1. This project plan has been updated in September 2013. There are changes in the
chapters 4 and 5.4 and they are in RED.
NATIONAL UNION OF FINNISH UNIVERSITY STUDENTS IN FINLAND AND AFORTALECER
IMPROVING READING AND WRITING SKILLS ON PRIMARY EDUCATION
IN MAPUTO, MOZAMBIQUE
Project plan for the years 2013-2015

2. 2
Table of contents
1 Summary......................................................................................................................................................... 3
2 Background and the need for the project...................................................................................................... 4
2.1 General .................................................................................................................................................... 4
2.2 Poverty..................................................................................................................................................... 4
2.3 Education................................................................................................................................................. 4
2.4. HIV/AIDS................................................................................................................................................. 5
2.5 PRSP and other strategy papers.............................................................................................................. 5
2.6. Actors in the field of education.............................................................................................................. 5
3 Beneficiaries and their roles........................................................................................................................... 6
3.1 Direct beneficiaries.................................................................................................................................. 6
3.2 Roles of the direct beneficiaries.............................................................................................................. 8
3.3 Indirect beneficiaries and their roles....................................................................................................... 9
4 Objectives and Indicators............................................................................................................................... 9
5 Implementation............................................................................................................................................ 10
5.1 Activities ................................................................................................................................................ 10
5.2 Co-operation partners........................................................................................................................... 14
5.3 Inputs (resources).................................................................................................................................. 15
5.4 Timetable............................................................................................................................................... 15
5.5 Reporting, monitoring and evaluation .................................................................................................. 16
5.6 Sustainability of the project .................................................................................................................. 19
5.7 Cross-cutting themes and human rights ............................................................................................... 20
6 Risk analyses................................................................................................................................................. 22
7 Budget........................................................................................................................................................... 24
8 Reporting plan .............................................................................................................................................. 25
9 Appendices ................................................................................................................................................... 25

3. 3
1 Summary
In Mozambique the level of writing and reading skills is low. There are many reasons for this: they do not
have enough schoolbooks, the infrastructure and teachers’ teaching skills are insufficient and parents do
not understand the importance of education. Even though the state of Mozambique has paid effort to
develop the educational sector, for example by constructing school buildings and training teachers, the
development does not materialize immediately.
The direct objective of the project is to improve writing and reading skills of the 1st and 2nd grade pupils
in six schools in Maputo area. This will be reached by following activities:
1) Procuring schoolbooks and other important materials for teaching
2) Training teachers and thus improving the quality of teaching
3) Increasing the attendance of the pupils in the schools by increasing the knowledge of the parents on the
importance of education
4) Establishing a favorable reading and writing atmosphere in the schools
5) Establishing advocacy work and lobbying to affect the quality of education in Mozambique
The direct beneficiaries of the project are 1st and 2nd grade pupils of the project schools, and teachers.
Cross-cutting objectives of the development policy of Finland will be taken into account in project activities
in the following:
Environmental sustainability: The materials needed in project will be bought from Mozambique and books
will be protected by plastic covers. In teacher trainings and storytelling groups, themes related to
environment will be discussed.
Gender equality: The beneficiaries of the project are both female and male. Parents will be informed about
the children’s right for education, especially the girls’. Teachers will be trained how to take account both
sexes in education.
Reduction of inequality: The whole project aims at the reduction of inequality by education.
Human rights will also be taken account, especially the right for education. Education will affect the
realization of other human rights such as the right to employment and a sufficient level of live. The project
has been planned together with the beneficiaries and stakeholders and thus their possobility to tell their
opinions has been secured. The knowledge of children about their own rights will be strengthened for
example in storytelling groups.

4. 4
2 Background and the need for the project
2.1 General
The Republic of Mozambique is a sovereign state located in oriental coast of Africa which share borders
with Tanzania, Zambia, Malawi, Zimbabwe and South Africa and has been independent since 1975.
Mozambique had a decade long civil war which ended in 1992 when two main political parties celebrated a
peace agreement after a decade of civil war. The peace agreement culminated with democratic elections
contested by many different political parties in 1994. Since then elections have been consecutively and
successfully held and democratic institution has been set up and fortified which in its turn also fortifies the
environment of peace. The economic growth of Mozambique has been quite good: the growth of Gross
Domestic Product has been during last years more than 6 %. In the area of the education the enrolment
rate in primary education increased from 44 % in 1997 to 77,1, % in 2008. (Millennium development report,
MDG, 2010).
In 2011 the population of Mozambique was 23.6 million of which more than half (51%) were women and
about 44 % of the population was under 14 years old. Over 99 % of the population is African origin,
representing several ethnics groups and speaking many local languages. The official language of
Mozambique is Portuguese.
2.2 Poverty
Mozambique is one of the poorest countries in the world positioning itself in 172 among 182 ranked
countries. In 2009 circa 54.7 % of the population lived under poverty line. In the rural areas the poverty is
more severe than in cities (56.9 % rural areas / 49.6 % in urban areas). This trend can be also seen in the
city of Maputo and in Maputo Province. In Maputo City, the poverty rate is one of the lowest (36.2 %) when
in Maputo Province the poverty rate is one of the highest in the country (67 %). The high poverty rate in
Maputo Province can be explained by urbanization (Urban population growth rate is on average 4.0 %
2010-2015, when total population growth rate is 2.1%). Families moving to Maputo Province come from
countryside in order to get a job in the city. Unfortunately, many of them are not able to get a job. In urban
area they do not have a possibility to own food production, either. This deteriorates their living conditions.
2.3 Education
According to Millennium Development Report of Mozambique 2010 the primary school enrolment rate is
81, 3 % at national level. There are some differences between rural and urban areas and between boys and
girls. In urban areas, the enrolment rates are higher than general and the enrolment rate of boys’ is higher
than girls’. Especially in poorest families the differences are bigger between boys and girls attending to
school. The completion rate of primary education is 77 % (MDG report, according to Quick Facts of UNDP
this rate is as low as 55 %). There are differences in completion rate between children from wealthier and
poorer families. In the richest families the completion rates are 92.9 % when in the poorest ones the
number is only 72.3 %. (Mozambique MDG report 2010). This means that there are a lot of drop outs
during first five years of primary school.
Even if the situation in the educational field has been improved during last years, the challenges still exist.
One central problem is that the primary education is not compulsory in Mozambique and all children do not
go to school. Other problem is that there are no enough teachers in primary schools (64 pupils / 1 teacher).
Also, the quality of primary as well as teacher education is low. There are different teachers’ institutions for
teacher training and each one is running its own curriculum. Some of them are run by different
organisations such as NGO’s and others by government. Most of teacher training colleges are run by the
government and they supply almost all primary schools across the country. The teachers’ education for
primary schools is also very short, only three years for those teachers who teach the five first years (the
grades 1-5) at primary school and five years for grades 6-7. People can apply for teachers’ training after
primary education. There is also a huge lack of materials at the schools: in the project schools there is

5. 5
approximately one book / four pupils and the quality of the books is often low and / or books are in bad
condition.
The constitution of Mozambique advocates equality of gender which reaffirms that men and women are
equal. In 2006, a Gender National Policy and Strategy was approved by the government and in 2007, a
Women National Plan was also. Nowadays, thanks to this policy, the gender equity in education especially
in primary school has improved significantly. However, despite the efforts and policies that aim at
improving gender equity, there still exist some inequalities caused by cultural factors that tend to privilege
rather the boys than girls. For instance in secondary and high education, there are more gender drop outs
than in primary level.
The Mozambique Education system recognises that all children at primary school level in each discipline
should be supplied by one book free of charge. Still, all students do not get books, especially in the first
three grades of primary school. Each student who passes to the next grade should hand their books to
those in previous grades. However, many children in the first three grades do not do so. The government is
committed to improve the management system as well as finding financial solutions among his partners to
overcome the problem and guarantee that students at primary level have everyone books that can help
them learn. However, for learning the students need more books other than those supplied by
government.
2.4. HIV/AIDS
According to UNISEF on average 130 thousand children (aged 0-14 years) live with HIV/AIDS and estimated
670 thousand children have been orphaned by AIDS. Traditionally, orphaned children have been absorbed
into extended family networks but for increased number of orphan the safety nets are overburdened.
Many household with orphans are without assistance and the school attendance among orphaned children
is considerable lower. Many times they have to stay at home to take care of their siblings when mother or
father has died. HIV/AIDS affects also indirectly children’s rights and education, when education services
lose skilled staff when teachers are succumbing to the disease.
2.5 PRSP and other strategy papers
Education has an important role in the Poverty Reduction Strategy Plan (PRSP) of Mozambique. One of the
main objectives is human and social development. The specific objective is the universal access to seven
years primary education, or sufficient quality to ensure the learning of basic skills. The aim is to construct
more classrooms, improve quality, keep children at schools, reform and improve the teachers training
program and monitor better the teaching – learning process in the classroom.
A new strategy of education and culture for the years 2012-2016 will be published by Ministry for
Education of Mozambique during 2012. In the new strategy the focus will be on the extension and quality
of education. This new strategy is a clear continuation for the previous strategy for education and culture
in which the objectives were to expand the access and opportunities for learning and to improve quality of
teaching and the learning results.
2.6. Actors in the field of education
State, province and district level education administration
In Mozambique, education administration is divided in four levels: state (Ministry of Education), province,
district and local (school) levels. The Ministry for Education has the overall responsibility for the
development of education in Mozambique and teachers training. Province level school administration is in
charge of implementation of general lines of the Ministry of Education in provincial level. They nominate
for example directors of the schools and are responsible for teachers (extra) training after their graduation.
Administrative of district level is responsible for supervision pedagogical of the school and training of the
teachers at local level. Schools are responsible for implementation of teaching process.

6. 6
International actors
There are several international actors in the field of education in Mozambique. Most important ones are
UNICEF and UNESCO. UNICEF concentrates on themes such as quality of education and early childhood
education when the main focus areas of UNESCO are the quality of education, training of primary level
teachers and development of curricula. There are also some INGOs as Save the Children and ActionAid.
Some Finnish NGOs are also working in the field such as Operation Day’s Work in Finland (Taksvärkki) and
UFF.
Local NGOs
Several local CSOs work in the field of education with themes such as the capacity building of teachers,
programs that aim at improve the quality of education, teaching manuals for teachers and the education of
alphabetization.
Pedagogical University and Teacher training institute
Pedagogical University is responsible for the training of the teachers of the teacher training institute. The
teacher training institute is responsible for training of primary and secondary school teachers. It is under
the supervision of the Ministry of Education.
3 Beneficiaries and their roles
3.1 Direct beneficiaries
PUPILS, TEACHERS AND SCHOOLS
The direct beneficiaries of the project are in total six schools in Maputo area (two schools per year) and
their teachers and pupils of 1st
and 2nd
grades. Also the teachers of 3rd
grade are beneficiaries as they will
participate in teacher trainings (result 2). They are included in the project because the 3rd
grade is the
beginning of the second cycle of primary school (1st
and 2nd
grade are the first cycle). There is a learning
sequence between these two cycles and that is why it is important to include the 3rd
grade teachers. In
order to guarantee the continuity in teaching between these two cycles it is important to include the 3rd
grade teachers also in the trainings.
All schools have been selected together with Afortalecer, Maputo education administrative and SYL, and
according to the socio-economic background of the pupils of the schools. The pupils come from families
with low-income level, from the city and its surrounding suburban areas. The number of boys and girls is
quite equal in the first and second grades. All project schools are public schools and are located in Maputo
and its suburban areas. During the project planning trip the representatives of SYL visited the first year
project schools.
The number of pupils varies from one school to another. During first project year (2013) there will be ca.
650 students and 20 teachers, in 2014 ca. 970 students and 22 teachers and in 2015 ca.585 pupils and 18
teachers. In total, there will be about 2200 pupils and 60 teachers as direct beneficiaries during the whole
project. These numbers are estimates as they can change during the years.

7. 7
Estimation of pupils and teachers
involved per year
Year Pupils Teachers
2013 645 20
2014 970 22
2015 585 18
Total 2200 60
THE PROJECT SCHOOLS ARE:
EPC Filipe S. Magaia (2013)
Total ca. 367 pupils in 2013
The school is located in urban area and its pupils come from city area, some of middle-income families and
other lower income families. The attendance of the parents in supporting their children’s studies is quite
low. Pupils have problems pass from one grade to another because they have difficulties to read and write.
There are bookshelves in the classrooms.
EPC Unidade 27 (2013)
Total ca. 278 pupils 2013
The school is located outside of the city centre, in a suburban area. The pilot project of Afortalecer was
implemented in this school. The majority of pupils come from low-income families and many of them do
not have means to buy school materials, for example pens and other material needed. One big problem is
that many pupils from poor families do not attend regularly to classes because they have to help their
families in earning living. There are no bookshelves in the classrooms.
EPC A Luta (2014)
Total ca. 580 pupils in 2014.
The school is located in the suburban area of Maputo. More than 85% of pupils enrolled in this school come
from the outskirt of Maputo, from the Polana Caniço district. The Polana Caniço district is one of the
poorest communities in the city. Most of the families are involved in informal business selling small
products for day-to-day life. Most of the bookshelves are in bad condition and must be repaired. The
parents are involved in the school activities and participate in almost all school events
Saul Filipe Tembe Primary School (2014)
Total ca. 390 students in 2014
This school is located at Maputo bay side in the district of Catembe. There are two kind of students at the
school; those from rural area and others from urban area of Maputo. Many families of the pupils are
involved in agriculture and fishing activities. The parents’ involvement in the school activities is low or
barely existent. The school has 10 classrooms and all of them have bookshelves. Still, most of them need to
be repaired.

8. 8
Inhaca Primary School (2015)
Total ca. 210 students in 2015
The school is located on the nearest Island of Maputo bay. The population is rural and most of them are
engaged in agriculture and fishing. Although Inhaca is a touristic site the majority of population is poor. As
at most of the schools, the pupils of Inhaca primary school have not enough learning material, such as
books. The school has no bookshelf in the classrooms.
16 of Junio Primary School (2015)
Total ca. 375 students in 2015
This school is located in the cross border between Maputo City and Maputo Province. Most of families
surrounding the school are from suburban, almost rural, area. To sustain their living they engage
themselves in such activities as small informal business and agriculture at family level. The majority are
poor with no conditions to afford education expenses. In addition, the pupils do not have enough books for
learning at schools. The school has no bookshelves in the classrooms.
3.2 Roles of the direct beneficiaries
In this and following chapters the roles of direct and indirect beneficiaries are presented. More detailed
activities are presented in chapter 5.1.
Roles of the pupils
- They receive books and other school materials
- They learn how to protect the books
- They learn new reading and writing skills
- They participate to the homework groups and storytelling groups
- They participate to the evaluation of the project via tests
Roles of the teachers:
- Representatives of the projects schools which participate in the first year (EPC Filipe S. Magaia and
EPC Unidade 207) participated to the planning process of the project.
- They participate to the baseline study and to the training of the teachers; also to the follow-up of
the activities. They give feedback about the trainings
- They participate to the evaluation of the results: the teachers will evaluate the improvement of the
skills of the pupils in the classrooms.
- They implement the new skills learned and put them to the practice in classrooms.
- They inform/communicate with the parents of the children and organize meetings with them.
- They are responsible for sending information letters to parents and take care of the classroom
libraries
- Representative teacher of every school will be a member of the monitoring team of the project
activities at the schools.
Roles of the schools:
- They participate to the project by offering the facilities for training and meetings.
- During the project planning process, they participated to the background analysis of the socio-
economical situation of the pupils.
- They participate actively to the implementation of the project by giving necessary information and
offering facilities.
- Some project schools, which do not have bookshelves for first grades yet, will get them as a part of
the project implementation.

9. 9
- Representatives of the each school (rector and teacher) will be a member of the monitoring team
of the project activities at the schools.
3.3 Indirect beneficiaries and their roles
AFORTALECER
Afortalecer is the main responsible for the implementation and monitoring of the project. Its
responsibilities include, for example, hiring facilitators, procuring books and materials to the schools,
organizing trainings and follow-up of the teachers and cooperating with schools, teachers and parents.
During the project, the personal of Afortalecer will also participate to the trainings of capacity building
organized by KEPA in Mozambique.
MUNICIPALITY OF MAPUTO
The project schools have been selected in cooperation with the Maputo’s education administratives and
they have also participated to the planning process of the project for example in project planning workshop
in January 2012. One representative from education administrative will participate the activities of
monitoring group. Afortalecer has also had several meetings with them. During the project, they will be
informed about the progress of the project. They will beneficiate of the project in a way that the quality of
teaching will improve and the number of school materials will increase in the schools of Maputo area.
UNIVERSITY STUDENTS
Students from the Pedagogy University of Maputo will work as volunteers in the trainings for teachers,
homework groups and storytelling groups. At the same time, they can practice the pedagogical skills they
are learning in their studies at the university.
PARENTS
Pupils’ parents will participate in the parents’ meetings organized by schools and they will form parents’
groups. The aim is to work on to increase the enthusiasm of the pupils to read and write. They can also
participate to the activities (homework group, storytelling group). They will be informed about the activities
at schools by a letter specially designed to them.
4 Objectives and Indicators
The general objective of the project is:
By improved education the Mozambicans’ quality of life and the possibilities to influence on their own
lives has increased and they can act as full members of their society.
The direct objective of the project is:
The writing and the reading skills of pupils in six schools on Maputo area have been improved
Indicator 1: The writing and reading skills of the pupils have improved by 30% since the beginning of the
project.
Source: Baseline study in the beginning of the project in the project schools and the test for the students at
the end of the project.
Indicator 2: The children understand texts and are able to express (by speaking, writing and/or drawing) the
central content of the texts to others.
Source: A test designed for this purpose
Indicator 3: The pupils are able to respond to easy questions by writing the response.
Source: A test designed for this purpose

10. 10
The direct objective will be reached by four different results (the activities will be described more in detail
in chapter 5.1):
Result 1: Adequate materials have been procured
At the end of the project of each school 90 % of the pupils have literature and writing books. 80 % of the
story books have been protected by plastic cover and will be recycled to the next year’s pupils
Source: The register of the teachers
Result 2: The quality of teaching has been improved
Indicator: Teachers use two new teaching methods after trainings.
Source: Conversations with the teachers before and after the trainings, demonstration lesson during the
trainings for other teachers.
Result 3: The attendance and participation of pupils in six project schools have been increased.
Indicator: The participation and activity of pupils has increased significantly from the beginning of the
project.
Resource: Interviews of teachers and pupils
Result 4: Favorable reading and writing atmosphere has been established in six project schools.
Indicator 1: The pupils will search reading material independently, for example by asking their teachers
Source: Interviews of teachers and the list of borrowed books
Indicator 2: After the project in there will be materials on the walls of every classroom which stimulate
pupils will to read and write
Source: Interviews of teachers
Result 5: Advocacy work and lobbying has been started to influence the quality of education in
Mozambique
Indicator: AFORTALECER has organized one seminar per year and six meetings per year with different actors
Source: Annual evaluation and participation list
5 Implementation
5.1 Activities
Project preparation activities
Baseline study
In the beginning of the project process, in each project school a baseline study will be organized. In this
baseline study, the level of reading and writing skills of the pupils and specific needs of each school will be
mapped. Also the needs of teachers will be mapped. The test to map the reading and writing skills of the
pupils will be done for the pupils of 2nd
and 3rd
grade in the beginning of the school year. In this way, the
information about the writing and reading skills of the pupils (the level of their skills) after 1st
and 2nd
grade
can be gathered.
Afortalecer will contract a consultant to plan the study. The consultant will prepare the needed questions, a
test for teachers and pupils and other relevant material for the implementation of the study. When this is
done, the personnel of Afortalecer will implement the study in each project school.

11. 11
Monitoring team
In the beginning of the project, a monitoring team, which consists of representatives of Afortalecer and
representatives (rector and teacher) from each project school, will be established. The monitoring team will
plan and monitor the activities at schools. They have meetings regularly, every month.
Result 1: Adequate materials have been procured
Activity 1.1 Procurement of schoolbooks
Because of the lack of schoolbooks in classrooms literature and writing books will be distributed for pupils
in the 1st
and 2nd
grades in all project schools. Government already guarantees one book free of charge for
every pupil at primary schools. Still, all students do not have books. With the project the aim is to support
pupils learning process by offering books from different themes such as literature, children stories ect. The
idea is to buy for each pupil one book but with varying themes. In this way one class gets more books from
different themes and for example two pupils can use same book. The books will be bought from local
editors and the editor will be bidden. There will be emphasis on quality of books.
After procurement the books will be protected by plastic cover and teachers, pupils and parents will be
taught how to take care of the books properly (this will be done during activities 3 and 4). Books will be
recycled from one student for another.
Indicator 1.1: The teachers are satisfied with materials in the classrooms and according to their opinion
teaching process has improved significantly from the beginning of the project.
Source: Baseline study and personal interviews of the evaluations.
Activity 1.2 Procurement of teaching materials
Teaching materials, such as manuals and posters, will be bought to the teachers according to their needs
mapped in baseline study.
Indicator 1.2: In the end of the project teachers have reasonable amount of teaching materials of adequate
quality
Source: Evaluation after each project year, interviews of the teachers.
Activity 1.3 Procurement of notebook, pencils and other needed materials
Studying materials, such as notebooks and pencils, will be bought for pupils according to their needs. These
materials are not offered to all pupils. The schools are responsible for dividing materials for the pupils who
do not have money to buy them.
Indicator 1.3: 90 % of the pupils has notebooks and pencils after the project.
Source: Teachers’ interviews
Activity 1.4 Procurement of bookshelves
Bookshelves will be constructed for the classrooms which do not have them yet by AFORTALECER, schools
and parents. Every classrooms have two different grades every day; one grade on the morning and another
during afternoon. Normally classes on afternoon are grades from 3rd
to 7th
. These bookshelves will be used
by 1st
and 2nd
grade pupils as well as pupils from other grades for in many subjects there are not enough
books for every pupil. That is why pupils do not take the books at home and the bookshelves are
necessaries to preserve the books in good condition in the classrooms.
AFORTALECER will also negotiate with different actors (such us other NGOs) to get children book donations.
The idea is to construct a small class library in order to offer reading materials and increase the interest in
reading among pupils.

12. 12
Indicator 1.4: Each school has adequate bookshelves for books in the end of the project in each school.
Source: Evaluation after each project year.
Result 2: The quality of teaching has been improved
To reach result 2 teachers will be trained. There will be in total eight training days for each teacher, about
16 teachers in each group during a year. Trainings will be organized by facilitators who are specialist in the
contents of the trainings. There will be also volunteers from the Pedagogical University of Maputo assisting
facilitators in teaching process.
In the beginning of the project there will be study about the needs of the each school and trainings will be
modified according to the needs. The trainings will consist of following contents:
- Teaching methods: how to teach write and read
- How to motivate the pupils to study
- Librarian methods
- Practices to use new methods
- How to recognize pupils who have problems to hear and see well
- Demonstration lesson in the front of other teachers and feed-back
- How to communicate with the parents
- Security during way from home to school (The school trips can be dangerous when the distances
can be quite long for the children to come to school. Also during heavy rains the school trips can be
dangerous.)
During and after trainings there will be personal follow-up of the teachers. Facilitators will follow five
classes of every teacher and give personal feedback about classes and teaching methodologies. Year after
the trainings there will be three meetings with teachers who participated in the trainings.
In the meetings they will have more training about the themes they find important.
Facilitators will have meetings with Afortalecer personel six times per year.
Indicator: Each teacher who is participating in the project has the 80 % of attendance in the formations
Source: Participation lists
Indicator: The teachers are satisfied of the content of the trainings
Source: Feedback after each training (formula)
Result 3: The attendance of pupils in six schools in Maputo area have been increased
This activity will be reach by increasing communication between the schools and families. This will consist
of three parts: meetings with schools and parents, letters from the schools for the partners and
parents´groups.
The meetings will be organized by teachers three times per year (once / trimester). Personnel of
Afortalecer will assist these meetings. Afortalecer will introduce conversation about the next themes:
- The importance of education for children, especially reading and writing
- How parents are able to help their children to learn (for example how to create conditions to do
homework and learn at home)
- The quality of teaching
- Secure way from home to school and back
The presence of the parents will be secured by a written invitation and obligatory response. Even if all
parents cannot read they have normally someone in family who can explain the content of the letter.

13. 13
There will be special letter for parents to inform them actual issues about schools, lessons, pupils, problems
ect. These letters will be sent three times per year (once a trimester) by the schools. Afortalecer will assist
the schools in this work.
Third activity is to establish a special parents group to each school. They will promote interest to read and
write among other parents organizing events and other activities, such us storytelling meetings for the
pupils. Teachers will be taught how to motivate parents to do this and are able to continue activities after
the project year at the schools. Also during the meetings with teachers next year after the project was in
the school there will be capacity building for teachers about this theme.
Indicator: 80 % of the parents participate in meetings between schools and parents.
Source: Participation list
Indicator: In the end of the each year there are 20 active parents working in parents’ group in each project
school of the year
Source: reports, participation lists
Result 4: Favorable reading and writing atmosphere has been established in the project schools
This result will be reached by creating learning café and organizing workshops for the children.
The learning cafes for pupils will be organized once a month during semesters in every school, 8 cafes /
school / year in total. The aim is to increase the motivation of the children to read and write by plays,
songs, poems and other activities. The learning cafes will be organized together by university students and
teachers during school days.
The workshops will be also organized once a month during semesters in every school, 8 workshops / school
/ year. The workshops will be organized during normal classes where teachers teach together with
university students. There will be emphasis on teaching methods on themes which teachers consider to be
difficult to teach. The workshops will be planned together by AFORTALECER staff, university students and
teachers.
(OLD text:
This result will be reached by creating special homework and storytelling groups to each school.
Homework groups will meet twice in a month. AFORTALECER will cooperate with the Pedagogical
University of Maputo and will get students from there to work as volunteers in this homework group. They
will help pupils in their homework and in this way they also gain working experience on teaching.
Storytelling groups are organized by parents’ groups and they meet once a month in each school. The idea
of storytelling groups is to stimulate interest in learning and writing. During the meetings the adults and
pupils read stories and pupils can for example draw pictures, plays and/or make theatre about the stories.
Every meeting has a different theme. Theme can be for example environment, human rights and HIV/AIDS.)
Indicator: Totally 8 learning cafes and 8 workshops have been organized in each project school of the year.
Source: Reports of volunteers (students) and documents of Afortalecer
Result 5: The process of advocacy making and lobbying has been started to influence on the quality of
education in Mozambique
This result consists of two activities:

14. 14
1) Meetings with different actors in the educational sector in Mozambique, such as organizations,
enterprises, governmental and municipality level administrative and also foreign actors as
embassies of the countries which give direct budget support to the education. The object is to
share information about basic education and its challenges from the point of view of grass root
level. In the beginning of the project Afortalecer will map possible co-operation partners and start
to organize meetings.
2) Seminar on education. Afortalecer will organize every year a one-day seminar on education in order
to discuss actual themes on education with other actors in the field and in order to find new
cooperation possibilities.
Indicator: Afortalecer has mapped possible co-operation partners and contacted them after first project
year
Source: Reports, annual evaluation
Evaluation
There will be evaluations in the end of the each project year and in the end of the project. Please see more
in the chapter 5.5.
5.2 Co-operation partners
District and Municipal education administrative
The district and municipal educational administrative of Maputo has been closely involved in planning
process of the project as project schools are decided together with them. One representative of district
level administration also participated in the planning workshop during project planning trip. During the
project AFORTALECER will co-operate with the administrative and informing them how the project is going
and one representative of them will be part of the monitoring team of the project.
Municipal library
There is a possibility to visit Central Library of Maputo with the pupils. They would be accompanied by
university students as part of their teaching practices. Afortalecer is negotiating about this possibility. One
representative of the library participated in project preparation workshop in January 2011.
Pedagogical University
Pedagogical University is a university with different faculties and departments. All students must study
pedagogy, didactic and psychology. University will offer contacts with the students who will work as
volunteers in the project.
UNESCO & UNICEF
Offers materials for Afortalecer and for the trainings for teachers
Save the Children
Save the Children offers materials such as children books and information materials
ActionAid
Offers materials, books and information
Rede da Criança
Is a network of local NGOs working with the education and Children’s right in Mozambique. The aim of
Afortalecer is to become a member of the network. It’s possibly to get help from the network in organizing
the annual seminar or organize it together with them. (More information about the seminar in chapter 5.1.)
Progresso

15. 15
Offers books about children education
FEMME
Is an organization which promotes woman participation. It provides technical support to Afortalecer.
KEPA
KEPA will train personnel of Afortalecer (already in 2012) and connect the organization with other NGOs
who are doing projects with Finnish NGOs. There have been also discussions about the possibility to send
Finnish volunteers via KEPA’s ETVO-program. This possibility will be confirmed during 2013 since the KEPA
is changing the rules of the ETVO-program and they have to take the decision it the Finnish NGO can or
cannot send volunteers to more than one project (SYL has already a volunteer in Mongolia) The volunteers
would work in 2014-15.
5.3 Inputs (resources)
Afortalecer
Afortalecer is the implementing agency of the project. They will hire facilitators for the trainings, plan
curricula, organize all trainings, meetings and other activities. Beside of an internal monitoring group (the
personnel of Afortalecer working with the project) Afortalecer organizes a monitoring group of the project
together with schools and teachers. Please see more about this in the chapter 5.5.
The personnel of Afortalecer have a wide knowledge about educational field from the child to adult
education and pedagogy. All of them have a Master Degree from educational field and one of them has
even PHD –level degree. Project director is Jaime Alipio, Project coordinator Jose Flores, Finance
coordinator Stélio Chang and assistant / accountant Olivia Alberto Muzuane. Detailed job description is
attached. Also the general director Alice Cambula will participate in the project but she does not get paid
from the project.
In-kind contribution of Afortalecer includes computers, printers, copy machine and a part of office rent and
transportation costs for facilitators and volunteers.
SYL
SYL is responsible for project administration in Finland including monitoring of project activities and
financing, evaluating, reporting to the Ministry for Foreign Affairs and information sharing for its main
stakeholders in Finland (University Students). In SYL, there is a development co-operation coordinator who
is responsible for above mentioned activities. She works closely together with SYL`s development
cooperation advisory board called KENKKU which consist of voluntary representatives from different
student unions. Once a year there will be organized a monitoring trip to Mozambique. SYL offers possible
office equipment needed in the project and accountant services for the project.
5.4 Timetable
The project implementation time is from January 2013 to December 2015. The project will start with a
baseline study which will be done during the three first months in 2013. In the end of the every year there
will be an annual evaluation and also a final evaluation in the end of the project.
Every year there are activities in two schools which will be organized according to the school year in
Mozambique. In Mozambique there are three terms: from January to the end of March, from the second
week of April to the mid-June and from August to the end of October. November is for exams and
December is the holiday month. Teacher trainings and activities for pupils and parents are arranged during
all terms. The procurement of books and other materials will be done in the beginning of the each year and
the preparation activities for this will be started in the end of the previous year.

16. 16
One year after the school has participated into the trainings and other activities there will special
monitoring meetings with the teachers.
Meetings with stakeholders will be done regularly during the whole year. The annual seminar will be
organized in autumns.
Please see more detailed work plan in appendix.
5.5 Reporting, monitoring and evaluation
Monitoring and reporting in Mozambique
Personnel of Afortalecer in charge of this project is responsible for the Directorate of Afortalecer about the
project. The Directorate of AFORTALECER will meet every three months to discuss about held activities and
next ones. The Directorate is responsible for the General Assembly of AFORTALECER which meets once per
year.
There will be a separate monitoring team consisting of personnel of Afortalecer, district department of
education, municipality and schools. This team will visit the schools and meat every month to discuss the
implementation of the project. The team will also verify the book registration process used by teachers to
lend books for pupils.
All facilitators of the trainings are responsible to provide a written report after every training activity.
Teachers’ attitudes about training will be analyzed through check list forms. These reports will be discussed
in the meetings of monitoring team.
Facilitators and students volunteers will observe and assist teachers in the classrooms and will give a
written report about teaching activities. Volunteers will report homework and storytelling groups’ activities
to the monitoring team.
Organizational chart of Afortalecer:

17. 17
General Director
Alice Cambula
Coordinator of
Education projects
José Manuel Flores
Secretary
Driver
Coordinator of health
projects
Executive director
Jaime Alípio
Finance Director
Stélio Chang
Accountant, Assistant
Olívia Alberto Muzuane
Directorate council
General Assembly

18. 18
Monitoring and reporting to Finland and in Finland
SYL monitors the project both by regular e-mailing and by quarter annual and annual reports.
Annual reporting cycle:
In addition to the part-time Project Coordinator, Johanna Ursin-Escobar, also the Advisory Board for
Development Cooperation a.k.a KENKKU, which consists of voluntary representatives of the student unions,
participates in monitoring. Within KENKKU, there is a separate Mozambique-group, which assumes main
responsibility about monitoring together with the development coordinator. Monitoring trips will be made
every project year. SYL will provide institutional support in the development of Afortalecer as an
organization. The board of SYL is responsible for monitoring of activities in development cooperation
coordination and of KENKKU within SYL.
SYL has developed Guidelines for conducting development co-operation projects for its development
cooperation partners. In the guidelines there are information about the deadlines and other practical issues
concerning reporting and monitoring practices. The guidelines can be found at:
http://kehitysyhteistyo.syl.fi/english/syl-kehy/guidelines-for-development-cooperation/
Responsibilities within SYL:
15.2.Annual Report
to SYL
30.4. Annual report
to MFA
30.6. First quarterly
report (January-June)
to SYL
30.9 Second
quarterly report
(July-September) to
SYL
31.12 Third quarterly
report (October -
December) to SYL
(voluntary)
The Board
Development cooperation
coordinator
Advisory board for
development cooperation
KENKKU
Mozambique group
of KENKKU

19. 19
Evaluations in Mozambique
Afortalecer will organize an internal annual evaluation in the end of each project year. In the evaluation,
annual activities, successes and challenges will be evaluated in order to develop and redirect the project
activities for the next project year. The evaluation questions will be discussed together with Afortalecer and
SYL even if only Afortalecer is responsible for implementation.
During the last project year there will be a final evaluation implemented by KENKKU representatives during
the annual monitoring trip. The evaluation questions will be developed together with SYL and Afortalecer
before the evaluation during the third project year. The goal of the final evaluation is to find out how well
the direct objective and results of the project have been achieved. Therefore, for example the direct
objective indicators are relevant to the evaluation. The evaluation also sets out to get information about
good and not-so-good practices and experienced during this project, which can then be utilized later on a
possible continuation project.
5.6 Sustainability of the project
This project plan has been made for the first three years (2013-2015), but there are already initial plans to
continue the project to a second phase. We believe that a continuation phase would be very useful in order
to extend the project and spread good results successfully and, above all, to get more permanent and
sustained results.
The final exit-strategy would be done during the second phase of the project. During this first project the
sustainability and continuity will be taken into account pre-emptively in order to build a good base for long
term sustainability and for the exit-strategy in the future.
Economical sustainability and continuity
In order to sustain and maintain economical sustainability and to ensure the continuity of the project,
during the project cycle, Afortalecer will establish a network with other local actors working in the field of
education in Mozambique. Afortalecer also plans to look for new (local or international) partnerships on
order to strengthen financial basis of the association. The organization will map the possibilities of finding
partners who would like to 1) participate to the project and/or help finance of the project (e.g. by buying or
donating books and other materials for the schools) and 2) other partners who are willing to support the
AFORTALECER’s NGO work in general. Possibilities include:
- Cooperation with other organizations: Afortalecer is looking for cooperation partners in order to
get more books and other materials for the project. The association has already received donations
from the Associations of Writers of Mozambique and from Brazil.
- Private persons: Afortalecer has already private donators and it is highly possible to widen this
network. Private persons can participate by paying the membership fee of Afortalecer and become
supporting members of the association, and/or by donating books or other materials for the
schools.
Social, cultural and political sustainability and continuity
Social and cultural sustainability and continuity aspects of the project have been taken into account by
building the activities in such a way that can be sustained after the project. This includes bringing in
important stakeholders in project planning processes and also analyzing how to make sustainable
procurements for the project.
The aim of the project is to improve reading and writing skills of children and to train teachers in a way that
they are able to teach the children better. Also, sensitizing the parents to the importance of education of
their children is an essential part of the project. If the project succeeds in reaching the aims, these are also

20. 20
results which will last after the end of project and also across different groups of children (other classes of
teachers, siblings in same families).
One significant part is the political sustainability. Involvement of local decision makers and politicians in the
project is very important. This has already been done during the project planning because the local
education administration was involved in the process (for example in the problem analysis workshop and in
the selection of the project schools), and Afortalecer will keep in close contact with them also during the
project cycle. Advocacy work has also been included in the project activities in order to increase the general
awareness about educational issues in Mozambique, to maintain the political support for the project and to
get the politicians to take more responsibility on local educational situation of the children on one hand,
and the school teachers on the other.
Local markets and local labor force will be given the top priority when procuring materials for the schools
and hiring people for the project. Besides being more environment-friendly, the aim is also to support local
economy and give working possibilities for local experts.
Also the students of Pedagogical University have the possibility to do voluntary work in the framework of
the project, in order to gain valuable working experience and put their skills in practice.
Institutional sustainability and continuity
To ensure institutional sustainability and continuity, local ownership of the project is essential. The
ownership is already strongly in hands of Afortalecer and the project activities have been designed in a way
that the schools, teachers, local educational officers, other local organizations and pupils’ parents are
strongly involved in them. They have also been an important part of the planning process. The schools will
take the responsibility of the project and carry on with the activities after SYL’s support ends and the
teachers will continue developing activities and using their new skills also after the end of the project.
To support and develop the institutional and organizational sustainability of Afortalecer, a special contract
has been made between Afortalecer and KEPA’s office in Mozambique about capacity building of the
association during the year 2012. Afortalecer will receive training on project cycle management,
monitoring, evaluation and other themes that would be useful for the strengthening of the association and
for the future project management.
Afortalecer will also network with actors interested in educational issues in Mozambique and develop its
relationships in the field. This network will include for example other NGOs and associations, embassies of
donor countries, municipal and children’s libraries and book shops.
Environmental sustainability
For the environmental sustainability, please see chapter 5.7, “Cross-cutting themes”
5.7 Cross-cutting themes and human rights
Environmental sustainability
Environmental sustainability has been taken account in this project. For example, the procurement of the
materials will be done as locally as possible; books from Mozambique are favored as well as materials for
bookshelves. When selecting materials for bookshelves the quality and sustainability of materials will be
analyzed. Endangered species (trees) will not be used. Recycled paper will be favored.
Environmental sustainability can be seen as a crucial part of education since it is urgent that people
understand the importance of environment, as well as changes and reasons for changes in environment.
That is why it is important to educate pupils to be more active in protecting the environment.

21. 21
One part of the project is to teach pupils how to take proper care of the learning materials such as books.
Learners will learn how to restore old books and how to protect new books. During the story telling events
themes such environment, climate change, tree-planting, forest fires, water and sanitation and floods will
be discussed in the form of stories.
Gender equality
Gender equality is one important part of the project because it is also one principal value of Afortalecer. In
Mozambique, gender parity between boys and girls starting primary school is quite equal but still there are
more girls who do not finish school. One reason for this is that many time families take the girls out of
school earlier to help at home. Another is that trips to and from school are more dangerous for girls than
boys. These themes (importance of education, school travel) will be discussed with parents. Also, during
the teacher trainings, gender issues will be one part of trainings. Teachers will be taught how to take into
account all pupils equally and how to encourage participation of all.
The project will also emphasize gender issue using cultural means. Both girls and boys will participate
together in the activities of storytelling and homework groups. Part of material produced in storytelling
group can be shown in an exhibition organized by both boys and girls. These activities will also involve
parents to encourage them to set up similar or equally valued tasks for boys and girls in the home.
Reduction of inequality
The whole project aims at reducing inequality by education and thus this theme has been included in
project planning process and activities.
Human rights
This project promotes especially the right for education and, as such, is in line with the objectives of the
Universal Declaration of Human Rights, the Convention on the Rights of the Child as well as the Education
for All (EFA)-initiative and relevant Millenium Development Goals. Of course, the project affects other
rights such us right for employment, right to participation and right to development, as well.
The project planning process has based partly on the human rights-based approach; the analysis of root
causes was done together with different stakeholders during the planning process. Stakeholder roles and
duties have been analyzed. Also during the project different actors will be participating in implementation,
monitoring and evaluation.
During the project, AFORTALECER will work with district and municipal level education administration in
order to get acceptance from them for the project and also discuss with them their duties as government’s
representatives in realizing the state’s duties. The starting of advocacy work aims at improving the quality
of education in Mozambique and in this way improves the situation of Children and their rights.
In addition, the responsibility of the parents in the development of the children is emphasized. There will
be special meetings with the parents.
It is crucial that children understand their rights. To further this, the project considers that all children
should understand that they have a right to education. That is why the themes of human and children
rights will be brought into classes when pupils are learning to write and learn and during story-telling
groups.

22. 22
6 Risk analyses
This chapter will present possible internal and external risks of the project and possible solutions for them.
Possible risks of the project and how to prevent them:
Internal risks (Afortalecer and SYL)
1. Changes in the personal of Afortalecer and lost of “quiet” knowledge
To prevent: the majority of the personal of Afortalecer will be involved to the project so that all
personal know what is happening with projects in relation with the objectives and activities
2. Changes in the personal of SYL and lost of “quiet” knowledge
To prevent: KENKKU members must get all important information about the project. To avoid
lost of information all documentation must be done in a clear and proper way.
3. Changes in facilitators or volunteers
To prevent: the majority of the personnel of Afortalecer is involved to the project in such a way
that, if there are important changes in facilitators during the project cycle, they can replace and
train volunteers or facilitators easily.
4. Timing of the payments of the Ministry for Foreign Affairs of Finland can affect the
implementation of the project
To prevent: the timetable of the project is designed according to the payments of the Ministry.
The members and personal of Afortalecer can take loans for the project activities if the funding
of the Ministry comes too late.
External risks (Participants of the project, society and environment)
1. Parents will not come to the meetings
To prevent: in order to avoid that the parents won’t come to the meetings, a close
communication between the school direction and the parents of the children is needed.
This has been taken into consideration in the activities of the project
2. Parents will not want to participate to the project activities as actively as desired
To prevent: communication with the parents about the importance of the project (reading
and writing skills) and especially about the importance of their role to the future and
continuity of the activities at schools.
3. Parents cannot read and are unable to understand letters from the schools and Afortalecer
The other family members who can read can help parents to understand letters.
4. Procured school materials can be stolen or vandalized by other people because of other
courses at schools in the evenings
To prevent: The people using school facilities in the evenings will be informed about the
project so that they will take responsibility and take good care of the books.
5. Teachers will not use the skills they have learned in the trainings in their classes
To prevent: there will be assistance and supervision of the teachers in the classrooms so
that the teachers have help in applying their new skills.
6. The content of the trainings does not meet the needs of the teachers

23. 23
To prevent: there will be clear definition of objectives and activities in the terms of
reference when hiring consultants and facilitators and during baseline study.
7. Some school directors or teachers may be against the project
To prevent: involvement of the directors and teachers must be taken account from the very
beginning of the project until the end. The directors and teachers have been part of the
project planning since the beginning. There will be continuous communication and
information sharing between Afortalecer and the schools.
8. Children do not use or read the books (they are not interested)
To prevent: We have to select books that are attractive and interesting to children.
Children have to be motivated and stimulated (this is a part of the activities).
9. Children lose or vandalize the books
To prevent: the deterioration and loss of books can be prevented by teaching children the
value of learning materials through activities, supported by the active participation of the
parents in the project. School personnel and parents have to talk about the importance of
taking good care of the books.
10. Children and teachers will not return the books they have borrowed
To prevent: A book-keeping system of borrowed books will be established to know who has
borrowed books.
11. Delays in procurement of school books.
To prevent: Local editors and bookshops are prioritized and favored in the procurement of
the books as opposed those ordered from abroad (e.g. Portugal).
12. Teachers cannot come to the trainings because of the rains and floods
To prevent: Trainings can be organized in those months when there is not much rain
expected in general.
13. There will be lost of funding because of currency changes between Euro and Meticals.
To prevent: we are not able to prevent this risk. In this case the open co-operation
between Ministry for Foreign Affairs of Finland, SYL and Afortalecer is important.
14. Financial crisis in Europe and other international financial crisis
To prevent: we are not able to prevent this risk. In this case the open co-operation
between Ministry for Foreign Affairs of Finland, SYL and Afortalecer is important.
15. Pupils cannot come to school because of the rains and floods
To prevent: we are not able to prevent this risk.
16. Corruption
To prevent: We have to monitor the project well and for example have statistics about the
books bought for every school. Involvement of different stakeholders will probably
decrease the risk for corruption. For corruption of banks we have to ask receipts from
every money transfer from the bank.

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17. Political changes in Mozambique
To prevent: Afortalecer has to follow up the situation in Mozambique and if there are
changes in politicians or administrative related to the project they will present the project
as soon as possible for the new people.
18. Changes in environment
To prevent: The seasonal changes must be taken account when planning activities of the
project.
7 Budget
A detailed budget can be seen in the appendix of this project plan.
Budget summary:
Budget 2013 2014 2015 TOTAL
1. Personnel costs (Appendix 1)
Project personnel in Finland, subtotal 10100 11333 11667 33100
Finnish personnel in project country, subtotal 0 0 0 0
Travel and accomodation of Finnish personnel, subtotal 0 0 0 0
Locally recruited personnel, subtotal 22440 22440 22440 67320
Voluntary work, subtotal 5625 6030 5775 17430
Other personnel costs, subtotal 0 300 300 600
Personnel costs, subtotal 38165 40103 40182 118450
2. Activity costs (Appendix 2)
Activity 1: Procurement of materials 11070 14437,5 11632,5 37140
Activity 2: Improving the quality of teaching 6615 7959 7530 22104
Activity 3: Increasing the attendance of pupils in schools 32,25 48,5 29,25 110
Activity 4: Establishing favorable reading and writing
atmosphere in schools 200 200 200 600
Activity 5: Starting advocacy and lobbying process 520 520 520 1560
Activity 6: Producing materials for baseline study 315 15 15 345
Activity 7: Local monitoring and evaluation 2500 2500 2500 7500
Activity 8: Project monitoring trip 6264 6264 6264 18792
Activity 9: Monitoring in Finland 1000 1000 1000 3000
Activity 10: Information in Finland 700 700 700 2100
Activity cost, subtotal 29216,25 33644 30390,75 93251
3. Operation and maintenance (Appendix 3)
Operation costs 6000 6000 6000 18000
Maintenance costs 0 0 0 0
Operation and maintenance, subtotal 6000 6000 6000 18000
TOTAL IMPLEMENTATION COSTS 73381,25 79747 76572,75 229701
4. Administrative costs
Salaries and related costs of administrative personnel 0 0 0 0
Office costs 0 0 0 0
Fund-raising costs 396 396 396 1188

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Statutory audit costs of the Finnish organisation 0 0 0 0
Value of Finnish voluntary work in administration 0 0 0 0
Administration costs, subtotal 396 396 396 1188
TOTAL PROJECT COSTS 73777,25 80143 76968,75 230889
Administrative costs as a % of total costs (max. 10 %) 0,54 0,49 0,51
Financing plan 2013 2014 2015 TOTAL
1. Self-financing (Appendix 5)
Cash contributions 5625 6030 5775 17430
Voluntary work and material donations 5625 6030 5775 17430
Total self-financing 11250 12060 11550 34860
Self-financing as a % of total project costs 15,25 15,05 15,01
2. Project support from the Ministry for Foreign Affairs
Earlier allocation of project support
New/additional application 62527,25 68083 65418,75 196029
TOTAL FINANCING 73777,25 80143 76968,75 230889
8 Reporting plan
Afortalecer will inform it stakeholders about the project mainly as a part of the project. As presented in
chapter 5.5 there will be a special monitoring group for the project. There will be representatives from
school and education administrative of Maputo. They will share the information about the project for their
own communities. Afortalecer will communicate about the project also during the meetings with other
actors in the field.
SYL will inform the student unions and university students about the project. The former have their
representation in SYL, and SYL will also organize four meetings per year to discuss development
cooperation and information issues with representatives of the student unions. In addition, the members of
KENKKU are generally active members of the development cooperation affairs in their respective student
unions, which provides for effective knowledge sharing between SYL and the unions. For the latter, apart
from the students accessed by the aforementioned activities, KENKKU has also a blog where it posts news
of SYL's development cooperation projects and other relevant issues. In SYL’s website there is also other
information on SYL’s development cooperation projects. (kehitysyhteistyo.syl.fi)
9 Appendices
- Detailed budget for year 2013, 2014 and 2015
- Logical framework
- Work plan
- Problem analysis
- Job description of key experts