Burundi Early Grade Learning Project

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The development objective of the Early Grade Learning Project for Burundi is to improve student learning and progression in early grades in Burundi and, in the event of an eligible crisis or emergency, to provide immediate and effective response to said eligible crisis or emergency. The project comprises of five components. The first component, enhancing parental support and school attendance of students contributes to ensuring that children enroll in grade 1 on time; that children, particularly those in the first two grades, attend school regularly and that children are supported at home to reinforce learning, especially through reading. It consists of following sub-components: (i) develop and implement a national sensitization and mobilization campaign; (ii) expanding school feeding in vulnerable provinces; and (iii) school kits for disadvantaged children. The second component, improve instructional practice in the classroom aim to support the development of a structured pedagogy program geared towards achieving better learning outcomes. It consists of following sub-components: (i) strengthening the curricula for grades 1 to 4 and the development of teaching learning materials; (ii) distribution of textbooks, guides, teaching-learning materials, and storage units; and (iii) training and continuous support for teachers to improve instructional practice in classrooms. The third component, align school level activities to improve student performance in early grades will support improved school management practices which help provide conducive learning environments for pupils to thrive. It consists of following sub-components: (i) strengthening school management committees and capacity of school principals; and (ii) improving the learning environment in cycle I classrooms. The fourth component, align systems to improve student progression and learning in early grades will finance the: (i) strengthening of capacity at the decentralized and centralized levels to focus on learning, use data to improve student outcomes, and develop strategies in key areas for the next few years; and (ii) finance project management, coordination and monitoring and evaluation. The fifth component, contingent emergency response component will be triggered to reallocate funds between components, for example to expand school feeding activities or to reallocate funds to new activities to respond to negative impacts on schooling of a potential crisis.