BEDP

Capacity Building

The Basic Education Development Project aims to build the management capacity of provincial, district, school staff, school Boards of Management and the school communities, so that they can plan, manage and maintain their school facilities

Through the capacity building program, school communities are enhanced to develop, manage, and maintain school infrastructure through community participation and Gender engagement and involvement.

The capacity building program is aimed at:

Strengthening partnership between communities and schools.
Empowering school communities
Improving school management systems
The equal participation of men and women in decision making
Contributing towards the universal primary education

How does BEDP achieve these aims?

Through its training program, the Basic Education Development Project involves Boards of Management Facilitators (BoMF) teams comprising of an education officer (for example, Primary School Standard Officer or District Education Officer) and a District Woman Facilitator (DWF). These are trained to carry out capacity building activities at every operating community and at primary schools. Elementary schools are included in this program within a Simbu elementary pilot program.

The BoM facilitators facilitate schools planning, budgeting, community mobilisation and participation in school maintenance and development of infrastructure activities.

School communities are encouraged to apply the strength-based approach, promoting active participation of women, men and youths, promoting prosperity through self-reliance for sustainability, and good governance through accountability and transparency.

They facilitate the engagement of local women leaders so that they can be involved in decision-making and energise communities to participate equally in school development activities.

The communities are empowered with skills in infrastructure management, financial management, problem-solving, and other skills involved in school maintenance and development. There are three provincial workshops conducted in all the 20 provinces to assist BoM facilitators carry out training with school communities and school BoMs.

In conducting these various capacity building activities, a number of resource materials have been developed to support this program component’s implementation:

Resource topic	Target audience	Purpose
Community-strengthening	BOM facilitators	Train facilitators to strengthen school community participation in infrastructure maintenance and other school and community activities.
Review school visit activities	BOM facilitators	Review BoM facilitators school visit and identify strengths, and issues faced during the school visit; report Important change stories
School Community Inservice Planning	BOM facilitators	Review second school visit, provide important change stories and introduce a needs analysis process which would lead into the development of a provincial In-Service plan.
Board of Management Hand book and flip chart - written in Tok Pisin and English	School Boards of Management members and teachers	This booklet helps BoMs understand their roles and responsibilities in school management.
School Infrastructure Management and Maintenance hand book and flip chart - written in Tok Pisin and English	School Boards of Management members and teachers	This book helps school Boards, Teachers, and communities how to plan, maintain existing infrastructure, and develop new infrastructure
Various posters on HIV/AIDS, National Education Plan, Good and Bad schools, others	BOM facilitators and school communities.	These posters support learning topics during workshops.
School Base Data Survey booklet	BOMF teams, school BoMs Head Teachers and the school community	This booklet is used for collecting school baseline data or school information for purposes such as planning. It also includes information such as the 3 year school development plan format and acquittal formats.
From Strength to Strength Written in Tok Pisin and English.	District women facilitators, school community facilitators, and the school community	This booklet discusses the role of District Women Facilitators in the Basic Education Development Project.
BEDP Newsletter (“Simo Seed”)	This news letter is written for BOMF teams School communities Provinces	This booklet informs the BOMF teams and school communities of current developments and interesting change stories collected from the provinces
National Infrastructure Guidelines for Primary and community School	School Boards of Management, Districts, Local level Governments and Provinces	This booklet helps all primary schools and community schools in PNG to have good infrastructure, healthy physical environment, and help set realistic and sustainable targets for infrastructure development and maintenance.

School and Community Capacity Building Booklets

As the project comes to completion, BEDP aims at sustaining the skills developed in the implementation period of the project, by developing a set of training materials aimed at school teachers, school boards of management, parents and the whole community.

The thirteen School and Community Capacity Building Booklets are written in response to a training needs analysis conducted by BEDP. These needs are from teachers’ school boards and school communities.

The Papua New Guinea Education Institute (PNGEI) approval process has been followed with the aim that these materials be used in their residential courses as well as work place projects, supervised and monitored by the PNGEI staff.

These booklets are developed as self-instructional materials. Teachers and communities can plan to use these how and when they require.

The main aim of the Basic Education Development Project is to strengthen community participation to assist communities maintain their school infrastructure and school environment. These training materials contribute towards school communities helping themselves and, more specifically, helping their local schools.

This series contains activities to enhance the capacity of community members, primary school Boards of Management (BoM), head teachers, in-service coordinators, and teachers, to better perform their current work responsibilities. These school-based activities support and strengthen workplace skills and knowledge and enhance individual personal development.

The table below contains a description of each of the bookets:

Booklet	The target group	What the book contains
Community Participations	Teachers, School Boards of Management and school communities	The activities in this booklet are intended to help teachers, school BoM members and the school communities to strengthen the participation of the whole school community (men, women and youth) in the management of their local schools
Skills that help Solve Problems	Teachers, school Boards of Management and school communities	This booklet contains capacity building activities that will help teachers, school BoMs and the community to learn about: How to identify what course of action needs to be taken to solve a problem The various skills that can be used to help solve problems How to manage their own emotions and feelings The aim is for school administrations to develop problem-solving skills so that they are better able to manage their schools. These same skills can be used to help solve individual and family problems.
Gender	Teachers, school Boards of Management and school communities	The activities in this booklet will help schools and communities learn about: Gender equity issues in PNG The importance of having ‘male gender champions’ What they can do to improve gender equity in their school and community The booklet directs the reader to look at the changes taking place in their own community and around the world, and develop strategies to improve gender equity in their home, school and community
BOM Roles and responsibilities	Teachers, school Boards of Management and school communities	The capacity building activities in this booklet will introduce to the BoM, teachers and the communities: The roles and responsibilities of the School BoMs The functions of the Board of Management BoM Administrative Matters The School Constitution All those involved in school administration need to understand the various laws governing the school and its administration so they can fairly and better manage their school
Basic Financial Management	Teachers, School Boards of Management and school communities	These activities help teachers, school BoMs and the communities understand the financial management procedures that relate to the Financial Management Act (FMA). This helps school BoMs and communities become accountable for public funds. With the transfer of greater and direct financial responsibilities and authority to head-teachers and school BoMs, it is important that they understand the laws governing the application of public funds. These sessions aim at strengthening their abilities to efficiently manage their school finances, and help them to be accountable and transparent in handling school funds
Education Planning Issues	Teachers, School Boards of Management and school communities	The activities in this booklet help teachers , BoMs and the communities learn about: The changes that have taken place with the: Education Reforms The National Education Plan 2005-2014 Elementary Education Primary Education The activities help schools better understand how the National Education Plans can be reflected in their own school plans, by: Exploring issues relating to the implementation of the national education reform Explaining the major outcomes, policies, and responsibilities of implementing basic education in the National Education Plan 2005-2014
Leadership	Teachers, School Boards of Management and school communities	This booklet helps schools learn about: Different leadership styles The qualities of good leadership The activities are designed to improve the reader’s understanding of the knowledge, skills and attitudes needed to be a successful school leader
School Infrastructure Management	Teachers, School Boards of Management and school communities	The activities in this booklet are designed to improve teacher, BoMs and community understanding of how to better manage their school’s infrastructure. This booklet helps schools to: Develop a School Profile Develop a Three School Infrastructure Plan Organise Work Parades for the community and students
Three Year School Infrastructure Development Plan	Teachers, School Boards of Management and school communities	This booklet helps teachers, School BoMs and the communities learn about: The characteristics of an ‘ideal’ or ‘dream’ school The five steps to prepare a Three Year School Infrastructure Development Plan (3Yr SIDP) The activities are designed to help teachers and BoM and P&C members to better plan for school’s infrastructure and maintenance needs. The booklet articulates how to develop a Three Year School Infrastructure Development Plan for a school
Practical Maintenance	Teachers, School Boards of Management and school communities	This booklet helps teachers BoM and P&C members to better plan their school’s infrastructure and maintenance needs. The booklet highlights: How to identify particular maintenance needs and what steps are needed to fix them The tools and materials that may be needed How to choose a suitable person to carry out the repairs or renovations How to identify water and toilet needs within their school How to understand the water and sanitation needs of females at their school
HIV/AIDS	Teachers, School Boards of Management and school communities	The activities in this booklet will help school communities to learn about: What HIV/AIDS is How HIV/AIDS is transmitted from one person to another Testing and counselling Protection and prevention Support and treatment Gender and HIV/AIDS How to care for community members with HIV/AIDS The Department of Education has developed a HIV/AIDS policy and these materials are in line with that policy. The activities help teachers and the communities understand the effect of HIV/AIDS so that they can carry out basic awareness in schools and the communities. This unit on HIV/AIDS will help to support initiatives taken by the Department of Education in implementing the HIV/AIDS Policy and the key strategies suggested in that policy. Papua New Guinea is faced with an HIV/AIDS epidemic which must be responded to in our school programs. Schools must be seen as a means of providing information about HIV/AIDS. Teachers and the whole community must be committed to the fight against HIV/AIDS. Teachers need to have an understanding of the disease and be able to explain it to the students and community
Domestic Violence	Teachers, School Boards of Management and school communities	There is an urgent need to address domestic violence in Papua New Guinea. Where domestic violence occurs, there is a much greater incidence of HIV/AIDS, child abuse, and alcohol and drug abuse. These activities are designed to assist families and communities to develop strategies to minimise domestic violence. Domestic violence creates hardships for students in schools, teachers, families and communities. It affects the ability of children to learn in schools. It plays a major role in the spread of HIVAIDS and is often linked with alcohol and drug abuse. The capacity building activities in this booklet will help teachers, School BoMs and parents learn about: Reasons and causes for family violence Consequences of family violence Self protection and legal support Strategies to minimise family violence This booklet will also helps to explain the impact that family violence has on children and the community as a whole, and provides advice on: How to support victims of violence How to avoid violence in the family
Limited Preferential Voting (LPV)	Teachers, School Boards of Management and school communities	The activities in this booklet are designed to improve the teachers, BoMs, children and the communities understand the Limited Preferential Voting (LPV) system. In this booklet there are five topics: Introduction to Limited Preferential Voting (LPV) Good government: what is needed for good government; what is a democracy; what responsibilities does a member of parliament have; delegation; modelling; decision-making skills Voting systems: What is the ‘first past the post voting (FPPV) system; What is the Limited Preferential Voting (LPV) system; Why was the LPV system introduced How the LPV system works: How are Limited Preferential votes counted; Show me an example of how LPV votes are counted; The 10 steps to run a LPV election; practicing running a LPV election Voting Information: Who is eligible to vote; how do I select a good candidate to vote for; what is illegal behaviour during elections; other election issues; gender champion skills needed during the elections; what HIV AIDS issues that may occur during elections