
Education sector and JICA
 Priority: Basic/ higher education
 TC & Grant Aid
 US$ 350mn/year
 MDG, EFA, TICAD process, etc…
 Japanese experience on modernization/ democratization
4
Education sector policy of JICA
 Objectives :
 Education as a basic human right
 Contribution to social and economic development
 Promotion of mutual understanding for a symbiotic
multicultural society
Education as a core foundation of democratic society building
5
JICA’s strategy: Issues & Focus
Improvement of
Quality
・ Teacher training and education
・ Math and Science education
・ Learner-centered education
・ Teacher’s Guidebook
Improvement of Access
・School construction
・School mapping
・Girl’s education
・Non-formal education
・ Improvement of school management
・ Capacity development of educational
administration
Improvement of
Education management
6
Experience of Niger ‘School for all’ project
Educational Development Through Community Participation:
“The Community Changes the School!”
7
General context of Niger
 Sahel region confronted with serious natural
handicaps: arid climate, drought, lack of natural
resources and no access to the sea
 A low level of HDI: consistently ranked amongst
the bottom five in the world
 Lacks the resources to support social sectors,
notably education
8
Educational Situation:
 Low level of principal education indicators
Gross intake ratio in 1st grade 51%; gross school
enrollment ratio 45%; school completion rate 25%
 Inequality: Boys / Girls; Urban / Rural
TOTAL
Boys
Girls
Total
51.1
59.5
42.5
Urban
87.1
90.2
83.8
Rural
44.3
53.6
35.0
GER Total
45.4
54.2
36.5
Urban
52.7
55.8
49.5
Rural
42.6
53.4
31.7
GIR
(2002/2003)
9
Conventional Environment around school:
VILLAGE
SCHOOL
STUDENT
TEACHER
PARENT’S
ASSOCIATION
PARENTS
COMMUNI
TY
SCHOOL IN THE
VILLAGE
10
School environment after the establishment
of School Management Committee (COGES)
VILLAGE
SCHOOL
COGES
STU-
DENT
TEACHER
PARENTS
COMMUNI
TY
SCHOOL OF THE
VILLAGE
COGES: Comité de gestion des établissments scolaires
11
School Management Committee(COGES)
Decentralized school
management (SBM)
COGES
Gov.
Parents (3)
Mothers (1)
Director (1)
Teacher (1)
Student (1)
Community
participation
Parents
Community
Teachers
Students
12
Strategies for functional COGES:
“Minimum package”
Key Components:
Democratic election of
Parents rep. for COGES
members
Formulation, implementation,
monitoring & evaluation of
School Action Plan
Monitoring of COGES
activities by local education
administrators & Communal
Federations of COGES
Functional
COGES
Democratic election:
The basis of community participation
Strategies for functional COGES:
“Minimum package”
Key Components:
Democratic election of
Parents rep. for COGES
members
Formulation, implementation,
monitoring & evaluation of
School Action Plan
Monitoring of COGES
activities by local education
administrators & Communal
Federations of COGES
Functional
COGES
Examples of “School Action Plan” Activities
Infrastructure and furniture
Evening Group Tuition
Promotion of education
Examples of “School Action Plan” Activities
Hygiene and health
School Security
Environment
Practical and productive activities
Strategies for functional COGES:
“Minimum package”
Key Components:
Democratic election of
Parents rep. for COGES
members
Formulation, implementation,
monitoring & evaluation of
School Action Plan
Monitoring of COGES
activities by local education
administrators & Communal
Federations of COGES
Functional
COGES
How does the community participate?
The process of School Action Plan
5. Annual assessment of
results at the General
Assembly
1. Problem identification and search
for realistic solutions at the General
Assembly of the village
MONITORING
4. Execution
2. Formulation of a School
Action Pan
3. Ratification of School
Action Plan at the General
Assembly
Effective Monitoring & Larger, tangible impact:
Forum strategy
Collective resolution on a
selected theme (girl’s
education)
FORUM
AWARENESS
RAISING FOR
GIRL’S EDUCATION
AT THE
COMMUNITY LEVEL
Regional assembly of
Communal Federation of
COGES (FCC)
COGES
Communal
Federation of
COGES (FCC)
General
Assemblies
of FCCs
General
Assemblies of
COGES
TANGIBLE
OUTCOME
IMPROVEMENT IN
GIRLS
ENROLEMENT
RATE
16
Impact
 23(2004) → 14,000(2007)
 214,125/400499 ≒ 53% (2004-2007)
(2002/3 – 2008/2009)
 51% → 91% Intake
 45% → 68% Enrolment
 30% → 50% Completion
 Region-wide expansion
21
Implication
 Community can be most important (but dormant)
resources
 Communities can take the very leading actors,
provided that they are formed into functional
organizations
 Functional community participation approach
contributes strengthening democratic society
22
Region-wide expansion of ’School for All’ program
23
Thank you!
शुक्रीया
For further queries, please contact
kondo.sei@jica.go.jp
Success Factor
 Alignment of National Education Policy
 Development of realistic and “Functional” model
which can create environment for collaborative work
with local community/ school/ (local) government
 Full utilisation of local resources: Sustainable model
 Effective mainstreaming/ expansion strategy
25
Way forward / Discussion
 Coordination amongst many actors
 Existence of Proper C/P is key
 Versatility: non-LLDC country?
26
Evolution of the number of functional COGES
2004
Pilot schools
23
Minimum Package
Three key components
Applied to
other schools
2004
Target schools of the EPT
329
Generalization of
functional COGES
2007
All schools in
Niger
13 000
Applied to
other schools
2005
All schools in the Tahua
region
2006
All schools in the Zinder
region
1 500
Applied to
other schools
Evolution of indicators: Universal Primary
School Enrollment (SPU): 2001 to 2010
98.6%
72.9%
Gross intake ratio
in 1st grade
Gross school
enrollment ratio
40%
37%
School completion
ratio
Generalization of
functional COGES
Example of the Forum outcomes:
Improvement of girl’s education
Sta te of Gender Partiy：Results of Girl's Education campaign
1.1
1.0
1. 001
Gender
Parity
0.9
0.8
Tillaberi
0. 825
Maradi 0. 670
0.7
0. 860
0. 892
0. 883
0. 868
0. 818
Forum
0. 678
0. 742
Forum
4-5/2009
4-5/2009
0.6
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
Example of the Forum outcomes:
Improvement of exam results
Exam Results in the Zinder region
+ 15.0
+ 13.9
+ 14.2
Session
2008
Session
2009
%
+ 10.5
+ 9.4
+ 10.0
+ 7.4
+ 8.3
+ 5.0
Forum jan 2008
+ 0.0
National Average
Session
2004
Session
2005
Session
2006
Session
2007
JICA’s Cooperation Strategy for India
India’s Development
Strategy
“Faster Growth”
Employment
Generation
“Inclusive Growth”
Global Environmental
Issues
JICA’s Cooperation Strategy for India
Stable Energy
Supply
- Improvement of Energy Supply Capacity,
Energy Saving and Energy Sufficiency
Improvement of
Transportation
Networks
- Strengthening Major Transport Networks
（Railways/Roads/Airports/Ports）
- City Transport System
（Metro/Outer Ring Roads)
Employment
Generation
- Private Sector Assistance
Income Generation
in Rural Areas
- Employment Generation in Rural Area
- Enhancement of Agricultural Productivity
- Improvement of Rural Environment & Infrastructure
- Improvement of Basic Social Services
Improvement of
Basic Social Services (Health and Sanitation)
Conservation and
Improvement of
Urban Environment
- Pollution Prevention and Management
(except Anti-Water Pollution Measures)
- Water Quality and Water Resources Management
Environmental
Conservation
- Forestation and Forest Preservation
2
India is JICA’s largest partner
ODA Loan
Operational results in FY2009:
Commitment: JPY 218.2 billion (INR 10,910 cr.)
Disbursement: JPY 129.1 billion (INR 6.455 cr.)
No. of on-going projects:
20%
63
Sector:
Transport and urban infrastructure have been
the major sectors in recent years
7%
5%
Water Supply,
Sanitation
47%
Operational results in FY2009:
JPY 400 million (INR 20 cr.)
No. of on-going projects:
1
Sector:
Educational media
production facilities for IGNOU,
Medical equipment for several
hospitals, etc.
Energy
Forestry,
Environment
21%
Grant Aid
Transport, Urban
Infrastructure
Technical
Cooperation
Operational results in FY2009:
JPY 1,900 million (INR 95 cr.)
No. of on-going projects:
21
Sector:
Visionary leaders for
manufacturing, Sustainable
development of expressways,
Water supply system,
Reproductive health, etc.
Agriculture,
Irrigation
Citizen Participation
Volunteers;
11 volunteers
Japanese language, Judo,
Health educator, etc.
NGO activities:
8 projects
Farmers’ education, Gender
improvement among women,
Rural nutrition, etc.
3
India is JICA’s largest partner
(JPY billion)
FY
ODA Loan
Grant Aid
Technical
Cooperation
TOTAL
2003
125.0
1.7
2.0
128.7
2004
134.5
3.0
2.4
139.9
2005
155.5
2.1
1.8
159.4
2006
184.9
0.6
1.3
186.8
2007
225.1
0.4
1.2
226.7
2008
236.0
0.2
1.2
237.4
2009
218.2
1.2
1.9
220.5
2010
48.0
0.2
1.7
49.9
4
Collaboration with newly established IIT Hyderabad (IITH)
1. Entire Consortium Structure: All-Japan basis cooperation
3. R&D: Five academic area of cooperation
Nanotechnology & Nano science
IITH Consortium in Japan
Digital Communication
Environment & Energy
Design & Manufacturing
Academia
Civil & Urban Engineering
MOFA*
MEXT*
MIC*
Advisory committee of
JICA
Government
IITH
Private sectors
*MOFA: Ministry of Foreign Affairs, MEXT: Ministry of Educational and
Training,
MIC: Ministry of Internal Affairs and Communication
Photo from project under implementation: “DISANET” project
(Information Network for Natural Disaster Mitigation and
Recovery)
2. ODA Schemes for collaboration
4. Japanese ODA Loan
Combination of and coordination among ODA schemes for effective and efficient
cooperation
Proposed six building to be supported : Guest House,
Students Activity Centre, Central Library, Auditorium,
Convention Centre, Business Incubator/Science
Technology Park
Vision of IITH
Applicable ODA scheme
・SATREPS* (5 area of research activities)
R&D
HRD (Education)
Infrastructure
(permanent campus)
(Equipment/ Machinary)
(Technical Cooperation)
・Technical cooperation
・Visit of experts, visit by Indian faculty members
・Japanese ODA Loan
-Development of campus**
-Procurement of equipment
*SATREPS: Science and Technology Research Partnership for Sustainable
Development
**Proposed building to be supported by Japanese ODA loan: Guest House,
Students Activity Centre, Central Library, Auditorium, Convention Centre,
Business Incubator/Science Technology Park
Technical Cooperation for Campus
design by ODA with support from
architects from academics and consultants
Loan Appraisal for Campus development
are expected in later half of FY2011
Source: Salient
project report by IITH
10
II. JICA’s Profile in Basic Education
(1) Issues Facing Basic Education Sector
Issue 1
Improvement of enrolment in primary and lowersecondary education
Issue 2
Improving the quality of primary and lower-secondary
education
Issue 3
Reducing gender disparity
Issue 4
Expansion of Non-Formal Education
Issue 5
Improving Education Management
I. JICA’s policies
Position Paper on Education Sector 2010
“JICA’s Operation in Education Sector – Present and Future”
 Objectives (Why):
1.
Education as a basic human right
2.
Contribution to social and economic development
3.
Promotion of mutual understanding for a symbiotic multicultural society
 Priorities (What):
Basic education (teacher training, school management, construction of school
facilities, capacity development of administrators) and higher education
 Guiding principles (How):
1.
Supporting policy-making reflecting on-the-ground knowledge
2.
Longer-term engagement in alignment with partner countries'
development plans
3.
Promotion of network-type cooperation and exchange
4.
Results-oriented project design, implementation, and evaluation
(3) Regional trends: Math and Science Education
Central & South America
Cooperation
based on PROMETAM
Myanmar
Guatemala
Nicaragua
Honduras
Mongolia
Afghanistan
Laos
Pakistan
Uganda
Sudan
Bangladesh
Cambodia
Niger
Indonesia
Bolivia
Senegal
Kenya
Burkina Faso
Rwanda
Ghana
Africa
Cooperation based
on SMASE
Malawi
Asia & Middle East
Various cooperation
for each needs
Nigeria
Angola
Tanzania
Zambia
（Jan. 2013, on-going only ）
(3) Regional trends: Education Management
Pakistan
Senegal
Afghanistan
Laos
Niger
Nepal
Mali
Ethiopia
Cambodia
Burkina Faso
Africa
Cooperation based on
“School for ALL”
Asia・Middle East
Various cooperation
for each needs
（ Jan. 2013, on-going only ）