As part of the implementation of the Save the Children Japan's self-fund Project (Support for Education), financed by Japan Platform(JPF), which began on November 1, 2023 and ends on October 31, 2024. After the attacks of March 24, 2021, two years later, the education sector has faced numerous challenges in terms of materials to guarantee the teaching and learning process and school infrastructures that were also destroyed due to the abandonment of communities in the face of attacks by members of non-state forces. This is where the project comes in to support the education sector, with a view to guaranteeing a safe environment for children so that the teaching and learning process can achieve its objectives.
As part of the implementation of the Save the Children Japan's self-fund Project (Support for Education), financed by Japan Platform(JPF), which began on November 1, 2023 and ends on October 31, 2024. After the attacks of March 24, 2021, two years later, the education sector has faced numerous challenges in terms of materials to guarantee the teaching and learning process and school infrastructures that were also destroyed due to the abandonment of communities in the face of attacks by members of non-state forces. This is where the project comes in to support the education sector, with a view to guaranteeing a safe environment for children so that the teaching and learning process can achieve its objectives.
Since the project had a safe school component, its main objective was to ensure that the school environment was safe for children and that they were not in any danger inside or outside the school.
It was in this context that an assessment was made of the 10 schools covered by the project, where only 05 schools were identified as priorities for rehabilitation interventions, which were totally or partially destroyed. These include the schools of Chicuedo, Mondlane, Tandica, Namoto and Nhica do Rovuma. The main problems identified were: rotten slabs with holes in them, rotten beams, classrooms without cemented floors, walls made of degraded local material, windows without roofs, classrooms without doors and, most aggravatingly, EP Tandica did not have any classrooms.
With the identification of needs in the schools by a team made up of SCI and SDJET, an awareness-raising campaign was launched and meetings were held with parents and guardians, school disaster risk management committees, school management, community and religious leaders. In order to jointly find a solution to these previously identified problems, the community volunteered its labor and some local materials. And so it was that in the community/EP of Tandica, where there was no school infrastructure, the community decided to build two classrooms.
After holding meetings with the community and assessing the needs in terms of materials, the project purchased and distributed various materials such as cement, gravel, sand, doors, locks, beams, zinc sheets, nails, stakes and mosquito nets for windows, to fix the main problems with the school infrastructure. It was with this support in building materials that the project improved the conditions of the school infrastructure and took the children of EP Tandica out of the situation they were in (studying under the hoses) and running numerous risks such as falling branches and on rainy days not attending classes, contributing negatively to the achievement of the objectives of the teaching and learning process.
