| Organisation Déclarante: | Right To Play Norway |
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| Budget Total ($CAD): | $ 26,847,835 |
| Délai d’exécution: | janvier 1, 2020 - décembre 31, 2024 |
| Statut: | Actif |
| Coordonnées: |
Thomas Breistein [email protected] |
Right To Play Norway
Non précisé
| Liban - $ 7,248,915.45 (27.00%) | |
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| Palestine - $ 5,369,567.00 (20.00%) | |
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| Mozambique - $ 5,101,088.65 (19.00%) | |
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| Éthiopie - $ 4,564,131.95 (17.00%) | |
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| Tanzanie - $ 4,295,653.60 (16.00%) | |
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| Éducation (100.00 %) | |
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The overall objectives of the project is to improve learning outcomes of boys and girls, specifically minimum proficiency level in reading in lower primary Grade 1-4; and increased retention of out-of-school girls and children with disabilities. This will be achieved by building the capacity of education staff, teachers and parents to give children better and more opportunities to read, both inside and outside school, using child-centred, play-based and active learning methodologies. Right To Play will also build the capacity of CSO partners to identify out-of-school children and to develop follow up and support systems, together with schools and local communities, which ensure access and sustained retention in school. Through these changes, the project will contribute to the SDGs, particularly SDG 4 ensuring “inclusive and equitable quality education and promote lifelong learning opportunities for all”, including its underlying principle of “leave no one behind”.
| Genre et âge: | Non précisé |
|---|---|
| Population Ciblée Directement: | 230,000 |
| Population Ciblée Indirectement: | 4,250,000 |
| 1 | Training |
| 2 | Provision |
| 3 | Construction/rehabilitation |
| 4 | Training |
| 5 | Provision |
The expected results of the project is to improve minimum proficiency level in reading in lower primary Grade 1-4. The expected % increase on this will vary from country to country and is linked to the baseline values for this indicator in each respective country. To achieve the expected result the project has several key outputs it’s working to progress, these are: 1) Building the capacity of education staff to give children better and more opportunities to read using child-centred, play-based and active learning methodologies; 2) Build the capacity of community members, parents and caregivers to give children better and more opportunities to read after school hours, during weekends, school holidays, and at household level; 3) Provide schools, communities and households with reading materials; 4) Build the capacity for school management, teachers, and students to create safe and inclusive learning environments.
It’s too early to say anything about achieved results at this point in time.
