1.2. Main project components, key inputs and strategies The common project components of the three NGOs are access to non-formal basic education (NFBE) for marginalized children. While all the three organizations included fighting HTPs and inclusive education with particular focusing on CWDs and girls, ADAA and WCAT implemented Child Labor Free Zone (CLFZ) projects linked to existing government schools. LIA-E was not involved in the CLFZ project at the time. However, in its implementation of the NFBE program LIA-E also had a special emphasis on the integration of the isolated outcaste Fuga ethnic minority groups through enhanced social service delivery. The overarching strategies were access to education (poverty reduction), capacity building for community based structures, WEOs and schools and policy dialogue (networking and collaboration) The strategies used to increase access to basic education were working on both the supply and demand side barriers to education. On the supply side, the implementing NGOs provided Basic Education centers, learning materials and trained facilitators/teachers and also established Center Management Committees (CMCs) that later evolved to Parent Teacher Associations (PTAs). The CMCs/PTAs were instrumental in managing the learning centers, mobilizing the community as well as resources to work with the respective NGOs. On the demand side the partner NGOs organized campaigns for community awareness on the value of education and sensitization against HTPs, FGM and child labor. Using the CMCs and PTAs as spring boards, they further involved community and religious leaders and also established community structures that pioneered the campaigns against HTPs, FGMs, child labor and other harmful cultural practices that eventually made positive contribution in realizing the rights of children including girls and children with Disabilities (CWDs) to be in school. ADAA and WCAT employed selected strategies for promoting CLFZ in their project areas. The NGOs realized that the government is the main responsible agency for making schools available, accessible and affordable for children and their families. However, they also knew that as long as child labor is prevalent, there are children who could not come to school. Therefore, using existing government schools as entry points by providing technical and related supports; the NGOs familiarized the school community, PTAs, parents, community and religious leaders as well as local government with the concept of child labor free zone. They also established and strengthened anti-child labor community structures and organized exposure visits. These strategies largely paid off and contributed towards the positive project impacts in the CLFZ intervention areas as discussed in the findings below. 9
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