USAID/HONDURAS SCHOOL-BASED VIOLENCE PREVENTION …

USAID/Honduras School-Based Violence Prevention Activity

Quarterly Report #4 1

USAID/HONDURAS SCHOOL-BASED VIOLENCE PREVENTION ACTIVITY

Quarterly Report

Quarter 4 – October 1, 2017 to December 31, 2017

Submission Date: February 22, 2018

Contract Number: AID-522-C-17-00001 Activity Start Date and End Date: February 23,2017 to February 22, 2022

COR Name: Mariella Ruiz-Rodriguez Submitted by: DAI Global LLC

This document was produced for review by the United States Agency for International

Development Mission (USAID/Honduras)



PROJECT OVERVIEW/SUMMARY

Program Name: School-based Violence Prevention Activity/

Asegurando la Educación

Activity Start Date and End Date:

February 23, 2017 – February 22, 2022

Name of Prime Implementing Partner:

DAI Global LLC

[Contract/Agreement] Number: AID-522-C-17-00001

Name of Subcontractors/Subawardees:

Partners of America

Major Counterpart Organizations

Geographic Coverage

(cities and or countries)

Tegucigalpa, San Pedro Sula, La Ceiba, Choloma, Tela

Reporting Period: October 1 – December 31, 2017



ACRONYMS AND ABBREVIATIONS

ASJ Association for a More Just Society

CARSI Central America Regional Security Initiative CDCS Country Development Cooperation Strategy

CED Council for School Development CLA Collaboration, Learning, and Adaptation COMDE municipal education council

CINDE International Center for Education and Human Development CPTED Crime Prevention Through Environmental Design

CREOH Comunidades con Riquezas, Educación y Oportunidades en Honduras DINAF Directorate for Children, Adolescents, and Families DO development objective

EMMP Environmental Mitigation and Monitoring Plan EPREVACEH Strategy for Prevention, Protection, Reduction, and Control of Violence in

Schools GIS geographic information systems GOH Government of Honduras

IR intermediate result KM knowledge management M&E monitoring and evaluation

MEL monitoring, evaluation, and learning MIDEH Mejorando el Impacto al Desempeño Estudiantil de Honduras

MOE Ministry of Education NGO non-governmental organization PEC School Education Projects

POA annual operating plans PPP public-private partnerships

SBV school-based violence SBVP school-based violence prevention SBVPA School-based Violence Prevention Activity

SPS secondary prevention services STTA short-term technical assistance

TAMIS Technical and Administrative Management Information System USAID United States Agency for International Development



INTRODUCTION

USAID/Honduras’s School-based Violence Prevention Activity (SBVPA - known locally as

Asegurando la Educación, or Asegurando) is a five-year activity that launched in February 2017, which is designed to achieve a two-part goal:

1) Address school-based violence (SBV) that impedes the delivery of education and its

goals of access, retention, and learning; and

2) Use education and school processes to contribute to violence prevention in target communities.

Asegurando is implemented by DAI Global LLC (DAI), with support from subcontractor Partners of the Americas. The activity works from a central project office in Tegucigalpa, and

two field offices in San Pedro Sula (covering San Pedro and Choloma) and La Ceiba (covering Ceiba and Tela). Together, these locations are the focus of the USAID/Honduras Country

Development Strategy (CDCS) Development Objective 1 (DO1) to increase citizen security for vulnerable populations, and its Intermediate Result (IR) 1.1.2 through “quality services that protect against violence.” This is part of the US State Department’s Central American Regional

Security Initiative (CARSI) and the 2014 Alliance for Prosperity, a regional initiative aimed at reducing the incentives for migration. In addition, the project aligns with the Government of

Honduras (GOH) 2010 Visión del País on non-violence and security, and Ley Fundamental de Educación, which highlights prevention and rehabilitation as a crosscutting issue in the national curriculum.

The project has the following four objectives:

(i) Improve school ability to reduce school-based violence through creation of safe learning environments;

(ii) Strengthen local networks that increase school safety;

(iii) Increase the capacity of the Ministry of Education (MOE) and social protection actors to prevent and respond to SBV; and

(iv) Lower risk factors and enhance protective factors for students who qualify for secondary prevention services (SPS).

ACTIVITY IMPLEMENTATION PROGRESS

Progress Overview

This section covers key achievements and status of work plan targets for the October through

December 2017 reporting period. Major highlights are included under each of the four Activity objectives.



Under Objective #1, Asegurando supported the development of integrated school-based violence prevention (SBVP) and reduction strategies, individually tailored using diagnostic

results for each of 14 schools where the project is working during Year I. In addition, the project designed a menu of solutions for common crime challenges in school, through a

comprehensive study of evidence-based practices in SBVP. Using progress made in each individual school, peer-to-peer workshops were held amongst teachers and administrators to share lessons learned across each of the five municipalities of intervention. Finally,

extracurricular activities, such as jornadas de convivencia, were completed in each of the 14 education centers. In preparation for next year, the project completed a comprehensive study

of potentially qualifying schools for intervention, using criteria previously established with USAID to determine which schools are of priority for MOE, and have significant drops in attendance and/or matriculation rates, and increases in violence during the last year.

Objective #2 accomplishments included initial launch meetings with network leaders from the

municipal-level education councils (COMDEs) in each city. The project took steps to strengthen the networks, including relationship building with social network actors that form part of the Mesa Tecnica de Educacion, the Interamerican Development Bank (IDB), police, and

others who will form part of the project’s leverage system. Asegurando la Educacion worked with schools to develop communications strategies to support SBVP at school events and

activities, incorporating lessons learned from other USAID DO1 and Education programs such as Convive!, Proponte Mas, and Mejorando el Impacto del Desempeño Estudiante de Honduras (MIDE). The project collaborated with Unidos por la Justicia to engage police on school

communication strategies under Activity 2.4. Within

Objective #3, the project

helped enhance the capacity of

the MOE to create

institutional guidelines for school based

violence. Specifically,

Asegurando assisted the Ministry’s Directorate of Prevention and Social Rehabilitation in the development of a national strategy for prevention of and response to SBV. This strategy will be finalized and

launched during Q5, and rolled out by the three national violence prevention commissions that the MOE and Sub-Secretary of Prevention (under Ministry of Security) oversee.

As per discussions with USAID, Objective #4 capacity building for Asegurando staff in the Youth Service Eligibility Tool (YSET) by Proponte Mas was put on hold to focus on further definition of

Activity 24. Police Support School Campaign on School Desertion in the Fidelina

Cerros School in San Pedro Sula



the project’s approach to secondary prevention. The content of Objective #4 will be finalized in collaboration with USAID, and presented to the entire DO1 team early on in Q5.

Country Situation

Throughout the quarter, Asegurando continued to develop the project’s working relationship on SBVP with key Government of Honduras (GOH) agencies such as the MOE and Sub-Secretary

of Prevention, civil society groups, and donors like the IDB. Leveraging these contacts, the project took steps to consolidate the Mesa Técnica in education, consisting of organizations

such as Plan International, World Vision, United Nations Children’s Fund (UNICEF), IDB, and other groups that have developed unique approaches to SBVP in Honduras. This Mesa had originally been created a few years back with legal backing as an advisory group to the MOE,

but had not been assembled since. During the coming year, Asegurando will play a leading role in convening the Mesa to ensure best practices in violence prevention are integrated into the

MOE’s wider institutional policies and procedures for preventing and responding to violence. To support Asegurando’s leadership on SBVP, the IDB has agreed to align its methodological approach for funding SBVP in Honduras with the overall technical strategy developed and

introduced by the project. This will help ensure greater sustainability and “one voice” for SBVP across civil society organizations (CSOs), within the GOH, and under the MOE’s direction.

Beyond the Mesa Técnica, the project worked on targeted relationships within the MOE. A USAID field visit to an Asegurando school in the Tegucigalpa neighborhood of Villa Franca by the

Minister of Education, her three Vice Minsters, and the Vice Minister for Security on October 16 helped solidify these relationships. During this visit, senior government officials and USAID

had the opportunity to observe a presentation on the diagnostic results and school prevention strategy led by the school’s Comite de Convivencia, a committee which has been launched in each of the Asegurando intervened schools with legal support from the Ley Fundamental de Educación.

After the visit, Asegurando was invited by the MOE to strengthen the MOE’s national SBVP

strategy (Estrategia de Prevención, Protección, Reducción y Control de Violencia en Centros Educativos de Honduras or EPREVACEH) by working through the three newly created commissions co-led by the MOE and Sub-Secretary of Prevention: (i) Prevention, (ii) Laws, and (iii) Reduction and

Control. Capacity building on this strategy and to the commissions was ongoing throughout the quarter, resulting in an official written request from Minister Rutilla Calderon for technical

assistance to work in-house with MOE staff on finalizing the strategy and defining the roles and responsibilities of the three commissions. The technical assistance will focus in part on responding to comments made on EPREVACEH by the Mesa Rodondo de Cooperantes en

Educacion (MERECE). The strategy will be finalized and disseminated at the start of Year II with support from Asegurando. This is a significant step for both the project and the MOE, as it is

the first comprehensive policy-level document on SBVP in the country.

Implementation Status

While the project made significant progress in new areas during Q4, it is important to note that

the politically polarized violence and uncertainty resulting from the national presidential elections held on November 26 did substantially restrict project mobility. Because the security



situation often changed daily, the project had some difficulty in scheduling and maintaining regular field activities, meetings, trainings and larger events, due to threats of political violence.

Specifically, travel was limited both within and across cities from November through the end of 2017. In addition, there were concerns that teachers and other government officials were

politically polarized in their views toward the election results, thereby forcing the project to cancel some scheduled meetings with large groups of officials for fear it would become a politically charged event. For this reason, and as per the project’s December 15 th Crisis Plan

(attached in Annex A), several modifications were made to the project calendar during this reporting period.

Notwithstanding, project staff were able to take advantage of this additional time in the office to work in close collaboration with the USAID/Education team on the “co-creation” and

consolidation of its overall technical strategy and methodological approach. This technical approach was laid out in a concept note (attached in Annex B) submitted in December outlining

the CORE approach to SBVP developed by the project. It involves six key areas identified by the team during a November strategy session as the focus areas of school diagnostics and lessons learned from Year I implementation: (i) school management, (ii) norms, (iii) curriculum,

(iv) school safety, (v) relationships, and (vi) case referrals, with an emphasis on gender and inclusion, as well as other SPECIALIZED areas. While the overall project strategy will continue

to be refined in the annual Strategy Review Session to be held in collaboration with USAID at the start of Year 2, this initial foundation has provided a strong technical vision moving forward.

Most of the activities not implemented this quarter due to security concerns were under Objective #1, as they involved engagement with MOE and school representatives, and significant transportation to field sites. They include Activity 1.3 Quick Wins, Activities 1.4 and

1.5 Curriculum Development and Capacity Building, some extracurricular efforts under Activity 1.6, and key infrastructure under Activity 1.7. They also include efforts to formalize

partnerships between schools and network providers through MOUs under Activity 2.3. Finally, as mentioned previously, capacity building on YSET under Objective 4 was postponed until finalization of the project’s secondary prevention model. These have been integrated into

the Year 2 reporting period, under the newly finalized holistic approach. Any resulting modifications to the project calendar are reflected in the implementation progress under each

individual objective below.

PROJECT OBJECTIVE I: IMPROVE SCHOOL ABILITY TO REDUCE SBV

Under Objective 1, program highlights included the following activities and their respective

tasks, as laid out in the Year I Work Plan.

Objective I October November December

Activity 1.2. Conduct participatory school diagnostics and develop integrated SBV prevention strategies.

Task 1.2.2. Using diagnostic results, support each partner school to develop an integrated SBV prevention and reduction strategy.

XX



Task 1.2.3. Design a portfolio of solutions to common crime challenges.

XX

Activity 1.3 Generate buy-in through quick wins.

Task 1.3.1 Help schools identify immediate win-win opportunities to be funded through grants and local

subcontracts.

XX XX

Activity 1.4 Help schools integrate violence and

gender-based violence (GBV) prevention into existing curriculum

Task 1.4.1 Conduct cascading training-of-trainer (TOT) program for select administrators and teachers.

XX XX

Activity 1.5 Strengthen teachers’ capacity to identify at-risk students

Task 1.5.2 Host peer-to-peer workshops to share knowledge and lessons learned.

XX XX XX

Activity 1.6 Improve extracurricular activities offered

by schools

Task 1.6.1 Work with school administrators, teachers,

mentors, students and community stakeholders to design and implement a variety of extracurricular

activity programs.

XX XX XX

Task 1.6.2 Help existing clubs integrate key SBV lessons into their activities.

XX XX XX

Task 1.6.3 Ensure extracurricular activities include preventing SRGBV and promoting gender equality.

XX XX XX

Task 1.6.4 Use PPPs to improve extracurricular programs.

XX XX

Task 1.6.5 Support partner schools to use the “open schools” model to make public school spaces available

on weekends.

XX XX

Activity 1.7 Provide key infrastructure improvements.

Task 1.7.1 Work with partner schools to define priority infrastructure to support critical safety and security improvements.

XX XX

Task 1.7.2 Support initial quick-win infrastructure improvements.

XX XX XX



Task 1.7.3 Provide small infrastructure grants through SBVPA and/or help schools secure greater funding for CPTED from donors.

XX XX XX

Activity 1.2 Conduct participatory school diagnostics and develop integrated SBVP strategies. In two separate one-day workshops held by the project in collaboration with

schools across the five cities of implementation, Asegurando supported teachers, students, and parents who are part of the Comites de Convivencia in the development of tailored SBVP strategies. These strategies respond to common violence challenges identified by members of

the school community and

project staff during the diagnostics completed and

reported on in Q3. The strategies focus

on addressing challenges related to GBV, school

discipline, and the need for greater

parent involvement. The strategies work to integrate other network partners into schools’ prevention and response mechanisms, including activating the local police network, CSOs, and support from DINAF. The project also started to work with schools on targeted referrals,

including for issues of sexual harassment, such as those raised in a school (not named for privacy) in Tegucigalpa where female students required treatment for trauma, and teachers

involved needed to be reported to the MOE district office for follow-up with the Fiscalia.

While each school developed their own individual strategy with technical assistance from

Asegurando, based on the results of the diagnostics, certain themes are common across them, and have contributed to the project’s understanding of the key SBV challenges in schools . In

early November, Asegurando held a two-day technical workshop to review the data collected during school diagnostics, as well as initial perceptions of school challenges after working closely with the first 14 schools of intervention. In addition, Violence Prevention Specialist

Lainie Reisman presented the results of a comprehensive desk study on promising practices in SBVP. Using the combination of these diagnostics, initial school efforts, and the desk study,

Students, Teachers, Administrators, and Asegurando Staff in a Tegucigalpa

Workshop to Design SBVP Strategies



Asegurando identified the following core areas of emphasis (see Exhibit 1) for Year 2 implementation: (i) school management, (ii) norms, (iii) curriculum, (iv) school safety, (v) relationships, and (vi) case referrals, with an emphasis on gender and inclusion, as well as other

SPECIALIZED areas. These became the foundation of discussions on the project’s technical approach in the process of co-creation with USAID.

Activity 1.3 Generate buy-in through quick wins. Due to security concerns, quick win activities have been integrated into the upcoming Q5 efforts, and are part of a wider holistic

approach to grant-making for next year expected to include $800,000 of in-kind and other grants for implementation. The project’s quick wins will focus on equipment for the MOE’s

regional training centers and COMDEs, targeted assistance to strengthen schools, and support to the Ministry’s Prevention and Rehabilitation Unit to produce SBVP training materials. In addition, per the Minister of Education’s request, targeted technical assistance will also be

provided for the development of school education plans (PECs), and to strengthen the Comites de Convivencia in each school. These quick-wins are being expedited under next quarter’s

efforts to ensure compliance and maintain project momentum under its newly consolidated technical strategy.

Activity 1.4 Help schools integrate violence and gender-based violence (GBV) prevention into existing curriculum. As per the section on the project’s implementation status, capacity

building activities were postponed until Q5 next year, due to polarized political violence. This includes the training-of-trainers (TOTs) for a cadre of SBVP teachers and administrators across schools, the MOE, and regional training centers; as well as the project’s ongoing

accompaniment for the MOE in the application of best practices in day-to-day school activities. However, project staff did engage with the MOE remotely on continuing to define profiles for

the cadre of leaders expected to participate in this activity next quarter. This activity will be expedited and rolled out in Q5 under the newly consolidated technical strategy in Year 2.

Exhibit 1: Year 2 Focus Areas



Activity 1.5 Strengthen teachers’ capacity to identify at-risk students. Similarly, capacity building on student referrals and peer-to-peer workshops were put on hold until early 2018

due to political violence. These efforts will be an integral part of Year 2 implementation once the security situation stabilizes.

Activity 1.6 Improve extracurricular activities offered by schools. Efforts to promote extracurricular clubs were also put on-hold for similar reasons; however, engagement of the

private sector did successfully move forward as planned. Specifically, approximately $20,000 USD in equipment was donated to Asegurando schools by Fundacion Lady Lee to support SBV,

including desks, kitchen equipment and other materials used for learning and work with teachers and students through the Escuela para Padres and student government.

Activity 1.7 Provide key infrastructure improvements. Likewise, Activity 1.7 was detained to security concerns; however, will be highlighted under Q5 efforts, and strongly linked with

the previously mentioned quick wins.

PROJECT OBJECTIVE II: STRENGTHEN LOCAL

NETWORKS THAT INCREASE SCHOOL SAFETY

Under Objective II, the project continued to consolidate relationships supportive of strengthening the school networks as described below.

Objective II October November December

Activity 2.2. Strengthen COMDEs and CEDs to serve as network leaders.

Task 2.2.1. Provide technical assistance to COMDE members and CED directors to hold quarterly systems

exercises.

XX XX XX

Task 2.2.2 Train and assist COMDEs and CEDs to

serve as network weavers by connecting relevant partners and helping launch new ones.

XX XX

Activity 2.3 Support schools to develop partnerships to increase safety and prevent violence.

Task 2.3.1 Support school administrators to negotiate and sign MOUs with key social asset network partners to provide services complementary to schools’

mandate.

XX XX XX

Task 2.3.2 Provide schools with quick-reference guides

(QRGs on how to manage MOUs.

XX XX XX

Task 2.3.5 Coordinate with USAID’s Unidos por la

Justicia activity to help partner schools implement place-based community policing needs and activities.

XX XX XX



Task 2.3.6 Support partnerships with business, women’s CSOs, Oficinas de la Mujer (OM), and other relevant stakeholders to improve consideration for

girls’ safety.

XX XX XX

Activity 2.4 Create communications strategies.

Task 2.4.1 Help schools communicate the vision statement (as defined in the integrated SBV prevention

strategy) with the broader network and community members.

XX XX XX

Task 2.4.3 Through grants, support schools to create banners, shirts, handouts and hold festivals to increase community participation in SBVP prevention activities.

XX XX XX

Activity 2.5 Host community events.

Task 2.5.1 Collaboration with NGOs, churches,

community outreach centers and school clubs to identify and implement community service projects in

at-risk neighborhoods.

XX XX

Activity 2.2 Strengthen COMDEs and CEDs to serve as network leads. Asegurando worked with the MOE to launch regular monthly meetings of the COMDEs in each of the five cities of

intervention. The COMDEs have been inactive in almost all cities except Choloma up until now; however, through project staff engagement, Asegurando has successfully motivated MOE

leadership to convene regular COMDE meetings. Asegurando’s Network Lead Lorena Reyes completed initial capacity building field visits this quarter, in collaboration with COMDE members and representatives from the MOE central office, wherein she visited the La Paz and

Santa Barbara departments to understand lessons learned in other successful network / COMDE efforts. The models used in these departments will be adapted by the project during

the coming quarter for replication in an urban, high-risk context. The project will organize a workshop in January for COMDE members across all five cities focused on strategic planning to ensure COMDE’s effective oversight of SBVP activities.

Activity 2.3 Support schools to develop strategies to increase partnerships to increase

safety and prevent violence. Relationship building through MOU development with schools was put on hold due to increased violence in schools and surrounding neighborhoods as result of the political polarization that came out of the elections. Notwithstanding, the project did

take the necessary steps to initiate linkages between schools and other social asset network actors prior to the violence. This included a comprehensive effort to connect police with

schools, carried out in collaboration with the Unidos por la Justicia project, drawing on lessons learned from Convive!, and under the supervision of National Police Sub-Commissioner Gernaan Sanchez Veasquez, Director of Interinstitutional Coordination and Support. Interventions

included overall accompaniment of project activities during jornadas de convivencia or other regular patrols and outreach efforts at schools, from each of the corresponding municipal police

units (UMEPs) across all five cities, in order to be responsive to teachers’ and students’



prevention needs. In addition to police engagement, Asegurando also created systematic connections between CSOs such as ASJ and others to provide targeted secondary service

provision. The project also took steps to more effectively integrate services provided by the Sub-Secretariat of Prevention into schools, through introduction of recreovias as part of SBVP

activities. A map of all available services for schools will be completed next quarter.

Activity 2.4 Create communications strategies. Asegurando worked with schools across the

five cities to host public campaigns at the end of the school year entitled “We’ll be Back!” to encourage students to continue

their studies in the coming school year starting February 2018. A total of approximately

7,000 students attend the events (500 per school), in

addition to participation from the church, police, the mayor’s office, and other network

actors such as the Honduran Institute for the Prevention of

Alcoholism, Drug Addiction, and Dependence (IHADFA).

Activity 2.5 Host community events. Jornadas de convivencia were held in each of the 14 schools where Asegurando intervened this year. These jornadas included the participation of

school administrators, teachers, Escuelas para Padres, and other community actors to improve overall safety through amplified visibility of violence prevention efforts. Across the 14 schools, they involved community festivals and neighborhood clean-ups led by students to increase

overall engagement in SBVP.

PROJECT OBJECTIVE III: INCREASE CAPACITY OF MOE AND SOCIAL PROTECTION ACTORS TO RESPOND TO SBV

Under Objective III, the project worked to enhance the MOE and other social network actors’ capacity in SBVP. Progress in key areas is outlined in detail within the activities listed below.

Objective III October November December

Activity 3.1 MOE has improved capacity to create

guidelines and standards to help schools anticipate, mitigate and respond to violence.

Task 3.1.1 Assist MOE’s general Directorate of

Prevention and Social Rehabilitation and education directors to develop, pilot and roll-out regulations to

help school staff address and mitigate violence within their core functions.

XX XX XX

Campaign on School Dropouts held in Choloma



Task 3.1.2 Create a guideline for preventing and responding to SBVP.

XX XX

Activity 3.1 MOE has improved

capacity to create guidelines and standards to help schools

anticipate, mitigate, and respond to violence. Asegurando supported the MOE on the drafting of the first

national strategy for school-based violence prevention, EPREVACEH.

This strategy is being developed by the MOE in collaboration with the Sub-Secretariat of Prevention and

other supporting agencies including Fiscalia, targeted CSOs such as Plan

International and ASJ, as well as through targeted technical assistance

from project staff. Moving into next quarter, at the request of MOE, Asegurando will assign a

short-term local consultant to work directly with the MOE’s three SBVP commissions on ensuring the national strategy provides comprehensive but clear guidance on SBVP and

response protocols, as well as next steps in implementing them. As part of this, Asegurando is working with the MOE to address any concerns raised during initial comments provided by the donor community on a previous version of this policy, providing for a unified and holistic vision

for SBVP. The policy will be ready for review and dissemination, and will be put forth as a presidential decree from the MOE’s central office in Q5 next year.

PROJECT OBJECTIVE IV: LOWER RISK FACTORS AND ENHANCE PROTECTIVE FACTORS FOR STUDENTS THROUGH SPS

Under Objective IV, Asegurando worked in collaboration with USAID to further refine its

strategy for secondary violence prevention. As such, capacity building activities in YSET (listed in the table below) under Objective 4 have been put on hold until next quarter.

Objective IV October November December

Activity 4.1 Support schools and education centers to apply screening model to identify high-risk youth.

Task 4.1.1 Provide training to school administrators and teachers on how to use existing screening

processes (such as YSET) to measure each student’s exact level of exposure to risk factors, protection factors and other socio-economic dynamics.

XX

Task 4.1.2 Support administrators, teachers and other community leaders in the network to match students

XX XX

COP with MOE SBVP Commissions during review of

EPREVACEH



with appropriate services based on the needs identified in each screening tool.

Activity 4.2 Identify and improve secondary prevention service packages.

Task 4.2.1 Help schools and network partners

understand the various existing secondary prevention services available and which students (based on

screening results) are most relevant for each service.

XX

Task 4.2.2 Assist schools and network partners to

create a menu of options describing each type and level of service so that teachers, school administrators and community leaders can make appropriate student

referrals.

XX

IMPLEMENTATION CHALLENGES

As discussed in previous sections, the project faced significant implementation challenges this quarter due to violence that broke out in the aftermath of the presidential elections. This

limited project staff and beneficiaries’ ability to mobilize on the streets for meetings or significant events, as well as resulted in significant polarization amongst students, teachers and communities. As a result, many activities were cancelled or postponed; however, they have

been folded into next year’s newly consolidated technical approach to SBVP.

MEL PLAN UPDATE

The project completed an additional round of edits on the MEL Plan, addressing feedback and comments raised by USAID on the previous draft. In addition, draft survey instruments for collecting data for Indicators 1 and 1.1 were developed for USAID review in preparation for

the baseline study implementation process. The draft MEL Plan has been disseminated by the MEL team to Asegurando staff in the three field offices in preparation for launch of baseline

study efforts, linking the technical approach with clear indicators, and establishing overall targets for Year 2 implementation.

This section to be completed in greater detail in future versions of quarterly reports upon

USAID approval of the project MEL Plan.



COLLABORATING, LEARNING, AND ADAPTATION

(CLA)

In addition to the MEL Plan, a draft Learning Plan was developed by the project and submitted to USAID for review and feedback. As mentioned above, future quarterly reports will contain

greater detail on CLA upon USAID approval of the MEL Plan.

INTEGRATION OF CROSSCUTTING ISSUES AND

USAID FORWARD PRIORITIES

Gender and Social Inclusion

USAID provided feedback on the gender analysis submitted as part of initial project deliverables in June 2017. Based on suggestions provided, Gender and Social Inclusion Specialist Mary Ellen

Duke was hired to support the revision of the project’s analysis, laying the foundation for development of a comprehensive gender strategy. Recommendations coming out of the

analysis look at targeted ways in which gender and inclusion can be integrated as a crosscutting issue across the project’s overall approach, with a focus on ensuring these topics are part of pre- and in-service teacher development programs, referral services, and school protocols and

norms for prevention and response. To respond to the holistic vision for gender and inclusion, Asegurando will assign a staff person to oversee project activities in this area next quarter.

Sustainability Mechanism

Significant steps have been taken to ensure sustainability of Asegurando’s results early on in the program. Specifically, the project works to introduce SBV interventions that are transferrable

to the MOE, Sub-Secretariat of Prevention, and other local GOH agencies and CSOs by being (i) relatively simple to implement, (ii) low budget, and (iii) resource-effective. Activities are designed as part of a larger holistic vision for SBVP that comes from the central level within

MOE, and is functionally implementable by schools and their supporting network actors, with limited technical assistance from the project. As needed, these approaches are being adapted

based on lessons learned from implementation in the field, such as in the case of school diagnostics, which the project is modifying to become a “rapid assessment” for application by schools across MOE during the first part of Year 2. In addition, the project is supporting the

development of a national level policy making structure through the creation of EPREVACEH, which will help ensure effective institutional support for school-level implementation.

Environmental Compliance

Activities under environmental compliance to be included in future quarterly reports upon launch of grants component.



Policy and Governance Support / Local Capacity Development

Beyond activity progress reported above under Objectives 1 – 3, no additional information to

report at this time.

Public Private Partnership (PPP) Reports

Asegurando has launched initial relationship with several private sector actors that have come forward to provide targeted support to individual schools. For instance, approximately $20,000 USD of targeted assistance was provided by the Lady Lee Foundation through in-kind grants to the Desarrollo Juvenil school in the form of stoves, refrigerators, microwaves and desks. In addition to these targeted materials, Asegurando la Educacion intervention schools participated in the Fundacion Tigo’s anti-bullying campaign by entering a contest to create activities that prevent bullying. Once Asegurando la Educacion’s strategic vision is consolidated in the annual Strategic Review with USAID, we will launch an event for representatives from key private sector organizations to present the overall SBVPA approach. As part of this, we will create a plan for integrating private sector efforts across the project, through assistance in targeted areas that support our overall objective.

STAKEHOLDER PARTICIPATION AND

INVOLVEMENT

See activity information reported under objectives sections above.

MANAGEMENT AND ADMINISTRATIVE ISSUES

This quarter DAI completed the hiring and onboarding of a new Finance and Operations Director, including training in DAI systems, processes, policies, and procedures. The Director

will be charged with reviewing and optimizing all project financial and operational practices to ensure compliance and effective financial stewardship.

In November, Home Office Project Manager Ailea Sneller traveled to the project office Tegucigalpa to work with the team to review management practices, needs, and areas for

improvement, and helped project leadership identify ways to better define team roles and responsibilities, streamline processes, and address operational constraints to prepare for

increased project activity volume going into Year 2. Specific resulting recommendations included refinements to the project staffing structure to better support the grants and operations teams; more clearly defining a common and unified project vision for all staff; and

decentralization of certain financial processes to project regional offices to improve operations. The home office provided follow-up support to the project operations teams to realize these

improvements and continue defining ways to improve project administration. The redefinition of the project’s technical strategy also provided a platform to communicate and solidify the project vision for staff and stakeholders. The team will continue to present and reinforce this

vision as part of the new project strategy.



The Finance team continued to work closely with USAID to process the project’s ISV exoneration through relevant GOH channels, which will result in more efficient and cost-

effective project operations once the exoneration is in place and resources tied up in ISV payments can be re-programmed.

In project human resources, the team began to review staffing needs and team structure

changes to support the new project strategy and increased volume of activities going into project Year 2. The team worked on initial cost impact analyses and worked to prioritize new

positions as needed and make a plan to appropriately staff all project objectives. The project also began a salary equity analysis, now that the team is nearly fully staffed, to ensure appropriate and equitable salaries across the team, and will develop and review any necessary

adjustments as a result.

LESSONS LEARNED

Crucial to Year I success has been the project’s ability to successfully position itself among key actors

within the government and CSOs. In particular, the project’s

growing relationship with the MOE senior officials has helped to strengthen overall efforts and

ensure “one vision” for SBVP, both within the Ministry, as well

as across other supporting agencies that engage on prevention. As part of this, the

visit to project field sites by the Minister of Education and the

Sub-Secretariat of Prevention provided unique insight into strengthening SBVP. Specifically, one of the lessons learned is the importance of employing

methodologies that can demonstrate success, replication, and potential for scale-up by the broader MOE staff. This will be especially important with regard to the modification of school diagnostics, or “rapid assessments” moving forward next year. Asegurando is working closely

with the MOE on the design of those assessments to ensure they are adapted to the needs of the school system and its wider network of supporting actors.

PLANNED ACTIVITIES FOR NEXT QUARTER

INCLUDING UPCOMING EVENTS

Planned activities for next quarter will include a number of internal planning sessions, such as

the annual Strategic Review, as well as finalization discussions on the MEL Plan and instruments,

Mrs. Rutilia Calderón - Head of the Ministry of Education, Alejandra Hernández – Vice-

Minister of Security, USAID and school representatives, and Asegurando la Educación staff

during the visit to the Desarrollo Juvenil School. (Oct. 2017)



the Gender Analysis and Strategy, and the overall approach to grants. In addition, the project expects to participate in several senior-level GOH meetings with the new Minister of Education

and Vice Ministers, as well as the Sub-Secretariat of Prevention, to promote its newly consolidated technical strategy within the new political administration. In addition, we foresee

a potential launch event for the EPREVACEH and MOE’s overall SBVP activities moving into the upcoming school year in February. Asegurando COP will work in close collaboration with the COR to ensure the events are aligned with USAID Mission protocol and upcoming calendar of

activities.

HOW IMPLEMENTING PARTNER HAS ADDRESSED

A/COR COMMENTS FROM THE LAST

QUARTERLY OR SEMI-ANNUAL REPORT

Asegurando la Educacion has taken several steps to address COR comments on the last quarterly report. As part of this, the project has developed the current structure for development and submission of quarterly materials, laid out as per the key areas required within the Asegurando

contract. Each objective and its core tasks and objectives are clearly laid out and addressed in each section of the report. In addition, concerns about clarity of technical vision has been

clarified through refinement of the overall project strategy. The project’s consolidated approach is reflected in this and forthcoming quarterly report .



ANNEX A: CRISIS PLAN

As per USAID’s request in response to the current security crisis post-national elections in Honduras, Asegurando la Educacion has developed the following modifications to our operational calendar during the months of December and January. The table below states

per objective the activities originally planned for these months, how they’ve been impacted and changes that have been proposed responding to the project and beneficiary needs, while still maintaining adherence to security standards set by DAI’s policy. In addition

to the security situation, it takes into account the realignment of the project activities under a consolidated strategic vision. Please note this is a live document in the sense that, as the security situation changes, modifications will continue to be made as needed.

Activity Place of

Implementation

Status Impact Proposed Change Responsible

OBJECTIVE #1: TO IMPROVE SCHOOLS’ ABILITY TO REDUCE VIOLENCE THROUGH SAFE LEARNING SPACES

1.3.1. Help schools

identify immediate quick-win opportunities to be

funded through grants and local subcontracts

3 Regions Program

description designed, grants developed with 14

implementation schools

On-hold Transition from focus

on quick-wins to integrate grants across Year II Work Plan

efforts

Technical Director,

supported by Director of Finance and Ops

1.4.1 Conduct

cascading TOT for select administrators and teachers

3 Regions Draft initial

concept for training materials defined

On-hold.

Teachers were only available in Dec, not again

until Feb

Integration into

proposed SBV Advisor’s SOW and portfolio of activities to rollout in

February

SBV Advisor

1.4.2 Support administrators to train

other school staff

3 Regions Dependent on advances in Activity

1.4.1

On-hold Integration into Year II Work Plan activities as

part of teacher-to-

SBV Advisor



teacher exchanges

across schools

1.5.1 Conduct basic orientation in and develop directories

for teachers and administrators to

identify and refer at-risk students

3 Regions Development of directories incorporated into

social network actors mapping.

Proposed subcontractor identified

No impact No change. Subcontract to be signed next week.

Completion of activity in Jan and Feb with

regular reviews of subcontractor efforts by Asegurando / USAID to

assure co-creation

Network Lead

1.6.1 - 5 Improve extracurricular

activities offered by schools

3 Regions Initial efforts rolled out as part of the

jornadas de convivencia; however, follow-up

not able to be completed

Delayed This activity will be integrated in our Year II

Work Plan

Technical Director

1.7.3 Provide small

infrastructure grants through SBVPA and/or help schools

secure greater funding from CPTED from donors

3 Regions As per Oct / Nov

discussion with USAID, awaiting final designation of

FHIS field sites to perform walkabouts.

Training to be integrated in

SBVPA capacity building plan

No impact No change Technical Officer



OBJECTIVE #2: TO STRENGTHEN THE LOCAL NETWORKS THAT INCREASE SCHOOL

SAFETY

2.2.2 Train and assist COMDEs and CEDs to serve as network

facilitators

SPS / Ceiba Initial meetings held with all COMDE leaders

No impact No change Network Lead

2.3.3 Jornadas de Convivencia

3 Regions All jornadas completed in the

weeks before security situation, minus 2 in Teguc

and Ceiba which were held the first

day of the protests.

No impact No change Regional Directors / School

Coordinators

OBJECTIVE #3: TO INCREASE THE CAPACITY OF MOE AND SOCIAL PROTECTION ACTORS ON SBV

3.1.2 Create Guide to Preventing and

Responding to SBVP.

Tegucigalpa 1-day workshop for launch and

review of SBV Prevention

Strategy postponed

On-hold SEDUC agreed to hold in Feb once political

change takes place

Technical Director / Network Lead

3.5.5 Work with the Ministry of Security to integrate SBV into

overall vision

Tegucigalpa Monthly meetings continued until Nov

Ongoing conversations, no impact

No change. Conversations continued over phone /

email.

Technical Director / Regional Director Teguc

OBJECTIVE #4: TO LOWER RISK FACTORS AND ENHANCE PROTECTIVE FACTORS FOR STUDENTS

Activity 4.1.1 Provide

training to school

3 Regions Planning for this

modified under

Not impacted No change (due to

security).

COP / SBV Advisor



administrators and

teachers on how to use existing screening processes such as

YSET

new consolidates

technical identity

Activity 4.1.2 Support administrators,

teachers and other leaders to match students with

appropriate services

3 Regions Same Same Same COP / SBV Advisor

Activity 4.2 Assist schools and network

partners to create a menu of options describing each type

of service

3 Regions Same Same Same COP / SBV Advisor



ANNEX B: CONCEPT NOTE

USAID/HONDURAS ASEGURANDO LA EDUCACIÓN Project Strategy Concept Note December 2017

Contents

INTRODUCTION........................................................................................... 22

STRATEGIC OVERVIEW ............................................................................... 22

APPROACH...................................................................................................... 25

Approach Parameters...........................................................................................................................26

IMPLEMENTATION STRATEGIES ............................................................... 26

Differentiated interventions (CORE and SPECIALIZED) ......................................................26

Intervention Phases ...............................................................................................................................27

Cross-cutting implementation...........................................................................................................28

Direct and indirect interventions ....................................................................................................29

Cohort phasing........................................................................................................................................29

Strategic school selection process ..................................................................................................30

Coordination............................................................................................................................................31

Sustainability .............................................................................................................................................33

NEXT STEPS..................................................................................................... 34

ANNEX A: ASEGURANDO LA EDUCACIÓN LOGICAL FRAMEWORK ......................................................................................... 36

ANNEX B: GUIDING PRINCIPLES OF CONFLICT-SENSITIVE EDUCATION........................................................................................... 46



INTRODUCTION

This concept note outlines Asegurando La Educación’s vision, strategic overview, approach, and implementation strategies. These set the groundwork for the project to achieve its four main objectives, considering USAID’s feedback and lessons learned during the first nine months of project implementation. The objective of the concept note is to generate consensus between USAID and DAI regarding shifts in the direction of the project, critical next steps, and a related timeframe. The Strategic Overview section sets out the project’s guiding principles within the Honduran context. The Approach section lays out the project vision for strengthening education systems in Honduras, related roles and responsibilities of key stakeholders, and key system leverage points. The Implementation Strategies section outlines the strategies that the team will use to achieve project objectives. The section on Next Steps lays out a process for the operationalization of the vision and strategy defined in concept note, including major milestones and dates for the next 12 months. These four sections taken together aim to provide a roadmap for the project moving forward. Once validated by USAID, the concept note will serve as the blueprint for a more detailed project planning process that will focus on specific methodologies and models of intervention. The output of this planning process will be an integrated Year 2 Work Plan, delivered to USAID within 21 working days of approval of the concept note by USAID. To guarantee a clear roadmap between the vision and results, we are also providing a revised logical framework in Annex A that will connect the overall vision of the project with specific goals, the four main project objectives, key activities, indicators, and key assumptions.

STRATEGIC OVERVIEW

Honduras has been facing a security crisis over the past decade that has affected all realms of society, including historically safe spaces such as educational and religious institutions. To respond, USAID/Honduras has designed and is implementing a wide range of programs as part of its 2015-2019 Country Development Cooperation Strategy (CDCS) Development Objective One (DO1): Citizen Security Increased for Vulnerable Populations in Urban, High-Crime Areas. In addition to its long-standing community-based violence prevention programming, USAID/Honduras is pioneering new approaches through the School-Based Violence Prevention Activity (SBVPA), locally named Asegurando La Educación (“Asegurando”). The education system in Honduras lags behind others in the region as shown by several key education-related indicators, such as attainment and performance on learning assessments. The high levels of school-based violence (SBV) have severely affected education, as schools and other actors in the system lack the capacity and resources to tackle challenges such as school safety, gender-based violence (GBV), substance abuse, gang activity, bullying, or other challenging classroom dynamics. Thus, while contributing to the achievement of DO1 objectives, Asegurando responds to the equally important USAID Education Strategy Goal 3: Increased Equitable Access to Education in Crisis and Conflict Environments. Integrating both DO1 and Education Strategy Goal three, the project goal is:



Citizen security increased for vulnerable populations while expanding equitable access to education for children and youth in urban, high-crime areas.

By providing key contributions to goal, successes in Honduras − a country facing one of the most severe violence crises in the region − can be applied to a variety of USAID contexts worldwide. Asegurando is first and foremost an education system1 strengthening project, incorporating relevant school and community resilience methodologies to reduce violence by addressing risk factors and enhancing protective factors. By strengthening Honduras’ education system, Asegurando will increase the system’s resilience to violence in order to improve education access, retention, and learning. Borrowing from USAID’s definition, resilience enables the ability of schools to mitigate, adapt to, and recover from the shocks and stresses created by violence in the environment in a manner that reduces chronic vulnerability and promotes development. Asegurando puts the school system at the core of its interventions. Using a bottom-up approach, the project will support evidence-based interventions at the school level, guided by technical models, to achieve improved school safety (Project Objective 1).2 The school system-level interventions will be rigorously documented and widely shared, and ultimately strengthen the capacity of key stakeholders (including the Honduran Secretária de Eduacion - SEDUC) to prevent, respond, report, and monitor SBV. Given the critical role of SEDUC in institutionalizing reforms and contributing to sustainability over time, parallel to the school-level work is a more traditional top-down approach to support SEDUC at all levels.3 This will deepen SEDUC’s leadership in providing the necessary support to schools and other social protection and social network actors to achieve the project’s expected outcomes and to ensure institutionalization and sustainability over time (Objective 3). Asegurando will also help schools to identify and respond to students struggling with the highest risk factors and/or displaying initial violent behaviors (Project Objective 4). Underpinning all three objectives is the critical role of school systems and networks (Project Objective 2). Asegurando will facilitate collaboration between local, regional, and national level actors to strengthen school safely (See Box). Network members include social actors such as schools, government entities (SEDUC and others), and non-government entities (e.g., service providers, NGOs, CSOs, FBOs, academia, businesses, etc.). Asegurando will strengthen collaboration between members to address SBV and support them to

1 Asegurando defines the education system as the complex and changing set of actors that intersect, interact and influence each

other, continuously reshaping how schools work at the individual, family, community, and societal levels . These actors include but are not limited to schools (learners, teachers, administrators, parents), relevant GOH actors (e.g., SEDUC), community

actors (e.g., community leaders and service providers), and other donor agencies. 2 Asegurando recognizes the school system as a collection of relevant stakeholders within the schools (students, teachers,

administrators, parents) and those outside of the school structure that influence education processes and/or serve the school community. 3 The term “SEDUC at all levels” encompasses the Sub-Secretariat for Prevention and Rehabilitation at the central level; the

Prevention, Reduction, and Norms Inter-Agency Commissions; supporting areas including Student Services and Curriculum;

decentralized departmental, municipal, and district offices of SEDUC; and related in-service teacher training centers.

Key network members already

identified include DINAF, the Instituto Hondureño para la Prevención

del Alcoholismo, and NGOS providing targeted SBV services, including ASJ

on sexual abuse and trauma, Plan International on school norms,

CEPREV on gender-based violence, and COIPRODEN on youth

protection.



implement the models developed by the project. Whether by implementing interventions, providing care and treatment services, documenting evidence, or generating policy proposals and methodologies, the role of networks will be critical to ensure success and sustainability of Asegurando’s work over time. Asegurando will implement all activities with a conflict-sensitive lens, adhering to key principles of the Inter-Agency Network for Education in Emergencies (INEE)4; namely to Do No Harm, Prioritize Prevention, and Promote Equity and Holistic Development. We provide more details on these key INEE principles in Annex B. In addition to the INEE principles, Asegurando will also follow a set of project principles that will guide all activities:

● School systems as the center of interventions. We will focus on building the capacity of schools and educational systems to prevent, respond, report and monitor SBV, and regenerate safe learning spaces within schools.

● Incentivize participation and facilitate collaboration. We will engage a wide spectrum of community members to participate in education processes and to identify and mobilize community resources to prevent SBV. We will facilitate the collaboration and coordination required between diverse government and non-government entities, with leadership provided by SEDUC, to support school-based interventions as well as treatment, victim support, and referral systems by strengthening and facilitating collaboration of key social network actors.

● Document, develop evidence, and adapt. We will develop and apply evidence-based interventions, document successes and areas for improvement, and collaborate and adapt to improved educational policies based on experiences at the school-level. This principle recognizes the importance of USAID’s first flagship school-based violence initiative and its potential impacts in Honduras and beyond.

Based on the strategic considerations, approach, and principles above, Asegurando’s strategy is summarized as follows:

Project Vision. By executing this strategy, Asegurando will leave behind a strong legacy in Honduras. By the end of the five-year project period, it will have contributed to an evidence-based, institutionalized SBV prevention system; co-created, implemented, adapted, and documented specific SBV prevention models; and supported local actors to filter and apply these models throughout the Honduran education system. By strengthening government and non-government actors (CSOs, FBOs, businesses, etc.) within the education system, Asegurando will have laid the groundwork for models to be institutionalized and sustainable over time. By bringing together a consolidated network of social assets in the target communities and municipalities, Asegurando will have structured referral mechanisms for schools to refer cases that require specific direct attention. Asegurando will have introduced unique and innovative approaches to SBV prevention. It will have created social support networks that integrate community leaders, leading to shifts in

4http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1150/INEE_Guiding_principles_A3_English[1].pdf

Strategy Statement Asegurando la Educación will improve the resilience of educational systems in Honduras by strengthening the capacity of system actors to prevent, respond,

report, and monitor SBV, in order to improve access, retention, and learning.



values regarding the importance of and need for a quality education system. Taken together, these achievements will improve the resilience of the educational system and contribute to a reduction in violence in targeted communities.

APPROACH

Figure 1 summarizes Asegurando’s strategic approach and will be explained in more detail throughout the concept note. At the core of the approach is the school community, consisting of students, teachers, administrators, and parents. Envisioned as a three-legged stool, the school community will be supported by: (1) SEDUC at all levels; (2) Government and non-government social asset networks, including national, regional, and local stakeholders; and (3) Secondary prevention service providers. Further details on the approach parameters are provided below. Figure 1: Asegurando Strategic Approach



Approach Parameters

1. Systemic: With an overall goal of increasing the resilience of the education system, Asegurando will identify and influence leverage points to affect systemic change through interventions carried out in its four objective areas.

2. Multi-level: Asegurando will work both from the bottom up and the top down, and tailor interventions according to roles, responsibilities, and opportunities of key stakeholders at the national, municipal, and community levels. Borrowing from the public health model, the project will work at the individual, relationship, community, and societal level.

3. Multi-sectoral: Asegurando will build the capacity of education-sector actors and collaborate with other sectors (e.g., security, social protection) to ensure the provision of services to address specific needs of students.

4. Population-specific: Interventions will fit the needs of the populations that they are meant to serve. For example, interventions with students will be youth-friendly and focus on prosocial activities and actions within the school environment.

5. Tailored: Given the diversity of Asegurando communities and schools, we will offer tailor-made solutions to specific issues (specialized services). This is particularly the case for secondary and tertiary prevention services, incorporating treatment, care, and prevention of reincidence.

6. Locally oriented: By building the capacity of local structures to prevent, respond, report, and monitor SBV, the program will be nested within sustainable and strengthened local structures.

7. Evidence-based: Applying technical standards based on national and international promising practices, the program will emphasize interventions that have promise or demonstrated results. It will gather and use data to drive adaptation, ensuring maximum project impact.

IMPLEMENTATION STRATEGIES

Having laid out Asegurando’s strategic overview and approach, this section of the concept note describes our implementation strategies, i.e., how we will execute the strategy and approach to achieve results. We will further develop these strategies and provide more details on methodologies in the Year 2 Work Plan.

Differentiated interventions (CORE and SPECIALIZED)

Asegurando conducted 14 school diagnostics earlier this year, with data provided by field teams with an ongoing presence in the first cohort of schools. The results allowed us to prioritize interventions based on common findings. As a result of this process, Asegurando has defined a package of semi-standardized interventions, referred to as the CORE intervention package, that will be delivered to all Asegurando schools. The CORE package focuses largely on enhancing the school environment and will include elements targeting:

1. School management; 2. Norms; 3. Curriculum; 4. School Safety; 5. Relationships and interactions (individual, family, school, community); and 6. Referral and treatment systems.



The CORE package will help to strengthen schools (Project Objective1) by building on methodologies developed by SEDUC and other local and regional actors, but which have not yet been implemented or rigorously evaluated. The project will support SEDUC to take the necessary actions to enshrine the interventions in holistic policy reforms to ensure sustainability and systemic change (Project Objective 3). The role of strengthened social asset networks (Project Objective 2) is key to the development, implementation, and monitoring of the CORE package. The project will therefore facilitate the participation of diverse community actors and local resource mobilization to support implementation of the CORE package.

Asegurando will also develop SPECIALIZED interventions to address certain key issues identified in the diagnostics and prioritized by the schools themselves. These may include gender-based violence, substance abuse, trauma, mental health or other issues affecting schools (e.g., bullying, discrimination, self-inflicted violence, partner violence, or sexual abuse). Contributing to Project Objectives 1, 2, and 4, the SPECIALIZED interventions will be delivered on a rolling basis based on prioritized demand from schools. In terms of the levels of prevention, CORE interventions will comprise mostly primary prevention applied to whole-of-school issues and populations (teachers, students, and/or parents), but they will also incorporate elements of secondary prevention. For example, they may focus on improving relationships or creating and promoting referral and treatment systems. SPECIALIZED interventions will be largely secondary in nature, with elements of primary and tertiary prevention as well. SPECIALIZED interventions will be delivered to specific populations based on relevance and demand.5 In sum, Asegurando will be working with both universal interventions (primary) as well as targeted interventions for high-risk school individuals (secondary and tertiary), forming a comprehensive, whole-school approach, which demonstrates the highest degree of evidence worldwide in achieving results and impact. (For more information, please see Asegurando’s Promising Practices and Menu of Solutions document).

Intervention Phases

One implementation strategy that the project will use to achieve results is the logical phasing of interventions. As the project enters Year 2, it will move from an initial diagnostic and design (Phase 1) into implementation and application. In its first year, Asegurando has identified relevant models that could be adapted to the Honduran context (or that have been piloted in the Honduran context), and has mobilized technical expertise that can support the adaptation process. Having completed the diagnostics, developed a Promising Practices paper, undertaken school-based strategy sessions, and engaged technical experts, Asegurando has laid the groundwork for Phase 2 of the process: the rapid design of the initial CORE intervention package and rollout to schools by February 2018. Phase 3, to be completed by August 2018, will focus on the development of additional CORE interventions as well as the SPECIALIZED interventions. Phase 4, from 2018 to the end of intervention delivery in 2021, will be delivery of interventions, evaluation, ongoing adaptation, and transfer to the Honduran education system. (See Figure 2).

5 It is critical to note that the lines between primary, secondary, and tertiary prevention are often blurred,

particularly in highly volatile and violent community settings.



Figure 2: Intervention Phases

Cross-cutting implementation

Underpinning the packages of interventions and specific project objectives are several cross-cutting elements that will be embedded into project implementation:

● Monitoring, Evaluation, and Learning (MEL)/ Collaboration, Learning, and Adapting (CLA). Building on the work done in Year 1, Asegurando will continue to develop a robust MEL agenda linked to its knowledge management cycle and informed by its CLA approach. Our MEL strategy goes beyond collecting data to report on indicators, promoting products, and sharing results; in addition, Asegurando will develop local capacity to produce and share knowledge management deliverables (e.g., case studies, observation studies, surveys, etc.), to continuously improve its program interventions, and contribute to the SBV prevention field’s body of knowledge.

● Behavior Change Communication (BCC). Asegurando also will develop a robust communication strategy that incorporates core elements of BCC. Asegurando will support SEDUC and other social protection actors to use communication strategies to promote positive behavior targeted at the school community and actors that support it. Asegurando will also develop and nurture learning communities of key actors (particularly at the school level) to ensure peer-to-peer support, exchange of best practices, and increased accountability.

● Gender and Social Inclusion. The project will prioritize broad-based inclusion of students, parents, and community members. In addition, many of the CORE and SPECIALIZED interventions will address issues such as school-based gender-based violence, positive masculinity, gender relationships, and discrimination.



Direct and indirect interventions

The original design of Asegurando was based on a “deep dive” pilot approach in a limited number of schools. As such, the project carried out an intensive diagnostic and relationship-building process in Year 1 with 14 selected schools. Adapting to changing USAID Mission priorities, Asegurando will significantly increase the number of DO1 schools served. Using the targeted USG place-based strategy (PBS) in Honduras as a foundational starting point, the project will gradually shift over time from direct implementation (by the project team and implementing partners) to indirect implementation (working with strengthened educational actors) based on system engagement, ultimately working with a significantly larger subset of the PBS intervention schools. Asegurando will complete the social network asset mapping exercise to identify and enable leverage points in the system to support the shift from direct to indirect implementation. Within SEDUC in particular, we will focus on enhancing the support for a national mandate for SBV, provided by the three sub-secretariats of education (Asuntos Tecnicos Pedagogicos, Modalidades Educativas, Asuntos Administrativos y Financieros). We will engage the Prevention Commissions that oversee the implementation of the National Strategy for Prevention (EPREVACEH), and other areas such as the Sistema Nacional de Informacion Educativa in knowledge management and communication. Furthermore, we will look to the Direccion General de Servicicios Educativos (DGDP) to roll out efforts to build the capacity of teachers and administrators in standardized curricular and extracurricular SBVP. At the departmental level, this will be supported by Technology and Educational Modality and other units, as well as the Regional Training Centers strategically located for in-service courses in San Pedro Sula, Tela and Tegucigalpa. Within the districts, the project will work with COMDEs and CEDs to ensure best practices are applied across the education system and its wider social asset networks to support access to learning in classrooms. In sum, the project will provide a package of capacity building services that support school administration, teachers, and the overall institution at a central and regional level. In particular, in-service training will allow the project to have a targeted impact in the way teachers integrate school-based violence prevention (SBVP) into classroom approaches. In addition, support to the three interagency commissions (Prevention, Reduction, and Norms) will help strengthen the overall Secretariat’s vision for prevention through the National Strategy for Prevention, Reduction and Control that the SEDUC is currently developing.

Cohort phasing

Asegurando will broaden its reach by expanding the size of its school cohorts over time in line with a shift from direct to indirect implementation. As education system actors take on additional roles in SBVP initiatives, Asegurando will expand its reach to a broader number of schools by working with and through these actors. This will sustainably institutionalize interventions while also scaling the operation of the project. Asegurando has engaged with education system actors in Year 1 to begin building relationships, and will continue working with them to build their capacity, gradually transferring responsibilities as their level of capacity increases and they can implement interventions to schools directly (e.g. technical assistance, training, grants, etc.). Figure 3 provides an overview of the four school cohorts the project will expand to over the life of the contract and defines the implementation strategy for each cohort.



Figure 3: Cohort Overview6

COHORT SELECTION

DATES

DESCRIPTION IMPLEMENTATION STRATEGY

1 Sept 2017

14 selected schools

Primarily direct

2 Feb 2018 TBD newly selected schools Primarily direct

3 Sept 2018 TBD newly selected schools Direct and indirect with education

system synergies

4 Sept 2019 TBD newly selected schools Direct and indirect in collaboration

with SEDUC

Each cohort will receive two years of direct intervention, after which time and based on results and performance, each school will be evaluated to determine one of three outcomes: Graduation (criteria: SBV reduced, effective programs in place, committed leadership); Continuation (criteria: significant progress but continued support required to ensure sustainability); Withdrawal (criteria: no significant progress, no committed leadership).

Strategic school selection process

Figure 6 summarizes the proposed school selection process from Year 2 onwards. At the center of the graphic is technical support to SEDUC to help it design and apply a simple SBV survey and categorize schools accordingly. Once SEDUC has established a list of categorized and prioritized schools, the universe of schools will be narrowed down to PBS communities selected under the five DO1 municipalities. Within that group, we will apply an agreed-upon set of measurable selection criteria, including: their presence in PBS communities, recent decreases in matriculation and attendance rates, demonstrated willingness of school leadership to participate in the program, local resources, and strength of the social asset network. After schools are selected, a relationship-building process will commence prior to the application of a simplified project diagnostic that will serve to gather detailed information on the school system, undertake baseline data collection, and determine priorities for specialized interventions.

6 Final numbers of schools will be determined by January 2018 in consultation with USAID.



Figure 4: School selection process

Coordination

A key element of success of Asegurando’s work and therefore directly built into the four

project objectives is the importance of cross-sectoral collaboration and coordination. The graphic below provides an overview of the approach to coordination and ways in which Asegurando will engage with key actors and related processes. Figure 5 illustrates the relationships and mechanisms of our coordination strategy.



Figure 5: Coordination Model

,2,4

The four major collaboration counterparts for the project include Schools (Project Objectives 1,2,3 and 4), Networks (Project Objectives 1, 2 and 4), SEDUC and decentralized agencies (Project Objectives 1, 2, and 3), and with USAID and other donors. The section below summarizes how the project will coordinate with each counterpart.

● School Community. Asegurando will work with schools and major stakeholders to improve their capacity to prevent, respond, report, and monitor SBV, improving access, retention, and learning, as well as overall school safety. School interventions will be both direct and indirect and include diverse tasks such as the provision of technical assistance to increase SBVP technical know-how, training of teachers and management staff, prosocial activities with students (e.g., rallies, workshops, extra-curricular clubs), provision of technical assistance to increase school capacity for referrals (e.g., protocols and systems), secondary prevention activities with students selected by a screening process, and provision of in-kind grants to improve school safety. Over time, the project will shift from implementing direct interventions to supporting indirect interventions undertaken by educational system partners and networks, with whom Asegurando will cultivate solid relationships over time, thus linking all project objectives.



● Networks. Asegurando will directly support the formation of social asset networks, expand participation and deepen engagement in existing networks, and facilitate network processes to better support school systems to prevent and respond to SBV. One subset of the networks are service providers that can support care and treatment needs. Service providers will join other actors, including governmental and non-governmental education actors, NGOs, CSOs, FBOs, businesses, and academia to form broad support networks at the local, regional, and national levels. These networks will be supported to participate in effective responses to SBV, mobilize resources, provide leadership and mentorship services, and advocate for school system improvements. Collaboration between and within the networks and educational system actors, particularly schools, will be especially critical to achieve Project Objectives 1, 2 and 4.

● SEDUC and decentralized agencies. Asegurando’s primary government counterpart is SEDUC. Going beyond coordination and collaboration, the project will provide direct interventions to strengthen capacity of SEDUC to address SBV issues, institutionalize models, undertake policy reform, and ensure sustainability. The project will map the competencies of other key national government social protection agencies and undertake a gap analysis to identify areas where the project should focus support for SEDUC institutions to execute their roles in school safety. The facilitated relationships between SEDUC and a wide variety of government and non-government actors will link Project Objectives 1,2, and 3.

● USAID, DO1 projects, and other donors. Asegurando will work to ensure that the project meets USAID’s needs and expectations under both its DO1 and Education Strategy goals. It will provide inputs for Mission relationships and negotiations with the Honduran government. Working with other USAID partners and projects, Asegurando will seek to build partnerships, identify synergies, and coordinate interventions, particularly at the local school level, respecting and articulating the roles of distinct USAID projects. When appropriate, Asegurando will represent USAID in technical meetings with other donor agencies working on SBV to improve coordination and avoid duplication of effort. Asegurando will take a lead role in coordinating with other DO1 projects, for example the Reading Project at the school level. We will also coordinate with broader community violence prevention projects, particularly on secondary prevention and screening tools, safe schools, extra-curricular activities, and other collective actions.

Sustainability

A primary goal of all Asegurando activities is to institutionalize capacities and system improvements so that they are sustainable beyond the life of the project. To ensure sustainability, the project will strategically focus on key factors in the system most likely to respond to and institutionalize change, including:

● Leadership of SEDUC at all levels to institutionalize educational system strengthening interventions. Working towards the institutionalization of models, Asegurando will support SEDUC and other key actors in the education system by providing direct assistance and promoting local ownership. The role of SEDUC is particularly important to enshrine advances in policy, plan for ongoing implementation, and elicit the support of key stakeholders. As such, Asegurando will enhance SEDUC’s institutional capacity and promote its leadership development in



designing and rolling out new policies, always looking for ways to put SEDUC in the lead. One example includes working with the Ministry on the design of school diagnostics and putting in place a categorization system. Asegurando will provide key technical support to strengthen the three Violence Prevention Commissions and consider providing the services of a Technical Secretary for the Commissions.

● Provision of implicit positive incentives. Asegurando recognizes that schools in Honduras are already severely overburdened dealing with their day-to-day activities, and thus the project will seek to affect sustainable change by creating demand from the schools, supply from SEDUC, and putting the correct positive incentives in place for both stakeholders. For example, Asegurando will encourage recognition of model schools by both SEDUC and the USG.

● Levels of community mobilization and engagement. Equitable community participation is of utmost importance in education, especially in highly volatile environments. By actively engaging community members and ensuring their ownership of project objectives, the project will leverage additional resources to support project interventions. Local engagement offers existing assets and know-how, human capital, and resilience strategies to mitigate the effects of violence. Once the improvements in the school and community settings are seen and valued, with greater educational opportunities and activities for youth, the community itself will become the greatest advocate for continuation over time.

● Formation of teacher and peer support groups and systems. Achievements can quickly evaporate over time if efficient support systems are not consolidated. By working with school cohorts, Asegurando will set up peer support systems, particularly for teachers and school administrators, and work to ensure they are

self-sustainable. Students particularly those targeted for secondary prevention

services and/or treatment and care services will benefit from both a mentorship program as well as peer-to-peer support groups to extend the positive impact of the interventions and institutionalize ongoing support.

NEXT STEPS

This concept note has laid out a revised approach and strategic overview for Asegurando la Educación based on discussions with USAID and SEDUC, as well as the lessons learned during the first nine months of implementation. Concurrent to this process, and taking into account initial feedback on the concept note, the team is working on the operationalization of the strategy, to be presented as part of the Year 2 work plan. Once USAID has provided feedback on the concept note and the new strategic focus of the project is validated, the Work Plan will be submitted for review. A key element of the Year 2 Work Plan will be further details on the methodology for Phase 2 to implement select CORE interventions7 at the school level by February 2018. As part of this process, Asegurando will undertake a detailed budget review and propose the number of target schools in each cohort that the current contract budget can accommodate. Concurrent to the implementation of the select CORE interventions starting in February 2018, design of additional CORE interventions as well as SPECIALIZED interventions will be undertaken in Phase 3, with full delivery in Phase

7 Interventions could be components of a model or standalone activities.



4 and adaption/institutionalization in Phase 5. Figure 6 below summarizes the major next steps to implement the project strategy and a timeframe for delivery of each.

Figure 6: Summary of next steps

ACTION ACTIVITIES TIMEFRAME

Finish planning

processes

1. Finalize methodology

2. Undertake budget review

3. Determine numbers of schools for each cohort.

4. Develop Y2 work plan and present to USAID for

approval

Dec 2017

Phase 2: Rapid

design of elements

of CORE

interventions

5. Prepare and present Phase 2 plan to USAID

6. Complete identification of intervention areas,

models, and methodologies and prioritize for

Phase 2

7. Design CORE package (first version)

Dec 2017 – Jan 2018

Cohort 2 selection

8. Review and apply selection criteria

9. Select second cohort of schools (USAID

approval)

10. Undertake relationship building processes

Jan – Feb 2018

Phase 2: Roll out

CORE intervention

package for Cohorts

1 and 2

11. Finalize implementation strategies (direct or

indirect) and mechanisms (staff, contracts,

consultancies, etc.)

12. Deliver select CORE intervention package to

Cohorts 1 and 2

Feb – Nov 2018

Phase 3: Adapt and

design new CORE

intervention package

13. Gather feedback on implementation

14. Review successes and challenges

15. Expand menu of interventions

16. Adjust and adapt as needed

Mar – Oct 2018

Phase 3: Design

SPECIALIZED

interventions

17. Identification and planning of specialized models

18. Identification of priorities of participating schools May – Oct 2018

Phase 4: Deliver full

packages of CORE

and SPECIALIZED

interventions

18. Select Cohort 3 and 4 schools

19. Undertake relationship building activities with

selected schools

20. Deliver CORE and specialized intervention models Nov 2018 – Nov 2021

Phase 5: Adaptation

and refinement of

CORE and

SPECIALIZED

interventions and

transfer to education

systems

21. Collect implementation data

22. Implement collaborative and adaptive learning

strategy

23. Adjust interventions

24. Transfer models to education system actors

Ongoing



ANNEX A: ASEGURANDO LA EDUCACIÓN LOGICAL FRAMEWORK

PROJECT GOAL: CITIZEN SECURITY INCREASED FOR VULNERABLE POPULATIONS WHILE EXPANDING EQUITABLE

ACCESS TO EDUCATION FOR CHILDREN AND YOUTH IN URBAN, HIGH-CRIME AREAS

Narrative Summary Indicators Data Sources Assumptions Risk Mitigation Strategies

Project Purpose:

Improve the resilience of educational systems in Honduras by strengthening the

capacity of system actors to prevent, respond, report and monitor SBV in order to improve access, retention, and learning.

1. Percentage of students, teachers and

administrators who feel safe in the school environment;

2. Percentage of students

achieving satisfactory or advanced ratings on

standardized tests in Spanish or Math in

Grades 4-9 in selected schools;

3. Percentage of change in attendance of the

enrolled students in selected schools;

4. Change in school abandonment due to

SBV

Surveys; school records and information

provided by MOE and selected partner schools.

Political will from the GOH to invest in the education

sector prioritizing SBV

Continuity of policies during political transition

Security conditions at the

community level do not severely impede project

activities

USAID negotiations with GOH

Thorough security protocols by the project

Design of effective implicit incentives and partnership

building

Sub-purposes, Outputs and Inputs



SUB-PURPOSE 1: Improved ability of

schools to reduce SBV through the creation of safe learning environments

5. Decrease in rate of

violence reported by teachers and students

6. Reduction in tolerance toward GBV

Surveys School actors are willing

and able to participate in interventions

Schools' management prioritizes involvement in

the project and facilitate teachers' participation

Design of effective implicit

incentives

Partnerships with and commitments from schools

Output 1.1: CORE and SPECIALIZED packages of interventions developed/refined

and delivered to schools Inputs:

Identify and map existing programs that meet the demands of the Core and Specialized packages

Develop new/adapt existing training materials

Provide training to school actors (teachers, administrators, parents) directly or through education system leverages, based on Core and

Specialized packages Provide technical assistance to schools

to implement new learning

7. Number of teachers and administrators

who successfully complete CORE and SPECIALIZED package interventions;

8. Percentage of

teachers who apply key SBV prevention

concepts in the classroom and other school settings

Training participation records; Annual Action

Plans/Observation Checklist

Teachers have the availability and time to be

part of the training programs comprised in the Core and Specialized packages

Education system actors have clear competencies

and implicit incentives to engage in the delivery of

these interventions (training, technical assistance, services)

Students attendance to

schools and their willingness to participate and engage in

project related activities

Design of implicit incentives

Negotiations with schools to enable participation



Output 1.2: Referral system in schools

(including teachers' ability to identify risk behaviors) developed and implemented Inputs:

Training and support schools in strengthening and/or developing referral

protocols and procedures Facilitate partnerships between schools

and social asset networks and their

members

9. Percentage of

students, teachers and administrators who are aware of how to prevent, avoid and respond to SBV, including SGBV,

thanks to support from the network

Surveys and Tools Schools have the minimum

conditions to develop and implement referral systems

Social asset actors’ services can be made available to all

project schools Social asset actors have the

capacity to respond to referrals and provide timely and quality services

Temporary support to

external actors and/or schools to provide technical services (e.g. psycho-social support) to participating schools.

Output 1.3: Capacity of education system actors improved to deliver Core and

Specialized packages to schools.

Inputs:

Map out key education system leverages/actors

Asses competency and capacity level

Provide training to improve capacity in specific areas

Transfer methodologies

Provide assistance to deliver packages to schools (indirect

intervention)

10. Number of education system actors

delivering intervention packages

to schools

Pre/post Assessment Education system actors have clear competencies to

engage in the delivery of these interventions (training, technical assistance, services) and have the minimum level of capacity to engage

Targeted support to education system actors

who require additional competencies



SUB-PURPOSE 2: Strengthened school

networks that increase school safety

11. Percentage of

network actors with improved capacity to support SBV prevention

Surveys / tool Social asset network

members have the minimal necessary capacity to receive project support and provide services required by schools

Conditions of security in

communities are permissible for direct engagement with network members

Effective selection

protocols of asset network members

Targeted support to education system actors to

identify and address gaps

Output 2.1: Establishment of social asset networks

Inputs:

Map network partners

Support key actors in the development of the network

Technical support to selected organizations to lead networks

12. Network actor collaboration index

13. Number of network actors who successfully complete SBV awareness and

engagement training and are able to lead

the network

Vignettes; surveys / tool Social asset actors are willing to be part of a network

Selected organizations confirm their commitment to leading the networks

Government participants receive a clear mandate

from central structures to participate

Implicit incentives structures

USAID negotiations

Output 2.2: Capacity of network and network members to respond to school needs increased

Inputs:

Conduct needs assessment of network members

Develop protocols for coordination and collaboration as a network and with the schools

Coordinate with MOE and other

relevant entities to provide assistance to network actors

14. Number of network actors who successfully complete

SBV awareness and engagement training

15. Number of social asset network actors who engage with intervention schools on violence prevention activities

MOU, Grants, Teachers’ Annual Action Plans; Survey / tools

Schools can articulate clear

needs that can be met by network members

Targeted support to

education system actors who require additional

competencies Identify alternative logistics

options



Conduct demonstration projects

(small grants) to promote best practices

Output 2.3: Relationship between schools and communities strengthened Inputs:

Organize and host community /

school events Develop service learning /

community service opportunities for students

16. Number of community engagement projects implemented in intervention schools

related to SBV

MOU; reports on events and service learning projects

Conditions of security are permissible for the organization of community

events Network members and

other community actors can create meaningful and safe

service-learning opportunities for students

Community actors perceive positive shifts in the school

setting to stimulate engagement

Use of technology for non-essential activities

Strong communication

strategies



SUB-PURPOSE 3: Increased capacity of

MOE and social protection actors to prevent and respond to SBV

17. Capacity index of

MOE to prevent, respond to, monitor and report SBV

18. Capacity index of key social protection actors to prevent,

respond to, monitor and report SBV

Surveys / tool Political conditions in

Honduras permit direct work with the MOE and other social protection actors

MOE and social protection actors are politically willing

and administratively capable to work with the project

USAID collaboration and

negotiation with MOE and other actors (when appropriate)

Continued project

engagement and communication with MOE

Output 3.1: Capacity of the MOE to develop, implement and monitor guidelines

and protocols for SBV increased

Inputs:

Assess existing guidelines and protocols in the MOE focused on SBV

Provide technical assistance and support to MOE to develop and

implement guidelines and protocols Monitor implementation of

guidelines and protocols

19. Number of new SBV-related guidelines

created or old guidelines adapted by

MOE 20. Percent of

intervention schools implementing MOE SBV and SRGBV guidelines;

Records from MOE; Record guidelines and

tools

MOE is willing and available to work with the project

There is continuity in the MOE staff engaged with the

project

MOE and other donors are willing to review and modify existing technical

methodologies

USAID collaboration and negotiation with MOE and

other donors



Output 3.2: Collaboration and cooperation

between the MOE and key social protection actors increased that support targeted schools Inputs:

Generate database of key social

protection actors Map out social protection

actors’ legal competencies and

service gaps Facilitate agreements between MOE

and social protection actors

Technical assistance to MOE to coordinate and support social protection actors

21. Number of key social

protection actors supporting schools to address SBV

22. Number of agreements between MOE and social

protection actors

MOU, school records

and reports MOE is willing to

collaborate and cooperate with identified social protection actors

Social protection actors

have the political will to engage with the project

MOE is able to take on a leadership role and assign adequate staffing to this

effort

Facilitation of partnership

and trust-building exercises

Output 3.3: Programs and policies that strengthen the education system's resilience institutionalized

Input: Provide technical support to MOE

to identify and formulate policies and norms based on the projects

partners' best practices

Assist in the implementation of the norms, guidelines and policies

Technical support to MOE to

document and disseminate interventions

23. Number of modified or new SBV-related guidelines, protocols and policies adopted

by MOE and relevant entities in the

education system

Policies and official guidelines

MOE is politically willing and administratively capable to move forward with the institutionalization of

specific programs and policies derived from the

project

Political changes in the

government do not affect processes of institutionalization

Clear design of action steps for institutionalization and technical support

Advocacy campaigns with stakeholders



SUB-PURPOSE 4: Strengthened capacity

of schools and network actors to lower risk factors and enhance protective factors for students who qualified for secondary prevention services (SPS)

24. Percentage of SPS

students who maintain or lower their risk level

Surveys / tool Education system and social

protection actors have clear competencies to engage in the delivery of specialized interventions (training, technical assistance, services)

Caregivers and families are willing to have their children engage in secondary

prevention activities

Contingency plans to

support gaps in the delivery of secondary prevention services

Direct engagement and

effective communication with parents / caregivers

Output 4.1: Package of secondary prevention models (largely based on SPECIALIZED package) adapted, refined and implemented in schools

Inputs:

Models of secondary prevention adapted to local context

Increase coverage through coordination with other actors/projects for the provision of secondary prevention services

25. Number of SPS providers trained in SBV prevention and response

26. Number of SPS providers that define

service packages that are responsive to the

unique needs of each school and community

Attendance sheets, training records; SPS reports

Teachers and other school actors have the availability and interest to engage in secondary prevention

strategies Students and their families

that require secondary services can be clearly

identified and willing to receive services

Schools are willing to extend hours to facilitate

certain services.

Temporary support to external actors and/or schools to provide technical services (e.g.

psychological counselling) to students

Technical assistance to put in place quality screening

systems



Output 4.2: Secondary prevention

interventions aligned with school referral systems Inputs:

Establish feed-back reporting systems between service providers

and schools Develop data base to track cases

27. Number of at-risk

youth identified through customized screening model

28. Number of referred at-risk students receiving the

appropriate level of support from SPS

actors

Tools applied; SPS

reports, Referral Forms, Parent or tutor letter authorization

Parents / caregivers provide

consent for their children to receive secondary prevention interventions

Schools and network actors

maintain strict safety policies and procedures that

protect the participants of secondary prevention interventions

Communication strategies

and effective monitoring plan





ANNEX B: GUIDING PRINCIPLES OF

CONFLICT-SENSITIVE EDUCATION

The following principles are adapted from the set of Guiding Principles of Conflict-Sensitive Education developed by the Inter-Agency Network for Education in Emergencies (INEE).8 These principles are important because they govern the interaction between the project and the communities where it operates. They set a foundation for the project to build on and give guidance when there are questions on strategies and approaches.

1. Do No Harm. Education interventions in conflict-affected environments are not neutral. They may reduce or increase the risk of conflict. The project will work to ensure that: (1) program strategies incorporate considerations of the context; (2) staff and partners apply conflict-sensitive programming; (3) programs do not intentionally favor one group over another; (4) education does not reflect and/or perpetuate gender and social inequities.

2. Prioritize Prevention. This principle refers to strategies to prevent violence and protect beneficiaries. Through its implementation, the project will: (1) protect teachers and learners from attack and being recruited by criminal groups; (2) protect learning environments from attacks; (3) focus on safety for students and teachers; and (4) educate on risks such as gangs, substance abuse, and other risk factors.

3. Promote Equity and Holistic Development. This principle refers to treating all project beneficiaries and stakeholders fairly and equitably. Under this principle, the project will: (1) avoid exclusion and marginalization; (2) provide psycho-social protection for learners; and (3) involve parents, communities, civil society, and local leadership.

4. Assess. The project will thoughtfully carry out these strategies informed by an education and conflict analysis to understand: (1) the relationship between conflict and education; (2) how conflict affects education; (3) how education may fuel conflict; and (4) how education can mitigate conflict.

8 See INEE Guiding Principles on Integrating Conflict Sensitivity in Education Policy and Programming in Conflict-

affected and Fragile Contexts

http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1150/INEE_Guiding_principles_A3_English[1].pdf

about:blank



Table 1(a): MELP Indicator progress - USAID Standard Indicators and Project Custom Indicators

[Strategic Objective]

Indicator Data

Source

Baseline data FY 2016 Quarterly Status – FY 2012 Annual Performance Achieved to Date (in %)

Comment(s)

Year Value Annual

Cumulative Planned target

Annual Cumulative

Actual Q1 Q2 Q3 Q4

Intermediate Result (IR):

Sub-IR:

Sub-IR:

Intermediate Result (IR):

Sub-IR:



ANNEX C: PROGRESS SUMMARY

This annex will be completed in future reports upon USAID approval of the project MEL Plan.



ANNEX E: GEOGRAPHIC DATA AND

CARTOGRAPHIC PRODUCT REPORTING

USAID has been geo-referencing all project activity location data via ArcGIS at this link: http://arcg.is/LXzjy. The information there includes GPS information for all

project sites, including both implementing organization offices and locations of all sites benefitting from project resources (communities, schools, clinics, etc.).

https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Farcg.is%2FLXzjy&data=01%7C01%7CDavid_Medina%40dai.com%7C386243067bc64a0d2ece08d55cfe6330%7C7107113de20b4c20a4ce553cabbf686d%7C0&sdata=050g4FN06FcxXro2DMWyAuGuGqJuoDdKP9HfljQo%2Fws%3D&reserved=0



ANNEX D: SUCCESS STORIES

CREATING SCHOOLS THAT CONQUER FEAR "Being a teacher," she says, "is

not easy, especially when you are assigned to poor, marginalized communities, in

environments where there is no security, and the street is

dominated by violent groups." As Deputy Director of the Mexico Institute in a

neighborhood of Tegucigalpa, Sandra Trejo has lived with

these circumstances for the last ten years. Working together with several

generations of children and teachers, Sandra’s community

has made a great effort to improve these circumstances. Fear exists and thrives daily in the corners of many schools in Honduras. This fear

causes children to leave schools, forces families to hide their children (or try to), and prevents teachers from happily teaching lessons to their students about life, nature,

and the future. With fear, there is no future. Sandra has seen everything in her years of work as an educator: children who leave

school and do not return; girls held back by poverty and subjected to abuse and harassment for being girls; teen pregnancies; vulnerable children who are lured by

the promise of easy money to sell drugs in schools; obvious injuries to children’s bodies and souls from dangerous homes. These conditions create an atmosphere of constant fear and uncertainty in schools.

How can we ensure that schools are zones of support and protection? How do we

ensure that every classroom is a healing, motivating, and encouraging gateway to a bright future? How do we provide effective support for teachers, parents, and students? How do we overcome fear?

"As Deputy Director of the Mexico Institute, we are getting involved in improving and creating the change that the community needs. The USAID Asegurando la

Educacion project is strengthening our training capacity by supporting teachers on violence prevention. We are developing basic tools to plan extracurricular activities

and special initiatives with students, parents, and the community. We are going to

Sandra Trejo, Deputy Director of the Mexico

Institute, a counterpart school of the USAID Securing

Education project in Tegucigalpa, Honduras



organize a team of teachers to be able to respond to the situations that our students experience. WE ARE GOING TO OVERCOME FEAR!"

USAID/HONDURAS SCHOOL-BASED VIOLENCE PREVENTION …

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