During the pandemic, children in Cameroon as other African countries could not go to school and were confined for months at home. At the same time many parents lost their businesses and when school barely reopened in late 2020 with some restrictive measures, not all parents could afford to send their upbringing back to school. The number of involuntary school dropouts automatically went up. GivHOPE Africa saw the number of children, mostly girls asking for education financial aid surge, moving from 1,500 youths in 2017/2018 to 2015 in 2019/2020, a record number.
Unlike the Western world with ICT whereby home learning was developed through the internet and distance learning technologies, Cameroon hardly coped with these newly developed techniques. In September 2021 when school actually resumed for good, GivHOPE Africa statistics jumped to 30,000 new demands of education financial aid for the youths ranging from nursing, primary to universities via secondary school. Only few of these huge demands met the requirements and were enrolled back to school.
A. Project Development Objective (PDO)
The PDO is to increase school dropouts’ education through their re-enrollment in formal education system or vocational training. PDO Level Indicators Key Performance Indicators (KPIs) include:
a) Increase in the number of fresh school registration of targeted groups achieved by primary project beneficiaries; and
b) Number of target groups reached increase with the project’s assets and services (especially girls targeted at 100 percent);
c) Beneficiary satisfaction rate with the quality of project-supported services;
d) Number of target groups rehabilitated and back to the normal education system.
B. The project will address the profound needs of the youth, mainly girls who want to go back to school but due to their families’ financial hardship and the covid-19 outbreak, they could not. GivHOPE Africa wants to give these youths a second chance: Paying their education or training. It will provide support for them to pursue their education from nursing and primary school to universities via the secondary school. Another project thrust expected to be transformational is encouraging those who have skills in handicraft to go in for vocational training. Finally, the project design is predicated on a multi-pronged approach with the following areas of focus:
a) GivHOPE priority is to make sure that youths, mostly girls have access to education.
b) Selected geographical areas: Project support will be focused on areas where extreme poverty due to covid-19 hits the most. GivHOPE Africa targets Yaoundé poorest neighborhoods (Mokolo). The project interventions will be strategic and closely coordinated with the partnering schools, colleges and universities, including the social Affairs Ministry. The project will seek to complement and enhance the support to the dropouts through various GivHOPE activities such as internships, mentorship or tutoring (2020 and 2021 witnessed 3,500 graduates from high schools to universities). Finally, the project will reinforce and optimize its financing requirements, as well as its overall management capacity with new approach to seek partnerships and sponsorships.
The project is structured around some core activities: (i) Seeking for sponsorship, mentorship, coaching, internship, vocational training and (ii) Project results, implementation, supervision, evaluation and monitoring.
C. Seeking for sponsorship (85,000.00 US$): This component will lay emphasis on the constant and permanent quest for partnership or sponsorship. This component will generate significant cash returns to provide the basic needs to students (Tuition, books, transportation, shelter, nutrition, health care, etc.). The rationale is to provide improved universal access to common services to the youths that GivHOPE enrolls in education.
GivHOPE will mostly rely on the traditional rulers of Mokolo to identify their priorities emphasizing on education of the youths in their communities. GivHOPE options must be consistent with national plans in education sectors to avoid any duplication of efforts.
Project results, implementation, supervision, evaluation and monitoring (10,000 US$): Based on the lessons learned from 2020 to date, the project will implement innovative monitoring arrangements. For example, GivHOPE will create a computerized database that will measure progress on outputs and outcomes for the evolution of the youths at the end of every fiscal year. GivHOPE might also carry out interviews or surveys to measure the impact on the beneficiaries, school heads, and their parents. The project will capture progress in the implementation of basic services.