IRC-ETHIOPIAIRC-ETHIOPIA

KURET’S EXPERIENCE KURET’S EXPERIENCE ONON

TEACHER COMPENSATIONTEACHER COMPENSATION

Shewaye TikeShewaye TikeCYPD Coordinator, EthiopiaCYPD Coordinator, Ethiopia

March 2009March 2009

IRC OPERATIONS & CONTEXTIRC OPERATIONS & CONTEXT

• 6 refugee camps (2 Eritrean, 3 Somali & 1 Sudanese)

• 4 Regions (Oromiya, SNNP, Beninshangul Gumuz & Somali )

• Multi-sectoral programs including KURET• Student certification, teacher accreditation,

community ownership & govt cost sharing for teacher compensation

• Emergency/post-crises/development

KURET PROJECTKURET PROJECT

KenyaUgandaRwandaEthiopia TogetherCombating Child Labor Through EducationFunded by: USDOLImplementing Partners: IRC, World Vision and

AED

BACKGROUNDBACKGROUND

• Alternative Basic Education as strategy• Local institutes, trainers for pre and in-service teacher

training • Classroom-based support and mentoring to ABE

facilitators• Parents increased support for education • Cost-sharing with local government (teacher incentives) • Solid community-government ownership • Community by-laws on child labor and education • Coordination meetings and MOU signed among Woreda

education, administration, REB and IRC• Teacher compensation: 25% after the first year, 50%

after year 2, 75% after year 3 and 100% after year 4

PRESENT SITUATIONPRESENT SITUATION

• Project phase out, no-cost extension up to March 31st 2009

• Project handed over, support and monitoring of ABECs’ continued

• Government responsibility to certify uncertified ABEC facilitators

• Strong community support to educate their children and support the ABECs’

LESSONS LEARNEDLESSONS LEARNED

• Community involvement is key to have sustained/community owned projects

• Coordination with government at an early stage of the project is crucial

• Phase by phase transition made the handover smooth

Developing INEE Guidance Notes for Teacher Compensation in Fragile States, Situations of

Displacement and Post-Crisis Recovery

• Roundtable on Teacher Compensation at the World Bank (October 2006)

Outcome: Recommended more research, good practices and the need to develop a clear set of Guidance Notes

• Agencies facilitating broad-based, collaborative process:

History

Process of Developing Guidance Notes

• Consultants from CfBT Education Trust

• INEE member case studies from 12 different countries

• Consultative workshops • Washington, DC• London• Paris• Niger• New York• Turkey

• Ongoing peer review process

• Interim launch and piloting in the field

• Pearson Foundation publication of final document

• Launch at INEE Global Consultation

INEE Guidance Notes for Teacher Compensation in Fragile States, Situations of Displacement & Post-Crisis Recovery

Objectives of the Guidance Notes• Provide a frame of references for

discussions on teacher compensation– Not intended to be prescriptive– Must be contextualized

• Offer guidance for creating interim teacher compensation arrangements– Not intended to provide framework for

negotiation of national teacher compensation policy

Audience and Context

• Refugee

• IDP

• Returnee

• Overall population

• States affected by fragility

• Ministries of Education/Education authorities

• Donors• United Nations

agencies• International & local

NGOs• Teacher

organizations

Some definitions

COMPENSATION

• Monetary

• Non-monetary

– Food

– Shelter

– Labor

– Healthcare

TEACHERS

“all persons in schools who are responsible for the education of pupils”

Guidance Notes Themes

A. Policy and coordination

B. Management and financial aspects

C. Teacher motivation, support and supervision

Guidance Notes Themes

A. Policy and coordination

B. Management and financial aspects

C. Teacher motivation, support and supervision

A1 - Collect reliable data and information on teacher compensation.

A2 - Develop coordinated policy on teacher compensation.

A3 - Monitor and enforce coordinated policy on teacher compensation.

Guidance Notes Themes

A. Policy and coordination

B. Management and financial aspects

C. Teacher motivation, support and supervision

B1 - Recognise that government has the principal responsibility for ensuring teachers compensation

B2 - Develop an appropriate system for the identification and payment of teachers

B3 - Identify appropriate systems for financial controls and payment mechanisms

Guidance Notes Themes

A. Policy and coordination

B. Management and financial aspects

C. Teacher motivation, support and supervision

C1 - Value complementary forms of teacher motivation and support

C2 - Ensure professional development and other forms of training and support are in place

C3 - Institute appropriate management, supervision and accountability systems for teachers

TEACHER COMPENSATION GUIDANCE NOTES:A BASIS FOR ADVOCACY AND ACTION IN ZIMBABWE

December 2008 – March 2009

Teacher Compensation in Zimbabwe

Zimbabwe Context: Hyper-Inflation, Political Violence in Schools, Increasing “absconding” of teachers, Food Crisis, Humanitarian Space denied for months in 2008, Lack of data

Ministry of Education, Sports and Culture (MOESC)

Teachers’ Unions Unity Government Donors

December 2008 – January 2009

Discussions on targeted interventions through end of 2008: monetary and non-monetary

Dawning awareness that situation hit rock-bottom and education essentially halted as teacher unions attempt to negotiate with MOESC in transition

Dissemination of Guidance Notes at Education Partners’ Meeting (NGO, UN, Local Organizations)

Understanding that resources available to partners will have little to no impact until there is significant political change

Families bearing brunt of cost with exorbitant fees/levies collected to pay teacher incentives (January-February)

Joint Advocacy, January – March 2009

Education partners engaging with MOESC and teacher unions

Assessment: School Status and Attendance of Teachers/Students

Report presented to new Minister with recommendations

Profile of education increased: donors, UN, Embassies pressing for solution

Federal Reserve Bank allocated funds for civil servants for two months, buying time

Lessons Learned & Observations

More time needed to take partners through guidance notes and discuss implications/responsibilities

Shorter donor brief needed as advocacy tool

Imperative that accurate and updated cost of living calculations are made available to decision-makers

Advocacy required with additional government offices (Public Services Ministry, Federal Reserve Bank)

Opportunity to build on emergency plan to pay health workers

Sense of growing hope with new Unity government that may translate to funds