Project profile — Implementing Decentralized Management of Basic Education

• Mali (100.00%)

• Education policy and administrative management:
Education policy and administrative management (11110) (70.00%)
Education facilities and training (11120) (30.00%)

• Gender equality (significant objective)
• Environmental sustainability (cross-cutting) (not targeted)
• Participatory development and good governance (significant objective)
• Trade development (not targeted)
• Biodiversity (not targeted)
• Climate change mitigation (not targeted)
• Climate Change Adaptation (not targeted)
• Urban issues (not targeted)
• Desertification (not targeted)
• Children's issues (not targeted)
• Youth Issues (not targeted)
• Indigenous Issues (not targeted)
• Disability (not targeted)
• ICT as a tool for development (not targeted)

The project aims to encourage increased effectiveness and community management of schools. In coordination with other partners and led by the Government of Mali, this project supports the implementation of decentralized management of basic education in the Kayes and North Mali regions (Gao, Timbuktu, and Kidal). The project has three levels of support, designed to reinforce the decentralized management of basic education: (i) for territorial communities, on the front lines in managing basic education; (ii) for the National Education Ministry (MEALN)'s deconcentrated mechanisms, which are responsible for providing technical support needed to build the school management capacities of territorial communities, including capacity building of teaching academies in Kayes, Gao, Timbuktu, and Kidal; (iii) for MEALN's central body, responsible for developing policy aimed at decentralizing education, and giving partners the support they need to implement, monitor and coordinate this policy.

N/A

Results achieved as of the end of project activities in the field (October 2011) include: Teaching academies in northern Mali have established and integrated functional decentralized communications networks. The unit responsible for the decentralization and devolution of responsibilities within the education system better understands its role and has developed tools to support its mandate. Files are managed more efficiently, due to increased exchanges, consultation and real dialogue between decentralized bodies. School management committees in the Kayes and North Mali regions have improved their ability to manage community facilities. The physical learning environment in schools within the project intervention area has improved (during the course of the project, 201 schools were equipped with a water wells and 252 schools received 7,467 school desks).

• Proactive disclosure