Réussite et Épanouissement via l'Apprentissage et L'Insertion au Système Éducatif (REALISE)

The REALISE project (which translates as ‘success and fulfilment through learning’) project supported 73,438 girls and was implemented by Save the Children in DR Congo (DRC).

In project communities, gender equalities were entrenched and girls faced significant challenges. Gender-based violence was prevalent and there were high rates of child marriage, teenage pregnancy and low rates of secondary school completion. The challenges faced by girls were exacerbated by the continued conflict in Eastern DRC. REALISE found that the key barriers to girls’ education included poverty, gender-based violence, poor quality teaching and learning, harmful gender norms, and lack of understanding and access to support for adolescent sexual reproductive health (SRH). These barriers were exacerbated by the COVID-19 pandemic.

The project supported girls to access education, learn and transition through school, especially from primary into lower secondary school by working across 467 schools (262 primary and 205 secondary) and 16 Accelerated Education Programme (AEP) centres. Girls who had missed significant amounts of schooling were supported to return to school through the AEP programme. Quality education was supported in schools through the establishment of learning clubs, and through teacher professional development. Girls’ wellbeing was also improved through addressing violence in and around schools (especially gender-based violence), tackling limiting and harmful gender norms, and the increasing information on and support around adolescent sexual reproductive health.

Main activities

• Implementing an Accelerated Education Programme (AEP) in 16 AEP centres to accelerate learning for those who had missed years of schooling, especially in conflict-affected areas.
• Providing Teacher Professional Development for improved teacher practice.
• Implementing Learning Clubs with libraries to provide remedial learning
• Establishing SRH clubs for both girls and boys led by trained mentors and a toll-free SRH information hotline.
• Strengthening safeguarding and protection, including training teachers, community members, identifying and training protection focal points in schools, establishing and strengthening case management and referrals, and establishing a toll-free accountability hotline.
• Implementing Village Savings and Loan (VSLA) groups to provide economic opportunities for households to support girls’ education.

The project in numbers

Lessons learned 

Engaging school inspectors and school leaders at all stages of the teacher training – including the planning, the delivering and classroom observations – builds skills and confidence. Introducing strategies like peer-to-peer support for school leaders and inspectors, including shared lesson observations and coaching visits, helped to improve the support provided to teachers.

Providing teachers with teaching and learning materials during TPD training such as ‘school kits’ and ‘book banks’ improves teaching and learning. 92% of both male and female teachers interviewed in the final quarter of the project reported that classroom kits helped them to teach.

Books can play an effective role in addressing negative gender norms. Books provided to the Learning Clubs included texts with girls in different roles and with ambitious aspirations and provided examples of how gender and social norms impact on girls and children with disabilities. These stories were found to positively influence girls’ hopes and aspirations.

Training on governance and income generation can make Village Savings and Loans Associations (VSLAs) more effective. Providing financial support through VSLAs and bursaries became critical components to support girls’ education during the COVID-19 pandemic. However, training for participants on governance and income generating skills can make them more effective.

Save the Children: https://www.savethechildren.org.uk/

Save the Children in DRC: https://drc.savethechildren.net/