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The initiative, started in 1997, involves mobilizing communities to build a center for their children´s education using local or permanent materials. If the communities agree, they are invited to construct the center themselves on selected sites or in a primary school. In addition, they commit to paying the recruited teacher´s salary, with support from municipalities.The partners who initiated the initiative provide resources such as work materials and training for the teacher. In some cases, they even cover the teacher´s salary. These activities have focused on municipalities and targeted villages. The initiative has been ongoing and was recommended at the 2nd Education Forum in 2014. As a result, it has been included in the 2018-2030 Education Sector Plan (PSE) with the aim of increasing preschool enrollment rates.

Marginalized children who are excluded from their right to education, mostly in rural areas without access to preschools. Parents and communities are the users. The Ministry and partners such as UNICEF, Aide et Action, Plan Benin, Born Fonden, CAEB, Racine, Lares, Kiru-Ife, and Right to Play are involved. Many partners have completed their projects by transforming these community centers into public preschools managed by the government.

This approach has been successful with the creation of several community centers managed by the communities, the liberation and education of thousands of girls, and a significant increase in preschool enrollment rates, which was recommended. An evaluation by LARES also revealed an improvement in the minimum learning outcomes for children in terms of awakening and education, as well as a change in parents´ attitudes towards preschool education. Additionally, women (mothers) can now contribute to the socio-economic life of their communities and the functioning of schools.

Efficient Resource Management in Community-Managed Centers

The innovation behind these community-managed centers lies in their efficient resource management, which not only empowers the communities but also contributes to children´s right to education. However, to ensure the success of this initiative, certain conditions must be met. Firstly, it is crucial to clarify the responsibilities of the government, development partners, communities, and stakeholders in advance. This prevents the burden of supporting these centers from falling solely on parents and ensures a collective effort. Additionally, adopting a standardized model for creating community preschool centers and adhering to it is essential. This promotes consistency and uniformity in the establishment of these centers, ensuring they meet the necessary standards. Furthermore, developing a comprehensive framework for creating, operating, and managing these centers is crucial. This framework addresses different aspects such as infrastructure, curriculum, teacher training, and monitoring, ensuring there are no disparities in practice.

Closure of some centers created due to the inability of parents to bear salary costs (poverty). Reluctance of some communities to accept the initiative due to lack of resources and lack of assurance from the government´s support. Inconvenient physical facilities. Demotivation of animators who abandon centers due to low pay and lack of supervision. Lack of a legal act defining from the start the charges and responsibilities of each actor and beneficiary. Overcrowded classes.* Insufficient learning outcomes for children.