Contribution to UNICEF Transition and Resilience Education Fund (TREF)
Switzerland’s contribution to UNICEF’s Transition and Resilience Education Fund (TREF) in Lebanon ensures access to relevant quality public education for the most vulnerable children of all nationalities to avoid the scenario of a lost generation after 4 years of disrupted education. Amidst Lebanon’s economic crisis, TREF further contributes to improving the governance, efficiency, inclusiveness, and overall resilience of Lebanon public education system.
| Pays/région | Thème | Période | Budget |
|---|---|---|---|
|
Liban |
Education Governance
Politique d'éducation
Enseignement primaire Politique du secteur publique |
01.07.2023
- 31.12.2025 |
CHF 7’450’000
|
- All 405’000 children in compulsory public education who incurred learning losses (205’000 Lebanese and 200’000 non-Lebanese, 50% girls, 50% boys)
- 26’000 teachers, 25 non-formal education providers
- all 115,000 children enrolled in non-formal education (50% girls, 50% boys)
- MEHE teaching workforce, principals and administrative staff
- Children’s learning loss on Foundational Literacy and Numeracy accrued in the past 4 years of school disruption is reduced by their exposure to the Learning Recovery Pedagogy in public school setting implemented by trained staff
- A cost-effective and sustainable Multiple Flexible Pathways/Non-Formal Education framework put in place to provide out-of-school children with a smooth transition to formal education
- Schools are equipped with sustainable sources of power which improved the teaching and learning environment for vulnerable children
- The education system (MEHE and the wider education community) is able to maintain the delivery of education with a focus on learning, in regular implementation periods of times of crisis (resilience)
- In order to be effective, international support to public education needs a robust compliance mechanism, and must go along with system governance reforms
- A viable public education system and effective pathways from non-formal to formal education are crucial to ensure access to formal education for out-of-school children
- A framewok is needed to ensure the quality of non-formal education
- Other international or foreign NGO North
- Secteur privé suisse
- Fonds des Nations Unies pour l’enfance
- Swiss contribution to Plan International and Save the Children (focusing on non-formal education), to UNICEF, IRC and Najdeh (on Child protection incl. child labour, violence against children)
- Switzerland’s global contribution to Education Cannot Wait for its multi-year programme in Lebanon
-
Secteur selon catégorisation du Comité d'aide au développement de l'OCDE EDUCATION
EDUCATION
EDUCATION
GOUVERNEMENT ET SOCIETE CIVILE
Sous-Secteur selon catégorisation du Comité d'aide au développement de l'OCDE Politique de l’éducation et gestion administrative
Enseignement primaire
Enseignement primaire
Politique de l’éducation et gestion administrative
Politiques publiques et gestion administrative
Thème transversal Réduction des risques de conflit
Le projet est axé sur l'amélioration du fonctionnement de l'organisation partenaire
Type d'aide Mandat sans gestion de fonds
Contribution à des projets ou programmes
Numéro de projet 7F10338
| Contexte |
The Lebanese public education system is serving the most vulnerable children, both Lebanese and refugees. Already weak before the Syrian crisis, it has been brought on the verge of collapse by the Lebanese economic crisis and the incapacity of Lebanon to afford its civil service in a context of high inflation. As demand for public education is bound to continue increasing in the coming years, urgent governance and efficiency reforms are its only lifeline. While a third of school-aged children in Lebanon are already out-of-school, children in public education have faced massive education disruptions due to the crises of the past 4 years (economic, COVID 19, port explosion). With accumulated learning losses, they are at an increasing risk of dropping out without having acquired foundational literacy and numeracy skills, and to lose life and job opportunities. |
| Objectifs | The most marginalized boys and girls aged 3–18 years have access to quality and inclusive learning, including foundational literacy, numeracy, and transferable skills to prepare them for work and for life. |
| Groupes cibles |
Direct target group: Indirect target group: |
| Effets à moyen terme |
|
| Résultats |
Principaux résultats attendus: Output 1.1: The learning recovery pedagogy is implemented in public schools by trained education staff Output 2.1: Develop a cost-effective and sustainable Multiple Flexible Pathways education policy framework Output 3.1: A solar assessment of schools to provide a basis for decisions over needs and priority investments in solarisation Output 4.2: Capacity of the Ministry of Education and Higher Education (MEHE) on financial management and its management abilities on data, financing, policy, planning and grievance are enhanced Principaux résultats antérieurs: This Credit Proposal is a first contribution to UNICEF for education in Lebanon. Below are key insights from SDC current education programming, and previous programming by other donors for refugees in Lebanon: |
| Direction/office fédéral responsable |
DDC |
| Partenaire de projet |
Partenaire contractuel ONG internationale ou étrangère Secteur privé Organisme des Nations Unies (ONU) |
| Coordination avec d'autres projets et acteurs |
The contribution to the public sector complements: TREF is currently the only multi-donor vehicle to support public education in Lebanon; UNICEF coordinates closely with other stakeholders (UNESCO, World Bank) |
| Budget | Phase en cours Budget de la Suisse CHF 7’450’000 Budget suisse déjà attribué CHF 1’726’870 |
| Phases du projet | Phase 2 01.07.2023 - 31.12.2025 (Phase en cours) Phase 1 01.10.2021 - 31.12.2025 (Phase en cours) |
