Students Acting for Honesty, Integrity and Equality (SHINE Project)
Description
Selected secondary schools will introduce the principles of Community Integrity Building in secondary schools in the Democratic Republic of the Congo. The overall objective would be to influence behaviour change within schools so that integrity becomes implicit in its culture and is emulated by all stakeholders. This will reduce instances of corruption and therefore improve development outcomes. <br />
<br />
As part of CERC’s efforts to improve government responsiveness and youth engagement in DRC will engage with more youth monitors. We will provide youth with training and support so they have the tools to analyse project documents, conduct project site visits to compare the actual project to the documents, take photos of the project, conduct beneficiary surveys, verify findings as well as engage with stakeholders such as contractors and local government to fix problems. By working with youth in in South-Kivu (DR Congo), we intend to build integrity in corrupt environments from grassroots level and reverse the negative impact that corruption has on projects and services that benefit the youth, demonstrated through no. of projects successfully completed and the improvement in the Fix-Rate. Integrity is amplified when women monitors become working members of society and they influence the sectors and communities they are a part of.<br />
<br />
Schools also provide a platform for integrity club members to share their findings with key stakeholders in order to address issues they have found and share good practices they have observed by engaging them through Integrity Clubs. If problems with projects or services have been uncovered they propose solutions to these problems. A fix is the resolution of a problem to the satisfaction of the main stakeholders, and the Fix-Rate is the percentage of identified problems that are resolved.
The CIB approach is a successful and cost-effective way to improve the quality of public programmes, development projects and services thereby improving the lives of thousands of people.<br />
<br />
1.1. Context & Stakeholder Analysis : Understanding the context and the stakeholders is the first step in community integrity building. The main purpose of stakeholder analysis is to understand and address local communities’ needs, concerns and capacities. Communities are diverse so it is important to have representatives from a wide range of stakeholder groups including vulnerable or minority groups, such as women, persons with disabilities, ethnic minorities and youth. Partners should therefore be based or have a strong understating of the communities where the approach will be implemented<br />
<br />
1.2. A baseline study : Enabling community members to analyse the context in which they are working and establish reference points against which to measure the progress and impact<br />
<br />
2. Community Based Monitoring : CERC with partner secondary schools will oversee and facilitate;<br />
<br />
2.1 Identifying Integrity Club members<br />
<br />
i. Establishing a set of criteria necessary for the role and interview or choose Integrity Club members who meet the criteria.<br />
ii. The selection of Integrity Club members in through a transparent method<br />
iii. Sign a code of conduct where monitors agree to voluntarily conduct the monitoring.<br />
<br />
2.2 Training and supporting Integrity Club members : CERC will assist in training and continued learning throughout engagement. Training will develop monitoring skills such as analysing project documents, comparing the actual project to the documents, taking photos of the project, conducting beneficiary surveys, verifying their findings as well interested parties comprising Government, Civil Society, Integrity Club members, Project Implementers and Citizens as advocating for the resolution of problems.<br />
<br />
2.3 - Establishing or supporting Joint Working Groups (JWGs) : The success of Community Integrity Building (CIB) depends on the effective interaction between the local communities, local authorities and the service providers, including contractors in order to establish a collaborative platform for problem solving. <br />
<br />
2.4 - Reporting : Integrity Clubs will provide narratives describing the Integrity Clubs and monitoring progress along stated indicators.<br />
<br />
• Executive summary of projects carried out by monitors<br />
• Progress for each specific project objective<br />
• Project changes/Setbacks<br />
• Project outcomes <br />
• Lessons learnt<br />
• Key focus areas for the next quarter
This project is being implemented in the Democratic Republic of the Congo by Centre de Recherche sur l'Anti-Corruption. The donor "Integrity Action provides advice as well as continual capacity building and monitoring. <br />
<br />
CERC will assist schools in training and continued learning throughout engagement. Training will develop monitoring skills among students such as analysing project documents, comparing the actual project to the documents, taking photos of the project, conducting beneficiary surveys, verifying their findings as well interested parties comprising Government, Civil Society, Integrity Club members, Project Implementers and Citizens as advocating for the resolution of problems.<br />
<br />
Once trained, secondary schools will introduce the principles of Community Integrity Building in secondary schools in the Democratic Republic of the Congo. Also they will provide a platform for integrity club members to share their findings with key stakeholders in order to address issues they have found and share good practices they have observed by engaging them through Integrity Clubs. If problems with projects or services have been uncovered they propose solutions or “fixes†to these problems. A fix is the resolution of a problem to the satisfaction of the main stakeholders, and the Fix-Rate is the percentage of identified problems that are resolved.<br />
<br />
Donors receive monthly update consisting of activities undertaken, activities due, and data for indicators such as number of Integrity Clubs, number of youth in Integrity Clubs, number of trainings, number of JWG meetings, number of monitors and number of projects monitored.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 5
Achieve gender equality and empower all women and girls
5.1
End all forms of discrimination against all women and girls everywhere
5.1.1
Whether or not legal frameworks are in place to promote, enforce and monitor equality and non‑discrimination on the basis of sex
5.2
5.2.1
Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age
5.2.2
Proportion of women and girls aged 15 years and older subjected to sexual violence by persons other than an intimate partner in the previous 12 months, by age and place of occurrence
5.3
5.3.1
Proportion of women aged 20-24 years who were married or in a union before age 15 and before age 18
5.3.2
Proportion of girls and women aged 15-49 years who have undergone female genital mutilation/cutting, by age
5.4
Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.4.1
Proportion of time spent on unpaid domestic and care work, by sex, age and location
5.5
Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.5.1
Proportion of seats held by women in (a) national parliaments and (b) local governments
5.5.2
Proportion of women in managerial positions
5.6
Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
5.6.1
Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use and reproductive health care
5.6.2
Number of countries with laws and regulations that guarantee full and equal access to women and men aged 15 years and older to sexual and reproductive health care, information and education
5.a
Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.a.1
(a) Proportion of total agricultural population with ownership or secure rights over agricultural land, by sex; and (b) share of women among owners or rights-bearers of agricultural land, by type of tenure
5.a.2
Proportion of countries where the legal framework (including customary law) guarantees women’s equal rights to land ownership and/or control
5.b
5.b.1
Proportion of individuals who own a mobile telephone, by sex
5.c
Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels
5.c.1
Proportion of countries with systems to track and make public allocations for gender equality and women’s empowerment
Goal 16
Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
16.1
Significantly reduce all forms of violence and related death rates everywhere
16.1.1
16.1.2
16.1.3
Proportion of population subjected to (a) physical violence, (b) psychological violence and/or (c) sexual violence in the previous 12 months
16.1.4
Proportion of population that feel safe walking alone around the area they live after dark
16.2
End abuse, exploitation, trafficking and all forms of violence against and torture of children
16.2.1
Proportion of children aged 1–17 years who experienced any physical punishment and/or psychological aggression by caregivers in the past month
16.2.2
16.2.3
Proportion of young women and men aged 18–29 years who experienced sexual violence by age 18
16.3
Promote the rule of law at the national and international levels and ensure equal access to justice for all
16.3.1
Proportion of victims of (a) physical, (b) psychological and/or (c) sexual violence in the previous 12 months who reported their victimization to competent authorities or other officially recognized conflict resolution mechanisms
16.3.2
16.3.3
Proportion of the population who have experienced a dispute in the past two years and who accessed a formal or informal dispute resolution mechanism, by type of mechanism
16.4
By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime
16.4.1
16.4.2
16.5
Substantially reduce corruption and bribery in all their forms
16.5.1
16.5.2
16.6
Develop effective, accountable and transparent institutions at all levels
16.6.1
16.6.2
Proportion of population satisfied with their last experience of public services
16.7
Ensure responsive, inclusive, participatory and representative decision-making at all levels
16.7.1
Proportions of positions in national and local institutions, including (a) the legislatures; (b) the public service; and (c) the judiciary, compared to national distributions, by sex, age, persons with disabilities and population groups
16.7.2
16.8
Broaden and strengthen the participation of developing countries in the institutions of global governance
16.8.1
Proportion of members and voting rights of developing countries in international organizations
16.9
By 2030, provide legal identity for all, including birth registration
16.9.1
16.10
Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements
16.10.1
16.10.2
16.a
Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime
16.a.1
16.b
Promote and enforce non-discriminatory laws and policies for sustainable development
16.b.1
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Resources mobilized
Partnership Progress
| Title | Progress Status | Submitted |
|---|---|---|
| Partnership Progress 2019-01-30 | On track |
Feedback
Share
Timeline
Entity
Geographical coverage
More information
Countries
Contact Information
Heri Bitamala, Executive Director