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CAS, PRSP AND PRSC
ØMulti-sector demand driven (CDD)
ØMulti-country HIV/AIDS (MAP)
ØPost-conflict projects
ØEarly child development (ECD)
ØEducation
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Recommended Reading:

Achieving Universal Primary Education by 2015 - A Chance for Every Child

Education: Adressing the needs of orphans and vulnerable children

Education and HIV/AIDS: A Sourcebook of HIV/AIDS prevention programs

UNESCO: Preventing HIV/AIDS in Schools

Education and HIV/AIDS: Ensuring Education Access for Orphans and Vulnerable Children - A Training Module

International HIV/AIDS Alliance - OVC Support Toolkit: Education


  OVC in Education Sector Programs

 

 

Overview of Possible Interventions

The project design features outlined below are not intended to be an exhaustive list and only include interventions that are not likely to be part of a regular education project. If you have the time and money, we encourage you to organize a stakeholders meeting as described in the section on Working with Partners. While more time-consuming, a stakeholders meeting will both improve the quality of the information you gather and build local ownership and commitment.

Most Likely Project Design Features
– Education Sector

All OVC
  • Abolish or subsidize school fees and uniforms, or introduce school fee waivers
  • Establish conditional transfers linked to school attendance to cover school fees, books, and/or uniforms
  • Establish conditional cash transfer linked to school attendance to cover all of the above plus a family subsidy
  • Develop school feeding programs
  • Develop school-based health and nutrition programs (the FRESH approach)
  • Develop youth friendly reproductive health program at school
  • Reintegrate out-of-school children back into school, and where necessary, help soften or remove rigid age limits to access the different class levels.
Project Design Features by OVC Category
Street Children
  • Collaborate with NGOs who are attempting to transition children back into mainstream schools or to provide non-formal education programs
Orphans
  • Develop school-based psycho-social counseling services
HIV/AIDS affected children
  • Modify school curriculum to cover HIV/AIDS prevention, care of the sick, de-stigmatizing, etc.
  • Where necessary, help remove legal barriers that allow public schools to discriminate and exclude children affected – and, in particular, those infected – by HIV/AIDS.
  • Develop guidelines and training materials for teachers to help them identify and support HIV/AIDS affected children.
  • Establish school-based psycho-social counseling services
  • Develop ECD programs in HIV/AIDS affected zones (See the Bank's ECD HIV/AIDS Initiative)
Children in the Worst Forms of Child Labor
  • Promote flexible school hours for working children
  • Adjust school vacation to harvest season in farming intensive areas
  • Ensure that contractors who build schools do not employ children in dangerous jobs or in jobs that prevent the children from attending school
  • Promote a campaign targeted to the whole community that (a) encourages enrollment of all children – in particular vulnerable groups of working children like child domestic servants, herders and children working in agriculture, and (b) encourages parents to help children stay in school rather than drop out to work
  • Organize recreational activities and sensitization campaigns about the risks of prostitution and unaccompanied child migration to prevent child prostitution, labor migration and trafficking
Former Child Soldiers and other children associated with armed groups
  • Collaborate with NGOs who are attempting to transition former child soldiers and other children associated with armed groups back into mainstream schools or to provide non-formal education programs
  • Develop vocational training programs for former child soldiers and other children associated with armed groups, particularly those unable to transition back into regular schools. (See Pitfalls Section for design advice)
  • Provide psycho-social counseling services to former child soldiers and other children associated with armed groups in school
Children living with a disability
  • Make schools accessible to children living with a physical disability
  • Train teachers to integrate children living with a disability into the regular classroom
  • Help provide basic tools, for instance braille bars for blind children and glasses for children with visual impairment (the latter constitutes a large group of children living with a disability in developing countries, while they would not be considered disabled in a more developed economy)
  • Promote a campaign targeted to community and parents to de-stigmatize children living with disabilities, with particular focus on showing their success stories from other places, where possible in collaboration with “successful” children and youth living with disabilities
  • Collaborate with NGOs who are attempting to transition children living with a disability back into mainstream or special schools or to provide non-formal education programs

Before deciding which interventions your education project should include, you will need to decide whether you intend to serve all OVC (recommended) or one or more specific groups. Your decision will depend on (a) how many children fall into each of these categories (see Background Data section); (b) which groups the government considers as high priority; (c) what local human capacity exists, (d) how much funding is available for OVC activities, and e) restrictions related to the source of funding.

Once you have decided which OVC groups your program will target, you will need to decide which interventions to finance. This section provides some information on a number of the interventions listed above to facilitate your decision. After selecting your preferred interventions, you may want to screen them against the criteria that appear in the section entitled “Deciding what to do”. For help estimating costs, consult the section on Costing.


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