COMPONENTS

The PAREC comes in three components, each with its own funding specificity

COMPONENT 1: Improvement of the access, quality and steering of the educational system

It includes 7 themes (pillars, DLI):

1. Teacher recruitment and deployment:
   The aim here is to put in place an effective and efficient strategy to make rational use of teachers and to make 18,000 teachers available to the education system over a 7-year period.
2. Strengthening teachers’ capacity to make effective and effective use of new curricula:
   In the past, many training sessions have been held for teachers. It must be noted that they have not always produced the desired result. At a time when new curricula are being implemented, it is a question of allowing good appropriation by teachers through a more effective strategy. About 105,000 teachers are expected to be trained.
3. Increased accessibility and availability of textbooks
   This theme aims to make the essential textbook more accessible and available so as to have a rate of possession of a textbook for a student. It is expected that a textbook policy will be developed, the option of a title per subject in our classrooms will be strengthened and essential textbooks will be distributed free of charge to all public primary schools.
4. Development of Community Preschools to meet standard standards
   Since preschool plays a leading role in the intellectual development of children, it is a question of giving children in rural areas the same opportunities for schooling as those in the cities by creating there with the support of the communities and municipalities of the Community Preschool Centres.
5. Systematization of standardized assessment of primary and secondary education in primary and secondary schools
   Cameroon’s education system has long remained dependent on regional periodic assessments of educational achievements with this difficulty that could not be done on a regular basis, the desired remediations in the quality of education. The aim is to set up a national system for assessing school achievements in primary and lower secondary education, which is conditional on the establishment of an autonomous structure dedicated to it and the development of a strategy.

6. Implementation of a functional and operational SIGE
   The education and training sector has long suffered from the unavailability of data from the education and training sector, coupled with the unreliability of existing data. All the things that make significant decision-making in the sector uncertain.
   In this theme, parCE intends to address this issue through:
   The Education Management and Information System (SIGE) which must be implemented according to the following steps:
   The creation of a stand-alone structure dedicated to the production of reliable education statistics;
   The establishment of a sectoral platform responsible for the production of education statistics;
   The regular production of statistical directories for the education and training sector.
7. Supporting schools in refugee and host areas
   The influx of refugees from neighbouring countries and internally displaced populations has many implications for their host areas. By that time the problems of resources, the problem of schooling children arises with the utmost acuity. It is a question of providing an answer through support to schools and hence to the students of these schools. This involves developing a response strategy and an operational implementation plan.

Component 2: Improving School Performance Through Performance-Based Funding.

This component aims to improve access, retention of students and the governance of schools through financial incentives given to schools and various stakeholders.

Performance-based financing (FBP)

The FBP aims to improve access, student completion and school performance and management through incentives distributed to teachers in the event of a number of indicators being reached, following an independent audit. It also aims to strengthen the involvement of the local educational community in the operation of the school.
In the PAREC, this is a pilot phase that will gradually and within 7 years enlist 5,000 schools in the North, Adamaoua, East, West, Northwest, Southwest, Central, South and Coastal.
The conditions for the Start::
Develop a procedure manual,
Set up a National Technical Cell
Recruit a Contracting and Verification Agency.

The conditions to benefit from it:

A functional school board
A school project
A bank account
More than 150 students

Component 3: Institutional Support and Management of the UCG

This component is a support dedicated to the financing of certain activities of the first two components and the operation of the Coordination and Management Unit.