EXPERIENCES BY

THE NORTHERN NETWORK FOR EDUCATION DEVELOPMENT (NNED)

IN GHANA

ERIC DUORINAAH , COORDINATOR

NETWORKING FOR EDUCATION

Context

Critical indicators National vrs Northern regions

2000 Pop & Housing census

ISSUE National Greater Accra

Region

Northern

Region

Upper East

Region

Upper West Region

Bole

District

Total Population

18,912,079 2,905,726 1,820,806 920,089 576,583 127,147

Fertility Rate 4.0 2.5 4.9 4.2 4.9 5.5

% pop urban 43.8 - 26.6 15.7 17.5 26.9

Adult Literacy

(%)

M 66.4

F 49.8

87.9

75.4

30.3

17.4

29.7

18.1

34.0

21.8

24.3

12.9

% Pop (under 15yrs)

41.3 33.1 46.2 43.4 43.4 48.4

GER Primary

(%)

M 78.8

F 72.5

66

62.5

73.7

57.2

74.8

74.5

68.2

69.6

53.4

44.3

GER J S S

(%)

M 67.3

F 59.3

79.0

69.8

50.6

32.9

43.7

41.7

49.3

44.4

31.5

20.6

Indicators 2004/2005 (ESAR 2006 report)

Issue National Northern

Region

Upper

East

Region

Upper

West

Region

Other Deprived Districts

Pre-Sch GER

(%)

60.19 29.28 28.56 21.94 -

Primary GER

(%)

Total 87.5

M 90.5

F 84.4

72.75

78.9

66.4

80.5

79. 8

81.2

77.3

75.6

79.2

80.12

JSS GER

(%)

Total 72.8%

M77.3

F 68.1

N/A N/A N/A N/A

SSS GER

(%)

25.58% N/A N/A N/A N/A

Pupil Teacher Ratio

34.9:1 40.2:1 57.4:1 49:1 41.9:1

NGO/CSO appraoch to interventions

Increased NGOs/CSOs within last 10 years (over 8,000 ) Many organizations still go solo. Systematic shift to networks and coalitions

Motivation for coalitions/networks Stronger voice , recognition, coherance and ability to influence Minimise duplications & maximise efforts Reinforce what organizations do better Increases sharing and new learning

E.gs: Ghana National Coalition on Education Northern Network on education Coalition on the right of the child Alliance on Reproductive Health Trade and Livelyhood Coalition Alliance on Anti-retroviral Treatment Gender Network

A case for northern network

Deprivation, poverty, less voice Nationally, 15% out of school children but 30%

or more in the north Pace of National coalition in acting for north Many organizations vrs varried interventions Practicalise CSO role in Dakar EFA framework

Mandate: foster collaboration, advocacy mouth-piece, challenge northerners

Stages to the network

Northern Education forum (mid 2001) Interim/working committee facilitated by

ISODEC & supported by Oxfam GB With membership of 18, constitution drafted &

passed, focal responsibilities assigned Membership drive from -NGOs/CBOs/unions

-Chiefs -Individuals

-Private institutions -tertiary sector/education service

Structure

G.A (111)

EC(11)Techn (9) Fundraising

Secretariat (4)

Regional Chapters (3)

Lead Agencies/Focal NGOs (3)

DEFATs (24)

Activities and achievements Increased mobilization & awareness on EFA &MDG goals

Increased membership &sence of belonging

Strenghened competences & confidence in policies (e.g ESP)

Built skills in advocacy& education accountability

Involved DEFATs/communities in monitoring school budgets

Evidence of a voice & Government consults NNED Input into Education Bill, Language Policy,ESAR

Links with Global campaign & government institiutes capitation grant, school blocks& water in select communities

Linking up and sharing

GNECC(NNED)

NNED

DEFATs

ANCEFA

GCE

schools/pupils

Ibis,Oxfam, AAI

Challenges Diverse interest vrs conscensus building on issues

Diallema:As network, do we need to implement?

Time consuming,expensive, cumbersome in coordinating network activities

With focus on advocacy, very difficult when the dutybearer becomes the advocacte

Slow results,difficult to measure-affects funding

Reflections & Lessons Exeperience confrims that networks strenghthen

relationships

Enhances sharing &improves confidence in advocacy

Effective netwoking relationships eases identification of critical issues and consitency in what is most needed in a given moment

Networks thrive on clear goals/vision

The work is always done by critical few

Simple visible structure is necessary for coordination

Pic 1:conditions for learning

Pic 2: Giving voices to pupls while getting the work done. A Pupil explaining the community maps to dutybearers.

Community Map indicate children who are in or out of school