Sub Component C


This sub-component will provide capacity-building and operational support to LGEA and school-level stakeholders (gender advisors, Social Mobilisation Officers (SMOs), SSOs, SBMCs, school staff) on issues affecting girls’ retention and ensure SIG-supported activities are designed with gender sensitivity.

Funds from this sub-component will also complement and leverage ongoing and planned activities of DP programs and government at federal and state levels. This will be through:

  • Community mapping to identify the children out of school and carry out any needed systematic sensitization and enrolment campaigns to encourage families to send their girls to school.
  • access and retention of children in school, by contracting CSOs to work with LGEA officials in Civil Society and Government Partnerships to train and mentor SBMC members.
  • Setting up of confidential systems for reporting and addressing any form of abuse or violence in all public schools.
  • strengthen community and civil society voice and accountability in basic education with SBMCs as the vehicle for articulating community demand for quality, inclusive basic education,
  • target an additional 12,000 schools and school-based management committees (SBMC), approximately
  • support for child protection initiatives; provide/revise existing SBMC training in this area; and provide support that links the resolution of issues to the satisfaction of the victims through the justice system
  • conduct a Community Education Management Information System (C-EMIS) to enable communities identify out of school children and carry out any needed sensitization and enrollment campaigns
  • support civil society-government partnership to strengthen community engagement
  • activate, train and provide mentoring and monitoring support to SBMCs for increased civil society and community voice and improved accountability
  • support state Departments of Social Mobilization and UBEC at the national level to roll out SBMCs to more schools
  • identify and support initiatives to sensitize, train, and develop schools that might not meet the eligibility criteria for SIGs in the first year.
  • support capacity development to support execution
  • capacity development provided to Social Mobilization Departments at both SUBEB and LGEA level to lead, implement, and monitor SBMC development
  • capacity development for SMD and SMOs to include the SBMC Monitoring System
  • capacity development provided at all levels to further institutionalize this monitoring system, providing information on where government should invest resources to support school improvement and school numbers as well
  • capacity development for CSOs and SMOs on report and case study writing and the monitoring tool as part of their orientation training prior to mentoring and monitoring.
  • capacity development for SBMCs to increase support and create a space for girls’ and women’s voices through women’s and children’s sub-committees of the SBMC.
  • training on child protection to build on existing SBMC mentoring support and addresses concerns around security for and violence against girls.
  • training on school-based management across a range of areas including managing resources, monitoring schools, supporting teaching and learning, and addressing the issues of concern to the girl-child, with emphasis on strengthening awareness of security issues, particularly for girls drawing on materials from the Safe School Initiative in its modules and the recent Education and Conflict Study by ESSPIN
  • training for SBMCs includes the following modules: SBMC Roles and Responsibilities; Conducting SBMC Meetings; School Development Planning; Managing Resources; Monitoring (including measuring progress, involving children and the wider community); Child Protection, Welfare and School Safety

Table 8.8: Proposed Number of School to receive SBMC training support.

Years Number of schools to receive SBMC training
2015 420
2016 724
2017 300
2018 200
Total 1644


Key results will include:

  1. increased capability of communities and civil society to articulate demand for inclusive, quality basic education services
  2. increase in school enrollment and attendance; and access and retention rates
  • increase in the usage of data monitoring systems in decision-making for education processes, policies, and programs
  1. data collected through the C-EMIS  summarized at LGEA and State level to provide broad and nuanced data on the numbers of  out of school children and the root causes—for analysis and response by government
  2. data collected supports state Out of School surveys and other documents including the Annual School Census to help states plan for the children who are out of school, and those SBMCs are supporting to enroll and remain in school
  3. community mapping that SBMCs, local education officials and local CSOs use to identify and follow-up on children specifically stated to be out of school
  • community and local level data gathering also supports advocacy and sensitization efforts to increase stakeholder awareness on the OOC problem
  • data used by SBMCs and local governments to lobby government to increase resources to education on the supply side (including the need for more classrooms and teachers in schools)
  1. data results used for other advocacy efforts such as the HILWA group that develops work plans and carry out activities to support increased opportunities for girls and women in basic education. HILWA now has members across a number of Northern states including non-GEP 3 states
  2. increase in number of Mothers Associations, and children’s and women’s SBMC sub-committees
  3. strengthened accountability of SBMCs and on education through decentralized mechanisms
  • SBMCs’ reports successfully audited and 80% execution on activities set out in the SIPs