Presentation on Alternative Innovative Learning Programmes For Out Of School Children – The Experience of ZOCS in Zambia The pictures on top of the slide depicts, the beneficiaries of the initiative ( a group of pupils, a thatched community school, a well built community school and a vulnerable girl child). Presentation by: Cleopatra Chona - Muma ZOCS Programme & Advocacy Manager 24th August, 2017

OVERVIEW OF PRESENTATION The presentation will be as follows: Situational Analysis of OOSC in Zambia About Zambia Open Community Schools (ZOCS) Key turning points and successes in addressing barriers to education for OOSC Future of OOSC support

NATIONAL SITUATIONAL ANALYSIS (2014) Orphans in Zambia as of 2009 1.6 million (INESOR –UNZA) Registered Community Schools 2, 319 ESB 2016 Learners in Community Schools 600,000 (20% of total Primary School Population) Children out of school, of school going age 504,000 UNICEF 2014 800,000 (MoGE, 2016) 59% increase Budget allocation to the Education sector for 2016 Funds allocated to Community Schools by Government Budget allocation to the Education sector for 2017 17.2% of National Budget K3,000,000.00 16.5% of National Budget Transition rate grade 7 – 8 (ESB 2016) 66.2 % (33.8%) If not in school, where are they ???

Why ZOCS exists – Our Identity Our Vision: “A Zambia where all Community School Learners, especially Orphans and Vulnerable Children (OVC), girls and Learners with special education needs, obtain quality and equitable education that enables them to realize their fullest potential.” OUR MISSION “ZOCS exists to brighten prospects of Community School learners by empowering Community Schools, building partnerships, influencing policy, supporting learners and creating conducive learning environments.”

ZOCS STRATEGIC PLAN (2016 – 2020) GOAL: Community School learners, especially Orphans and Vulnerable Children (OVC), girls and children with Special Education Needs, Achieve Improved Learning Outcomes SO 2: To have Stronger, Better resourced, and more Self sufficient Community Schools, by 2020. SO 3: To become more effective and efficient by 2020 SO 1: To increase access to Equitable and Quality Education by Community School learners, especially Orphans and Vulnerable Children, girls and children with Special Education Needs, by 2020.

How are Out Of School Children (OOSC) defined? Out Of School Children (OOSC) may be categorized as follows (UNESCO,2016): (i) Children who do not have access to a school in their community (ii) Children who have never enrolled at a school, despite the availability of a school; (iii) Children who have enrolled but do not attend school (thereby being very likely to drop out); and (iv) Children who drop out of the education system.

The Experience of ZOCS in Zambia ZOCS Key turning points and successes in addressing barriers to education for OOSC

The Experience of ZOCS in Zambia ZOCS has been intimately linked to development and the education needs of OOSC. Regardless of the context, ZOCS has focused on providing quality education to OOSC whether under a tree, in church building, a rundown community building or any other place where teaching and learning can take place. The success of ZOCS work has been premised on openness, flexibility, innovativeness, sustainability and building strong partnerships.

Advocacy & influencing A critical part of ZOCS work is centered on approaches aimed at influencing government policy and legislation to benefit OOSC’s need to access quality education. Flexible Learning Strategies, Innovation and Education Facilitates inclusion, Increases learner retention by removing barriers that exclude children or obstruct their progression through systems of education; Policy and Legislation Partnerships _ Building Stronger Partnerships especially with the Community

Capacity building Increasing teacher and community capacity to provide quality education to OOSC requires teachers and care givers who are well placed to provide love, care and psychosocial support: Role of Teachers - The teacher is an important asset towards developing education systems that are of high quality, equitable and inspiring for its learners. Curricula, Pedagogies, and personalized Learning - Flexibility in the curriculum and in pedagogy is important to include and retain learners in school

Innovations around the curriculum These innovations include teacher training that emphasizes love and care for learners recognizes the effect of children’s home backgrounds, their ages, gender and disability on their abilities, “Empowered, trusted and connected teachers; provide effective support for OOSC and their families, promote a quality and engaging learning that keeps students at school help to establish a school as a learning and development hub of the community Teachers in Community Schools work with multi-age learners, multi-grade they need a variety of psychosocial skills including those of love and care

Assessment and appropriate instruction For over-age children entering into a school, assessments are important to determine at what level of instruction they are to be placed. Continuous assessments over the course of instruction are needed for each child for Remediation determining the path of their acceleration A neglect of remediation and acceleration leads to more dropouts

Service delivery Supporting Community Schools through: Providing teaching and learning materials Financial assistance to schools, Facilitating infrastructure development Facilitating provision of water and sanitation facilities, School feeding Programme (Home Grown ) Providing bursaries for learners especially girls and children with disabilities Providing assistive devices to learners with disabilities Economic strengthening for households

Synergies with the Government Structures The Zambia Open Community Schools: delivers its interventions through established government systems, especially those of MoGE for example; training of volunteer teachers is conducted by MOGE personnel Memorandum of Understanding ( current MoU 2016 – 2020)

The role of communities ZOCS works closely with families and communities to provide support to learners and ensure the enrolment and retention of OOSC. Community level structures include Parent Community School Committees (PCSC) Community Action Groups (CAG) PCSC and CAG in target Communities mobilize, identify and register OOSC in school Provide psychosocial support and counseling to OOSC and their households on the importance of Education.

What does the future of supporting OOSC look like? The future of supporting OOSC lies in overcoming the ever evolving barriers to access and participation in education. There is need for more accountability in the provision of education services with available resources ( Student Councils). Investing in community and district advocacy structures for improved social accountability. Increased financing to education sector and Community Schools. Continued advocacy on OOSC in Zambia to access education.

We thank you If there are not in school, where are they??