War Child Canada’s project in Sudan launched in 2005 following a study in El Geneina that revealed that displaced youth were among the most disenfranchised groups in West Darfur. These youth, with little protection, few educational or employment opportunities, and even fewer leisure activities, were at risk of becoming a “lost generation.” As war, displacement and urbanization continually heighten this risk, War Child’s education programming provides a safe learning environment and opportunities for vulnerable youth to re-enter the formal education system. War Child in Sudan implements a broad portfolio of programming in formal and informal educational settings.
Formal education programs comprise the following:
- Accelerated Learning Programs (ALP’s) offer out-of-school children fast-paced coursework in multiple subjects in preparation for their re-entry into education systems. Between 2008 and 2012, over 9,200 youth participated in ALP programming from Krenick, Beida, Jebel Moon, and Geneina localities.
- Teacher trainings and workshops including the formalized Training of Trainers (TOT) program equips prospective teachers with the necessary skills to work in their respective localities. The Ministry of Education offers accreditation for TOT and teachers who complete the program are eligible to be hired by the government.
- Renovation and maintenance of schools and classrooms provides necessary physical education infrastructure. War Child also furnishes its renovated schools with necessary supplies and equipment.
- Facilitating the development of parent-teacher association (PTAs) helps raise awareness of child rights, gender equality, child protection, and gender-based violence that keeps threatens education.
Informal education programs include youth development and vocational training:
- Community-based learning gathers informal support for youth “committees” across the state of West Darfur to improve conflict management skills and attitudes among participants. The curriculum uses the “Youth to Youth” (Y2Y) methodology, which is an adaptation of the widely used Child to Child methodology and brings young together to identify shared problems and develop shared solutions. The comprehensive Y2Y curriculum includes courses such as Conflict Management and Peace-Building, Reproductive Health, Human Rights and Protection, and Effective Communication For Peace.
- Construction and maintenance of youth centers along with the issuing of small grants allow youth to take ownership of their committee events and meetings.
- Recreational programs encourage peace and gender equality through arts, sports, and other leisure activities.
- Vocational training in trades such as masonry, food processing, carpentry, sewing, metal work and shoemaking impart tangible skills upon learners and make them more employable. Crucial agricultural training such as the distribution of seeds and tools, vaccination and protection of livestock, rehabilitation of wells and other community water points, along with other modern agricultural techniques, is offered to students at demonstration farms and in field schools.
In 2012, War Child Canada’s vocational training and skills development programs reached 6,913 direct beneficiaries. Overall in 2012, War Child Canada programming in Sudan impacted 29,456 direct beneficiaries and 211,330 indirect beneficiaries. War Child Canada consults and coordinates with the Ministries of Education, Agriculture, Youth, and Animal Resources, along with local Sudanese community organizations, to implement its programs.
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CEI approaches in actionDeliveryChains or Networks of schools/centersStudent supportEthics & Values/ReligionMath/numeracyLiteracy21st century skills (soft skills)Entrepreneurship skillsVocational/technical skillsArt & MusicSports
Model details2005Not-for-profitComprehensive curriculumEthics & Values/ReligionMath/numeracyLiteracy21st century skills (soft skills)Entrepreneurship skillsVocational/technical skillsArt & MusicSportsActiveLong-term projectFree service or product29,45654%46%
BeneficiariesDisplaced individualsEthnic minoritiesNomadic communitiesOut-of-school children
War Child Canada targets project activities in hard-to-reach and under-served communities. Community consultations, consultations with local partners, community mapping, baseline surveys, and the development of needs-based/vulnerability selection criteria are all approaches used by War Child Canada to ensure that our programs are accessible to vulnerable populations and that we are effective at reaching our target population.
ScaleOver 23,000 learners served through ALP classes, enrollment in basic schools and through textbook distribution. Specifically, 5840 ALP students, 16,600 recipients of books, and 1000 vulnerable children re-enrolled entrants into basic schools and ALP.223Also, 223 basic school and ALP teachers trained.93ALP centers operated25000Over 25,000 textbooks distributed to students at 20 basic schools and over 90 ALP centres. Over 11,000 students also received school supplies.
500 PTA members supported and trained; 35 classrooms rehabilitated and 3 classrooms constructed; 8 ALP spaces renovated; 85 ALP committees formed and 186 members trained; two new youth centres constructed and two rehabilitated; 58 youth livelihoods groups established; 200 youth trained in business; 150 youth and women participated in vocational training; 11 community initiatives supported; 200 youth trained in leadership, lifeskills and conflict management.December, 2014
War Child Canada's education, livelihoods and youth development work in Darfur, Sudan has been adapted and expanded to South Sudan. The program has since expanded to two states in South Sudan. War Child Canada's model ALP in coflict affect states has also been expanded into Uganda, particularly in the north where War Child Canada is working with South Sudanese refugees and Ugandan populations.
Monitoring & EvaluationYes
War Child Canada uses an institutionalized monitoring strategy for all its programs in conflict states. The monitoring strategy is tailored for the learners that War Child Canada works with and the range of different interventions provided. The strategy includes performance indicators and measurement tools to assess basic learning outcomes, program quality, enrolment, learner satisfaction and other project-specific metrics such as vocational training performance.
For basic school and ALP outcomes, student performance is monitored through attendance, test performance and teacher assessments. For all training programs, feedback mechanisms are used with participants to assess the effectiveness and quality of the training and to make adjustments to future training activities. ALP centres and constructued/rehabilitated classrooms are evaluated against quality criteria, including established minimum standards, through site visits and quality checklists. In some cases, joint assessments are undertaken with government ministries and funders. For youth development projects, focus groups and/or interviews are used to gain direct feedback from participants and to evaluate changes in come levels, income diversity and opportunities for employment. Data is typically collected and analyzed monthly to gauge implementation progress and inform project management decision making. Results are shared with partners and project participants as required at the field level.Standardized assessment performanceGraduation or promotion ratesStudent attendanceStudent retentionIncreased enrollmentMonthlyNo
94% graduation rate for ALP
100% completion rate for vocational training
1000 vulnerable children re-enrolled in basic schools and ALP