Survey of Communication For Development in Education via UNICEF & BRAC Country Programmes

Background: UNICEF and BRAC programmes within the education sector have predominantly focused on supply issues with attention to increasing coverage and access, relevance and quality (eg. staffing, curricula and service delivery), and learning outcomes. UNICEF’s new Strategic Plan 2014-2017, places particular emphasis on the demand side of development (ie. knowledge and awareness, behaviour and social change and participation processes) that have significant potential to influence programmatic results. A review of UNICEF Country Office Annual Reports over the past two years has indicated limited Communication for Development support to Education results in relation to other result areas including Health, WASH and HIV. To strengthen C4D support to Education priorities, UNICEF Programme Division (C4D and Education Sections) has launched a three-year C4D in Education initiative currently being rolled out in 15 countries across 6 regions as a collaborative partnership between UNICEF HQ and BRAC international. As the global education community deliberates on the new Education For All Framework for Action (EFA 2030), there is strategic opportunity for UNICEF, BRAC and other partners to influence this new agenda and strengthen the demand and enabling environment factors that can contribute to better education outcomes for children and adolescents.

Rationale for Survey: As part of the joint effort UNICEF and BRAC are currently undertaking a Global evidence review of C4D in Education. Towards informing action, there is need to complement the review of impact research with a Global mapping to facilitate a detailed stocktake on the actual status of C4D in Education. This Global mapping is the first attempt of UNICEF globally to assess C4D in Education.

Objective of Survey: The objective of the survey is to assess what and how C4D in Education is being planned, managed, integrated within wider education frameworks and resourced to address specific education exclusion and quality barriers identified. The aim of the survey is to identify gaps and opportunities for strengthening and assess the types of supports required to ensure more strategic and systematic work on C4D related to education access and quality.

Expected Use of Survey Findings: The mapping analysis along with the evidence review findings will be used to inform the development of Programming Guidance in C4D in Education Programming and to provide a basis for decisions and strategies within the C4D in Education joint initiative.

Guidelines for completing the survey:

Step 1 – Joint Completion of Form: The survey should be completed in a 90-120 minute session involving senior Education staff member/s AND C4D /Communication specialist/s familiar with C4D in Education work within the wider Education sector and specifically interventions supported by the Country office. The instrument relies entirely on the professional assessment of survey respondents. While not based on explicit data, the assumption is that responses will be informed by Education specialist familiarity with the most up-to-date formal Education sector reports, findings and specific circumstances of marginalized groups.

Step 2 – Securing Government/Partner Inputs on Selected Items: The completed survey form should be sent via email or a brief follow-up meeting arranged to facilitate review and inputs from government counterparts on the 7 Questions that relate most to the wider Education Sector: 2.1, 2.2, 3.3, 3.8, 3.10, 3.11, 3.12

Step 3 – Submission and Notification: After completing the survey form it should be saved and uploaded onto your country page in the C4D in Education website http://c4d-and-education.weebly.com/ with an email to notify Kerida Mcdonald kmcdonald@unicef.org that the survey has been completed.

Thanking you in advance for completing the survey which is a critical input to inform the Global C4D in Education initiative. The analysis will be presented in the C4D in Education and provide substance for review at the Stocktake and Planning meeting 25-28 May, 2015. Your completion of the survey will also serve as a pre-test for the instrument to be circulated globally after the workshop when the mapping and analysis will

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be extended to all country programmes within UNICEF. Please submit your feedback by this Friday May 22 COB.

1.0 BACKGROUND INFORMATION

1.1 NAME OF COUNTRY OFFICE : TAJIKISTAN

1.2 Years For Current Country Programme: 2010-2015

1.3 Expected Month/year of key Programming Cycle events:

a) Mid Term Review: ____2013_______b) Situation Analysis: __02/2012_________c) UNDAF Development: __05/2015 (signature)d) CPD Preparation: __09/2015 (approval)

1.4 Name & Title for CO Main Focal Point for C4D in Education: (It is understood that the function may be undertaken by both C4D and Education personnel. However please provide name and title for the person that is currently leading the C4D in Education efforts)

Name: Parviz Abduvahobov Title: Education Specialist

1.5 Chief of Education Programme: Sara McGinty

1.6 Deputy Representative: Marjan Montazemi (acting)

1.7 Which of the following most closely describes how C4D in Education is managed in your CO?

______ a) C4D officer embedded in Education Programme

_______ b) C4D Officer specifically assigned to support Education with support to Education in PER

__√___ c) Specific Education officer is designated to plan and manage C4D activities

_______d) No specific person supports C4D in Education. Education officers outsource communication support as required.

1.8 C4D in Education DOCUMENTATION/EVIDENCE: Please list evaluations or reports (published or unpublished) that you may be aware of nationally or globally that you would recommend for inclusion in the Resources section of C4D in Education website) and upload: http://c4d-and-education.weebly.com/

N/A

1.9 C4D in Education MATERIALS: Please list any C4D in Education communication tool/material that your CO has developed/supported. If possible please attach documents or upload on C4D in Education website. http://c4d-and-education.weebly.com/

C4D in Girls’ Education communication tools/materials are currently under draft and yet to be validated and piloted in schools. Once finalised and piloted will be shared.

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2.0 CONTEXT & C4D RESPONSE

2.1 In relation to the overall education system in the country, please indicate the forms of Education exclusion and corresponding support at each level of the Education System. (For Government validation)

a) Rate the overall level of relative exclusion (C4D and Education focal point joint opinion)b) In cases where you have rated as HIGH (ie 3) please indicate with an X the main issues related to

education exclusion in your countryc) Add “C4D” under the “X” to indicate where you have made significant use of C4D to help address

the issue.

Example:

Characteristics of Education Exclusion and Corresponding Levels of C4D support

1 = Low 2 = Medium 3 = High

IN CASES WHERE YOU HAVE RATED AS HIGH (ie 3) Please Mark with an X where this is a major issue and add “C4D” where C4D is providing significant support.

Education Level

Overall Level of Exclusion

Low Enrolment

Late Enrolment

Irregular Attendance

Poor Transition through grades

Low School completion

Low Learning

Outcomes

Girls

Preschool 3 X

Primary 1

Secondary 2 X

C4D

X

C4D

X

C4D

Boys

Preschool 3 X

Primary 1

Secondary 2

Disabilities

Preschool 3 X

Primary 3

Secondary 3

3

Rural

Preschool 3 X

Primary 1

Secondary 2

Urban

Preschool 2

Primary 1

Secondary 2

Pastoralist

Preschool NA

Primary NA

Secondary NA

Migrant /Refugee

Preschool 3 X

Primary 2

Secondary 3 X

Ethnicity

Preschool 3 X

Primary 1

Secondary 2

Religion

Preschool NA

Primary NA

Secondary NA

Caste

Preschool NA

Primary NA

Secondary NA

Other (pls specify)

Preschool

Primary

Secondary

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2.2 For each Factor and each Education Level please rate: (For Government validation) a) the extent to which the factors are barriers for EDUCATION ACCESS or QUALITY b) the level of C4D Focus/Support to address the barriers

DK = Don’t Know, 0 = Not at all 1 = Low 2 = Medium 3 = High

NB: The assessment of barriers to education inclusion and quality focuses soley on demand factors as it is assumed that all supply-related barriers represent content areas for advocacy awareness raising, public debate and social mobilization of communities for demand for education access and quality.

Behavioural and Socio-Cultural Barriers and Corresponding Levels of C4D support

a) Extent of Barriers for Inclusive and Quality Education b) Level of C4D Focus/Support to Address the Barriers

Pre-Primary

Primary Secondary

2.2.1 STUDENT RELATED BEHAVIOURAL FACTORS

i) Low self esteem and Low self efficacy (belief in capacity to take action) of students.

a) Barrier 1 1 2

b) C4D Supt 0 0 2

ii) Students perception of non-relevance of schooling a) Barrier 1 1 3

b) C4D Supt 0 0 2

iii) Other (please specify) a) Barrier

b) C4D Supt

2.2.2 TEACHER/SCHOOL ENVIRONMENT RELATED BEHAVIOURAL FACTORS

i) hierarchical relationship, and general disconnect and poor inter-personal relations between teachers and students

a) Barrier 1 1 2

b) C4D Supt 0 0 1

ii) Negative attitudes of teachers and administrators towards including and accommodating children with disabilities

a) Barrier 3 3 3

b) C4D Supt 1 1 1

iii) Low teacher expectations for girls a) 0 1 3

b) 0 1 2

iv)Teacher inflicted Gender Based Violence (GBV) or complacence regarding GBV in Schools

c) Barrier 0 DK DK

d) C4D Supt 0 0 0

v) Low teacher expectations for children from other marginalized groups eg, ethnic minorities

a) Barrier 1 1 1

b) C4D Supt 1 1 1

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vi) Other (please specify) a) Barrier

b) Supt

2.2.3 PARENT/COMMUNITY/PUBLIC RELATED SOCIO-CULTURAL FACTORS

i) Low parental/public awareness of policy and legislative provisions a) Barrier 1 1 1

b) C4D supt 1 1 1

ii) Lack of knowledge about specific educational opportunities eg. scholarships and stipends to incentivize school participation and retention of girls;

a) Barrier DK 1 2

b) C4D Supt DK 1 1

iii) Lack of awareness of what constitutes educational quality a) Barrier 1 1 1

b) C4D Supt 1 1 1

iv) Lack of self/collective efficacy to feel empowered to demand inclusive or quality education

a) Barrier 1 2 2

b) C4D supt 1 1 1

v) Parents too busy to monitor, advocate for or support efforts of the School Management Committees/PTAs

a) Barrier 1 2 2

b) C4D Supt 1 1 2

vi) Low level of community/social cohesion, solidarity, trust affecting potential for collective action

a) Barrier 1 2 2

b) C4D Supt 1 1 2

vii) Low perceived value/quality of education by parents/community a) Barrier 1 2 3

b) C4D supt 1 1 2

viii) Low social value for teachers a) Barrier 3 3 3

b) C4D Supt 0 0 0

ix) Negative stereotypes, discrimination related to minority groups in schools

a) Barrier DK DK DK

b) C4D Supt 0 0 0

x) Social norms providing barriers to access or quality of education:

Eg. - Social norm of early marriage, which affects school attendance. - Social norm against girls attending school while pregnant

a) Barrier 0 0 3

b) C4D Supt 0 0 2

xi) Other (please specify) a) Barrier

b) C4D Supt

2.2.4 COMMUNICATION FOR DEVELOPMENT FACTORS

i) Overall limiting political and social environment for public a) Barrier 0 1 1

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participation, participatory planning & monitoring of social services

b) C4D Supt 0 0 0

ii) Absence of functioning mechanisms at SCHOOL LEVEL for PARENTS to participate in school policies, planning, monitoring

a) Barrier 0 0 0

b) C4D Supt 0 0 0

iii) Absence of functioning mechanisms at SCHOOL LEVEL for STUDENTS to participate in school policies, planning, monitoring

a) Barrier 1 1 1

b) C4D Supt 1 1 1

iv) Absence of mechanisms at LOCAL GOVT. LEVEL for Community Groups to participate in education decision-making, monitoring

a) Barrier 1 1 1

b) C4D Supt 0 0 0

i) Insufficient representation of marginalized groups) to participate in and shape policies, planning, decisions etc

a) Barrier 2 2 2

b) C4D Supt 0 1 1

vi) Inadequate prioritization and budgetary provision for C4D as part of education sector policies, plans, strategies (national & sub-national )

c) Barrier 3 3 3

b) C4D Supt 0 0 0

vii) Insufficient C4D competencies of Education personnel a) Barrier 3 3 3

b) C4D Supt 0 0 1

viii) Absence of focus on C4D in professional development strategies for educational personnel

a) Barrier 3 3 3

b) C4D Supt 0 0 0

iv) Insufficient behavioural research to inform evidence-based education and communication strategies and relevant content

a) Barrier 3 3 3

b) C4D Supt 0 0 0

viii) Media channels not reaching the marginalized groups a) Barrier 2 2 2

b) C4D Supt 0 0 0

ix) Insufficient inter-personal channels to engage with the various groups Eg. Lack of community workers/facilitators to communicate/mobilize on educational issues

a) Barrier 2 2 2

b) C4D Supt 0 0 1

x) Inadequate/inappropriate coverage of education issues by media personnel

a) Barrier 3 3 3

b) C4D Supt 1 1 1

xi) Other (please specify) a) Barrier

b) C4D Supt

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2.3 a) In relation to EDUCATION ACCESS , (the following question 11 relates to QUALITY) please rate the level of emphasis/support your country programme has provided for each C4D APPROACH for each level of the Education system. 0 = None, 1 = Low, 2 = Medium 3 = High

b) For each item you have rated as “High” Please briefly describe the main C4D in Education intervention you have supported being specific if the focus has been on a specific marginalized group.

Profile of C4D Interventions Supporting EDUCATION ACCESS

Type of C4D Support Pre-Primary Primary Secondary

i) ADVOCACY for Political Action(eg. communication to decision makers to provide greater support to improve ACCESS; raising public awareness and debate on factors and supports required for education INCLUSION to increase public demand).

a) 2 a) 0 a) 2

b) b) b)

ii) SOCIAL MOBILIZATION for Civic Actionto mobilize public to support improved education access (eg. safety,/security; nutrition).

a) 2 a) 0 a) 2

b) b) b)

iii) BEHAVIOUR CHANGE (eg. improve inter-personal skills of

teachers; change parental attitudes on prioritizing work over school for their children).

a) 1 a) 0 a) 3

b) b) b) Prepared and built capacity of youth to conduct dialogues with parents and teachers and other C4D activities to promote positive attitudes, practices and behaviour of participants (teachers and parents) to support girls’ education and increasing their transition rates to secondary education.

iv) SOCIAL CHANGE (eg. community dialogue to address harmful

social norms keeping girls out of school; to transform social perceptions and expectations).

a) 1 a) 0 a) 1

b) b) b)

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2.4 a) In relation to QUALITY , rate the level of emphasis/support your country programme has provided for each C4D APPROACH for each level of the Education system. 0 = None, 1 = Low, 2 = Medium 3 =High

b) Please briefly describe the main C4D in Education intervention you have supported in relation to each level of education and each C4D approach being specific if it was focused to a specific marginalized group. (if the intervention was combined with a previously described activity above please insert the word “same as” and add the reference number/letter above)

Profile of C4D Interventions Supporting QUALITY EDUCATION

C4D Support Pre-Primary Primary Secondary

i) ADVOCACY for Political Action (eg. communication to decision makers to provide greater support to improve quality; raising public awareness and debate on factors and supports required for quality education to increase public demand).

a) 2 a) 1 a) 1

b) Systematic communication to decision makers and policy makers to create enabling environment in preschool education settings and improve quality of services (revision and improvement of state and standards, development and approval of ELDS, development of ELDS based curriculum, teacher-training package and others)

b) Systematic communication to decision makers on curriculum reform (transition from knowledge-based curriculum and competency based curriculum)

b) Systematic communication to decision makers on curriculum reform (transition from knowledge-based curriculum and competency based curriculum)

ii) SOCIAL MOBILIZATION to mobilize public to support improved education quality

a) 0 a) 0 a) 0

b) b) b)

iv) BEHAVIOUR CHANGE (eg. improve inter-personal skills of teachers)

a) 0 a) 0 a) 0

b) b) b)

vi) SOCIAL CHANGE a) 0 a) 0 a) 0

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(eg. positive deviance projection of marginalized children to counteract negative stereotypes; to transform social perceptions and expectations). b) b) b)

2.5 To what extent have the following C4D PLATFORMS/CHANNELS been used in your efforts to influence improved Education Access and Quality?

Never = 0, Seldom = 1, Occasionally = 2, Fairly often = 3, Often = 4, Substantial and Ongoing = 5

Main C4D Platforms/Channels Used to Support C4D in Education 0-5

a Mainstream Radio – Edutainment Programme 1

b Mainstream Radio – Discussion/Debate/Call in Programmes 0

c Radio Listener Groups 0

d Community Radio - Discussion/Debate 0

e Television - Edutainment Programme 2

f Television – Documentary 2

g Television - Public Service Announcement 1

h Television – Discussion/Debate 0

i Mobile phones 1

j Social Media 1

k Mobile Audio Visual Vans / Community Screenings 0

l Participatory Video / Children’s Media 2

m Home Visiting 3

n Community Dialogue 4

o Outreach by Faith-Based Groups 2

p School Clubs 3

q Child Parliaments /C 1

r Community Theatre/Theatre for Development 0

s Music or Sports for Development 1

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t Other (please specify)

3.0 C4D MANAGEMENT

3.1 To what extent have Education-related C4D interventions been incorporated within the following Country Programme mechanisms/frameworks?

0 = None 1 = Low 2 = Medium 3 = High

Institutionalization of C4D in Education Within the Country Programme

a) Education Programme Results Framework 1

b) Education Annual Workplans (AWP) 1

c) Partner Agreements (eg. PCAs) 2

d) Education funding proposals 0

e) Individual Performance Evaluations (PERs) 3

3.2 If a specific C4D Result has been articulated for Education within the Country Programme, please state the result below followed by the related indicators, list of activities from latest AWP & approx. budget.

a) C4D Education Result: UNICEF Tajikistan CPD for 2010-2015 underlines to need for initiation of a national movement for girls’ education and leverage funding. It states “the programme will capitalize on the Government’s recent commitment to girls’ education to strengthen communication for development and support conditional cash transfers, scholarships, school vouchers and other relevant demand-side measures.”

Related Indicator/s: National policies, strategies and programmes are developed and implemented to address the issue of gender disparity and other inequities in basic education with a focus on lifting up of demand-side constraints.

c) Current AWP activities: Strengthen the role of Parent Teacher Associations (PTAs) and schools in direct drop-out prevention and response interventions through implementation Early Warning System and more generally in increasing the awareness of the importance and benefits of education for all with specific consideration for girls’ education and children with disabilities.

d) Approx. Annual budget/expenditure for C4D in Education activities: $40,000

3.3 To what extent have Education-related C4D focus/interventions been incorporated within the following Education Sector mechanisms/frameworks? (For Government validation)

0 = None 1 = Low 2 = Medium 3 = High

Reflection of C4D in Education Within the Education Sector

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a) National education policy / Inclusive Education Policy 2

b) National Education Sector Development Plan 1

c) Medium Term Strategic Framework/Budget for Education Sector 1

d) Inclusion of C4D indicators in Education Management Information System 0

e) Other (please specify and rate)

3.4 Has the Country Office supported the development of a C4D in Education related Communication strategy Yes __√_ No _______

3.5 If yes what has been the focus of the Strategy: Please check all that apply:

C4D Support for Communication Strategy Development

a) Overall C4D Strategy for the Education Sector – all levels

b) C4D Strategy for specific level of the Education System ii) ECDiii) Primary iv) Secondary

√

√

e) Girls Education √

f) Children with Disabilities

g) Other Specific Marginalized group (Please Specify)

h) Adolescent Out of School Strategy

i) Other (please specify and rate)

3.6 Please provide the name/s below and attach the copy/copies :

i) TV programme and strategy for children and parental education via media: Young children learn and develop with animated characters.ii) Formation of a social movement for Girls’ Education

3.7 Rate the level to which each step of the C4D Programming cycle has been applied to the broad set of identified C4D in Education issues. 0 = Not at all 1 = Low 2 = Medium 3 = High

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Application of C4D Programming Cycle to C4D in Education

8.1 Coordination

a) Establishment of Technical Working Group, Coordination Committee or Task Force for C4D in Education or sub-group of wider C4D Inter-Agency Group to plan and coordinate activities.

0

8.2 C4D Situation Analysis / Formative Research

a) Behavioural Analysis to identify behavioral and socio-cultural factors (barriers and motivators) affecting

education access and quality 1

b) Interpersonal Communication Analysis: Social mapping to identify interpersonal communication channels for marginalized groups

1

c) Media Communication Analysis: Survey of media access and preferences for marginalized groups 1

d) Stakeholder Analysis: Partner Mapping and Capacity Assessment 1

8.3 C4D Strategy Development

a) Outline of Theory of Change to explain logic and assumptions related to the expected changes of the planned C4D interventions

2

b) Development of specific C4D objectives linked to specific Education objectives 2

c) Development of C4D M&E Framework for Education with agreed intermediate indicators that will contribute to outcome level programme results

1

d) Development of C4D in Education strategy to communicate all elements of the planned interventions 2

e) Development of detailed implementation plan for C4D in Education strategy with costings, timelines and accountabilities.

2

8.4 Creative Strategy and Content Development

a) Development of creative strategy for engaging, motivating, influencing behaviour & social norms 2

b) Development of content (eg. messages, print and mass media materials) 2

8.5 Monitoring and Evaluation

a) Monitoring of C4D interventions to assess status of C4D inputs 1

b) Monitoring of results as part of MoRES Level 3 to assess intermediate results in overcoming bottlenecks 1

c) Evaluation of Impact of C4D interventions 0

3.8 For each function of Education Management listed below, please rate: (For Government validation)

a) The degree of government prioritization and provision for PARTICIPATION of the different stakeholdersb) the degree to which your Country Programme C4D in Education efforts have facilitated this participation

(if any):

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0 = Not at all 1 = Low 2 = Medium 3 = High

Status of PARTICIPATION on Education Issues and Related C4D Support

School Level Community Members /

General Public

Marginalized Groups

Teachers and School

Personnel

Children & Adolescents

Participatory planning via school management committees

A) Provision a) 1 b) 1 c) 2 d) 1

B) C4D Supt a) 2 b) 2 c) 2 d) 2

School Level accountability: Education management information system feedback to communities/school management committees for quality assurance (eg. teacher and student attendance, retention, completion, learning outcomes etc.)

A) Provision a) 1 b) 1 c) 2 c) 1

B) C4D Supt a) 2 b) 2 c) 2 d) 2

Local Area-Based /District /Sub-district / Programme Level

Community Members /

General Public

Marginalized Groups

Teachers and School

Personnel

Children & Adolescents

Coordination: Working Group, Coordination Committee to plan and coordinate C4D in Education Programme activities

A) Provision a) 0 b) 0 c) 0 d) 0

B) C4D Supt a) 0 b) 0 c) 0 d) 0

Situation Analysis: Analysis of behavioral and socio-cultural factors and communication channels

A) Provision a) 0 b) 0 c) 0 d) 0

B) C4D Supt a) 2 b) 2 c) 2 d) 2

Objective Setting and Strategy Planning for C4D A) Provision a) 0 b) 0 c) 0 d) 0

B) C4D Supt a) 1 b) 1 c) 1 d) 2

C4D Creative Strategy and Content Development A) Provision a) 0 b) 0 c) 0 d) 0

B) C4D Supt a) 1 b) 1 c) 2 d) 2

Social Mobilization: Engagement of Peers as agents of change

A) Provision a) 0 b) 0 c) 1 d) 0

B) C4D Supt a) 1 b) 1 c) 2 d) 2

Monitoring of C4D Implementation A) Provision a) 0 b) 0 c) 0 d) 0

B) C4D Supt a) 0 b) 0 c) 1 d) 1

Evaluation of Impact of C4D interventions A) Provision a) 0 b) 0 c) 0 d) 0

B) C4D Supt a) 0 b) 0 c) 0 d) 0

Sector Level Community Members /

General Public

Marginalized Groups

Teachers and School

Personnel

Children & Adolescents

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Coordination: Working Group, Coordination Committee to plan and coordinate C4D in Education Sector activities

A) Provision a) 0 b) 0 c) 0 d) 0

B) C4D Supt a) 0 b) 0 c) 0 d) 0

Participatory Policy Development and Planning A) Provision a) 0 b) 0 c) 0 d) 0

B) C4D Supt a) 0 b) 0 c) 1 d) 0

Social Accountability: Monitoring and feedback to decision makers

A) Provision a) 0 b) 0 c) 0 d) 0

B) C4D Supt a) 0 b) 0 c) 0 d) 0

3.9 Please provide information on the nature of any C4D Capacity Development you may have supported in the Education Sector:

a) Rating of level of focus 0 = None; 1 = Low; 2 = Medium; 3 = Highb) Scope: The specific focus of the training or capacity developmentc) Scale: The approximate number of beneficiaries over the past three years

Profile of C4D Capacity Development Support Provided in the EDUCATION SECTOR by CO

Category

Rating 0 = None 1 = Low

2 = Medium 3 = High

Scope Focus of Training/Capacity Development

(Please specify)

Scale Approx # of beneficiaries in last 3 yrs

i) School level actors (teachers, school administrators, PTAs)

a) 0 b) c)

ii) Civil society actors a) 2 b) Planting the Seeds: Communication for Development to Achieve Results. Workshop for UNICEF partners in Tajikistan in April 2014

c) 15

viii) Government actors at

NATIONAL level

a) 2 b) Planting the Seeds: Communication for Development to Achieve Results. Workshop for UNICEF partners in Tajikistan in April 2014

c) 10

iv) Government actors at SUB-NATIONAL level

a) 0 b) c)

ix) MEDIA Producers / Journalists

a) 0 b) c)

vi) Other (Youth and schoolchildren)

a) 2 b) Youth Facilitation Workshop “Formation of a Social Movement for Girls’ Education”

c) 20

3.10 Please indicate the organizations that have provided the most significant contribution and those that may be the most likely partners for C4D in Education work: (For Government Validation)

Current and Potential Partners for C4D in Education 15

Organization Type Name of Organization that provided Previous or

Current support

Focus / Type of Support / Partnership

Organization with potential interest in C4D in Education

i) Bilateral donor a) b) C4D in Girls’ Education / Financial support

c) Asian Development Bank

ii) Multi-lateral donor a) b) C4D in Girls’ Education / Financial support

c) DFID

iii)UN organization a) b) c)

iv)Private Sector a) b) c)

v) Foundation a) Open Society Institute – Assistance Foundation in Tajikistan

b) C4D in Early Childhood Education - Development of animated TV programme for preschool age children / Partnership

c)

vi)Academic /Professional a) b) c)

vii) Other a) b) c)

3.11 On a scale of 1-5 please rate the following to indicate the level of priority you would place on each of the following types of support for your C4D in Education work: (For Govt. Validation)

(0 = Not required; 1= Low 5 = High)

NEEDS ASSESSMENT on CO Priorities for Strengthening C4D in Education 0-5

a Design of formative research to identify barriers to education access and quality 3

b Design of comprehensive C4D in Education strategy 3

c Global Examples of C4D in Education work in other countries to inform design of in-country strategies

4

d Design of Monitoring and Evaluation strategies, indicators, tools 2

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e Development of Capacity Development programmes 3

f Prototype of C4D Behaviour and Social Change Materials to address education access and quality for specific marginalized groups

5

g) Prototype of Advocacy Briefs with investment Case for C4D in Education 2

h Documentation of in-country C4D in Education work 3

i Resource Mobilization 2

i Other (please specify)

3.12 Please list any specific OPPORTUNITIES identified that you are using or will use to advance your C4D in Education work: (For Government Validation)

• Partnership with the Committee of Youth, Sports and Tourism for capacity building of young people to become agents of change and support creation of a social movement for Girls’ Education;

• Impending DFID funded project for improving structural stability through child and youth empowerment, peacebuilding and cross-border cooperation in the Ferghana Valley will advance C4D in Education in bordering districts with Kyrgyzstan.

3.13 Any additional comments you would like to add to help guide the C4D in Education initiative or refinement of this tool?

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