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BENIN
Activity Data Sheet
>> AFR Regional Overview >> Benin Overview PROGRAM: BENIN
TITLE AND NUMBER: More Children Receive a Quality Basic Education on an Equitable Basis, 680-001
STATUS: Continuing
PLANNED FY2001 OBLIGATION AND FUNDING SOURCE: $5,720,000 CSD
PROPOSED FY 2002 OBLIGATION AND FUNDING SOURCE: $6,624,000 CSD
INITIAL OBLIGATION: FY 1996; ESTIMATED COMPLETION DATE: FY 2003Summary: USAID has supported primary education reform since 1991, when the Government of Benin began following up on the nationwide review of the education system. During the Education Round Table (comprised of the Benin government and other donors) held in May 1997, the Government of Benin reconfirmed its commitment to primary education reform with an added emphasis on community participation and equity, particularly for school attendance by girls. As a result of this effort, the gross enrollment rate (GER) has increased to 81% in 2000 compared with 57% in 1991. However, the enrollment gap still exists between girls and boys. Current enrollment rates stand at 66% and 95% for girls and boys, respectively. The supply of pedagogical inputs is improving with the training of teachers and the availability of textbooks for students through the reform program, which is being extended one grade per year to cover progressively to the six grades of primary education. Although the Ministry of Education (MOE) has made some effort to be less centralized, it continues to suffer from organizational inefficiencies. Low utilization of MOE's budget limits the education impact that could be attained by a more rational use of existing resources. Civil society involvement is progressing, but more remains to be done. While the Government of Benin recruits each year, primary school teachers are insufficient in number and the MOE has yet to institutionalize a formal in-service teacher training program.
In response to these problems, USAID's education activity continues to provide quality basic education on an equitable and expanded basis. Technical assistance and training are provided to: improve the institutional capacity of education planning; upgrade systems to provide quality teaching and learning environment; increase equity of access to a quality education; and promote widespread public participation.
This program addresses the U.S. strategic goal of economic development and contributes to the achievement of a strengthened human resource base, specifically through equitable access to primary education, technical training, and other programs. It also supports USAID's priority sector of economic growth, of which human capacity development is a subsector.
In FY 2001 USAID plans to obligate ($5,720,000) Child Survival and Diseases to finance primary education activities under human capacity development and support school canteens under the development relief and conflict sector (P.L. 480 Title II resources). The direct beneficiary of this program is the primary school children population currently standing at 940,000 nationwide. Intermediate beneficiaries are the MOE, the Ministry of Finance (MOF), teachers, parents, NGOs and PVOs.
In FY 2002 USAID anticipates providing ($6,624,000) Child Survival and Diseases to continue the ongoing primary education activities. Funds will provide assistance to support environmental education in schools through the Global Learning and Observation to Benefit the Environment (GLOBE) Program that has now expanded to 75 schools.
Key Results: During this reporting period, the increase in enrollment rates slightly exceeded the planned targets, due in part to USAID financed activities, along with the support of other donors and parents' encouragement to send their children to school. USAID financed teacher training to improve teaching skills and use of improved school curricula. Continued USAID technical support to the Network for the Promotion of Girls' Education and awareness-raising activities on the benefits of sending girls to school contributed to achieving higher girls' enrollment, which increased to 66% in 2000. Also key to this success is the commitment of MOE to complete the expansion of the new curriculum to cover the six grades of primary school, promote attendance at school by girls, and set and apply Fundamental Quality Level (FQL) norms for primary schools. Especially important are FQL norms related to the quantity and quality of school infrastructures, teachers and pedagogical materials. USAID's efforts to improve primary education quality through financing of teacher training and the development and revision of the primary school curricula contributed to improved teaching and learning. With continued institutional support to primary school parent associations, the number of associations actively involved in school activities increased from 200 to 1200, representing 40% of the primary schools in Benin.
Performance and Prospects: During this past year, USAID focused on achieving greater internal efficiency and on improving access within the primary education system and improved results in the classroom. USAID is the major supporter of the MOE's primary education reform program, which is in year two of the expansion phase throughout the country. USAID has provided technical assistance and financial support for the development of improved primary education curricula, the development of new textbooks, the revision of teaching materials, and the training of teachers in improved pedagogical methods and in the utilization of the new curricula. In FY 2000 the expansion reached 340,000 grade two children in 4,500 primary schools. Over 15,000 primary schoolteachers and school directors have been trained in the techniques of the new program. Textbook production and distribution for grade two children, jointly financed by USAID and the GOB, have been undertaken. The FQL norm of one textbook per two children has been met for first and second graders. The reform program will be extended to successive grades over the next four years, one grade per year. It is expected that the FQL norm of one textbook per two students will be met for all six primary school grades when the reform reaches grade six in 2005. The next phase will include teacher training and the production of textbooks targeting third graders. Complementary to the reform program, 108,000 school children increased their knowledge of basic hygiene and health measures.
USAID continues to support environmental education in schools through the Global Learning and Observation to Benefit the Environment (GLOBE) Program that has now expanded to 75 schools. The program will expand with approximately 40 new teachers trained per year. USAID will maintain its support to the Network for the Promotion of Girls Education, which has begun working with international and local NGOs, and community groups to further increase the enrollment and retention rate for girls. USAID's continued technical support will aid the network as it becomes a key player in addressing gender issues within the classroom and the community especially in regards to textbooks, pedagogical materials and teacher training. USAID will continue its effort through grants to two international NGOs which will work to address gender issues in target areas.
Technical assistance and training to the MOE and the MOF has improved management performance, resource allocation, internal control procedures, and accountability. However, management and accounting have not yet reached acceptable standards and major obstacles remain in the effective utilization of MOE primary education budget resources, which continues to accounts for an impressive 50% of the national education budget.
Possible Adjustments to Plans: USAID/Benin has revised its Results Framework for Basic Education to better reflect efforts to improve Primary Education in Benin. Indicators and targets (including gross enrollment) have been revised and refined accordingly. The FQL tool has been revised to better address the elements that significantly impact the quality of education focusing on internal and external efficiency.
Other Donor Programs: The World Bank supports on-the-job teacher training, the provision of pedagogical materials, financial tracking and accountability, and school construction. France provides assistance in secondary and higher education. The European Union's assistance contributes to school construction and technical training. Japan and the Organization of Petroleum Exporting Countries finance major primary education school construction projects. The African Development Bank assists the MOE in girls' education, training, and infrastructure construction. Other multilateral organizations and international NGOs also contribute to Benin's primary education reform. The GOB's support to primary education covers logistical and financial resources for a wide variety of education-related activities such as administrative and pedagogical support, construction of classrooms and recurrent costs.
Principal Contractors, Grantees or Agencies: Current contractors and grantees include: The Mitchell Group, Inc.; World Education, Inc.; Medical Care Development International; International Foundation for Education and Self-Help; Peace Corps; and the Songhai Center. Other partners include the MOE, the MOF, and local NGOs and associations.
FY 2002 Performance Tables
Performance Measures:
Indicator FY97 (Actual) FY98 (Actual) FY99 (Actual) FY00 (Actual) FY00 (Plan) FY01 (Plan) FY02 (Plan) Indicator 1: Gross Enrollment Rate - boys 83 91 91 95 78 78 78 Indicator 2: Gross Enrollment Rate (GER) 73 76 77 81 80 83 86 Indicator 3: Gross Enrollment Rate - girls 53 60 61 66 70 75 78 Indicator 4: Gross Enrollment Rate - percent of girls as total gross enrollment 37.2 38.3 38.4 40.5 45 48 50.0 Indicator 5: Primary school promotion 67 62 67 NA 64 65 66 Indicator 6: Primary School repetition rate 26 26 25 NA 20 17 15 Indicator Information:
Indicator Level
(S) or (IR)Unit of Measure Source Indicator Description Indicator 1: IR Percent -boys MOE Statistical Table Number of boys in school compared to the total number of boys between the ages of 6 and 11. Indicator 2: IR Percent MOE Statistical Table Number of children in school divided by the total number of children between the ages of six and eleven, expressed as percent. Indicator 3: IR Percent - girls MOE Statistical Table Number of girls in school compared to the total number of girls between the ages of 6 and 11. Indicator 4: IR Percent - of girls as total gross enrollment MOE Statistical Table Number of children in school compared to the total number of children between the ages of 6 and 11. Indicator 5: IR Percent MOE Statistical Table Percentage of students who take and pass the end-of-cycle primary school exam (CEP exam) Indicator 6: IR Percent MOE Statistical Table Avreage of repetion rates per grade. Repetion rate is the number of students who repeat dived by the number of students in class, expressed in percentage U.S. Financing
(In thousands of dollars)
Obligations Expenditures Unliquidated Through September 30, 1999 6,767 DA 5,442 DA 1,325 DA 21,850 CSD 6,218 CSD 15,632 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 29,609 DFA 20,991 DFA 8,618 DFA Fiscal Year 2000 0 DA 967 DA 5,733 CSD 6,328 CSD 0 ESF 0 ESF 0 SEED 0 SEED 0 FSA 0 FSA 0 DFA 5,035 DFA Through September 30, 2000 6,767 DA 6,409 DA 358 DA 27,583 CSD 12,546 CSD 15,037 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 29,609 DFA 26,026 DFA 3,583 DFA Prior Year Unobligated Funds 0 DA 0 CSD 0 ESF 0 SEED 0 FSA 0 DFA Planned Fiscal Year 2001 NOA 0 DA 5,720 CSD 0 ESF 0 SEED 0 FSA 0 DFA Total Planned Fiscal Year 2001 0 DA 5,720 CSD 0 ESF 0 SEED 0 FSA 0 DFA Future Obligations Est. Total Cost Proposed Fiscal Year 2002 NOA 0 DA 0 DA 6,767 DA 6,624 CSD 7,000 CSD 46,927 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 0 DFA 0 DFA 29,609 DFA
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Last Updated on: May 29, 2002 |
