Sec_C_ATTACHMENT_06_-_Activity_Linkages_Between_EFS_and_CARS.pdf

Attachment 5

Activity Linkages Between EFS and CARS

EFS

(FADCANIC)

CONTRACT

(TBD)

IR 1 - Reading performance improved

Sub-IR 1.1 – Access to formal and non-formal reading programs increased o Establish alternative reading programs in safe and accessible places o Provide scholarships to children who would otherwise be unable to attend school

Sub-IR 1.2 – Increased availability and quality of reading instruction and materials o Provide professional development to teachers and other instructors in an improved instructional approach for reading and in monitoring student progress and differentiating instruction o Develop, produce and disseminate reading materials in the three languages of instruction: Kriol, Miskitu and Spanish, IR 2 - Workforce and life skills increased

Sub-IR 2.1 – Access to programs related to employability and citizenship increased o Develop systems for referring children and youth to social services when needed o Support vocational, technical & entrepreneurship training and provide scholarships to ARCY who otherwise could not participate

(through sub grants)

Sub-IR 2.2 – Relevance of employability and life skills programs increased o Establish local workforce needs for vocational training o Develop & implement vocational and complementary life skills curricula

IR 3 - Sustainable community engagement in creating a positive environment for at-risk children and youth increased

Sub-IR 3.1 – Capacity of local organizations increased o Provide training & technical assistance on the content & implementation of policies & plans related to education, youth and ARCY rights o Provide training, technical assistance and sub-grants to local NGOs to improve their administrative, financial, planning and implementation capacity o Establish mechanisms to promote learning exchanges and collaboration between NGOs in Managua, on the Caribbean Coast and in the sub-region

Sub-IR 3.2 – Community mobilization in support of education and security increased o Support community workshops to discuss and analyze issues related to reading/schools and/or local insecurity and crime issues o Identify ways to improve community & education stakeholder production of, access to and use of data for prioritization of education sector programming o Support training for development of community action plans and provide small grants to support their implementation o Implement media campaigns to increase public awareness about the importance of reading and about how communities can be more secure