DRC CSTL National Coordination Unit Annual sharing meeting Johannesburg, Southern Sun OR TAMBO November 2014

Presentation Overview:  Introduction  Background and members  Structure: Working Teams  Roles and Responsibilities  Achievements  Lessons Learned  Challenges  The way forward

INTRODUCTION  Area: km²,  Population: approximately 80,000,000 inhabitants, of whom the majority is children and young people.  Difficulty to access quality education for children and young people  Stakeholders: Congolese State and its partners.

INTRODUCTION (continued)  Opportunity: Member of SADC and CSTL Programme.  Implementation of the CSTL Programme: consultation and decision-making body, namely: The National Coordination Unit "NCU".

Background Adoption: July 2008 Launch of the DRC CSTL programme: 18 March 2010 Establishment of the NCU : 2010 Components:  3 Departments ( ESURS, EPSP and Social Affairs ) at the beginning and other stakeholders;  Currently 9 Departments and 7 stakeholders.

Members A. Departments : 1.Department of Higher and University Education, and Scientific Research, 2.Department of Primary, Secondary and Vocational Education, 3.Department of Social Affairs, 4.Department of Gender, the Family and Child, 5.Department of Youth, Sport and Recreation, 6.Department of Agriculture, Fisheries and Livestock, 7.Department of the Environment, 8.Department of Health, 9.Department of the Home Affairs

Members B. Stakeholders / NGOs 1.LIZADEEL 2.I.D.I 3.RECIC 4.CLEJUPS 5.BECODES 6.Passion pour la RDC 7. GAPE Foundation

Roles and Responsibilities: NCU = policy-making body for the implementation of CSTL actions in the DRC: 1.Implement the Regional CSTL guidelines; 2.Take important decisions at national level; 3.Formulate guidelines for the working groups; 4.Serve as a framework for exchanges between different actors for skills development; 5. Validate the action plans and activities reports of working groups.

Structure/Working Teams 4 Working Groups namely: 1.Advocacy and expansion 2.Reproductive Health 3.Marginalized Children 4.Monitoring-evaluation

Achievements: A. Advocacy Year 2011 distribution of advocacy material(T-shirts, calendars, leaflets); advocacy with United Nations agencies (UNICEF) to support the vulnerable children in thepilot schools. Year 2012 Awareness-raising measures to involve the municipal authoritiesof Bandalungwa and community leaders in the prevention of sexual harassment andabuse of children in the school environment. Year 2013 launch of phase 2 of the SPEAK OUT project! Year 2014: Under way

B. Multisectoral Collaboration Year 2011 organisation of focus groups on the fight against sexual harassment and abuse in 5 pilot schools in Kinshasa ; Year 2012 involvement of the differentdepartmentsand stakeholders in the adaptation process of theregional support documentto the DRC context; coordinated organisation of the awareness-raising day on sexual harassment and abuse.

Year 2013  Contributions from partners and other stakeholders in the Care and Support for TeachingandLearning programme;  Preparation, organisation and drafting of the report by theNational Coordinating Unit;  Contextualization of the MER framework with the involvement of MoE and other stakeholders. Year 2014  Expansion of the NCU by involving other key actors;  Establishment of 4 task teams with several internal experts.

C. Resources and Tools Year 2011 design of advocacy materials (T-shirts, calendars, leaflets, etc.); Year 2012 recruitment of country Master Trainer; distribution of awareness-raising material (booklets, leaflets, posters etc.); training of teachers, learners and parents in 5 targeted CSTL schools in Kinshasa on the prevention of harassment and sexual abuse in the school environment (SPEAK OUT! 1)

C. Resources and Tools Year 2013 Development and adaptation of training materials; Organisation of training workshops for the strengthening of capabilities of DRC CSTL stakeholders; Organisation of community dialogues in 5 targeted schools.

D. Monitoring – Evaluation and Knowledge management Year 2011 Organisation of systematic data collection at school level; Organisation of monitoring activitiesin the 15 pilotschools and centres. Year 2012 Collection, processing and publication of datain 15 CSTL pilotschools (9 in Kinshasa and 6 in Matadi-Bas Congo). Year 2013 Collection, processing and publication of datain 15 CSTL pilotschools (9 in Kinshasa and 6 in Matadi-Bas Congo). Periodic reportingon activities; Year 2014: A base-line study was performed in 15 schools in Kinshasa regarded as laboratory schools for the implementation of CSTL services.

E. Policy Year 2011 Adaptation of the CSTL tools to the national context; Participation of theNational CSTL Team in regional meetings organisedby MIET Africa. Year 2012 Adaptation of the regional support documentto the DRC context in accordance with the 12 action points; Participation of theNational CSTL Team in regional meetings organisedby MIET Africa.

Year 2013 Follow-up and completion of theadaptation and validation of the CSTL tools to the national context; Participation of theCSTL National Team to regional meetingsorganisedby MIET Africa.

CHALLENGES  Mobilisation of resources at local level for efficient implementation of the CSTL, with possiblesupport from MIET Africa;  Integration of CSTL indicators in the EMIS;  Make available all adapted tools to the pilot schools;  Efficient integration and provision of essential care and support services in the 15targeted schools;  Take up CSTL in provincial and national budgets intended for education;  Instability of staff and stakeholders at the school and national level.

LESSONS LEARNED Strengthening of stakeholder capabilities is an importantprerequisite to thesuccessful implementation of the programme; The distribution of roles between the stakeholders promotes the programme'ssuccess andefficiency; To avoidduplication, the CSTL programme should not be considered as an isolated programme. It should evolve in symbiosis withother ongoing programmes in the country;

LESSONS LEARNED (continued) To avoidthe waste of resources, the disseminationof best practices from differentinitiatives underway in the country is of utmostimportance; Thesuccess of the CSTL Programme in a country dependson the level ofownership of theexperienceby the various stakeholders concerned at all levels ;.

The way forward  Development of standards for CSTL services;  Integration of CSTL indicators in the EMIS;  Customisation of the My life programme! My future;  Expansion of the programmes in other schools and provinces;  Strengthening of stakeholder capabilities at all levels.

Thank you!!! Merci!!! Obrigado!!!!