Annex A – Logical frameworks
LOGIC MODEL SCHOOL ATTENDANCE INITIATIVE (SAI) 2011-2012
GOAL Prevent and reduce school dropout and increase school attendance with a focus on the most disadvantaged children
INPUTS
ACTIVITIES
OUTPUTS
1 national conference organized with 200
CONTRACTUAL
ACTIVITIES AT SCHOOL LEVEL
stakeholders as participants
RESOURCES
1.Trainings with school directors and
103 school directors participating in school
1. Partnership
teachers on school management and
management training and intercultural and
agreements with the
inclusive education
inclusive education
56 school mediators trained
Ministry of Education,
2. Training with school mediators and
55 Romani language teachers trained
county and local
Romani language teachers
1090 teachers trained in 8 curricular areas and 4
authorities, civil society
3. Training with teachers on curricular
extra-curricular areas
2. Agreements with
areas
5600 children involved in curricular and
extracurricular activities
participatory schools
4. Extracurricular activities with
46 CJRAE specialists trained for becoming
children
trainers in the field of parental education
MATERIAL RESOURCES
1879 parents participated in counseling, training
1. School equipment
ACTIVITIES AT FAMILIY LEVEL
and information
414 training sessions in parental education
2. Didactic materials
1.Parental education sessions
Out of school children country report
3. Training resource
2.Support groups for enhancing
Study on the estimation of school dropout
packages
parents-school cooperation
phenomena's dimension by using the cohort
3. Working resources
analysis methodology 30 visits of Roma role
models organized
(guides, CDs, movies)
ACTIVITIES AT COMMUNITY LEVEL
Analysis on children who don't go to school in
1. Mobilize community networks
primary and secondary cycles
HUMAN RESOURCES
2. Promote Roma role models
Resource pack for supporting teachers working
1.Trainers
3. Train social workers
with students at risk of school dropout collection of DVDs for various disciplines and
2.Community organizers
extracurricular activities
3. Researchers
CROSS SECTORAL ACTIVITIES
Guide for school directors for preventing and
4. Parental educators
1.Awarness raising on the importance
combating school dropout;
5. Local resources
of education
Community mobilization for preventing and
combating school dropout - guide for social
6. Volunteers
2.Interinstitutional partnerships
workers;
developed for addressing dropout
Guide for the school consortium
3. National conference on prevention
92 community networks for early prevention
of school absenteeism and dropout
formed;
94 trained social workers;
Roma inventory of human resources and their
training needs accomplished;
5,000 school bags and school supplies
distributed to school children at risk of dropout
CONTEXT
An estimated 400.000 children of compulsory school age not attending school regularly;
A new educational law approved, promoting a 10 year free of charge compulsory education;
An increase in poverty rates following the economic crisis, in parallel with significant cuts in public expenditure.
OUTCOMES
A decrease by 50- 60% of dropout
and absenteeism in SAI
communities
More welcoming and friendlier
schools
Parents have better parental skills
and parent –child communication is
improved
Communities are mobilized and act
in an integrated manner to prevent
school dropout
Evidence-based recommendations
are feeding public policies
Inter-institutional cooperation is
enhanced in SAI communities
LOGIC MODEL SCHOOL ATTENDANCE INITIATIVE (SAI) 2012-2013
GOAL Prevent and reduce school dropout and increase school attendance with a focus on the most disadvantaged children
INPUTS
ACTIVITIES
OUTPUTS
CONTRACTUAL
ACTIVITIES AT SCHOOL LEVEL
1 national conference organized with
RESOURCES
1.Trainings with school directors and
300 stakeholders as participants
1. Partnership
teachers on school management and
176 school directors participated in
agreements with the
inclusive education
school management training
Ministry of Education,
2. Training with school mediators and
93 school directors trained in inclusive
county and local
Romani language teachers
education
authorities, civil society
3. Training with teachers on curricular
60 school mediators trained
2. Agreements with
areas
30 Romani language teachers trained
participatory schools
4. Extracurricular activities with
120 persons participating in seminars
children
on school mediators
MATERIAL RESOURCES
1200 teachers trained in 8 curricular
1. School equipment
ACTIVITIES AT FAMILIY LEVEL
areas and 4 extra-curricular areas
2. Didactic materials
1.Parental education sessions
5500 children involved in curricular
3. Training resource
2.Support groups for enhancing
and extracurricular activities
packages
parents-school cooperation
50 educators trained for becoming
3. Working resources
trainers in the field of parental
(guides, CDs, movies)
ACTIVITIES AT COMMUNITY LEVEL
education
1. Mobilize community networks
1200 parents trained for improving
HUMAN RESOURCES
2. Promote Roma role models
their parental skills
1.Trainers
3. Train social workers
40 partnership public-private
2.Community organizers
agreements signed
3. Researchers
CROSS SECTORAL ACTIVITIES
200 training sessions in parental
4. Parental educators
1.Awarness raising on the importance
education supported financially by
5. Local resources
of education
local authorities
6. Volunteers
2.Interinstitutional partnerships
1 study on the impact of the parental
developed for addressing dropout
education drafted
3. National conference on prevention
1 national network of Roma students
of school absenteeism and dropout
developed
100 visits of Roma role models
organized
1 pedagogical kit on inclusive
education drafted
CONTEXT
An estimated 400.000 children of compulsory school age not attending school regularly;
A new educational law approved, promoting a 10 year free of charge compulsory education;
An increase in poverty rates following the economic crisis, in parallel with significant cuts in public expenditure.
OUTCOMES
A decrease by 50- 60% of dropout
and absenteeism in SAI
communities
More welcoming and friendlier
schools
Parents have better parental skills
and parent –child communication is
improved
Communities are mobilized and act
in an integrated manner to prevent
school dropout
Evidence-based recommendations
are feeding public policies
Inter-institutional cooperation is
enhanced in SAI communities
LOGIC MODEL SCHOOL ATTENDANCE INITIATIVE (SAI) 2013-2014
GOAL Prevent and reduce school dropout and increase school attendance with a focus on the most disadvantaged children
INPUTS
ACTIVITIES
OUTPUTS
OUTCOMES
CONTRACTUAL RESOURCES
1. Partnership agreements with the MOE
county and local authorities, civil society
2.UNICEF-ISE-ARACIP agreement
3. Partnership agreements with 75
participatory schools
4.Partnership agreements with 30 DGASPC,
ISJ and CJRAE
MATERIAL RESOURCES
1. Kit model
2.Working tools (guides, methodological
guidelines, pedagogical kits, CDs, movies)
3.On line communication platforms
4. Micro grants ( 2000 $ per school)
HUMAN RESOURCES
1.National Coordinators
( UNICEF)
2. National facilitators ( ISE)
3..Management county facilitators (CJRAE)
4.Implementation county facilitators ( CJRAE,
DGASPC)
5.Local management (at school level)
6.Local implementation staff ( school staff
and social worker)
6.Trainers ( national and county level)
7.Researchers
6.Parental educators
7.Roma role models
8. National Volunteers
9. Local volunteers
ACTIVITIES AT SCHOOL LEVEL
1.Blended learning for school
representatives in order to improve
evidence based decision making process
2. Training with teachers on 7 curricular,
transversal themes 3 and 3
extracurricular areas
3. Extracurricular activities with children
4 Activities with parents at school level,
involving teachers, parents and students
ACTIVITIES AT FAMILIY LEVEL
1.Parental education sessions
ACTIVITIES AT COMMUNITY LEVEL
1. Mobilize community networks
2. Promote Roma role models in 50
schools
3. Train social workers on civic and social
competencies
4.Develop a monitoring methodology for
identifying children at risk of dropout in
need of social support
4. Sensitize mayoralties for financing
parenting education sessions
CROSS SECTORAL ACTIVITIES
1.Awarness raising on the importance of
education
2.Interinstitutional partnerships
developed for addressing dropout
3. Studies on the impact of parenting
education
150 school representatives participated
in school management training
700 teachers trained in 7 curricular areas, 3
transversal and 3extra-curricular areas
2500 children involved in curricular and
extracurricular activities
1900 parents involved in
teachers/parents/students activities
600 monitoring visits organized at school
level
152 monitoring visits
600 parents trained for improving their
parental skills
1 study on the impact of the parental
education drafted
70 social workers trained on social and civic
competencies
30 county experts trained on applying
monitoring methodology
1500 children at risk needing social support
identified
School aged children not enrolled in school
identified
30 cross sectoral meetings addressing
dropout
1 national network of Roma students
5000 children participant to the debate and
movie presentation on What do you want
to be when you grow up?
A decrease by 50% of dropout
and absenteeism in school by
comparison to school year
2011-2012
CONTEXT
An estimated 400.000 children of compulsory school age not attending school regularly;
A new educational law approved, promoting a 10 year free of charge compulsory education;
An increase in poverty rates following the economic crisis, in parallel with significant cuts in public expenditure.
Welcoming and friendlier
schools
Parents have better parental
skills and parent –child
communication is improved
Communities are mobilized and
act in an integrated manner to
prevent school dropout
Children at risk of dropout have
increased self esteem
Evidence-based
recommendations are feeding
public policies
Inter-institutional cooperation
is enhanced in SAI communities
Increased cooperation at local
and county level ( DGASPCSPAS), SPAS-schools
LOGIC MODEL SCHOOL ATTENDANCE INITIATIVE (SAI) 2014-2015
GOAL Prevent and reduce school dropout and increase school attendance with a focus on the most disadvantaged children
INPUTS
CONTRACTUAL RESOURCES
1. Partnership agreements with the MOE
county and local authorities, civil society
2.UNICEF-ISE-ARACIP agreement
3. Partnership agreements with 32
participatory schools
4.Partnership agreements with 19 DGASPC,
ISJ and CJRAE
MATERIAL RESOURCES
1. Kit model
2.Working tools (guides, methodological
guidelines, pedagogical kits, CDs, movies)
3.On line communication platforms
4. Micro grants ( 2000 $ per school)
HUMAN RESOURCES
1.National Coordinators
( UNICEF)
2. National facilitators ( ISE)
3.Management county facilitators (CJRAE)
4.Implementation county facilitators (CJRAE,
DGASPC)
5.Local management (at school level)
6.Local implementation staff (school staff
and social worker)
6.Trainers ( national and county level)
7.Researchers
6.Parental educators
7.Roma role models
8. National Volunteers
9. Local volunteers
ACTIVITIES
OUTPUTS
OUTCOMES
ACTIVITIES AT SCHOOL LEVEL
1.Blended learning for school
representatives in order to improve
evidence based decision making process
2. Training with teachers on 7 curricular
subjects and 9 transversal themes
3. Extracurricular activities with children
4 Activities with parents at school level,
involving teachers, parents and students
ACTIVITIES AT FAMILIY LEVEL
1.Parental education sessions
ACTIVITIES AT COMMUNITY LEVEL
1. Mobilize community networks
2. Promote Roma role models in 32
schools
3. Apply a monitoring methodology for
identifying children at risk of dropout in
need of social support
4. Support the children identified at risk of
school dropout
CROSS SECTORAL ACTIVITIES
1.Awarness raising on the importance of
education
2.Interinstitutional partnerships
developed for addressing dropout
3. Studies on: impact of parenting on
school culture; violence in school,
transitions to upper cycles of education,
resilience in disadvantaged schools, access
to education of children with disabilities
64 school representatives benefitting from
customized school management training
320 teachers trained in 7 curricular areas and 9
transversal themes
2000 children involved in curricular and
extracurricular activities promoted in SAI
300 parents involved in
teachers/parents/students activities
42 monitoring visits organized at school level
(and 8 support visits per school delivered by
county facilitators)
490 parents trained for improving their parental
skills
Studies on: impact of parenting on school
culture; violence in school, transitions to upper
cycles of education, resilience in disadvantaged
schools, access to education of children with
disabilities
32 social workers supported to apply the child
monitoring methodology
19 county experts applying the child monitoring
methodology
No. of children at risk needing social support
identified; for which a social inquiry was
conducted; with a Plan of Services; who
benefitted of social prestations following the
social inquiry; referred to the DGASPC in order
to prevent abuse – neglect – exploitation;
referred to DGASPC in order to get registered
with a degree of disability
No. of school aged children not enrolled in
school identified
No. of children supported through the
Community Support Network
64 courses organized to test the pedagogical kit;
3200 children participating in the courses;
64 meetings with parents;
320 parents participating in the meetings;
A decrease by 50% of dropout
CONTEXT
An estimated 400.000 children of compulsory school age not attending school regularly;
A new educational law approved, promoting a 10 year free of charge compulsory education;
An increase in poverty rates following the economic crisis, in parallel with significant cuts in public expenditure.
and absenteeism in school by
comparison to school year
2011-2012
Welcoming and friendlier
schools
Parents have better parental
skills and parent –child
communication is improved
Communities are mobilized and
act in an integrated manner to
prevent school dropout
Children at risk of dropout have
an increased self-esteem
Evidence-based
recommendations are feeding
public policies
Inter-institutional cooperation
is enhanced in SAI communities
Increased cooperation at local
and county level ( DGASPCSPAS), SPAS-schools