OUR APPROACH

The challenge lies in improving the access to, and quality of educational services for especially the rural population and young girls.

SNV supports Niger's Decennial Programme of Educational Development (PDDE) by bringing together the stakeholders on macro, meso and micro level  to reflect on the problems encountered and to invest in finding practical solutions to make sure the needs of the different communities are met.  

SNV Niger assists in the drafting of a national policy on girls’ education in accordance with the priority in the national poverty reduction and accelerated development strategy.
We strengthen municipal management and engagement in educational activities in favor of disadvantaged populations, and integrate the Federations of School Management Boards (FCCs) and civil society organisations to increase their involvement in school management. We facilitate the discussion between stakeholders to improve synergy of action.

OUTCOME

In 2010, nine project proposals for the improvement of basic education were developed by eight Federation of School Management Boards (FCC) and by one national NGO. Funding will be sought in 2011.

• Twenty-six measures were undertaken by government services and civil society organisations to promote access to education for girls and disadvantaged groups (developing a national policy on girls' education, resolving issues related to recruitment and girls' attendance, addressing food insecurity in schools, establishing a good conduct brigade to prevent early marriage of female students, establishing schools in nomadic areas, etc.).
• Twenty-two FCCs are functional with regular meetings, at least 80% of their action plans implemented, annual reports published, funds managed transparently, all members participating in decision making, etc.)
• Between 2009 and 2010, final examination success rates in primary schools increased by 11.11% on average (10.09% for boys and 9.11% for girls) in 18 client municipalities.
• Eleven multi-actor discussion forums on education are functional (two on regional level and nine on municipal level).
• Higher school enrolment of young girls (reducing the inequality between boys and girls and reducing school dropout)
• Higher number of youngsters receiving education in rural and pastoral zones, and improved quality of education
• Increased involvement of the youth in productive activities
• More responsibility for parents in the management of school related affairs