Template and Guidelines for Project Proposals This document provides a step-by-step guide

Template and Guidelines for Project Proposals

This document provides a step-by-step guide on how to complete QFFD’s project proposal template. These guidelines apply to development and humanitarian projects and are based on QFFD’s Results-Based Approach to Project Cycle Management. These instructions, therefore, complement QFFD’s Managing for Results (MfR) Guidelines which explain the different steps of planning for results, monitoring results, and reporting results in more detail.

Basic Information

Date of Submission

27 March 2024

Name of Project

Education Support to Rohingya Refugees in Malaysia

Name of Organization

Qatar Charity

Organization’s Focal Point

(name, function, email, and phone number)

Ishrat Ullah

Humanitarian Affairs Expert • Emergency Relief Department

ishratullah@qcharity.org

00974 44290042

Country/Region

Malaysia

Theme

(please choose one or several options from the list on the right)

Working in fragile, crisis or conflict contexts

Emergency response (crises and conflicts, natural disasters)

Protection (children and women, gender-based violence, mine action)

Early recovery and livelihoods

Humanitarian Logistics

Gender equality and women’s empowerment 

Agriculture, Food Security

Water and Sanitation

Employment and economic empowerment

Economic growth and trade

Democracy, human rights, and governance

Global Health (Health service delivery, Disease prevention and control, Health in emergencies, Capacity building, Medicines and vaccines, Nutrition)

Education (basic education, vocational skills development & higher education)

Capacity building

Infrastructure

Research & Development and Innovation

Environment and Climate

Sport for Development and Peace

Total requested QFFD Funding (in USD)

$ 15,364,608

Type of finance requested from QFFD

Grant

Concessional loan

other, please specify:      

Co-Funding (in USD) and name of co-funding entity/ies

     

Total Project Budget (in USD)

$ 15,364,608

Start of Project

May 2024

Expected End of Project

April 2027

Expected Project Duration

3 years (4 years for University Scholarship until Graduation)

Corresponding UN Project Codes (if available)

     

Executive Summary

Please provide a short, concise summary of your proposal arguing why QFFD should support your project. Include an overview of the project’s rationale, the expected outcomes, its alignment with QFFD’s strategies, the planned intervention, target groups, and the partners implementing the project.

Note: please provide the following information in Arabic: A paragraph with an overview of the proposed project that includes the project name, total budget, total duration, total number of beneficiaries, objectives and expected results (outcomes and outputs).

The Education Support to Rohingya Refugees in Malaysia project seeks QFFD’s support to address the educational needs of Rohingya refugees in Malaysia, focusing on a comprehensive approach from primary to tertiary levels. The rationale is rooted in empowering refugees, offering holistic education, and fostering sustainable integration. By establishing and enhancing Alternative Learning Centers (ALCs) and supporting youth in private secondary schools, IGCSE exams, and tertiary education, the project aims to uplift the Rohingya community.

Expected outcomes include increased access to quality education, improved academic performance, and enhanced employability for refugees. The project aligns with QFFD’s strategies, specifically in education, sustainable development, and community empowerment. The intervention involves renovating ALCs, sponsoring students for IGCSE, and partnering with local institutions for tertiary education.

Target groups encompass primary and secondary students, youth pursuing higher education, and adults participating in certification programs. Implementing partners, such as IIUM, Cahaya Suria Bakti (CSB), and JREC, bring significant experience, ensuring effective project management, monitoring, and reporting. QFFD’s support will catalyze positive change, providing a pathway to a brighter future for Rohingya refugees in Malaysia

Context and Current Situation

In this section, you are asked to provide the contextual background of your project and describe the current situation in the country and geographical areas where the project should be implemented. Explain all aspects of the broader context and current situation necessary to understand why your intervention is needed and underpin your analysis with evidence such as statistical data, national or sub-national indicators, research findings, findings from baseline studies or other types of assessments conducted by your organization or third parties. Please only focus on aspects that are relevant for your project.

By the end of November 2023, Malaysia had registered approximately 185,000 refugees and asylum-seekers with the UNHCR. The majority, around 162,040, were from Myanmar, including about 107,520 Rohingyas, 24,820 Chins, and 29,700 individuals from other ethnic groups who had fled conflict or persecution. The remaining 23,010 were refugees and asylum-seekers from 50 different countries escaping war and persecution, including 6,470 Pakistanis, 3,200 Yemenis, 2,950 Afghans, 2,780 Somalis, 2,740 Syrians, 1,270 Sri Lankans, 670 Iraqis, 600 Palestinians, among others. The demographic breakdown showed that 66% were men, 34% were women, and there were 51,540 children under the age of 18. (https://www.unhcr.org/my/what-we-do/figures-glance-malaysia)

Based on available statistics from UNHCR, 85% of the children were between the ages of 3 and 17 years old, the typical age for attending school. As of November 2022, only 12,500 of these children were enrolled in school. 56% of these school-aged children (3 – 17 years old) are Rohingyas, of which only 18% of the Rohingya children are in school.

Based on the data retrieved from UNHCR for education of Rohingya children as of November 2022, the data is divided into three age groups for a total of 22,651 number of Rohingya children: Pre-primary (3-5 years old), Primary (6-13 years old), and Secondary (14-17 years old). For the Pre-primary group, out of 8,027 children, only 463 (6%) are attending school, leaving a significant 7,564 (94%) out of school. In the Primary age group, there are 11,462 children, with 3,324 (29%) in school and 8,138 (71%) not attending any educational institution. The Secondary age group consists of 3,162 children, with only 314 (10%) in school and a large portion – 2,848 (90%) – out of school.

Therefore, out of the total 22,651 Rohingya children across all age groups, only 4,101 (18%) attend school, while a staggering 18,550 (82%) remain out of the educational system. This data highlights the significant educational challenges faced by Rohingya children.

In February 2023, the Malaysian government decided in principle to allow refugee children to access formal education through private institutions. Therefore, refugee children can register in any private institution if they have the means or access to education through Alternative Learning Centres (ALC). ALCs can be registered as learning centre establishments under the Ministry of Education’s (MOE) Private Education Division. However, they are not considered a school establishment; therefore, they are not required to follow certain curricula and cannot organize formal examinations at the ALCs. The Ministry of Education has also made a commitment during the latest engagement with Qatar Fund for Development on 13 February 2023 to provide support to the program.

The improved access to education for refugees in Malaysia is also complemented by the government’s decision to allow refugees to formally work in selected sectors such as manufacturing, agriculture, plantations, hospitality, construction, etc. However, the relevant agencies are still developing the legal framework for both decisions (access to education and employment). Overall, the recent decisions by the Malaysian government to improve access to education and employment opportunities for refugees are positive steps toward the integration and well-being of refugees in Malaysia. However, further efforts are needed to ensure that refugees have access to quality education and employment opportunities to enhance their livelihoods and prospects.

In 2017, the Qatari government pledged to support Rohingya refugees in Malaysia with USD 50 million to provide healthcare, education, and economic empowerment. The National Security Council (NSC), in partnership with other relevant Malaysian ministries, was tasked with leading the initiative and coordinating with UNHCR. The project will be implemented through local implementing partners among Malaysian non-governmental organizations (NGO), with Qatar Charity managing the funding. The National Welfare Foundation (YKN) was appointed by the Malaysian government to provide oversight of project implementation. In 2019, Qatar Charity signed an agreement with three Malaysian organizations to begin the implementation of healthcare programs, which are still ongoing.

Source UNHCR -Malaysia

Problem Analysis:

Qatar Charity conducted an assessment visit from 4-5 November 2019 to assess the situation faced by refugees, including Rohingya, accessing education in Malaysia facilitated by UNHCR. Focus Group Discussions (FGDs) and Key Informant Interviews were conducted, involving eight (8) cohorts from 19 learning centers in Kuala Lumpur and Penang, and a total of 82 participants, including parents, teachers, primary and secondary students, and former students. Separate FGD sessions were conducted by UNHCR in 2022. 23 sessions were conducted involving 183 Rohingya individuals in Kelantan, Terengganu, Selangor, Johor, and Penang. A series of engagements and discussions had also taken place between 2019 and February 2023 on different perspectives and development in the education sector between Qatar Charity Malaysia and the different stakeholders, including NSC, UNHCR, MOE, YKN & NGOs working in the education sector. Below is the summarized version of the input gathered from all the engagements:

The issue of integration into the existing formal educational system: Although Malaysia is not a signatory to the 1951 Refugee Convention, the Malaysian government recently decided to allow refugee children to access formal education through private education institutions. However, no refugees are permitted to attend public educational institutions from primary to tertiary levels. As a result, ALCs have emerged as an alternative method of educating these refugees. Unfortunately, because these ALCs are not recognized as schools, they cannot use any curriculum formally. ALCs are classified as learning centres by the MOE’s Private Education Division and, as such, are not required to follow the curriculum requirements that a proper school establishment would. Even if they did adapt a standard curriculum, the quality standard would not be monitored by MOE as any school establishment would. ALCs are typically managed by a non-governmental organization (NGO). However, in recent years, some organisations initiated to establish private schools as social enterprises that also cater to refugee children as their students. Because of their status as a learning centre, ALCs are not permitted to organise exams to be conducted at their centres; instead, students must take their exams at a private school that has been officially registered. However, ALCs are allowed to prepare stundents to sit for exams at their centre.

Lack of space and enrollment: While parents or children are interested in attending school, there is a problem with not having enough facilities to accommodate the number of students. Existing ALCs are either overcrowded or unable to enrol enough children based on their current capacities (facility size and teaching capacity), and private education institutions are beyond reach for most parents’ financial ability.

Lack of access to secondary education opportunities: A lack of access to secondary education has become one of the main factors impeding educational progression and contributing to primary school dropout among refugee children. Most parents complained about a lack of secondary education opportunities because private secondary education school fees are out of reach for most refugee families, and the number of ALCs offering secondary education is much lower than that of primary education. This was exacerbated by the lack of access to tertiary institutions in Malaysia, as the majority of refugees enrolled in secondary school may not be able to sit for the national exams (SPM) required to gain admission to tertiary institutions. However, the Malaysian government’s current decision may be able to address this issue.

Lack of a proper governance system in ALCs: Most ALCs are managed in an unconventional manner, with no proper governance mechanism and procedures in place due to the lack of requirements, or it is not registered with MOE. ALCs are usually registered with UNHCR mainly to be under their protection program, but they do not have specific governance guidelines for these ALCs. ALCs usually follow the management style of the NGO that supervises them. NGOs, on the other hand, are usually registered with a different regulator than the educational establishment.

Diversity in the ALC: Due to the lack of formal regulations, children of various ages are not uncommon to share the same classroom in ALCs. Students in some ALCs may range in age from 4 to 18. Furthermore, because some ALC operators were eager to allow more refugee children to study, they would frequently work with limited resources, such as teachers and space for more children than they were supposed to manage. This is largely due to the NGO’s oversight of the ALCs, which has been forced to make difficult decisions in the absence of adequate resources and guidance.

Lack of enabling environment in existing ALCs: While most ALCs visited have positive teacher-student relationships, other enabling environments, such as access to resources, are still lacking. The majority of ALCs lack adequate learning resources such as textbooks, technology, laboratories, and other materials. This is primarily due to building space constraints or a lack of financial resources to invest in high-tech teaching aid. Some ALCs would go to great lengths to duplicate textbooks so that they could be loaned to students. Classroom design does not promote inclusive learning environments because classrooms are typically small, shared, and have little ventilation. The majority of ALCs lack space for a school cafeteria or open areas for co-curricular activities. Teachers and parents associations are also almost non-existent in most ALCs; however, some ALCs make an effort to engage with parents on occasion.

Lack of Teacher Capacity: The existing teacher capacities in these ALCs are minimal because they are either Rohingya volunteers with no formal qualifications or Malaysians teaching in these ALCs without any teaching certification from the Malaysian Ministry of Education. Teachers are typically paid very little. This may have an impact on the quality of education provided to refugee children who may not be meeting Malaysia’s educational standards. Furthermore, many ALCs lack the resources to hire professional teachers or even send existing teachers through proper certification training.

Lack of standardized curriculum: Although ALCs are not mandated to adhere to a particular curriculum, many have decided to use or adopt a common one for all of their classes. The most widely used are those based on the Malay-language national curriculum (KSSR/ KSSM). The other popular curriculum is the English-based Cambridge Curriculum. Common syllabus between the National and Cambridge curricula would include science, English, and mathematics subject. Students following the National Curriculum can register for the National Education Certificate (SPM) Exams, which cost about RM200 ($45) per exam, while those following the Cambridge Curriculum can register for the International General Certificate of Secondary Education (IGCSE) Exam, which costs about RM5,000 ($1116) on average. Most ALCs in Malaysia teach religious studies using Malaysian-made or -imported modules, and some ALCs go so far as also to teach subjects like music, sports, and life skills like budgeting and cooking (tailoring, hairdressing, cooking, electronic maintenance, etc.). Only schools establishment that have officially registered with the Ministry of Education (MOE) are legally bound to implement the curricula that were agreed upon at the time of registration.

Lack of sustainable funding and self-sufficiency strategy: the majority of ALCs rely solely on donations from individuals and organizations. The ALC administration still collects fees from students or their parents, but the amount is minimal, ranging from RM30 to RM50 ($6.70 – $11.16) per student per month, as the primary goal is to ensure that refugees can afford to attend school. Some ALCs accept even students who are unable to pay tuition if they are interested in studying. The primary concern of any ALC operator is the operating costs, which may include the rental of a building or land, utilities, teachers’ and administrators’ salaries, meals for students, and transportation costs for picking up and dropping off students. No ALCs visited were found to have a proper fund-raising strategy or income-generating activities to sustain their operations, creating uncertainty about their future and ability to provide quality education.

Socioeconomic pressure: Typically, refugee children choose to work to support their families due to socioeconomic pressure, especially after completing primary school or after a few years of attending school. On the basis of the responses received, some parents decide to send their children to school so they can learn to read and write but leave it up to the children to decide whether to complete their studies or find employment. Some student correspondents also indicated that they are employed outside of school hours. Furthermore, due to cultural pressure, some would choose early marriage, particularly women.

Relevance of Intervention

Based on the analysis of the contextual background and current situation above, explain why your project is appropriate to tackle the identified challenges, i.e., the right thing to do. Describe how the project responds to the identified needs and priorities of the target country, sector, partners, clusters, or beneficiaries. Include results and lessons learned from previous project phases or relevant similar projects if available.

Describe how your project is aligned with national development strategies, policies, sector frameworks, or humanitarian response plans. Also, explain briefly how your intervention was planned, where planning took place, what methods you used and who was involved. How is your project coordinated with interventions of other actors, local, regional, and global; public, multilateral, civil society, or the private sector?

Please use this section to also describe the alignment of your intervention with QFFD’s strategic objectives and sector strategies.

The proposed project is highly appropriate to tackle the identified challenges within the refugee education sector in Malaysia. It responds directly to the pressing needs and priorities of the target beneficiaries, addressing key issues highlighted in the sectoral analysis. The appropriateness of the project is justified through its alignment with national development strategies, policies, and humanitarian response plans. Additionally, the project is strategically coordinated with various actors, ensuring a comprehensive and collaborative approach.

Alignment with Identified Needs:

1. Infrastructure Upgrade (Outcome 1): The renovation and upgrading of ALCs directly address the lack of proper learning environments, responding to the identified need for safe and conducive facilities for refugee students.

2. Curriculum Standardization (Outcome 2): Developing a standardized curriculum for ALCs aligns with the need for consistency in education, addressing the issue of diverse curricula and helping students transition more smoothly.

3. Teacher Capacity Building (Outcome 3): Training and certifying refugee teachers respond to the identified lack of qualified educators. This aligns with the need to enhance the quality of education by ensuring that teachers meet or exceed minimum requirements.

4. Financial Sustainability (Outcome 4): The project’s focus on a feasibility study and developing a self-sufficiency strategy directly tackles the financial sustainability challenges faced by ALCs. This aligns with the need for a long-term and viable funding model.

5. Educational Opportunities (Outcome 5): The sponsorship program for tertiary and secondary education aligns with the identified socioeconomic pressures and the lack of access to higher education. It directly addresses the need to empower refugee students with educational opportunities.

Alignment with National Development Strategies and Humanitarian Response Plans:

The project is in alignment with the decision of the Malaysian government to allow refugee children access to formal education through private institutions and ALCs. By meeting the MOE’s requirements, the project aligns with national policies and frameworks. The emphasis on long-term sustainability also complements the government’s decision to improve access to education and employment opportunities for refugees.

Planning and Coordination with the Project Stakeholders:

The project planning process was a collaborative effort involving various stakeholders such as Qatar Charity Malaysia, the National Security Council, UNHCR, the Ministry of Education (MOE), the National Welfare Foundation Malaysia, and NGOs in the education sector. This planning took shape through a series of meetings, engagements, discussions, and site visits. Each stakeholder brought unique perspectives to the table, enriching the program design. For instance, the MOE provided crucial guidelines on the registration process, which had significant cost implications for the project. The NGOs, with their hands-on experience in the education sector, shared insights about the operational aspects of the project. Through discussions and site visits, we identified gaps and incorporated these findings into the project design. This collaborative approach ensures a coordinated effort to tackle the multifaceted challenges faced by refugees, thereby enhancing the effectiveness of our project.

Alignment with QFFD’s Strategic Objectives:

The project aligns with QFFD’s strategic objectives, particularly in providing education, healthcare, and economic empowerment to Rohingya refugees in Malaysia. The emphasis on infrastructure improvement, curriculum standardization, and teacher capacity building reflects QFFD’s commitment to enhancing the well-being and prospects of vulnerable populations.

The intervention is also alligend with QFFD – SDG No. 4 on Education in which it will serve the following focus area:

Education focus areas 1: Access to inclusive and equitable quality education for the most vulnerable children in Least Developed Countries and fragile contexts

Outcome 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

Outcome 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

Education focus area 2: Access to inclusive and equitable quality education and training opportunities for the most vulnerable youth and adults in Least Developed Countries and fragile contexts

Outcome 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

Education focus area 3: Education system strengthening and resilience

Outcome 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.

Outcome 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

In summary, the project is the right intervention to address the identified challenges as it is comprehensive, well-aligned with national strategies, and involves collaboration with key stakeholders. Its focus on sustainability, standardized education, and socioeconomic empowerment aligns with the priorities and objectives of both the Malaysian government and QFFD.

Objectives

Describe the change to which your project shall contribute to. How should the situation look like after your project ends? What is the intended change at the population level (beneficiaries), the institutional/ organizational level (systems) and/or the policy level?

This section describes the purpose of your project, i.e., the results at the impact and outcome levels you expect to achieve at the end of your project. The description must, therefore, be consistent with the submitted LogFrame and the objectives stated at the outcome and impact levels there. For an introduction to results-oriented project planning using the LogFrame Approach and Matrix, see QFFD’s Managing for Results (MfR) Guidelines, pages 5-17.

The project aims to significantly enhance the quality and accessibility of education for refugees in Malaysia, emphasizing the seamless integration of refugee students into the existing formal educational system spanning from primary to tertiary education. By focusing on various critical components, the initiative strives to not only improve educational infrastructure but also transform the educational experience for refugee students, teachers, and administrators.

Indicators and Implementation Measures:

1. 21 Education Establishments Upgraded: The project will enhance the learning environment by upgrading and renovating 21 Education Establishments. These establishments will be equipped to meet the stringent registration requirements set by the Ministry of Education (MoE) and subsequently registered to ensure compliance with educational standards.

2. New Curriculum Development and Distribution: A new and tailored curriculum for English and Malay Language, Mathematics, and Science at the Primary Alternative Learning Centers (ALCs) will be meticulously developed. This curriculum will not only address the unique needs of refugee students but will also be distributed across all participating ALCs to standardize and enrich the educational experience.

3. Recruitment and Training of 72 Teachers: To enhance the quality of education, 72 teachers will be recruited to serve in supported ALCs. These teachers will undergo comprehensive training, focusing on the newly developed syllabus. This initiative aims to empower educators with the necessary skills to provide high-quality education to refugee students.

4. Certification of 300 Teachers by MOE: Recognizing the importance of qualified educators, 300 teachers will be enroled into a course to receive recognized teaching certificates from the Ministry of Education (MOE). This certification ensures that teachers meet the established standards, contributing to the overall improvement of the education system.

5. 70% Completion Rate to Enter Secondary Education: The project strives to achieve a 70% completion rate for students completing their Primary ALC education, thereby qualifying them to seamlessly transition into secondary education. This indicator emphasizes the continuity of education for refugee students.

6. Financial Support for ALC Operations: A substantial amount of financial resources, disbursed and utilized in USD, will be dedicated to supporting the operational needs of primary and secondary ALCs. This includes but is not limited to building maintenance, utilities, salaries, and teaching materials.

7. Training Sessions for ALC Administrators on self-sustaining the ALCs: Administrators play a pivotal role in the success of ALCs. The project will conduct 24 training sessions tailored for ALC administrators, ensuring that they are equipped with the necessary knowledge and skills. The success of this indicator will be measured by achieving an attendance rate exceeding 80%.

8. Financial Support for Sustainable Income Projects: To promote long-term sustainability, ALCs will receive a substantial amount (USD 795,000) for the initiation of sustainable income projects. These projects aim to reduce dependency on external funding and enhance the financial resilience of the ALCs.

9. Sponsorship for 550 Refugee Students: The project will sponsor 550 refugee students, facilitating their access to higher education and qualification exams. The sponsorship will cover university entry (100 students), IGCSE exams (150 students), and attendance at secondary school (300 students). The disbursement of funds will be meticulously managed to support each student’s educational journey. Selection critieria will be established to manage the process of the selection.    

PROJECT OUTCOME AND OUTPUT:

Outcome 01: Increasing Access to Quality Education for Refugee Children in Malaysia in Primary and Secondary Education.
Output 1.1: Upgrading of 18 Alternative Learning Centre establishments that can cater to 3,240 students for refugees to meet MOE registration requirements

Output 1.2: Establish three (3) secondary ALC establishments to cater to up to 600 students among Johor, Selangor & Penang refugees.

Output 1.3: 21 number of education establishments for refugees received establishment registration certificates from MOE by 2027

Output 1.4: 600 new enrolment space for refugee secondary school education is created in at least three (3) education establishments. (200 at each new secondary school)

Outcome 01 will focus on creating a conducive education environment for the targeted refugee students by upgrading eighteen existing primary Alternative Learning Centres (ALCs) establishments and renovating three new secondary ALCs from available commercial lots so that they will meet the building/ school requirements set by the Ministry of Education (MOE) for having a safe and conducive education facility for schoolchildren and ultimately comply with all the registration requirements set by the Ministry of Education in the ALC establishment guidelines. The upgrading work will focus on existing ALC facilities whereby the facilities in the current ALC will be renovated to certain specification if it has not meet the specification set by MOE.

Each primary ALC will have six classrooms, and the secondary ALC will have five classrooms, teachers’ offices, a canteen, a computer lab, a library, enough toilets, and administrative areas. The cost component in this output will cover the upgrading or renovation cost, which will include the following scope of work to comply with the MOE, Local Council, Fire & Rescue Department, and Department of Health requirements for a school :

The total cost for upgrading each ALCs is $21,000 while it’s $65,000 for renovating each secondary ALCs. Each ALC upgrading involves two building lots while the secondary ALC renovation involves six lots, with the total areas size of 2200 sqft per ALC for upgrading and 6600 sqft per ALC for renovation.

a. General Work Requirement: This includes preliminaries, wall partition & glass window 4×4, plywood door and lock set and painting works. The cost is $7,900 for upgrading of existing ALC and $23,800 for renovation of an existing shoplot into a secondary ALC.

b. Wet Area Requirements: This covers toilet, bathroom, kitchen/tabletop canteen, tiling works. The cost is $3,800 for ALC upgrading and $11,340 for Secondary ALC renovation.

c. Mechanical & Electrical: This includes ceiling & wall fan light T8 power socket point ventilation system wiring works. The cost is $4,160 for ALC upgrading and $12,460 for secondary ALC renovation.

d. Safety and Fire Brigade Requirements: This includes sign door exit smoke detector fire extinguisher emergency light wiring works escape staircase hose reel. The cost is $5,140 for ALC upgrading and $15,400 for secondary ALC renovation.

e. Other Costs: This includes deposit for site acquisition, plan submission and licensing but this is only applicable to the renovation of secondary ALC at a cost of $2,000 each.

Despite the ALC Establishment Guidelines from the MOE lacking specific technical specifications, the Uniform Building By-Laws 1984 (UBBL) provides the necessary detailed requirements. Typically, ALCs in Malaysia are situated within pre-existing commercial building lots. These lots commonly measure 1100 square feet, and an operational ALC typically utilizes one to two commercial lots, totalling 2200 square feet of space. In contrast, standard school establishments, as mandated by the MOE, would necessitate a minimum area of 6000 square feet, equivalent to 5–6 commercial lots. This distinction underscores the unique spatial considerations and adaptations required for ALCs within the educational landscape in Malaysia.

Outcome 02: Standardization of Syllabus and Curriculum for Alternative Learning Centre (ALC) establishment for refugees in Malaysia:

Output 2.1: Development of a standardised curriculum for four (4) essential subjects (Mathematics, Science, English Language, and Malay Language) for all six-year levels of basic/primary education at ALCs and distribution of teaching and learning materials to at least 18 ALCs as well as distribution of IGCSE learning materials to three (3) secondary ALCs.

Output 2.2: 72 teachers were hired to implement the new syllabus in all ALCs supported under this project. (4 teachers in each school for each subject)

Outcome 02 aims to develop a standardised curriculum and syllabus for Alternative Learning Centre (ALC) institutions that serve refugees. The curriculum for primary education aims to ensure that by the end of primary school, children can read, write, and count. The focus of the curriculum will be on the four essential subjects typically included in the Malaysian national or Cambridge curriculum, namely Mathematics, Science, English Language, and Malay Language, for at least six (6) years in the primary levels (between ages seven (7) and twelve (12)). This will ensure that refugee children’s primary education meets the Ministry of Education and Cambridge International Education standards, allowing them to qualify for secondary education upon graduation. The designed syllabus must be compatible with other international curriculum standards, which would allow refugees to continue where they have left off should they be relocated. Certification for students depends on school-based assessment, and MOE endorses the certificate for as long as the ALC or education establishment is properly registered with MOE.

Primary ALC Curriculum – The development of the new primary ALC curriculum will be done by Cambridge Assessment International Education (CAIE), which will potentially be appointed as a third-party service provider as recommended by the MOE. The MOE will be involved as an advisor to CAIE during the development process. While the new ALC curriculum is being developed within the first year of the project, the ALC will continue to adapt the existing curriculum for learning. A budget is also allocated for the printing of the new curriculum textbook (estimated at $25 each) and exercise book (estimated at $25 each), which will be loaned to the students as a similar practice in public schools. Textbooks will be printed in year one only and a 10% allocation is put in place to replace the text books in anticipation of defaulters or damaged books and 10% allocation is put in place to replace the activity books in year one and 5% for year two and three respectively.

Secondary ALC Curriculum – The Ministry of Education has endorsed the adoption of the IGCSE route for secondary education among refugee students, allowing for the implementation of the Cambridge curriculum. This decision stems from the IGCSE’s recognition as a qualifying examination for entry into tertiary education. To facilitate this educational pathway, a specific allocation will be earmarked for the acquisition of pertinent reference and exercise books tailored for the IGCSE. The IGCSE will be purchased in year one (1) of the project for 600 students (estimated at $200 per-set) and activity book will be purchased throughout the three years of the project and estimated at $50 per set. These resources will be provided on a loan basis, ensuring accessibility for secondary school students pursuing this curriculum.

Outcome 03: Enhancing the Quality of Educators in Refugee school establishment

Output 3.1: 300 refugee teachers trained and certified in the program

Output 3.2: Increased in the overall quality of education in ALCs, and at least 70% of students in the final year of primary ALCs can graduate and qualify to enter secondary school.

Outcome 03 aims to enhance the quality of educators in refugee school establishments by providing them with appropriate training and support to be at par or meet the minimum requirements as educators in Malaysian schools. The target is to train and certify 300 refugee teachers among the Rohingya communities.

The provision of a training allowance to teachers attending certification courses is justified on two main grounds. Firstly, these teachers will be engaged in training and hence, will not be performing their regular teaching duties. As a result, they will not be receiving their usual salaries from Outcome 4 during this period. Secondly, the allowance serves as an incentive, encouraging more refugee teachers to participate in these certification courses. This is crucial for their professional development and for enhancing the quality of education provided to students. Thus, the training allowance is both a financial support mechanism and a motivational tool for teachers undergoing training. While the teachers are undergoing the training course, replacement teachers will be hired to temporarily fill in the vacancy at the ALCs throughout the duration of the training.

Outcome 04: Support the long-term sustainability of refugee schools

Output 4.1: 21 ALC establishments are receiving financial support

Output 4.2: 24 training sessions conducted for school administrators and teachers on financial management and sustainability

Output 4.3: USD 795,000 grant amount spent to implement the sustainable income projects by selected ALCs (USD 85,000 to be spent by 3 new secondary ALC and USD 30,000 to be spent by 18 ALC)

To fortify the long-term sustainability of the Alternative Learning Centres (ALCs), this output serves as a catalyst to realize this objective. It involves a comprehensive feasibility study geared toward analysing a strategy that ensures the project’s eventual self-sufficiency or at least partial self-sustainability by the conclusion of the third year. Drawing inspiration from successful Civil Society Organizations (CSOs), a notable example being the Dignity for Children Foundation, the study will explore the integration of social enterprise activities. Several CSOs have achieved self-reliance by conducting such activities, generating income that directly bolsters their education programs. Dignity for Children Foundation stands as an exemplar with its diverse set of small enterprises, including eateries, bakeries, and tailoring shops, among others, all contributing to the sustenance of its core education initiatives. Moreover, these initiatives will provide job opportunities for the graduates from ALCs.

The feasibility study for designing self-sufficient learning centres for refugees would involve several key steps:

a. Needs Assessment: A committee will be formed to review the needs and gaps of refugee learning centres through a series of engagements and manage the sustainability fund. The aim is to have a better understanding of the cost requirements of managing the ALC and how it could be supported. The committee will also engage with some schools under MOE and NGOs that have similar initiatives.

b. Resource Evaluation: This will be done concurrently, as some of these resources that could contribute to sustainability will be done under Outputs 1, 2, and 3, i.e., school buildings, equipment, furniture, textbooks, and teaching resources. The rest of the resources will be under the new sustainability initiatives (income-generating), i.e., financial resources.

c. Program Design: Programs or initiatives will be proposed and designed based on the findings of the feasibility study and resource evaluation conducted, taking into consideration some of the successful case studies from MOE and other NGOs. Part of this process is also to conduct workshops and training sessions led by a technical consultant or industry experts to develop ideas that are practical and implementable within the NGO’s capacity.

d. Implementation Plan: ALCs will develop a detailed proposal for how to implement the program. This should include timelines, responsibilities, and procedures. The Committee that will include QFFD team will review, evaluate, approve, and allocate seed funding or grants to implement the approved initiatives. The core committee will continue to monitor these initiatives, making sure that they are implemented according to the plan.

e. Evaluation Plan: The evaluation plan will be put in place to continuously monitor the resources or income generated from the sustainability project and make quick decisions to reduce any risk of failure.

f. Sustainability Plan: The selected project will carry on throughout the education project implementation. Income generated will be continuously monitored, and any profit made will go into the sustainability fund collection, which can be used to keep the project running after the end of QFFD funding.

The sustainability project will be implemented concurrently while the ALC is being supported in its operations by QFFD funds in the next three years. The operational cost component will cover the teacher’s salary, rental of the building, maintenance cost, utilities, and other costs required to manage the operations of the ALC throughout this period.

Funds will be allocated for the purpose of hiring a consultant who will play a pivotal role in facilitating the success of the project. Initially, the consultant will undertake a comprehensive feasibility study aimed at identifying the specific needs, existing capacities, and gaps within the project framework. This study will involve active engagement with implementing partners and successful social enterprises to discern key success factors and strategies that can be replicated. Subsequently, the consultant will organize workshops and engagements with implementing partners to transfer knowledge and support them in developing self-sustaining plans for their Alternative Learning Centers (ALCs). These plans may entail either replicating existing successful models or devising innovative approaches. Furthermore, the consultant will assume responsibility for monitoring the progress of new ventures and offering guidance on their trajectory, assessing whether they are aligned with project objectives and suggesting resource reallocations if necessary. By integrating these elements, the project endeavors to ensure its overall success through informed decision-making and strategic guidance.

The sustainability project’s grant management will be carefully overseen by a dedicated Grant Management Team comprising representatives from QFFD, Qatar Charity, NWFM, MOE, and select partners. This team will be tasked with administering the grant efficiently. A comprehensive Grant Management Plan will be developed, outlining the budget, timeline, and key performance indicators (KPIs) crucial for measuring the project’s progress towards its sustainability objectives. Qatar Charity will handle the in-kind disbursement of the grant based on detailed budget line items provided by each implementing partner or ALC, subject to review by the committee. Progress monitoring will be conducted regularly, involving data collection, site visits, and meetings with project staff to ensure alignment with KPIs. Additionally, regular progress reports will be prepared to document the project’s advancement. Should the project deviate from expected outcomes, the management plan will be reviewed and adjusted accordingly, potentially reallocating funds, revising timelines, or establishing new KPIs. Compliance with the grant agreement will be rigorously enforced to guarantee that all funds are utilized appropriately, potentially involving audits or reviews to maintain integrity and accountability.

Outcome 05: Students sponsorship program

Output 5.1: 100 refugee students receive scholarships to enrol in tertiary institutes until they complete their studies

Output 5.2: 600 refugee students received sponsorship for exams (SPM or IGCSE)

Output 5.3: 300 students received support to attend secondary private education (100 students for 3 years, 100 students for 2 years and 100 students for 1 year)

Outcome 05 aims to provide educational opportunities for refugee students to pursue higher education and advance their career prospects. The output will focus on providing scholarships for students to be enrolled in tertiary institutes. Besides that, the output also aims to provide an opportunity to refugee students to sit for university entry exams requirements i.e. The International General Certificate of Secondary Education (IGCSE) or the Sijil Pelajaran Malaysia – SPM (National Education Certificate) by sponsoring their exam fees or, in some cases where secondary education is unavailable due to lack of ALC in the low saturated area, sponsor those students attending secondary education at private schools.

Sponsorship for secondary Education: Students who have shown competency in the subject they wish to take for the IGCSE or equivalent exams and are interested in attending formal schools to enhance their knowledge in preparation for these exams will be sponsored for three years under this program.

Sponsorship for the IGCSE examination: Students who have met the assessment requirement to sit for the IGCSE will be supported in the registration and fulfilment of fees required to sit for the exam. IGCSE exams are offered twice a year.

Scholarship for Tertiary Education: The cost will cover the entire fees required for the students to complete their studies, which will include tuition, accommodation, and a living allowance. While the duration of study may differ according to the courses taken by the students, i.e., between three and five years, the total fees will be paid in three tranches maximum on an annual basis for the students. The 100 students will be selected during the first year of the program and will be supported throughout their education. An agreement will be signed with the selected university including an article stating that, if a student has discontinued or dropped out from the studies, the university will select another student as a replacement and report the case to QC. The Ministry of Higher Education mentions that expenses associated with sponsoring 100 students until their graduation, encompassing both tuition fees and living expenses, amount to a total of USD 2.27 million or USD 22,700 per student for the entire duration between 4 – 5 years.

Alignment with QFFD’s Corporate Results Framework

Show how your project contributes to QFFD’s SDG-aligned Results Framework by selecting one or more indicators from the list of corporate indicators for economic development, health, education, humanitarian aid or climate change (see the Results Frameworks in the annex).

Note: the outcome indicators of your project’s Logframe must match with the selected corporate indicators to be aligned. Example: If you chose QFFD’s corporate indicator number of youths employed with QFFD support and still employed after X months/years, the related outcome indicator in your LogFrame must be similar and comprise specific target values, for instance 15’000 youths are newly employed in the fisheries and aquaculture sector in Sierra Leone’s eastern province; 80% are still employed after 12 months. Therefore, only choose corporate results indicators from the provided list your project will directly contribute to and which you will monitor, evaluate, and report on.

Note: Until a corporate results framework for humanitarian aid is available, it is not mandatory for humanitarian interventions (emergency response and projects in the fields of recovery or preparedness that do not target health, education, or economic development outcomes) to be aligned with the existing corporate results indicators.

Outcome 01: Increasing Access to Quality Education for Refugee Children in Malaysia in Primary and Secondary Education.

QFFD Indicator: Number of children enrolled in formal and informal primary education with QFFD support, by parity indices (female/male, rural/urban, bottom/top wealth quintile, disability status, indigenous people, conflict-affected, OOSC, etc.)

Relevant Outputs: Output 1.1, Output 1.2, Output 1.3, Output 1.4

QFFD Indicator: Number or percentage of children enrolled with QFFD support who complete grade 2/3, primary, lower secondary and/or secondary education, by parity indices

Relevant Outputs: Output 1.4 (completion of secondary education)

Outcome 02: Standardization of Syllabus and Curriculum for Alternative Learning Centre (ALC) establishment for refugees in Malaysia.

QFFD Indicator: Number of qualified and motivated pre-primary / primary / lower secondary / upper secondary education frontline staff available and present in the school system with QFFD support, by sex

Relevant Outputs: Output 2.1, Output 2.2

QFFD Indicator: Number of schools built or rehabilitated with QFFD support and in proper use who have access to electricity; % of schools with access to renewable energy

Relevant Outputs: Output 2.1 (distribution of teaching materials)

Outcome 03: Enhancing the Quality of Educators in Refugee school Establishments.

QFFD Indicator: Number of qualified and motivated pre-primary / primary / lower secondary / upper secondary education frontline staff available and present in the school system with QFFD support, by sex

Relevant Outputs: Output 3.1, Output 3.2

QFFD Indicator: Number of schools built or rehabilitated with QFFD support and in proper use who have adapted infrastructure/resources and materials for students with disabilities

Relevant Outputs: Output 3.2

Outcome 04: Support the long-term sustainability of refugee schools.

QFFD Indicator: Number of schools built or rehabilitated with QFFD support and in proper use who have access to basic drinking water

Relevant Outputs: Output 4.1, Output 4.2, Output 4.3

QFFD Indicator: Number of schools built or rehabilitated with QFFD support and in proper use who have single-sex sanitation facilities.

Relevant Outputs: Output 4.1, Output 4.2, Output 4.3

Outcome 05: Students sponsorship program.

QFFD Indicator: Number of youth / adults enrolled in university with QFFD support, by parity indices

Relevant Outputs: Output 5.1, Output 5.2, Output 5.3

QFFD Indicator: Percentage of youth / adults enrolled in university with QFFD support who graduate / transition, by parity indices

Relevant Outputs: Output 5.1, Output 5.2, Output 5.3

Intervention Approach

Describe your implementation approach to achieve the expected results as outlined under the objectives section. Describe the theory of change you have summarized in the LogFrame and justify your choice of the selected approach. Why is the proposed implementation approach your preferred option to address the problem? Such justification can be based on the following criteria: prospects for achieving results, implementation of good practices and lessons learned (from your own and other organisations), cost-benefit analysis, reducing risks-maximizing opportunities, sustainability of outcomes and impacts, bridging gaps and avoiding duplication, etc. For an introduction to results-oriented project planning using the LogFrame Approach, see QFFD’s Managing for Results (MfR) Guidelines, pages 5-17.

In case you request a contribution for a follow-up project or a next project phase, please describe how lessons learned from previous projects or project phases were considered for planning of this project or phase.

Theory of Change:

The proposed implementation approach is grounded in the Theory of Change that envisions a multi-faceted strategy to enhance the quality and accessibility of education for refugee children in Malaysia. The central idea is that by systematically upgrading educational infrastructure, developing tailored curricula, training educators, and fostering sustainability measures, the project will facilitate the integration of refugee children into the formal education system. This, in turn, is expected to lead to improved educational outcomes, increased opportunities for further education, and long-term sustainability.

Implementation Approach and Rationale:

1. Collaborative Stakeholder Engagement: Involving key stakeholders such as the National Security Council, the Ministry of Education, UNHCR, local implementing partners, local authorities, and the refugee community itself fosters collaboration, ensuring the project aligns with national education policies and international standards meets the unique needs of the refugee population and the avoidance of duplication. This collaboration enhances the prospects for achieving results and fosters a collective commitment to the success of the initiative. Collaborative engagement is justified as it leverages existing resources and aligns with broader education initiatives.

2. Needs Assessment and Planning: Conducting thorough needs assessments and planning exercises informs the selection of ALCs for upgrading, the development of curricula, and the establishment of new secondary ALCs. This approach ensures interventions are tailored to the specific requirements of each context. The project will be built on existing knowledge of the local implementing partners and UNHCR who are already familiar with the needs and gaps. It will also provide a geographical clustering of the project so as not to distribute the resources too thinly across too many area of operations. From there, the project team can conduct a scoping exercise and focus on the gaps that have been identified to date based on the recent developments within the sector. It is a critical step in tailoring interventions to the unique context of each Alternative Learning Centre (ALC). This method not only informs targeted interventions but also ensures the efficient allocation of resources, minimizing duplication of efforts and enhancing the prospects for achieving positive educational outcomes. Thorough needs assessments and planning are justified as they inform targeted interventions and resource allocation efficiently.

3. Capacity Development and Training: Investing in the training of teachers and administrators is crucial for the successful implementation of the project. This approach enhances the overall quality of education, aligns educators with the new curricula, and contributes to the sustainability of educational improvements. The training and capacity development will be done in stages and each stage will have different outcomes incorporated into it. For example, the teachers’ training on the new curriculum will ensure, that ALC learning standards could be improved and further replicated to other ALCs in the future. This approach is justified by its high potential return on investment and its direct positive impact on educational quality. Capacity building and training are key components as they directly impact educational quality and sustainability.

4. Upgrading Educational Infrastructure: Upgrading and renovating ALCs not only provides tangible improvements in educational facilities but also ensures compliance with MOE registration requirements. This approach directly addresses infrastructure gaps, providing tangible improvements in the learning environment and supporting increased enrollment. Successful education projects often involve infrastructure upgrades as a means to create conducive learning spaces. This approach is aligned with the implementation of good practices that have shown positive impacts on educational outcomes. Upgrading infrastructure is justified as it directly addresses infrastructure gaps and enhances the learning environment. Primary Active Learning Centers (ALCs) will be chosen from among the existing rented buildings. However, should there be a need to expand the ALCs to comply with the Ministry of Education’s (MOE) requirements, this selection could be revised following inspections. The rental cost for an ALC is not uniform but varies based on factors such as the location and the size of the building. For instance, the annual rental cost for an ALC in Johor is the most economical, at RM 21,600. Conversely, Kuala Lumpur commands the highest annual rental cost for an ALC, which is RM 132,000. This illustrates the impact of geographical location and building size on the rental costs.

5. Curriculum Development and Standardization: Developing a standardized curriculum tailored to the needs of refugee children ensures consistency in educational content across ALCs. This approach promotes quality education and facilitates a smoother transition for students entering formal education. This approach, justified by its potential to positively impact student outcomes and facilitate smoother transitions, contributes to the long-term sustainability of the education system.

6. Funding Operations and Ensuring Sustainability: Allocating financial resources for ALC operations and sustainable income projects promotes financial stability, reduces dependency on external funding, and ensures the long-term viability of education establishments. This approach aligns with the sustainability of outcomes and impacts, contributing to the overall success and continuity of the project. Financial support for operations and sustainability is justified as it contributes to the long-term viability of education establishments. At the same time, efforts will be underway to conduct a fesibility study to ensure sustainability post-QFFD funding. The feasibility study aims to thoroughly evaluate the feasibility of implementing sustainable income projects within refugee education establishments by examining various crucial factors. This assessment will encompass market demand, available resources, financial viability, and the capacity of the targeted communities. The study will primarily focus on surveying refugee communities served by these education establishments to gather data on their needs, preferences, and potential market opportunities. Furthermore, it will extend its scope to engage with local authorities, businesses, and other stakeholders to assess the broader market landscape. By including surrounding communities in the market surveys, valuable insights and opportunities for collaboration and integration will be garnered. This inclusive approach not only facilitates community engagement and collaboration but also promotes social cohesion and mutual support. The involvement of surrounding communities in the market surveys ensures a more comprehensive understanding of the market environment, thereby enhancing the decision-making process regarding the selection and implementation of sustainable income projects.

7. Hiring and Maintaining Optimum number of teachers: The project will ensure the number of teachers at the ALCs are at the optimum level whereby, budget will be fully allocated even if the resident teachers are away for the training program. This allocation will be used to cover the salaries of the replacement teachers, not the resident teachers. During this period, the resident teachers will receive a separate allowance under Outcome 3 until they return to their active teaching duties. The ALC employs this strategy to ensure sufficient teaching capacity throughout the entire duration of the program. Once the resident teachers resume their active teaching duties, the services of the temporary teachers will be discontinued.

8. Establishing Social Enterprise: Following the identification of initiatives or ventures through the feasibility study, the partner NGO overseeing the education project will establish the social enterprise, which will then be registered in compliance with local regulations in Malaysia. Typically, ownership of the social enterprise will reside with the founding NGO or a consortium of project stakeholders, ensuring alignment with the NGO’s mission and objectives while facilitating strategic control and decision-making. To ensure that these newly formed social enterprises contribute their income to the education project, various mechanisms will be implemented. Firstly, partnership agreements, including the main agreement between QC and the NGO partners, will outline the necessity of declaring the social enterprise and specify terms for their financial contributions exclusively to the education project. Additionally, if the social enterprises are structured as separate legal entities, their bylaws or articles of incorporation will incorporate provisions mandating the allocation of income to the education project, thereby cementing a long-term commitment to supporting project sustainability.

9. Monitoring and Evaluation: An integral part of the implementation approach is a robust project monitoring and evaluation system. Regular monitoring and evaluation will be conducted to track progress, assess the effectiveness of interventions, and make data-driven adjustments. This approach is justified by its potential to:

• Prospects for Achieving Results: Monitoring progress allows for timely identification of challenges and the adaptation of strategies, maximizing the likelihood of achieving positive educational outcomes.

• Implementation of Good Practices: Effective monitoring and evaluation are recognized as good practices in project management, ensuring accountability and transparency.

• Reducing Risks-Maximizing Opportunities: Ongoing evaluation helps identify risks and opportunities, enabling proactive risk management and the maximization of positive impacts.

In conclusion, the proposed implementation approach strategically integrates stakeholder collaboration, needs assessments, capacity building, infrastructure upgrading, curriculum development, financial support, and project monitoring and evaluation. Each component is justified by its potential to address specific challenges, maximize positive outcomes, and ensure the sustained success of the initiative.

Beneficiaries and Outreach

Describe the beneficiaries of your project and provide target values (how many you expect to reach). Distinguish between direct beneficiaries (e.g., number of youths who will find a job thanks to the project) and indirect beneficiaries (e.g., estimated number of household members whose food security is also improved thanks to support provided to smallholder farmers). When describing the direct (and if possible, the indirect) beneficiaries, consider age, gender and relevant vulnerability dimensions and disaggregate your figures accordingly. Use the table “SPP-1c beneficiaries” in the annex to summarize the expected outreach of your project.

Note: The table to be filled out provides a selection of possible vulnerability dimensions for data disaggregation. Only chose those dimensions that are applicable to your project.

Explain how you identified your direct and indirect beneficiaries and describe your strategy to include hard-to-reach groups and “leave no one behind”.

Describe other relevant stakeholder groups, their interests and attitudes (possible support or resistance) towards the project and the strategies you follow to involve local actors and stakeholders in the project. Emphasize on the roles and responsibilities of the government in the project.

According to the most recent data from UNHCR Malaysia, the Rohingya communities in Malaysia display unique age and gender distributions. In the 6–13 age group, males constitute 50.67%, while females make up 49.33%. For the 14–17 age group, the distribution is slightly more balanced, with 48.92% males and 51.08% females. However, in the 18–24 age group, there is a shift towards a male majority, with 62.36% males and 37.64% females. The adult demographic, aged 25 and above, is predominantly male at 81.03%, with females accounting for 18.97%. On average 6.7% of refugees in Malaysia have some kind of disability.

In the context of the QFFD-funded refugee education program in Malaysia, a total of 3,240 refugees, comprising 1,638 males and 1,602 females, are enrolled in primary schools, targeting the 6–13 age group. Each primary Alternative Learning Center (ALC) accommodates an average of 30 students per class across six levels (years 1–6), with the project covering 18 primary ALCs.

The program also targets 1,150 refugees aged between 14 and 24, who stand to benefit from private secondary school, IGCSE examinations, secondary ALCs, and tertiary education. This group includes 680 males and 470 females. Annually, the program will sponsor 100 students preparing for the IGCSE, 50 students taking the IGCSE, renovate three secondary ALCs to accommodate 200 students each, and sponsor 100 university-qualified students.

For the adult category (25 years and older), the program will involve 426 individuals. Of these, 372 refugees (301 males and 71 females) will be sponsored for MOE certification or employed as teachers in ALCs. The remaining 54 positions will be occupied by locals, making up 17% of the total adult beneficiaries. These individuals will hold key roles such as principals, IGCSE teachers, and ALC administrators. This approach ensures a comprehensive and inclusive educational initiative for the Rohingya refugee community in Malaysia.

In terms of target areas, Rohingya refugees in Malaysia are primarily concentrated in urban areas. The majority of them, about 75%, live in Kuala Lumpur and its surrounding states, including Selangor, Pulau Pinang, and Johor. There are also Rohingya communities in other parts of the country for instance in Pahang, Terengganu and Kelantan, and some have been detained in immigration detention centres in Kedah and Taiping, Perak. However, the number of refugees in the other states mentioned above is lesser and communities are more saturated.

M&E, Accountability and Learning

Describe how the intervention will be monitored, steered, and evaluated. Provide an M&E plan based on the indicators and means of verification as summarized in the LogFrame, with focus on the outcome level. Show what data will be collected, how, at what points in time and by whom, during project implementation, at completion and possibly afterwards to determine longer term effects of your intervention. Describe when and where project steering takes place and QFFD’s possible role therein.

Please note that your M&E plan must be consistent with the submitted LogFrame and make sure your outcome indicators are aligned with QFFD’s corporate results framework (see under “Alignment with QFFD’s Corporate Results Framework”). Mention whether an external evaluation is envisaged at the end of the project.

Make sure you include baseline and target values in your indicator set, with focus on the outcome level. If baseline data is not yet available, describe planned activities to generate baseline data (e.g., through needs assessments or baseline studies). Please use annex “SPP-1b M&E Plan” to summarize your M&E plan. A simplified illustrative example for an outcome is shown below.

Describe how you will be accountable to your beneficiaries and other stakeholders summarized in the “beneficiaries and outreach” section. What kind of information will beneficiaries and other stakeholders receive and at what points in time? Will beneficiaries and other stakeholders be involved in M&E; will they be involved in project steering?

Describe how your organization learns from M&E results and how you ensure that lessons learnt, positive ones and negative ones, are considered at the stage of planning a next project or project phase. How can QFFD be involved in learning, regarding the submitted project and beyond?

Monitoring:

The Qatar Charity (QC) field team will play a pivotal role in leading project monitoring activities, collaborating closely with Implementing Partners (IPs). Regular progress reports will be provided by the QC field team, ensuring real-time oversight. Additionally, the QC field team will conduct regular monitoring visits to each project site, generating comprehensive field visit reports. These visits will occur monthly to multiple sites, enhancing the frequency of on-site evaluations. A consolidated quarterly report, summarizing overall progress and achievements, will be prepared by the QC field team every three months. To further strengthen the monitoring process, QFFD’s project and M&E team will conduct field visits, accompanied by QC project specialists, every three to six months. This multi-layered approach ensures thorough and continuous project monitoring. The following are the additional data/ reporting that will be collected based on the project categories to support the progress/ quarterly report:

1. Upgrading and Renovation Works: copies of the letter of award to the contractor, copies of the registration records of ALCs with MOE, minutes of meetings, technical report from the consultant, technical progress report by consultant, procurement record, final inspection report and physical handover certificate.

2. Training of Teachers and Administrators: copy of the letter of appointment to the training institute, final curriculum module submission by the consultant, minutes of meetings, copy of ALC curriculum implementation reports and assessments by MOE, records of teacher qualifications/certificates, attendance records, examination records, copies of teacher’s contract, training report, copy of graduation certificate endorsed by MOE, student performance assessments before and after teacher training.

3. School Operations: monthly financial reports of ALCs, monthly progress reports by IP, progress report by ALC administrator, meeting minutes, attendance record, feedback mechanism.

4. Sponsorship of Students: sponsorship record, i.e., payment to the institution, offer or confirmation letter for each student sponsored, testimonials from scholarship recipients (e.g. weekly journal), graduation records, feedback from students, interviews with students, attendance records, academic performance records, copy of the offer letter, copy of degree certificate, financial report from the university or private institutions, exam registration slip.

5. Module and Curriculum Development: copy of the letter of award to CAIE or MOE endorsed consultants, final curriculum module submission by the consultant and MOE assessments.

Steering:

The Education Project Consortium will be the main steering committee, a dynamic assembly comprising the QC field team, the National Welfare Foundation, project managers from implementing partners, and technical experts from the Ministry of Education (MOE), UNHCR, and other relevant agencies. The Education Project Consortium will engage biweekly during project coordination meetings, ensuring regular updates and strategic discussions. Additionally, technical meetings, involving experts, will convene at least once a month to delve into specific project technicalities including the upgrading works and curriculum development. These technical meetings will be separate from the biweekly coordination sessions and can be conducted more frequently as needed, based on critical areas requiring discussion. This consortium-based approach enhances collaboration, leverages diverse expertise, and ensures effective project steering.

Evaluation:

Quarterly monitoring reports, prepared by the QC field team, will include tools to measure progressive impact, such as the ‘most significant change,’ providing a dynamic assessment within the first two years of the project. A mid-term evaluation will be conducted by M&E experts from QC in Doha, offering an in-depth analysis of project outcomes. For the final evaluation, an external consultant will be engaged to provide an impartial and comprehensive assessment of the overall project impact. This multi-faceted evaluation strategy ensures continuous assessment, adaptive management, and a robust understanding of the project’s effectiveness.

QFFD’s Role:

QFFD’s active role in the project will extend to the monitoring, steering, and evaluation processes. Representatives from QFFD will actively engage in Education Project Consortium meetings, providing valuable input for strategic decision-making. QFFD’s project and M&E team will conduct field visits, aligning efforts with QC specialists to ensure a comprehensive understanding of project dynamics. QFFD will also monitor the project’s progress and impact through direct engagement with their Malaysian counterpart i.e., NSC, MOE and other government agencies involved in this project to provide an overview from an external perspective (not the direct implementation team). On top of that, QFFD team will comprise the selection committee for the Sustainability project whereby they will be involved to select potential projects among the proposals submitted by the NGO for this outcome. This collaborative approach underscores the commitment to transparency, accountability, and the achievement of sustainable outcomes in refugee education in Malaysia.

Sustainability of Intervention

Sustainability of impacts and durable solutions: Describe how you aim to ensure that positive effects of your intervention continue after QFFD’s funding ends. What does your exit strategy look like, what does your strategy to scale up the approach look like? What measures do you envisage to empower and develop capacities of local actors and stakeholders? What will happen with the assets purchased with QFFD funding as listed in the asset register (see annex “PDS-2c Asset Register”) at the end of the project?

Climate Change and environmental sustainability: Explain how your intervention may affect the climate, the environment and/or natural resources and what measures you will undertake to avoid or mitigate such negative effects and be environment and climate smart.

Please indicate to what extent your project can be scored against the Rio Markers. The Rio Markers target the objectives of the Rio Conventions on Climate Change, Desertification and Biodiversity. Provide a score of “0” if your intervention does not address climate change mitigation (reduction or absorption of greenhouse gas emissions), adaptation (climate risks mitigation and vulnerability reduction), desertification, or biodiversity. Provide a score of “1” if one of these topics is a significant objective. Significant means that one of these topics is explicitly stated, but it is not the fundamental driver or motivation for undertaking the action. Provide a score of “2” if one of the topics is the principal objective of the project. Principal means that one of these topics is fundamental in the design of or the motivation for the action.

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Exit Strategy and Sustainability:

1. Capacity Building and Local Empowerment: The project has incorporated a sustainability plan into it, whereby Outcome 04 is aimed to strengthen the long-term sustainability of the Alternative Learning Centres (ALCs) post QFFD funding. It involves a comprehensive feasibility study that analyses a strategy that ensures the project’s eventual self-sufficiency or at least partial self-sustainability by the end of the third year. It will also implement a robust capacity-building program for the project partners, including teachers, administrators, and community members who are part of the program. Partnerships will be fostered with local educational institutions and organizations to continue professional development for teachers and administrators and community-driven initiatives will be established that empower local leaders to take ownership of education projects.

2. Transition to Local Funding and Self-Generating Income: The project will also try to develop and implement strategies to transition funding responsibilities to locally based donors, and NGOs, and at the same time to generate more revenue through income-generating projects within ALCs to create self-sustaining revenue streams. In order to achieve this, the project will facilitate training for ALC administrators (and community members) on managing and sustaining income-generating initiatives. It is hoped that the income-generating project will be able to extend the services of the ALCs for more years post-QFFD funding. A dialogue with national and local governments will be facilitated to integrate the successful components of the project into existing education frameworks.

3. Policy Advocacy and Integration: A continuous engagement with national education policymakers will be done to integrate successful project components into mainstream education policies and programs. This would hopefully provide more insights to policymakers to enhance policies related to refugee management in Malaysia, e.g. Directive No. 23. As Malaysia is moving towards semi-integration, whereby refugees may be able to access basic rights in Malaysia, e.g. education, healthcare, right to work, the government may still require more input to develop the detailed guidelines for this to be implemented comprehensively in Malaysia.

Scaling Up Approach:

The project’s scaling-up approach focuses on ensuring the sustained impact and widespread adoption of successful interventions beyond the initial funding period. By documenting best practices, fostering partnerships, and advocating for policy integration, the project aims to create a blueprint for replicability. Collaboration with the government of Malaysia, MOE-endorsed institutions, international organizations and NGOs will facilitate knowledge transfer and adaptive scaling strategies. E.g., the newly developed curriculum for primary ALC would be taken by MOE as the new standard for registering new ALCs in the country, therefore, improving the quality of education in the ALCs to be similar or at par with internationally recognized curricula. Additionally, the project prioritizes capacity building, empowering local actors to take ownership, and transitioning funding responsibilities to sustainable sources.

The strategic management of assets:

It involves careful handover, community involvement, and repurposing, ensuring that upgraded facilities and resources continue to benefit communities even after the project concludes. Continuous monitoring and evaluation, both during and post-project, will provide insights into the effectiveness and sustainability of the scaling-up efforts, guiding adjustments and improvements as needed. Ensuring that the asset is upgraded to a certain standard would also open up for the ALC to be further funded by other potential donors as most of the big-ticket items within the projects have already been covered by QFFD funding.

Organizational Qualifications

Please explain why your organization is best suited to implement the proposed project. Describe your track record, previous experience, and expertise in working in the same sectors, geographical contexts, with the same target groups and managing projects of comparable scale and complexity effectively and efficiently.

Describe the institutional set-up for implementing your project at both, headquarters, and field levels. Mention the number, qualifications, roles, and responsibilities of key personnel involved in your project, at headquarters and field levels, and how they interact on key project management tasks (decision-making and steering, supervision and control, M&E, donor reporting and communication).

Qatar Charity (QC) is a Doha-based non-governmental organization established in 1992, operating in accordance with the laws and regulations of the State of Qatar governing charitable work. Initially established to provide life-saving aid to children affected by armed conflict or natural disasters, QC has since expanded its areas of expertise to include various humanitarian and development aid fields, providing aid and relief to vulnerable people worldwide.

QC has a strong track record in the education sector, having implemented educational projects within and outside the State of Qatar, benefiting around 100,000 students in 38 countries worldwide. It has also been a significant partner of UNHCR since 2012, reaching more than one million beneficiaries in countries like Iraq, Yemen, Somalia, Syria, Lebanon, Jordan, and Myanmar. Over the past five years, QC has reached 29 million people through large-scale humanitarian and development projects with a total cost of 1.2 billion US Dollars.

QC’s vision is to work toward a world filled with hope, free of poverty, where people live with dignity. Its mission is to give people hope and serve vulnerable communities with dignity by addressing their humanitarian and development needs. QC’s core values are Respect, Compassion, Trust, and Collaboration.

QC and the Qatar Fund for Development (QFFD) are collaborating on many development projects in different sectors, including Health, Education, Housing, and Economic Empowerment, as well as humanitarian intervention in the same sectors in countries such as Sudan, Syria, Jordan, Turkey, Lebanon, etc. They are also collaborating on a large health project for the Rohingya in Malaysia, leveraging QC’s extensive experience and expertise in managing large-scale projects.

In terms of institutional setup, QC operates its international operations through 33 field offices located in their country of operations. These offices coordinate with governments of the countries to determine the needs of those affected and areas in need of support and development. They also intervene rapidly in areas that require relief, in coordination with international organizations.

Sub-grantees and/or Partnerships

If this proposal includes re-granting of funds, please mention any organization selected for regranting or sub-contracting. Describe your partners’ track record, previous experience, and expertise in working in the same sectors, geographical contexts, with the same target groups and in projects of comparable scale and complexity.

Describe the institutional set-up for project implementation comprising your sub-grantees. Mention the number, qualifications, roles and responsibilities of key personnel of your partners involved in project implementation and how they interact with you on key project management tasks (decision-making and steering, implementation, supervision and control, M&E, reporting, and communication). If sub-grantees have not yet been selected at the time of proposal submission, explain the criteria based on which you will select sub-grantees and partners.

Explain the risk analysis you conducted on your sub-grantees. Describe the types of risks assessed (governance, operational, financial, political, reputational, etc.) and the findings of your analysis. If risk assessments have not been conducted yet, describe the types of risks you will assess and when this will happen. It is expected that you conduct and provide QFFD with a sound risk assessment of your sub-grantees and partners prior to executing any funds received from QFFD.

This project is a government-to-Government (G2G) initiative in which the Malaysian government plays a significant role from beginning to end. The project will select implementing partners (IPs) from NGOs specializing in education for refugees.

The selection process for identifying a partner for the Refugee Education Project in Malaysia will follow a systematic and rigorous approach. The pre-qualification identification process will be done by an appointed committee comprising representatives from the Ministry of Education (MOE), the National Security Council, and with support from Qatar Charity Malaysia Branch. The process will involve evaluating each partner based on specific criteria, including their expertise in refugee education, track record of successful initiatives, financial and operational capabilities, commitment to inclusivity and diversity, and ability to provide sustainable and long-term solutions.

The committee will analyse and compare the proposals and presentations submitted by potential partners, conduct site visits if necessary, and engage in comprehensive discussions to ensure a comprehensive and fair evaluation. MOE will then recommend the list of potential partners who have passed the pre-qualification process to Qatar Charity and Qatar Fund for Development. The final selection will be based on the partner’s alignment with the project’s objectives, ability to deliver measurable outcomes, and potential for meaningful impact on refugee education in Malaysia.

To avoid technical difficulties, all IPs must have extensive experience managing refugee education establishments and a strong management team. The highest levels of commitment, strength, experience, and professionalism are required to maintain good execution for the duration of a two-year project. Below some of the potential partners for this project:

1. Cahaya Surya Bakti (CSB) is a registered Malaysian Society that has established 5 schools for Rohingya refugee children in Johor, Malaysia. Since 2013, CSB has been providing community-based support to Johor’s refugee community, including healthcare and vocational training. They have a commendable track record and extensive experience in the education sector, specifically in working with refugee communities.

Geographical Contexts and Target Groups: CSB operates in multiple locations within Johor, Malaysia, catering to diverse refugee communities. Their focus on diverse target groups, spanning preschool to secondary levels, showcases adaptability and inclusivity.

Scale and Complexity: CSB has demonstrated expertise in managing projects of comparable scale and complexity. The management of multiple learning centres, each with distinct capacities and needs, signifies CSB’s ability to handle diverse project elements.

Institutional Set-up: CSB’s institutional set-up for project implementation involves a Principal/Project Coordinator responsible for overseeing all learning centres, curriculum development, and administrative roles. The coordination and collaboration with UNHCR further indicate CSB’s ability to work within a broader institutional framework.

Sub-Grantees and Key Personnel: The sub-grantees within CSB include 25 teaching and support staff in 2022, with plans to increase to 40 in 2023¹. The key personnel involved in project implementation include the Principal/Project Coordinator, Lulu Alkaff, who oversees all learning centres. The teaching capacities for 2023 involve specialized personnel for each level and subject. The qualifications, roles, and responsibilities of key personnel reflect a well-structured team capable of managing the multifaceted aspects of the project.

Interaction with Project Management: CSB’s interaction with project management involves key tasks such as decision-making, steering, implementation, supervision and control, M&E, reporting, and communication. The Principal/Project Coordinator plays a central role in decision-making and steering, ensuring that project goals align with CSB’s expertise and capabilities. Implementation, supervision, and control are facilitated through the collaboration of key personnel overseeing specific aspects of the learning centres. The M&E process involves regular reporting, with communication channels established to ensure seamless interaction with the main project management team. The reporting structure emphasizes transparency and accountability.

References:

(1) Cahaya Surya Bakti – Rohingya Education. https://www.cahayasurya.org/.

(2) Cahaya Surya Bakti – The Borgen Project. https://borgenproject.org/tag/cahaya-surya-bakti/.

(3) Refugees in Malaysia — Cahaya Surya Bakti. https://www.cahayasurya.org/refugees-in-malaysia.

(4) Pertubuhan Kebajikan Cahaya Surya Bakti – give.asia. https://give.asia/charity/cahaya-surya-bakti.

2. Persatuan Jaringan Islam Global Masa Depan (JREC) is a registered Non-Governmental Organisation (NGO) under the Malaysian Registry of Societies (ROS)². Since its inception, JREC has won the trust and confidence of Rohingya communities, UNHCR, and Malaysian stakeholders. They not only provide primary and secondary education to refugee children but also create a safe space for refugees to have access to basic services and protection services.

Funding Sources and Financial Management: JREC sustains its initiatives through a diverse funding portfolio, including support from UNHCR, the Selangor State Religious Council, private donations, and loans². This financial resilience indicates JREC’s adaptability to various funding landscapes and its ability to secure resources for projects.

Geographical Context and Target Groups: JREC’s geographical reach spans multiple states in Malaysia, where it operates Rohingya Education Centres (RECs)². These learning centres target refugee populations, specifically focusing on Rohingya and Myanmar Muslim ethnicities.

Institutional Set-up: JREC has established a robust institutional set-up for project implementation, managing multiple learning centres across different locations. The organization operates with a staff strength of 64 individuals at its head office and teaching staff. Key personnel include the Principal of each REC, responsible for the efficient administration, coordination, and implementation of the learning centres.

Sub-Grantees and Key Personnel: The sub-grantees within JREC include 64 teaching and support staff. The key personnel involved in project implementation include the Principal of each REC. The qualifications, roles, and responsibilities of key personnel reflect a well-structured team capable of managing the multifaceted aspects of the project.

Roles and Responsibilities of Key Personnel:

– Principal/Project Coordinator: The Principal/Project Coordinator oversees all learning centres, curriculum, staff, and administrative roles. This key figure plays a pivotal role in decision-making, steering, and overall project implementation. The Principal is responsible for ensuring that the learning centres operate effectively and align with project goals.

– Teachers: JREC employs a substantial number of teachers across its learning centres, with a focus on recruiting individuals with tertiary education qualifications such as diplomas and bachelor’s degrees. Teachers are crucial for the successful implementation of the curriculum, and their role extends to mentoring, guiding, and supporting students.

Interaction in Key Project Management Tasks:

– Decision-Making and Steering: The Principal, along with key personnel, actively contributes to decision-making and steering processes, providing valuable insights into the educational needs of refugee populations.

– Implementation: Teachers, as front-line implementers, carry out the day-to-day tasks related to delivering education. They interact closely with students, ensuring that the curriculum is effectively delivered and understood.

– Supervision and Control: The Principal exercises supervision and control over learning centers, ensuring that operations align with project objectives. This includes monitoring the utilization of resources, adherence to policies, and overall compliance.

– M&E (Monitoring and Evaluation): The organization engages in systematic monitoring and evaluation processes, likely led by the Principal and teachers, to assess the impact of education programs on students and identify areas for improvement.

– Reporting: Key personnel, particularly the Principal, contribute to the reporting process by providing accurate and timely information on the progress, challenges, and achievements of the learning centers.

– Communication: The interaction between the Principal, teachers, and other key personnel fosters effective communication within the organization. This ensures that everyone is aligned with project goals, strategies, and any adjustments that may be required.

– JREC’s collaborative approach to project management involves the active participation of key personnel at different levels, emphasizing teamwork, communication, and a shared commitment to providing quality education to refugee communities.

References:

(1) Pertubuhan Jaringan Islam Global Masa Depan. https://www.jrecmalaysia.com/about.html.

(2) 13 Extraordinary Organisations Helping Refugees In Malaysia. https://www.wikiimpact.com/10-extraordinary-organisations-helping-refugees-in-malaysia/.

(3) Pertubuhan Jaringan Islam Global Masa Depan. https://www.jrecmalaysia.com/.

International Islamic University of Malaysia (IIUM)

IIUM is a public university established in 1983. The university is headquartered in Gombak, Selangor, and has six other campuses all over Malaysia. IIUM has several campuses, facilities, and institutions spread across several states of Malaysia. The university offers bachelor’s, master’s, and doctoral degrees courses at its 14 faculties. Instruction at IIUM is carried out in English and/or Arabic. IIUM has shown interest in supporting refugee education. It was reported that IIUM was ready to offer places to study for Rohingya refugees. This shows IIUM’s commitment to providing education opportunities for refugees, making them a potential partner for the refugee education project in Malaysia.

Critical Risk Assessment

In this section you are asked to detail the risks associated with the project. Kindly identify and list the major risk factors that could result in the project not producing the expected results. These should include internal factors such as administrative hurdles, technology failure impeding work as planned, access to and availability of resources (including human resources) that may affect project timelines, etc. In addition to that, also cover external factors, including political volatility, instability, significant currency fluctuations resulting in changes in the value of resources, fiduciary financial risks, climate-change related risks, technical (sector-related) risks, etc.

For every risk identified, you are requested to describe its likelihood, potential impact if it materializes, and the associated mitigation plan. Such description should be well articulated to provide sufficient assurances on your ability to handle critical risks. The table below provides a reference for scoring the various risks associated with the project.

Please use the annex “R&C-1a Risk Assessment” and complete the table for each identified risk. Describe your risk mitigation strategy and action plan, including responsible parties for implementation and timelines. Kindly note that risk mitigation strategies and action plans must be provided in the case of risks that fall in one of the orange or red categories.

1. Internal Administrative Hurdles:

There is a potential risk of encountering internal administrative hurdles within the implementing partners, such as a lack of experienced project management staff or the inclusion of newly-hired staff unfamiliar with the proper project management cycle (PCM) or managing significant donors. The likelihood of this occurring is assessed as possible, with a moderate impact. To mitigate this risk, implementing partners will enhance the hiring process, ensuring a more stringent selection, and provide comprehensive training on project management and reporting according to QFFD/QC requirements. Additionally, a mentorship program will be implemented to support the onboarding of new staff members.

2. Resource Availability:

Another identified risk involves the potential shortage of qualified teachers among the refugee communities who can be absorbed into the certified training program and serve as educators at the Alternative Learning Centres (ALCs). The likelihood of this risk materializing is considered likely, with a significant impact. Mitigation strategies include developing partnerships with teacher training institutions to recruit local teachers, conducting proactive recruitment drives, and establishing a teacher-sharing program with neighboring projects.

3. Political Volatility:

Political volatility, specifically changes in government or government policies due to political pressure, poses a significant risk that may lead to delays in implementing the revised Directive 23: Policy and Mechanism for Refugee and Asylum Seeker Management. The likelihood of this risk is deemed very likely, with a severe impact. To mitigate this, the project will maintain regular engagement with policymakers and UNHCR, diversify funding sources to reduce dependence on government funds, and establish open communication channels for prompt adaptation to policy changes.

4. Currency Fluctuations:

The risk of currency fluctuations, particularly the devaluation of the local currency against the US Dollar, may result in a lesser amount awarded to the implementing partners. The likelihood of this risk is assessed as possible, with a moderate impact. Mitigation strategies include establishing a financial reserve in stable currencies or pegging the value of the project against a lower US Dollar value, engaging in hedging contracts, and regularly assessing the financial implications of currency fluctuations.

5. Climate Change-Related Risks:

Certain ALCs located in flood-prone areas face the risk of disruption during the monsoon season due to flooding. The likelihood of this risk is considered likely, with a moderate impact. Mitigation measures include assessing the area of operations and advising the relocation of ALCs situated in flood-prone areas. The project will also design infrastructure with flood resilience, conduct regular risk assessments, and collaborate with climate experts to adapt educational programs to potential disruptions.

6. Technical (Sector-Related) Risks:

A potential risk involves resistance to the new curriculum by teachers due to unfamiliarity with the system or an inability to deliver the teaching plan. The likelihood of this risk is categorized as very likely, with a significant impact. Mitigation strategies include conducting extensive teacher training and orientation, involving teachers in the curriculum development process, and providing ongoing support for adapting to new teaching methodologies.

7. Fiduciary Financial Risks:

There is a risk of delay in transferring funds from QFFD to the QC Field Office, resulting in delays in funds reaching implementing partners or duplicating processes that delay the approval process. The likelihood of this risk is assessed as possible, with a severe impact. To mitigate this, the project will implement strict financial controls, ensure due diligence processes are properly conducted prior to project award, conduct regular internal and external audits, and ensure all levels of management/departments are aware of the project’s approved procedures.

8. Internal Social Dynamics:

Internal social dynamics pose a risk of a lack of integration and understanding between refugees and local communities, potentially leading local communities to reject the presence of the project in the area. The likelihood of this risk is considered likely, with a significant impact. Mitigation measures include implementing community engagement programs to foster understanding and collaboration between refugee and local communities. Joint initiatives that promote cultural exchange and mutual support will be established, and regular feedback sessions will be conducted to address grievances and ensure inclusivity.

Media, Communication and Advocacy

Please describe how you will grant QFFD visibility in your project-related communication, both globally and in the target contexts of your intervention. Use the annex “PR-1d Visibility Workplan” to provide a media and communication plan that comprises opportunities, key deliverables, communication tools, activities, KPIs, and timelines. Also showcase options for joint advocacy efforts and co-messaging.

The Visibility Workplan for the Refugee Education Project in Malaysia encompasses various media deliverables to promote awareness, highlight achievements, and acknowledge contributions.

1. Website and Online Publications:

QFFD’s contribution will be acknowledged on the project’s website and related online publications. The key performance indicator (KPI) is the number of acknowledgements with the QFFD logo visibly placed. The target audience includes website visitors, stakeholders, and recipients of annual/periodic reports. The acknowledgement occurs after the signing of the cooperation agreement.

2. Press Releases and Featured Articles and Magazines:

QFFD’s contribution will be highlighted in the press release announcing the project launch, with key milestones featured in subsequent releases at least twice a year. KPIs include media pickups and positive feedback. The target audience is media outlets, stakeholders, and the general public. Press releases will be distributed to media contacts with follow-ups for maximum coverage.

3. TV:

A feature story on the refugee education project will be aired on prime-time television, highlighting the Qatar Government as the major contributor. KPIs include the number of TV spots broadcasted at prime time, views, and audience reach. The target audience is the general public and potential donors. Coordination with a reputable TV network is essential to ensure prime-time broadcast.

4. Social Media:

A social media campaign will be launched on Facebook, Twitter, and Instagram, along with a hashtag for the entire project. Monthly progress updates by all implementing partners will be posted with the QFFD/QC logo highlighted. KPIs include clicks, likes, shares, views, and engagement rate. The target audience is the global online community, potential donors, and youth.

5. Marketing Collateral:

Brochures and flyers featuring the project will be displayed at events and sponsorship applications open to refugee children. The QFFD logo will be displayed prominently. KPIs include the number of printed materials distributed and engagements at events. The target audience is event attendees, stakeholders, and local communities.

6. Photos:

High-quality photos capturing project activities will be stored in a shared drive and included in the monthly progress report. KPIs include the number of photos uploaded and the number of times photos are used. The target audience is implementing partners, Qatar Charity, QFFD, and the National Security Council.

7. Videos and Feature Documentary:

A short documentary video introducing the education project will be produced, highlighting QFFD as the main contributor. Additionally, short video series showcasing success stories of refugee students will be created. KPIs include views, engagement on social media, and positive feedback.

8. Infographics and Media Kit:

Infographics illustrating key project statistics and achievements, along with a media kit, will be produced. KPIs include downloads, shares, and inclusion in media publications. The target audience is media outlets, stakeholders, and the online community.

9. International Days co-messaging:

Joint messaging on International Days related to education and refugees will be issued, with QFFD highlighted as the main contributor. KPIs include partnerships and social media engagement. The target audience is the global online community and stakeholders.

10. Joint Advocacy Events / Initiatives:

Co-hosting advocacy events with partners will highlight refugee education. KPIs include the number of high-level speakers mobilized, attendance, and media coverage. The target audience is policymakers, stakeholders, and the general public. A summit will be co-hosted during World Children’s Day with education institutions, implementing partners, and the Ministry of Education.

Annexes

PDS-1a – LogFrame

Please attach your LogFrame. Make sure that the theory of change, the results chain and the proposed indicators and means of verification therein match with the content provided in this proposal template. For a detailed description on how to elaborate a LogFrame, please see QFFD’s Managing for Results (MfR) Guidelines, pages 8ff.

SPP-1b – M&E Plan

Please provide an M&E plan based on the indicators and means of verification as summarized in the LogFrame. Show what data will be collected, how, at what points in time and by whom, during project implementation, at completion and possibly afterwards to determine longer term effects of your intervention (see also section “M&E, Accountability and Learning”).

SPP-1c – Beneficiaries

Please summarize the beneficiaries you aim to reach and provide target values (how many you expect to reach). Distinguish between direct beneficiaries and indirect beneficiaries. Consider age, gender and relevant vulnerability dimensions and disaggregate your figures accordingly.

Note: Not all age groups or vulnerability criteria provided in the table are necessarily relevant for your project. The table only provides a selection of criteria for data disaggregation. Please only chose those dimensions that are applicable to your project (see also section “Beneficiaries and Outreach”).

PDS-1d – GANTT Chart

A GANTT Chart is a project management tool that allows for detailed planning of project activities and related timelines as well as for subsequent tracking of implementation progress. A GANTT Chart lists the tasks to be performed on the vertical axis, and time intervals (including start and finish dates) on the horizontal axis. The width of the horizontal bars shows the duration of each activity. GANTT Charts show progress as tasks are shaded in proportion to the degree of their completion: a task that is 60% complete would be 60% shaded, starting from the left. GANTT Charts also allow to insert responsibilities for the completion of each activity.

Note: When completing the GANTT Chart, kindly make sure that the same activities listed in the LogFrame are copied to and reflected in the GANTT Chart.

PDS-2a – Detailed Budget

The detailed budget captures resource allocation in terms of quantities and associated costs and is broken down into specific categories. The budget is structured so as to be aligned with the project’s intervention logic. Thus, wherever possible, costs should be tied to specific project outcomes and inserted under the section Direct Costs per Project Outcome. Costs that cover general project expenditures can be inserted under the section Overall Direct Costs. Please provide all costs in US Dollars.

Direct Costs are variable costs that incur when implementing specific project activities, i.e., costs that change as the quantity of the good or service to be produced changes. Tie direct costs to specific project outcomes wherever possible. For direct costs that contribute to multiple outcomes, use the section under Overall Direct Costs.

Indirect Costs are costs that do not directly contribute to delivering specific project activities or outputs such as the organizational overhead, management cost or costs for audits. Please limit non-detailed/general indirect cost lines to 5% of the total grant value.

Note: As lines are added or subtracted from the template, make sure to double-check the accuracy of all sheet formulas prior to submission.

PDS-2b – Budget Summary and Narrative

Assuming the formulas have remained intact, all detailed budget information is copied automatically in the budget summary tab. Use the budget summary tab to also provide a high-level breakdown of any costs shared with co-funders and outline the terms of co-funding in the narrative box. These figures should correspond with the total budget and total amount of requested funding.

Provide details on the currencies used to develop the USD budget as well as corresponding exchange rates used and describe and justify each budget category in the rows at the bottom.

Note: a narrative to the budget is required for all budget lines explaining how each cost will contribute towards implementation of the relevant activities. Budget lines should have no lump sum amounts. Where necessary, Bills of Quantities can be submitted in a separate sheet of the excel document. All assets listed will require an asset register and explanation of the asset disposal plan (see below).

PDS-2c – Asset Register

Please use the “asset register” template to register all planned assets to be purchased as part of the intervention and explain your asset disposal plan in the respective column. In cases where you request renewed funding for an existing project, kindly list pre-existing QFFD funded assets in detail. Please include activities related to your asset disposal plan in the GANTT Chart (see annex PDS-1c above).

R&C-1a – Risk Assessment

Please use the “risk analysis” template to describe project-related risks as well as risk mitigation strategies and action plans for each identified risk, including responsible parties for implementation and related timelines (see section “critical risk assessment”).

PR-1d – Visibility Workplan

Please use the “visibility plan” template to provide a media and communication plan with relevant opportunities, key deliverables, communication tools, activities, KPIs, and timelines. Also showcase options for joint advocacy efforts and co-messaging (see also section “media, communication and advocacy”).

SDG-aligned Corporate Results Frameworks

Please use the Results Frameworks attached to show how your project contributes to QFFD’s SDG-aligned Results Framework by selecting one or more indicators from the list of corporate indicators for economic development, health, education, humanitarian aid or climate change. Please note that the outcome indicators of your project’s LogFrame must match with the selected corporate indicators in order to be aligned.

Note: Until a corporate results framework for humanitarian aid is available, it is not mandatory for humanitarian interventions (emergency response and projects in the fields of recovery or preparedness that do not target health, education or economic development outcomes) to be aligned with the existing corporate results indicators.

Classification: Internal داخلي

Classification: Internal داخلي

Classification: Internal داخلي

Classification: Internal داخلي

Classification: Internal داخلي

Classification: Internal داخلي